commit to user
16 2 Generic Structure:
- General classification: tells what phenomena under the discussion - Description: tells what the phenomenon under the discussion is
like in terms of parts, qualities, habits or behaviour. 3 Language features: focus on generic participants, use relational
processes to state what is and it uses simple present tense. c. Procedure
1 The purpose of text: to describe how something is accomplished through a sequences of actions or steps.
2 Generic Structure: - Goal
- Material - Steps 1-n
3 Language features: use simple present tense, often imperative. use mainly material processes.
5. Writing Assessment
Assessment plays an important role in determining each student’s learning problems, progress, and end outcomes after period of learning time.
According to Brown 2004: 4, assessment is an ongoing process that includes a much wider aspect, whereas test is a subset of assessment which measures a
person’s ability, knowledge, or performance in a given aspect. Assessment of
commit to user
17 writing is not easy. The teacher should have rule to determine it in order to
appropriate with the students’ ability in writing. There are six categories or aspect of writing assessment as follows Brown, 2001: 357.
a. Content: thesis statement, related ideas, development of ideas through personal experience, illustration, fact, opinions, use of description,
causeeffect, comparisoncontrast, and consistent focus. b. Organization: effectiveness of introduction, logical sequence of ideas,
conclusion, and appropriate length. c. Discoursecohesion: topic sentences, paragraph unity, transitions,
discourse markers, cohesion, rhetorical conventions, reference, fluency, and variation.
d. Syntax e. Vocabulary: using meaningful words or phrases.
f. Mechanics: spelling, punctuation, citation of references if applicable, and neatness and appearance.
Then Brown 2001: 358 states that if the teachers still need to assign a single grade or score to each paper, then consider weighting the first few
categories more heavily. Teacher can thereby emphasize the content-based flavor of their evaluation. The researcher will adapt some aspects to assess the
students’ writing as; content, organization, discoursecohesion grammar, mechanics, and vocabulary dealing with the student.
commit to user
18
6. Scoring Rubric of Writing Skill
A scoring rubric is a set of guidelines for the application performance criteria to evaluate the students’ responses and performance which consists of
verbal descriptions of the students’ responses and performance Linn and Gronlund, 2000: 270. There are three types of rating scales used in scoring
writing. They are holistic scoring, primary trait, and analytic scoring. Holistic scoring uses a variety of criteria to produce a single score.
The rationale for using a holistic scoring system is that the totals qualify of written text is more than the sum of its components. O’Malley 1996: 142
sates that writing is viewed as an integrated whole involves four components as follows: 1 ideas development organization: focus on central idea with
appropriate elaboration and conclusion; 2 fluency structure: appropriate verb tense used with variety of grammatical and syntactic structure; 3 word
choice: uses varied and precise diction appropriate for purpose; 4 mechanics: absence of error in spelling capitalization, and punctuation.
Primary trait focuses on “how well students can write within a narrowly defined range of discourse” Weigle in Brown, 2004: 242. This type
of scoring emphasizes the task at hand and assigns a score based on the effectiveness of the text’s achieving that one goal. A primary trait score would
assess: 1 the accuracy of the account of the original summary; 2 the clarity of the steps of the procedure and the final result lab report; 3 the
commit to user
19 description of the main features of the graph graph description; 4 the
expression of the writer’s opinion respond to an article. Analytic scoring focuses on the principle function of the text and
therefore offers some feedback potential, but no wash back for any of the written production that enhance the ultimate accomplishment of the purpose.
Classroom evaluation of learning is best served through analytic scoring, in which as many as six major elements of writing are scored, thus enabling
learners in home in on weaknesses and to capitalize. According to Brown 2001: 244-245 analytical of scoring rubric for
writing product covers five writing aspects namely; organization, Logical development of ideas content, grammar, punctuation and spelling
mechanics, and style or qualify of expressing vocabulary. The detail descriptions for each aspect can be seen in Table 2.1.
commit to user
20 Table 2.1
Analytical of scoring rubric for writing product
Writing Elements
Scores 5
4 3
2 1
1.Organization Appropriate
title, effective introductory
paragraph, topic is stated,
leads to body, transitional
expression used,
arrangement of material
shows, plant could be
outlined by reader,
supporting evidence
given for generalization
, conclusion, logical, and
complete. Adequate title,
introduction and conclusion, body
of essay is acceptable, but
some ideas are not fully
developed, sequence is
logical but transactional
expressions may be absent or
misused. Mediocre or
scant introduction or
conclusion, problems with
the order of ideas in body; the
generalization may not be fully
supported by the evidence given;
problems of generalization
interfere. Shaky or
minimally recognizable
introduction, organization can
barely be seen, severe problems
with ordering of ideas, lack of
supporting evidence,
conclusion weak or illogical,
inadequate effort at organization.
Absence of introduction
or conclusion, no apparent
organization of body,
severe lack of supporting
evidence, writer has not
made any effort to
organize the composition
could not be outlined by
reader.
2. Logical development of
ideas Content Essay
addresses the assigned
topic, the ideas are
concrete and thoroughly
developed, no extraneous
material, essay reflects
thought. Essay addresses
the issues but misses some
points, ideas could be more
fully developed, some extraneous
material present. Development of
ideas not complete or
essay is somewhat off the
topic, paragraphs are not divided
exactly right. Ideas
incomplete, essay does not
reflect careful thinking or was
hurriedly written,
inadequate effort in area of
content. Essay is
completely inadequate
and does not reflect
college-level work, no
apparent effort to
consider the topic
carefully.
3. Grammar Native-like
fluency in English
grammar, correct use of
relative clauses,
prepositions modals,
articles, verb forms, and
tense sequencing,
no fragments or run-on
sentences. Advanced
proficiency in English
grammar, some grammar
problems do not influence
communication, although the
reader is aware of them, no
fragments or run- on sentences.
Ideas are getting through to the
reader but grammar
problems are apparent and
have a negative effect on
communication, run-on sentences
or fragment present.
Numerous serious grammar
problems interfere with
communication of the writer’s
ideas, grammar review of some
areas clearly needed, difficult
to read sentences.
Severe grammar
problems interfere
greatly with the message
reader cannot understand
what the writer was
trying to say, unintelligible
sentence structure.
4.Punctuation, spelling and
Correct use of English
Some problems with writing
Uses general writing
Serious problems with
Complete disregard for
commit to user
21
mechanics writing
conventions left and right
margins, all needed
capitals, paragraphs
intended, punctuation
and spelling, very neat.
conventions or punctuation,
occasional spelling errors
left margin correct, paper is
neat and legible. conventions but
has errors, spelling
problems, distract reader
punctuation errors interfere
with ideas. formal of paper;
parts of essay not legible,
errors in sentence
punctuation and final
punctuation, unacceptable to
educated readers.
English writing
conventions paper
illegible, obvious
capitals missing, no
margins, severe
spelling problems.
5. Style and qualify of
expression Vocabulary
Precise vocabulary
usage, use of parallel
structure, concise
register good. Attempts variety,
good vocabulary, not wordy,
register OK, style fairly concise.
Some vocabulary misused; lacks
awareness of register, may be
too wordy. Poor expression
of ideas; problems in
vocabulary lacks variety of
structure. Inappropriate
use of vocabulary,
no concept of register or
sentence variety.
To assess the students’ writing, the researcher uses the scoring rubrics according to Brown which is adjusted to the students’ skill at SMK PGRI 6
Ngawi. For more detail the scoring rubrics for writing used in this research can be seen in Table 2.2.
commit to user
22 Table 2.2 Scoring Rubrics for Writing
Scoring criteria
Point 1
2 3
4
Punctuation, capital letters
and mechanics Sentences have
more than six errors in spelling,
capital letter, punctuation and
marks. Sentences have
fewer than five errors in spelling,
capital letter, punctuation and
marks. Sentences have
fewer than three errors in spelling,
capital letter, punctuation and
marks. All sentences use
correct spelling, capital letter,
punctuation and marks.
Vocabulary There are five or
more inappropriate use of vocabulary
in sentences. There are fewer
than five inappropriate use
of vocabulary in sentences.
There are fewer than three
inappropriate use of vocabulary in
sentences, style fairly concise.
Precise vocabulary usage
and style concise.
Grammar There are five or
more grammar errors
There are fewer than five grammar
errors There are fewer
than three grammar errors
There is no serious grammar
error.
Supporting details
There are no obvious supporting
detail sentences to back up the main
ideas. Te main idea has
only one supporting detail.
The main idea is supported by 2 or 3
sentences that give details about it.
The main idea is supported by four
or more sentences that give details
about it.
Organization Main idea or topic
sentence is unclear and in wrong place.
The idea is not brought up again
Main idea or topic sentence is unclear
and in wrong place. Main idea or topic
sentence is either unclear or not in
the right place. No reference to topic
in last sentence. Main idea or topic
sentence is clear, in right place, and
mentioned again in the last
sentence.
The descriptions of scores are as follows: Punctuation and capital letters
: 4 Vocabulary
: 4 Grammar
: 4 Supporting details
: 4 Organization
: 4 The total of maximum score is 20.
commit to user
23
B. Electronic Mail
