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.