1 Pre-cycle test
The pre- cycle test was used to know the students‟ ability in writing a
descriptive text before they were given the treatment. 2
Post-cycle test 1 The post-
cycle test was used to measure the students‟ ability in writing a descriptive text after they got the treatment. The post-cycle test 1 was the
same as the pre-cycle test. 3
Post-cycle test 2 The post-
cycle test was used to measure the students‟ ability in writing a descriptive text after they got the treatment. The post-cycle test 2 was the
same as the pre-cycle test and post-cycle 1.
3.5 Method of Data Analysis
In this study, I used writing test to measure the students‟ improvement and achievement in writing a descriptive text. To analyse the data, I used the method
of data analysis as the following. It consists of method of scoring and level of achievement.
3.5.1 Method of Scoring
In giving score to the students I used the scoring guidance taken from Heaton‟s
Grid 1974. They are fluency, grammar, vocabulary, content, and spelling. The scoring is rated from 1 until 5. The five major categories are 1 organization, 2
logical development
of ideas
content, 3
grammar, 4
punctuationspellingmechanics, 5 style and quality of expression. In the study, I analysed data of students‟ writing based on Brown‟s design.
Table 3.3 Scoring Guidance for Writing Test from Heaton’s Grid 1974
No. Elements
Score Definition
1. Grammar
5 4
3 2
1 Mastery of grammar taught on course, only 1 or a
minor mistake. A few minor mistakes only preposition, article, etc
Only one major mistake but a few minor mistakes. Major
mistakes that
lead to
difficulty in
understanding, lack
mastery of
sentence construction.
Numerous serious mistakes, no mastery of sentence construction, almost intelligible.
2 Vocabulary 5
4 3
2 1
Use of wide range of vocabulary taught previously. Good use of new words acquired, fairly acquired
synonyms, circumlocutions. Attempts to use words acquired fairly appropriate
vocabulary on the whole but sometimes restricted, have resort to use synonym, circumlocution, etc. on a
few occasions. Restricted vocabulary, use of synonym but not
always appropriate. Very restricted vocabulary, inappropriate use of
synonyms, seriously hinders communication.
3 Mechanic
5 4
3 2
1 No errors.
1 or 2 minor errors only. e.g. ie or ei Several errors, do not interfere significantly with
communication, not too hard to understand. Several errors, some interfere with communication,
some words very hard to recognize. Numerous errors, hard to recognize several words,
communication made very difficult.
4 Relevance
5 4
3 All sentences support the topic, highly organized,
clear progression of idea, well-linked, like educated native speaker.
Ideas well organized, links could occasionally be clearer but communication not impaired.
Some lacks of organization, re-reading required for classification ideas.
2 1
Little or no attempt at connectivity, readers can deduce some organization; individuals‟ ideas may be
clear but very difficult connection between them. Lack of organization so severe that communication
is seriously impaired.
5 Fluency
5 4
3 2
1 Flowing style, very easy to understand, most
complex sentences, very effective. Quite flowing style, mostly easy to understand, a few
complex sentences, very effective. Style reasonably smooth, not too hard to understand
and enjoy complex sentences, fairly effective. Jerky style, an effort needed to understand, complex
sentences confusing, mostly simple sentences or compound sentences.
Very jerky, hard to understand, cannot enjoy reading, almost all simple sentences.
Heaton, 1974:138
Note: Grammar G
: refers to appropriate tenses Vocabulary V
: refers to diction Mechanic M
: refers to mechanics and punctuation Relevance R
: refers to the relevance in relation to the task demanded of the students.
Fluency F : refers to style and ease of communication.
According to Heaton‟s Grid, there are five components of scoring writing.
The scoring system above is the most suitable scoring to measure the students‟ ability in writing a descriptive text. From that reason, I analysed
the students‟ writing of descriptive text based on those five components. The highest score of
each component is 25 and the lowest score is 1. Therefore, the maximum score of writing is 100.
3.5.2 Method of Analyzing the Exploration of Ideas
