spelling punctuation mistakes
have errors in using
capitals for names and
sentence beginnings
have many spelling
errors that distract
readers have
occasional spelling
errors has
problems with capital
missing and spelling
problems get problems
with full stops, apostrophes,
comma,marks of question,
quotation, exclamation
get problem of full stops,
comma, question,
quotation, exclamation
marks have
problems with full
stops and comma
has wrong comma
full stops, marks of
question, quotation,
exclamation,
d. Students were difficult to organize
ideas into elements of short stories
All students have
Inadequate efforts at
organization of elements
of the story 19 students
have problems of
organizing elements
interfere logic
12 students organize all
elements of the story
which are somewhat
logical 2 students
organize characters,
settings, plot, and
theme logically
But they are still lack of
supporting ideas for
plot and theme
19 students are still lack
of supporting
ideas for conflict and
theme 12 students
are still lack of
supporting ideas for
theme 2 students
have supported
well ideas for elements
of the short story.
e. Students were not able to use sentence
and word styles in English
3 students have
problems in vocabulary
choice 26 students
have some vocabularies
misused 4 students
have good vocabulary
But no students
uses precise
vocabulary All students
lack orders of words;
30 students write not
really good order of
words 3 students
have adequate
order of words
Few students
have good order of
words and sentence
2. Class situation
a. the class is not inspiring
inspiring as the use of
flash cards and LCD to
show and share
pictures Little bit
inspiring as the use of
worksheets to show the
six pictures Good
inspiring as students
made and decorate the
collates Little bit
inspiring as the eleven
pages of the pictures
distract the attention
Good inspiring as
the maximum
use of LCD and
instrumental Best
inspiring as they can
move around to
get more inspiration
b. Students are not motivated to
classroom activities Motivated
as they work with
class to chain story
More motivated
as they get feedback
Highly motivated
as they have
correction and revision
Motivated as they
chain a new story
More motivated
as they know that
they can write longer
Highly motivated
realizing that they
can write a story
c. They do not pay attention to writing
tasks Less
attention as they are not
sure getting feedback
More attention as
they get marks to
revise Keep
attention as they know
their mistakes
Less attention as
they are not sure writing
the new story
More attention as
they get used to
work with others
Keep attention as
they write more pages
with little mistakes
d. They are not enthusiastic to take
part in strategies of writing
They are encouraged
to share a story in oral
composition They are
more encouraged
collaborate with others
They are enthusiastic
as their story is
performed They are
somewhat encouraged
as they get used to do it
more encouraged
as they collaborate
with others They are
enthusiastic as the story
is shared to whole class
e. They get bored with the phase of writing
technique Interested in
Attention phase as
they have a different
technique They are
more interested in
Need phase as knowing
their needs in writing
They are Interested in
Visualization phase
viewing the models of
writing They keep
interest to do writing in
Action phase
Interested in Attention
phase as they get
used to with writing steps
More interested in
knowing more about
their needs in writing
Interested in Visualization
phase as they can see more
models They keep
interest in expressing
freely their writing in
Action phase
3. Writing Scores
