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they cannot ask questions when they face difficulties in understanding the text. That is why creating an understandable text is very important.
Although there are many different ways of writing process, most teachers would probably agree in recognizing at least the following five general
components of writing. Harris 1969:68-9 states: “The components are: 1 contents, the substance of the writing, the ideas
expressed; 2 form, the organization of content; 3 grammar, the employment of the grammatical forms and syntactic patterns; 4 style, the choice of the structures
lexical items to give a particular tone or flavor on writing; 5 mechanic, the use of graphic conventions of the language.”
In this study, I am going to use this analytical scoring, focuses on those
aspects. To encourage the students in their writing; an English teacher plays an important role in developing students’ ability. He or she should be patient to
support and help them in improving their ability. If the students make mistakes in their writing composition, the teacher should correct their mistakes.
2.3.1.3 Scoring System in Writing
I must have guidance of evaluation appropriately to measure the influence of the use of Five-Minute Activities and the use of picture as techniques in writing
descriptive text. There are two scoring guidances. First is the analytical scoring . The rating scale is proposed by Brown 2004: 243, he states that “an analytical
scoring scale specifies five major categories and a description of five different levels in each category, ranging from unacceptable to excellent. The scoring
system is as follows :
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Table 2.1 Brown and Categorized Scoring Guidance
Scoring Guidance
20 – 18 Excellent to
good 17 – 15
Good to adequate
14 - 12 Adequate to
fair 11 – 6
Inadequate 5 – 1
Unacceptable
Organization
Introduction, Body and
Conclusion Appropriate
title, effective introductory
paragraph, topic is stated leads to
body, transitional
expression used, arrangement of
material shows plan; supporting
evidence given for
generalization; conclusion
logical and complete
Adequate title, introduction and
conclusion; body of essay is
acceptable but some evidence
may be lacking, some ideas are
not fully developed;
sequence is logical but
transitional expressions
may be absent or misused
Mediocre or scent
introduction or conclusion;
problems with order of ideas
and body; the generalization
may not be fully supported by
the evidence given; problems
or organization interfere
Shaky or minimally
recognizable introduction;
organization can be barely
seen; severe problems with
ordering of ideas; lack of
supporting evidence;
conclusion weak or
illogical; inadequate
effort at organization
Absence of introduction or
conclusion; no apparent
organization of body; severe lack
of supporting evidence; writer
has not made any effort to organize
the composition could not be
outlined by the readers
Content Logical
Development of Ideas
Essay addresses the assigned
topic; the ideas are concrete and
thoroughly developed; no
extraneous material; essay
reflects thought Essay addresses
the issues but misses some
points; ideas could be more
fully developed; some
extraneous material is
present Development of
ideas not complete or
essay is somewhat off
the topic; paragraphs are
not divided exactly right
Ideas incomplete;
essay does not reflect careful
thinking or was hurriedly
written; inadequate
effort in area of content
Essay is completely
inadequate and does not reflect
college level work; no apparent
effort to consider the topic carefully
Grammar Native like
fluency in English
grammar; correct use of
relative clauses, prepositions,
modals, articles, verb forms and
tense sequencing;
no fragments or run on
sentences Advanced
proficiency in English
grammar; some grammar
problems do not influence
communication although the
readers are aware of them;
no fragments or run on
sentences Ideas are getting
thought to the readers, but
grammar problems are
apparent and have a negative
effect on communication;
run on sentences or
fragments present
Numerous serious
grammar problems
interfere with communication
of the writer’s ideas grammar
review of some areas clearly
needed; difficult to read
sentences Severe grammar
problems interfere greatly
with the message; reader cannot
understand what the writer was
trying to say; unintelligible
sentence structure
Punctuation, Spelling and
Mechanic Correct use of
English writing conventions;
left and right margins;
Some problems with writing
convention or punctuation;
occasional Use general
writing conventions but
has errors; spelling
Serious problems with
format of paper; parts of essay
illegible; errors Complete
disregard for English writing
conventions; paper illegible;
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all needed capitals;
paragraphs indented,
punctuation and spelling; very
neat spelling errors;
left margin correct; paper is
neat and legible problems
distract readers; punctuation
errors interfere with ideas
in sentence punctuation and
final punctuation;
unacceptable to educated
readers obvious capitals
missing, no margins; severe
spelling problems
Vocabulary Style and
Quality of Expression
Precise vocabulary
usage; use of parallel
structures; concise; register
good Attempt variety;
good vocabulary; not
wordy; register OK; style fairly
concise Some
vocabulary misused; lacks
awareness of register; may be
too wordy Poor expression
of ideas; problems in
vocabulary; lacks variety of
structure Inappropriate use
of vocabulary; no concept of
register or sentence variety
The scoring technique above is based on the analytic scale. According to the score’s guidance above, there are five items; they are organization, content,
grammar, punctuation and vocabulary. From the table above, the maximum score is 100.
Second is rating scale as proposed by Heaton Grid. The scoring system is as follows :
Table 2.2 Heaton Grid and Categorized Scoring Guidance
Scoring Guidance
No. Component Score Definition
1 Form
5
4
3
2 Excellent : Flowing style – very easy to understand –
both complex sentences very effective.
Good : Quite flowing style-most easy to understand-
a few complex sentences very effective.
Fair : Style reasonably smooth–not too hard to
understand and enjoy complex sentences–fairly effective.
Inadequate : Jerky style – an effort needed to
understand and enjoy – complex sentence confusing –
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2
3
4
Grammar
Style
Content 1
5
4
3 2
1
5
4
3 2
1
5
4
3
mostly simple sentences or compound sentences.
Unacceptable : Very jerky – hard to understand –
cannot enjoy reading – almost all simple sentences – complex sentences – excessive use of “and.”
Excellent : Mastery of grammar taught on course –
only 1 and 2 minor mistakes.
Good : a few minor mistakes only preposition,
articles, etc.
Fair : Only 1 major mistake but a few mistakes. Inadequate : Major mistakes that lead to difficult in
understanding lack mastery of sentence contribution.
Unacceptable : Numerous serious mistakes – no
mastery of sentences construction – almost all unintelligible.
Excellent : Use of wide range of vocabulary taught
previously.
Good : Good use of new word acquired – fairly appropriate synonyms, circumlocutions.
Fair : Attempts to use words Inadequate : Restricted vocabulary – use of
synonym but not always appropriate Unacceptable : Very restricted vocabulary –
inappropriate use of synonyms–seriously hinders communication.
Excellent : All sentences support the topic-highly
organized–clear progression of ideas-well linked-like educated native speakers.
Good : Ideas well organized – link could
occasionally be clearer but communication not
impaired. Fair : Some lacks of organization – re-reading
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5
Mechanic 2
1
5 4
3
2
1
required for classification of ideas.
Inadequate : Little or no attempts at connectivity –
thought readers can deduce some organization – individuals’ ideas may be clear but very difficult to
deduce connection between them
Unacceptable : Lack of organization so serve that
communication is seriously impaired.
Excellent : No errors. Good : 1 or 2 minor errors only e.g. le or el
Fair : Several errors – some interfere with communication – not too hard to understand.
Inadequate : Several errors – some interfere with
communication – some words very hard to
understand. Unacceptable : Numerous errors – hard to recognize
several words – communication made very difficult.
There are 5 items and each is scored 5, then the maximum score is 25. This method was made to inform the students about their achievement Heaton,
1975:95. The result is raw scores so that it is necessary to multiply them by 4 to get more meaningful numerical data. The obtained rating scale ranges from1-100.
2.3.2 Text
