Developing materials in ongoing process is what trainers should do. To achieve the goals and objectives that are established by the stakeholder, trainers
should follow on what basis trainer constructs materials. Activities are factors that really influence the result of the participant
s’ learning. So, the activities should also meet the participant
s’ needs.
c. Assessing Writing
Scoring the participants activities is important to have a measurement of what they have already achieved. Weigle 2007: 182 proposes three advantages
of using scoring rubric to assess writing. First, scoring rubric can role as a teaching tool as well as a testing tool. The participants have their own rubrics to
measure themselves by comparing some of the criteria stated on the rubric. Second, the use of scoring rubric can also provide the trainer a standard of
consistent scoring. Then, the last is that scoring rubric can simplify the grading process. It is also easy for both trainer and participants to understand.
For this research, the grading scales by Brown and Bailey in Brown 2004: 244-245 were implemented. The criteria were managed into five
categories including organization 20, content 25, language use 25, vocabulary 20, and mechanics 10 which were scored in four ranges from
excellent to very poor.
The rubric shows the highest score Xt, 100 and the lowest score Xr, 49. The range of those scores R is 51. In this research, the scores were
categorized into high, average and low. The class interval i is 17. Then, the conversion table is presented as follows.
Table 1: The Conversion Table Based on Range Proposed by Suharto 2006: 53
No. Class Interval
Interpretation
1. 83.00
– 99.99 Advanced
2. 66.00
– 82.99 Medium
3. 49.00
– 65.99 Low
Table 1 shows three groups of the participants, i.e. advanced, medium, and low. In this research, it was used to find out how many participants who were
in each group from before the action, after Cycle I, and after Cycle II so that the improvement can be clearly seen.
3. Multilevel Language Classroom
The term multilevel classroom refers to certain class that has different kinds of learners in it, Ur 1999: 134. In this classroom, the participants learn
across two or more grades and are taught with different leveled materials. This case happens when there are some differences among the participants.
There are some problems of this type of class. In this class, some problems that occur are related to discipline, correcting written assignments,
interest, effective learning, materials, individual awareness, and participation, Ur
1999: 134. Commonly, the participants are difficult to control, they get bored, they do not have an effective learning, they do not get the right materials, not all
of the participants are active in the class, and the trainer cannot check the progress of each participants. Ur 1999: 135 also offers some solution to
overcome those problems. They are by varying the topics, methods, and texts, making the activities interesting, encouraging collaboration, allowing the
participants to choose the activities, adapting activities to meet the participant s’
needs, using compulsory plus optional instructions, and using open-ended cues. Meanwhile, there are also some benefits and challenges of the existence of
multilevel language classroom. Some advantages of Multi-level classrooms are that participants are able to learn at their own pace, participants learn to work
well in a group, participants become independent learners, participants develop strong relationships with their peers, and participants become partners in learning.
In addition, multi-level classrooms have also some challenges. They are: finding appropriate teaching resources and material, organizing some groups within the
class, building an effective self-access centre in the classroom, determining the individual needs of each participant, ensuring that all participants are challenged
and interested, and enforcing English only policies when trainer is occupied and participants are working in small groups or pairs.
