achievement or not. This step was also used to measure the significant differences between two or more results.
3.9.1 Method of Scoring
Through scoring, the results of the students‟ work are needed to be put in a form that is readily interpretable. These data are
useful to show students‟ levels of writing achievement. I interpret the result both statistically and non-statistically
because the purpose of this research is to measure the students‟ proficiency including the development of their ideas. The students‟ level of writing
achievement can be counted statistically by knowing the different score between pre-test and post-test. Whereas, I will know the use of One Stay Three Stray
strategy non-statistically by seeing whether the class situation is more enjoyable or not.
Scoring the students‟ work is a step to obtain quantitative information from each student. One of the ways to score or to evaluate the students‟
achievement in writing is rating scale. The following scheme of rating scale is used to measure the stud
ents‟ achievement in their written product according to Brown and Bailey 1984 as
quoted by Brown 2004: 244-245 in the book of Language Assessment. I used this kind of analytic scale because Brown and Bailey design an analytical scoring
scale that specifies five major categories of writing and a description of five different levels in each category, ranging from “unacceptable” to “excellent”, thus
enabling learners to home in on weaknesses and to capitalize on strengths.
Table 3.1 Analytic Scale for Rating Composition Tasks from Brown Bailey Writing
Component Score
Description
Organization: Introduction,
Body, and
Conclusion 20-18
Excellent to Good Appropriate title, effective introductory
paragraph, topic is stated, supporting evidence given for generalizations,
conclusion logical and complete. 17-15
Good to Adequate Adequate
title, introduction,
and conclusion.
14-12 Adequate to Fair
Mediocre introduction or conclusion, problems with the order of ideas in
body. 11-6
Unacceptable Shaky
recognizable introduction,
conclusion weak, lack of supporting evidence.
5-1 not college-level
work Absence of introduction or conclusion,
severe lack of supporting evidence.
Logical Development
of Ideas:
Content
20-18 Excellent to Good
Essay addresses the assigned topic; the ideas are concrete and thoroughly
developed. 17-15
Good to Adequate
Essay addresses to issues but misses some points; ideas could be more fully
developed. 14-12
Adequate to Fair Development of ideas is incomplete;
paragraphs aren‟t divided exactly right. 11-6
Unacceptable
Ideas incomplete, inadequate effort in areas of content.
5-1 not college-level
Essay is completely inadequate and
does not reflect college-level work.
work
Grammar 20-18
Excellent to Good Native
like fluency
in English
grammar; correct use of relative clauses, prepositions, verb forms; run
on sentences. 17-15
Good to Adequate
Advanced proficiency
in English
grammar, some grammar problems but don‟t influence communication, run-on
sentences. 14-12
Adequate to Fair Ideas are getting through to the reader,
but grammar problems have negative effect
in communication,
run-on sentences.
11-6
Unacceptable
Serious grammar problems interfere with communication, difficult to read
sentences. 5-1
not college-level
work
Severe grammar problems interfere greatly with the message, reader can‟t
understand.
Punctuation, Spelling, and
Mechanics
20-18 Excellent to Good
Correct use
of English
writing conventions, punctuation and spelling,
very neat. 17-15
Good to Adequate
Some problems
with writing
conventions or punctuation, paper is neat and legible.
14-12 Adequate to Fair
Uses general writing conventions but has errors.
11-6
Unacceptable
Serious problems with format of paper, parts of essay not legible.
5-1 Complete disregard for English writing
not college-level
work conventions, paper illegible.
Style and
Quality of
Expression
20-18 Excellent to Good
Precise vocabulary usage, use of parallel structures, register good.
17-15
Good to Adequate
Attempts variety, good vocabulary, register OK.
14-12 Adequate to Fair
Some vocabulary
misused, lacks
awareness of register. 11-6
Unacceptable
Poor expression of ideas, problems in vocabulary.
5-1 not college-level
work
Inappropriate use of vocabulary, no
concept of register.
3.9.2 Level of Achievement
Kategori