needed since writing procedural text is definitely appropriate instrument to measure it. Here is the schedule of the action research activities:
Table 3.1 The schedule of action research activities Activity
Themes Date
Observation,and Pre Test
Questionnaire 1 Drinking: How to
make coffee and How to make Fried
Rice. 25
th
and 26
th
March 2011
1
st
Cycle Test
Drinking: How to Make Orange Juice
29
th
of March 2011 31
th
of March 2011 1
st
of April 201 2
nd
cycle Test
How to Make Instant Noodle and
how to use turn on and turn off
computer. 5
th
of April 2011 7
th
of April 2011 8
th
of April 2011 Post-Test
and Questionnaire 2
How to make coffee or How to
make Fried Rice. 9
th
of April 2011
3.7 Method of Analyzing Data
In this study, I gave writing test and then analyzed the scores to measure the students‟ improvevement, proviciency, and achievement. In detail method of
analyzing data consists of method of scoring and level of achievement.
3.7.1 Method of Scoring
Scoring the students‟ work is a step to obtain quantitative information from each student. One of the ways to score
or to evaluate the students‟achievement in writing is rating scale. In using rating scale, the scorer can make a rank order of
the results of the students‟ work, based on a given categories to know which students have the high scores and which have the lowest scores.
The following scheme of rating scale is used to measure the students‟ achievement in their written product.
Table 3.2 The analytical Scoring Guidance taken from Heaton Grid Categories
Test Scores Scoring
Fluency .
5
4
3
2
1 Flowing style --- very easy
to understand --- both
complex and simple sentences --- very
effective. Quite flowing style ---
mostly easy to understand --- a few complex
sentences ---very effective.
Style reasonably smooth -- - not too hard to
understand mostly but not all ---simple sentences ---
fairy effective jerky style --- an effort
needed to understand and enjoy --- complex
sentences --- confusing --- mostly but not all simple
sentences ---f airy effective
Very jerky --- hard to understand --- can not
enjoy reading --- almost all simple sentences ---
complex sentences confusing --- excessive
use of „and‟.
Grammar
5
4 3
2
1 Mastery
of grammar
taught on course --- only 1-2 minor mistakes.
A few minor mistakes only
preposition, articles, etc Only
1 or
2 major
mistakes but a few minor ones.
Major mistakes lead to difficulty in understanding
--- lack of mastery of sentence construction.
Numerous
serious mistakes --- no mastery of
sentence construction --- almost unintelligible.
Vocabulary 5
4
3
2
1 Use of wide range of
vocabulary taught
previously. Good use of new words
acquired ---
fairy appropriate
synonyms, circum
location. Attempts to use words
acquired
--- fairy
appropriate vocabulary on the whole but sometimes
restricted --- has to resort to use of synonyms circum
location etc on a few occasions.
Restricted vocabulary --- use a synonym but not
always appropriate --- impercise and vague ---
affect meaning. Very restrict vocabulary --
- Inappropriate
use of
synonyms seriously
hinders communication.
Content 5
All sentences support the topic --- highly organize --
- clear progression of
4
3
2
1 ideas well linked --- like
educated native speaker. Ideas well organized ---
links could occasionally be
clearer but
communication not
impaired. Some lack of organization
--- re-reading required for clarification of ideas.
Little or no attempt at connectivity --- through
reader can deduce some organization --- individual
ideas may be clear but very difficult to deduce
connection between them. Lack of organization so
severe that communication is seriously impaired.
Spelling 5
4 3
2
1 Non errors
1 or 2 minor errors only Several errors--- do not
interfere significantly with communication --- not too
hard to understand. Several errors --- some
interfere
with communication --- some
words.very hard
to recognize.
Numerous errors --- hard to
recognize several words -- -communication made
very difficult.
Since here are 5 items and each is score 5 then the maximum score are 25. The scoring is based on the analytical method. This method is better when we
want to inform our students about their achievement Heaton,1979: 109. Since
the test result are raw scores so that it is necessary to multiply them by 4 to get more meaningful numerical data. By doing so, it will be obtained the rating scale
from 1-100. Thus take an example for student who gets 25 of raw score. The scores will be multiplied by 4 and at means that she gets 100, for students who
gets 19.50 the scores x 4 and she gets 78 and so on.
3.7.2 Level of Achievement
