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culture. Furthermore, the scopes of learning English at junior high schools are stated as follows:
1 Discourse competence The ability to create spoken or
written texts to achieve functional literacy level. 2
The ability to understand and create various short functional texts, monologue, and essays in the form of
procedure, descriptive, recount, narrative, and report. 3
Linguistic competence the use of grammar and vocabulary pronunciation, spelling and structure,
Sociocultural competence the use of expressions in the context of communication, strategic competence to
overcome problems which appear in the process of communication, and discourse forming competence
using a developing means. In conducting the research, the researcher focused on the teaching
writing of narrative texts based of the Standard of Competence and the Basic Competence in grade VIII as stated below:
The Standard of Competence and The Basic Competence are showed below:
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Table 1: The Standard of Competence and The Basic Competence Standar Kompetensi
Kompetensi Dasar Menulis
12. Mengungkapkan makna dalam teks tulis fungsional dan
esei pendek sederhana berbentuk recount dan narrative
untuk berinteraksi dengan lingkungan sekitar
12.2. Mengungkapkan makna danl angkah retorika dalam
esei pendek sederhana dengan menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar berbentuk recount dan
narrative.
f. Assessing Writing
According to Hyland 2003: 213, assessment refers to the variety of ways used to collect information on a learner’s language ability
or achievement. Moreover, he said that there are five main reasons for evaluating learners:
1 Placement
To provide information that will help to place the students into appropriate classes.
2 Diagnostic
To identify the students’ writing strengths and weaknesses and to be used as a part of needs assessment.
3 Achievement
To enable learners to show the writing progress they have made in their course.
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4 Performance
To give information about the students’ ability in performing particular writing tasks.
5 Proficiency
To assess a student’s general level of competence but these are not based on a particular writing course.
In assessing the student’s writing, the researcher adapted the scoring rubric proposed by Jacob et al., as cited in Wiegle, 2000.
Table 2: Writing Scoring Rubric
Score Criteria
4 3
2 1
Content Relevant to
assigned topic, comprehensive
detail Mostly
relevant to the topic
but lacks detail
Inadequate development
of topic Not enough
to topic or not enough
to evaluate
Organization Well-
organized, logical
sequencing cohesive
Loosely organized,
incomplete but logical
sequencing, choppy
Lack logical sequencing
and development,
ideas disconnected
Does not communicat
e, no organization
or not enough to
evaluate
Language use
Few errors of agreement
tenses, patterns,
articles, pronouns,
preposition Occasional
errors of agreement
tenses, patterns,
articles, pronouns,
preposition but
meaning not
obscured Frequent
errors of agreement
tenses, patterns,
articles, pronouns,
preposition, meaning
confused or obscured
Dominant errors of
agreement tenses,
patterns, articles,
pronouns, preposition,
or not enough to
evaluate
Continued
