7. Analyzing the beginning and final data to determine which technique is
more effective.
3.5.1 Criteria of Assessment
To measure the students‟ achievement test, the writer uses the analytic scale for rating writing text as the adaptation of the analytic scale for rating composition
task as proposed by Brown and Bailey as cited by Brown 2004: 244-245. The aspects of scoring writing skill are organization, content, grammar, punctuation
and style. For every aspect, Brown and Baily give score from 0-20. In addition, for every aspect there are five level of mastery, they are not college level work,
unacceptable, adequate to fair, good to adequate, and excellent to good. The rubric of assessing writing skill can be seen in the following table.
Table 3.3 Analytic Scale for Rating Descriptive Text Score
Organization Content
Grammar Punctuation
Style
20- 18
E xc
ell en
t t o Good
Appropriate title; complete
structure identification,
description; identification
identifies
a phenomenon
to be
described; description
describes features in
order of
importance; each paragraph
has supporting
sentences; the text is
easy to
understand. Text
addresses the topic;
the ideas
are clearly
developed; it is
highly organized
Only 1 or 2 mistakes
of present tense;
only 1-2
minor mistakes
of prepositions,
modals, articles, and
sequencing words
Correct use of
capitals, punctuation
and spelling; very neat
Precise vocabulary
usage
17- 15
Good t
o Adequ at
e
Precise title; one of the structures is
missing without identification
or description;
identification identifies
phenomenon but it is not fully
developed; description
describes features in
order of
importance; each paragraph has few
supporting sentences; text is
mostly easy to understand.
Text addresses the
topic; the
ideas can not be more fully
developed 3-4 mistakes
of present
tense; a few minor
mistakes of
prepositions, modals,
articles, and sequencing
words 1-2 errors of
capitals, punctuation
and spelling Attempts to
use variety
vocabulary
14 -12
Adequ at
e t o Fair
Adequate title;
one of
the structures
is missing without
identification or
description; identification
shows problem in identifies
phenomenon; description
describes features in
order of
importance; supporting
sentences are not fully developed;
text is not too hard
to understand mostly
but not all Text is out of
topic; the
development of ideas is
incomplete; reading
required
for clarification
of ideas. 5-6 mistakes
of present tense; a few
minor mistakes
of prepositions,
modals, articles, and
sequencing words
3-5 errors of capitals,
punctuation and spelling
Some vocabulary
misused
11- 6
Unacc ep
tabl e
Unacceptable title,
confusing structure
exists identification and
description; identification
identify
shaky phenomenon;
description do not describes features
in
order of
importance; each paragraph
lack supporting
sentences; an
effort needed to understand
the text
Text is out of topic;
ideas are
incomplete and difficult
to
deduce connection
between them.
6-10 major
mistakes of
present tense; a few minor
mistakes of
prepositions, modals,
articles, and sequencing
words 5-7 errors of
capitals, punctuation
and spelling problems in
composing the
vocabulary
5- 1
Not College
-l eve
l wor k
There is no title; only
confusing structure
exists identification and
description and it is
not fully
developed; identification
identify confusing phenomenon;
description do not describe features
in
order of
importance; each paragraph
has confusing
supporting sentences; text is
hard
to understand.
Text is out of topic;
the ideas do not
reflect educational-
level-works; communicatio
n is seriously impaired.
More than 10 major
mistakes of
present tense; numerous
minor mistakes
of prepositions,
modals, articles, and
sequencing words
More than 7 errors
of capitals,
punctuation and spelling;
Inappropriate use of
vocabulary
Adapted from Analytic Scale for Rating Composition Task by Brown and Bailey
as cited by Brown 2004: 244-245
3.6 Technique of Data Analysis
Kategori