In the end, the writing activity which is written in the syllabus will be assessed to find out whether the students‟ mastery in writing descriptive text or not.
2.2.2.1 Types of Writing Performance
Four categories of written performance are considered here. Each category resembles the categories defined for the other three skills, but these categories as
always, reflect the uniqueness of the skill area. These are the four types of writing based on Brown 2004:220:
1 imitative writing
Imitative writing includes the ability to spell correctly and to perceive a phoneme
– grapheme correspondences in the English spelling system. It is a level at which students are trying to master the mechanics of writing.
Imitative will concern with some skills in writing such as writing letters, words, punctuation, and very brief sentences.
2 intensive controlled writing
Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, collocation, and idioms, and
correct grammatical features up to the length of sentence. Meaning and context are most assessment tasks are more concerned with focus on form,
and are rather strictly controlled by the test design.
3 responsive writing
Responsive writing requires students to perform at a limited discourse level, connecting sentences into paragraph and creating a logically
connected sequence of two or three paragraphs. 4
extensive writing Extensive writing implies successful management of all processes and
strategies of writing for all purposes. Students focus on achieving a purpose, organizing and developing ideas logically, using details and
support or illustrative ideas, demonstrating syntactic and lexical variety, and many cases, engaging in the process of multiple drafts to achieve a
final product. Based on the explanations above, I would do action using imitative and also
intensive controlled writing. In imitative writing the students would learn to master the mechanics of writing. While imitative writing concerns with the
mechanic system of writing, in intensive writing the students produced language to display the competence in grammar, vocabulary, or sentence formation, and not
necessary to convey meaning for an authentic purpose. In the final activity, the students would take the post test in form of responsive writing. The students
would produce short descriptive paragraph. Responsive writing was the ultimate goal which students must be mastered. In responsive writing students are
assessed how good the students realizing the meaning not only on grammatically correct. Responsive writing is important for the students;
it is in line with the Pardiono‟s words 2007: preface that stated In general, the teacher only asses on grammatical
aspect. As a result, the process of correction was limited to the level the use of grammatical mistakes,
not at the level of realizing the meaning. Written text is only seen as a series of sentences which must
be grammatically correct, not as the realization of meaning through sentences
So, from the conclusion above, I would conduct pre-test to diagnose the habit of students in producing the written text, and also the common mistakes that
were made by the students in using adjectives. After that the I would do another pre
– test by using the guided writing activity to know whether the students had habituated in realizing the meaning through the sentences or not. After knowing
the result, I would give some activities of writing to help the students correct the mistakes and improve their writing ability. Both imitative and intensive writing
would always use Attribute Charts as a strategy to make the learning process become effective.
2.2.3. Teaching Writing
