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: