Method of Data Analysis

3.5 Method of Data Analysis

In this research, the writer used a rating scale proposed by R. Kern 2000:287 as cited in Modul and Kurikulum Bahasa Inggris SMPMTs 2004. This rating scale measures the students’ writing skills especially in content, rhetorical step, language, and suitable form. The scoring system is displayed in the following table: Criteria Score Description Taskcontain appropriateness to what extent the writing reaches the target 30-27 26-24 23-21 20-18 17-0 Excellent to very good : responds to tasks perfectly; perfect discussion; relevant and precise information; very strong and supportive interpretation. Good : capable of responding to tasks; capable of discussing it; relevant and precise general information; supportive general interpretation. Fair : incapable of responding to tasks; acceptable discussion that sometimes inconsistence; occasionally neither irrelevant nor precise information; occasionally inconsistent interpretation with facts. Inadequate : incapable of responding to tasks; in complete and inconsistent discussion; frequently irrelevant or inappropriate information; inconsistent interpretation with the facts. Inacceptable : ignore or less understands the task; minimum discussion; irrelevant information and interpretation. Rhetoric’s step appropriateness to what extent the writing order takes the reader into recount 25-23 22-20 19-18 17-16 15-0 Excellent to very good : effective communication; very consistent with special text form; very well and orderly- arranged utterances; very clear text interpart’s relationship. Good : quite effective communication; consistent with special text form sometime being ignored; idiom arrangement sometime different to be follow; interpart of the text relation sometime not clear. Fair : the communication sometime enough effective; special text form sometime being ignored; idiom arrangement sometime difficult to be follow; interpart of the text relation sometime not clear. Inadequate : less effective communication; the meaning sense not clear; not follow special text form; arrangement and organizing idiom make confuse; interpart relation or the text not clear. Inacceptable : nearly capable to be understand; ignore special text; there is no text arrangement. Language appropriateness how far the language which 25-23 Excellent to very good : the language which is used very appropriate with the language text form that was given and communication context. use appropriate with communication context? 22-20 19-18 17-16 15-0 Good : generally the language that was used appropriate with text form that was given and communication context. Fair : the language which is used not consistent with the text form that was given and communication context. Inadequate : the language which is used not appropriate with the text form that was given and communication context. Inacceptable : the language which is used very bad. Suitable form how far the writing fulfill form arrangement, spelling, neat 20-18 17-16 15-14 13-12 11-0 Excellent to very good : layout, spelling, verb conjunction, accents, agreement, punctuation, capitalization, and neatness very fulfill text arrangement genre. Good : layout, spelling, verb conjunction, accents, agreement, punctuation, capitalization, and neatness generally fulfill text arrangement genre. Fair : layout, spelling, verb conjunction, accents, agreement, punctuation, capitalization, and neatness partly fulfill text arrangement genre. Inadequate : layout, spelling, verb conjunction, accents, agreement, punctuation, capitalization, and neatness generally not fulfill text arrangement genre. Inacceptable : layout, spelling, verb conjunction, accents, agreement, punctuation, capitalization, and neatness not fulfill text arrangement genre. Table 3.1 The scoring system by Kern 2000:287 Students’ achievement was known by seeing their score and referring it to level of achievement proposed by Brown 2004:294, seen in the following table: Level of Mastery Predicate 90-100 80-89 70-79 60-69 below 60 Excellent Good Adequate Inadequate Fail Table 3.2 Level of Achievement on Students’ Writing 43 CHAPTER IV RESULT AND DISCUSSION In this chapter, the analysis of each activities started from pre-test up to post- test. The analyses of questionnaire and field notes are also discussed. Here is the analysis of each activity.

4.1 The model on how Moodle is used to teach writing recount text.