Table 1: Standard of Competence and Basic Competence of Writing Standar Kompetensi
Kompetensi Dasar Menulis
1. Mengungkapkan makna dalam teks tulis fungsional dan esei
pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan
sekitar. 12.2 Mengungkapkan makna dan
langkah retorika dalam esei pendek sederhana
dengan menggunakan
ragam bahasa tulis secara akurat, lancar
dan berterima
untuk berinteraksi
dengan lingkungan
sekitar berbentuk
recount dan
narrative.
Based on the table above, it can be concluded that in the second semester the materials for writing are about recount and narrative texts. Due to the
materials in the curriculum, in this research, the researcher only focused on teaching a narrative text.
j. Measuring Writing
In order to be fair on scoring process, the researcher needs to decide which scoring rubric that should be used as scoring reference. Brown 2004 states three
main types of assessing writing. They are primary trait scales, holistic scales, and analytic scales.
1 Holistic Scoring
Holistic scale is assigning a single score to a script based on the overall impression of the script. Holistic scoring results in a more general description for
categories, but includes the different elements of writing implicitly or explicitly. Weigle 2002: 144 argues that is another drawback to holistic scoring is that a
single score does not provide useful diagnostic information about a person’s writing ability.
2 Primary Trait Scoring
This method of scoring focuses on how well the students can write within a narrowly defined range of discourse Weigle, 2002. This type of scoring
emphasizes on how the writers achieve the goal of the text. Weigle 2002: 110 also states that in second-language writing assessment, primary trait assessment
has not been widely used, and little information exists on how primary trait scoring might be applied in second-language testing.
3 Analytic Scoring
Analytic scoring helps the teacher to recognize the weaknesses and strengths of the learners. This scoring type can be applied in the classroom
evaluation. Analytic scoring offers writers a little more wash back than a single holistic or primary trait score. In formulating the rubric, the five aspects that are
organization, logical development of ideas, grammar, mechanics, and style of expression should be scaled.
Weigle 2002:114 says that analytic scoring schemes thus provide more detailed information about students’ writing abilities in different aspects of
writing. He also argues that analytic scoring is particularly useful for second language learners, who are more likely to show a marked or uneven profile across
different aspects of writing: for example, a script may be quite well developed but
have numerous grammatical errors or a script may demonstrate an admirable control of syntax but have little or no content.
k. Feedback on Writing
When feedback is applied upon written works, it should affect the learners’ language use in future. Furthermore, feedback can be focused on both
content and form. Feedback on content emphasizes on text organization, ideas, and a number of details. Harmer 2001:110 divides the techniques into two.
1 Responding
Responding is different from assessing or evaluating since it focuses on the thought of the writing works. The important thing in responding is that the
feedback has to support the students’ writing improvement and raise their motivation instead of increasing their anxiety towards writing.
2 Coding
This technique enables the students to realize their mistakes and errors. By using certain codes, the correction seems to be neater, more understandable, less
threatening, and more helpful compared with the use of random marks.
2. Project-based Learning a. Definition of Project-based Learning
Project-based learning PBL is centered on the learners and affords learners the opportunity for in depth investigations of worthy topics Grant; 2002;
1. According to Bell 2010; 39, Project-Based Learning PBL is a student- driven, teacher-facilitated approach to learning. Project-based learning is an
instructional method centered on the learner. Students develop a question and are
