a. One meeting is for pre-test. The writer asked the students to make a narrative text that consists of minimally ten sentences to know students’ narrative text
writing ability before giving the treatment with the topics provided. b. Three meetings are to introduce the material and teaching technique. In this
research, the writer as a teacher taught narrative text by using transition- action-detail TAD in experimental class and by using exspository in control
class. c. One meeting for post-test. The writer as the teacher asked the students to
make a narrative text that consists of minimally ten sentences to know students’ narrative text writing ability after giving the treatment with the
topics provided.
3. Reporting
In this step, the writer collected the data of the pre-test and post-test. After that, the writer analyzed whether the result of the post-test is higher than pre-test or not. In
other words, it known whether transition-action-detail TAD can give a significant influence of students’ narrative text writing ability or not. The last point in research
procedure is reporting. The writer reported the result of the research.
H. Criteria for Evaluating Students’ Writing
There were some aspects must be used to measure the result of students’ score in writing. They were: content, organization, vocabulary, language use and mechanics.
The following were some criteria for evaluating students in writing proposed by Tribble.
Table 6 Scoring System Writing
Area Score
Description Content
20-17 Excellent to very good : excellent to
very good treatment of the subject; considerable
variety of
ideas or
argument’ independent and through interpretation of the topic’
conten relevant to the topic; accurate detail.
16-12 Good to average : adequate treatment of
topic; some variety of ideas of argument;
some independence
of interpretation of the topic; most content
relevant to the topic; reasonably accurate detail.
11-8 Fair to poor : treatment of the topic is
hardly adequate; little variety off ideas or argument;some irrelevant content,
lacking detail.
7-5 Very poor : inadequate treatment of the
topic;no variety of ideas or argument; content irrelevant, or very restricted;
almost useful detail.
4-0 Inadequate: fails to address the task with
any effectiveness
Organization 20-17
Excellent to
very good:
fluent expression, ideas clearly stated and
supported; appropriately
organized paragraphs
or sections;
logically sequenced
coherence;connectivesappropriatelly used cohesion
16-12 Good to average: uneven expression, but
main ideas stand out; paragraphing or section organization evident, logically
sequenced coherence;
connectives used cohesion.
11- 18 Fair to poor : very uneven expression,
ideas difficult to follow; paragraphing or organization does not to help the reader;
logical sequenced difficult to follow coherence; connectives largely absent
cohesion. 7-5
Very to poor : lack fluent expression, ideas very difficult to follow, little sense
of paragraphing or organization; no sense of logical sequence difficult to
follow coherence; connectives not used cohesion.
4-0 Inadequate : fails to address this aspect
of the task with any effectiveness.
Vocabulary 20-17
Excellent to very good : wide range of vocabulary; accurate work or idiom
choice and usage; appropriate selection to match register.
16-12 Good to average; adequate range of
vocabulary; occasional mistakes in word or idiom choice and usage; register not
always appropriate.
11-8 Fair to poor: limited rang vocabulary; a
noticeable number of mistakes in word or idiom choice and usage; register not
always appropriate.
7-5 Very poor : no range of vocabulary;
uncomfortably frequent mistakes in word or idiom choice and usage; no
apparent sense of register.
Language Use
30-24 Excellent to very good: confident
handling appropriate structures, hardly any errors of agreement, tenses, number,
word order
articles, pronouns,
propositions; meaning never obscured. 23-18
Good to average : acceptable grammar but problems with more complex
structure; mostly appropriate structute; some errors of agreement. Tense,
number, word order, articles, pronouns, prepositions;
meaning sometimes
obscured. 17-18
Fair to poor : insufficient range of structure with control only shown in
simple constructions; frequent errors of agreement. Tense, number, word order,
articles, pronouns, preposition, meaning
