Teaching Writing in Junior High School

scoring rubric that should be used as scoring reference. Brown 2004 propose three main types of assessing writing. They are holistic, analytic, and trait-based scoring. They are explained as follows. 1 Holistic scoring rubric Holistic scale is assigning a single score to a script based on the overall impression of the script. A holistic judgment may be built into an analytic scoring rubric as one of the score categories. Holistic scoring results in a more general description for categories, but includes the different elements of writing implicitly or explicitly. 2 Analytic scoring rubric An analytic scoring rubric is much like the checklist which allows for the separate evaluation of each factor. Each criterion is scored on a different descriptive scale and assigned a numerical value. Analytic scoring helps the teacher in recognizing the weaknesses and strength of the learners. This scoring type can be applied in the classroom evaluation. In formulating the rubric, there are five aspects that should be scaled. They are organization, logical development if ideas, grammar, mechanics, and style of expression. Weigle 2002:114 explains that analytic scoring rubric provides detailed information about students‟ writing abilities in different aspects of writing. It is useful for second language learners, who are more likely to show a marked or uneven profile across different aspects of writing. 3 Trait-based scoring Trait-based scoring focuses on whether or not each paper shows evidence of the particular trait or feature in which the students in demonstrating writing. Trait-based instruments are designed to clearly define the specific topic and genre features of the task beig judged Hyland, 2003:229. This type of scoring emphasizes on how the writers achieve the goal of the text. The advantage of this approach focuses on the specific aspects of instruction that most reflect the objectives being covered when the writing assignment given. Based on the theories above, the researcher applied the scoring rubric to assess the students‟ writing performance. The scoring rubric will be presented as follows. Table 4. The Rubric of Assessing Writing Recount Adapted from Brown, 2007 Aspect Score Performance Description Weighting Content C 30 Topic Details 4 The topic is complete and clear and the details are related to the topic 3x 3 The topic is complete and clear byt the details are almost related to the topic 2 The topic is complete and clear but the details are not related to the topic 1 The topic is not clear and the details are not related to the topic. OrganizationO 20 Orientation Events Reorientation 4 Orientation is completed and events and reorientation are arranged with proper connectives 2x 3 Orientatiom is not complete and events and reorientation are arranged with almost proper connectives 2 Orientatiom is not complete and events and reorientation are arranged with few misuse of connectives continued continued 1 Orientatiom is not complete and events and reorientation are arranged with misuse of connectives GrammarG 20 Use past tense Agreement 4 Very few grammatical or agreement inaccuracies 2x 3 Few grammatical or agreement inaccuracies but not affect the meaning 2 Numerous grammatical or agreement inaccuracies 1 Frequent grammatical or agreement inaccuracies Vocabulary V 15 4 Effective choice of words and wird forms 1.5x 3 Few misuse of vocabularies, word forms, but not change the meaning 2 Limited range confusing words and word form 1 Very poor knowledge of words, word forms, and not understandable Mechanics M 15 Spelling Punctuation Capitalization 4 Correct spelling, punctuation, and capitalization 1.5x 3 Occasional error of spelling, punctuation, and capitalization 2 Frequent errors of spelling, punctuation, and capitalization 1 Dominated by errors of spelling, punctuation, and capitalization Score:

2. Brainstorming Technique

a. The definition of Brainstorming Technique

Brainstorming can be defined as a technique of thinking process. Brown 2001: 184 states brainstorming as a technique which helps someone initiate some sort of the thinking process. Brainstorming is often put to excellent use in preparing students to read a text, discuss a complex issue, or write on a topic.