23 After the researcher found out the grammatical errors commonly made by
the students, then the researcher analyzed their written works and marked the works based on the above checklists.
E. DATA ANALYSIS
In analyzing the data, instrument 1 and 2 were the instruments to specify the presence and the absence of some items of the grammatical errors and written
work in students’ descriptive writing. The specific calculation of the data in reckoning the presence and the absence of students’ grammatical errors and
students’ descriptive writing based on the task fulfillmentcontent, organization, vocabulary, language, and mechanics was using this formulation:
1. Percentage = ∑X x 100
N
∑X = the total of each grammatical errors occurs N = the total of the samples
2. N = X1 + X2 + X3 + X4 + X5
N = the mark X1 = score for task fulfillmentcontent, max. score 20
X2 = score for organization, max. score 20 X3 = score for vocabulary, max. score 20
X4 = score for language, max. score 30 X5 = score for mechanics, max. score 10
24 The sum of the score was 100 and it was considered as 100. To decide
the real mark of a piece of writing, the researcher used this scoring procedure:
The marking of the students’ writing was one of the ways to give the students feedback of their works.
Below are the two instruments that were used to treat the data:
Table 1.1 Frequent errors made by ESL writers La Trobe University Frequent errors
Descriptor + -
Articles A mistake with the article –a, an, the, etc.
Verb tense
A mistake with the verb tense.
Subject verb agreement
The subject and verb do not agree in number. e.g. She runWe was smiling.
Singularplural
A mistake with number singularplural. e.g. They have three doll in the cupboard.
Punctuation
Capital letters, full stops, or commas missing.
Word class
The word is in the wrong class. e.g. She is unemployment.
Vocabulary
The wrong word is used. e.g. Let’s discuss about Mathematics.
Sentence structure
The sentence is not complete or perhaps is too long and need to be reorganized.
Spelling
+ = symbolizes the present of the frequent errors - = symbolizes the absent of the frequent errors
Scores 8 or above A Scores 6 to 7 B
Scores 4 to 5 C Scores 2 to 3 D
Scores 0 to 1 F ≥ 90 = 9 ≥ 50 = 5
≥ 80 = 8 ≥ 40 = 4 ≥ 70 = 7 ≥ 30 = 3
≥ 60 = 6 ≥ 20 = 2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
Table 2.1 Assessment scale for written work Christopher Tribble, 1996 Area Score
Descriptor 20-17 Excellent to very good: Excellent to very good treatment
of the subject; considerable variety of ideas or argument; independent and thorough interpretation of the topic;
content relevant to the topic; accurate detail.
16-12 Good to average: Adequate treatment of topic; some
variety of ideas or 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 of 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 no useful detail.
Task Fulfillment
Content
4-0 Inadequate: Fails to address the task with any
effectiveness.
20-17 Excellent to very good: Fluent expression, ideas clearly
stated and supported; appropriately organized paragraphs or sections; logically sequenced coherence; connectives
appropriately used cohesion.
16-12 Good to average: Uneven expression but main ideas
stands out; paragraphing or section organization evident; logically sequenced coherence; some connectives used
cohesion
11-8 Fair to poor: Very uneven expression, ideas difficult to
follow; paragraphingorganization does not help the reader; logical sequence difficult to follow coherence;
connectives largely absent cohesion.
7-5
Very Poor: Lacks fluent expression, ideas very difficult to follow; little sense of paragraphingorganization; no
sense of logical sequence coherence, connectives not used cohesion.
Organization
4-0 Inadequate: Fails to address this aspect of the task with
any effectiveness.
20-17 Excellent to very good: Wide range of vocabulary;
accurate wordidiom choice and usage; appropriate selection to match register.
Vocabulary
16-12 Good to average: Adequate range of vocabulary;
occasional mistakes in wordidiom choice and usage; register not always appropriate.
26 11-8
Fair to poor: Limited range of vocabulary; a noticeable number of mistakes in wordidiom choice and usage;
register not always appropriate.
7-5
Very Poor: No range of vocabulary; uncomfortably frequent mistakes in wordidiom choice and usage; no
apparent sense of register.
4-0
Inadequate: Fails to address this aspect of the task with any effectiveness.
30-24 Excellent to very good: Confident handling of
appropriate structures, hardly any errors of disagreement, tense, number, word order, articles, pronouns,
prepositions; meaning never obscured.
23-18 Good to average: Acceptable grammar – but problems
with more complex structures; mostly appropriate structures; some errors of agreement, tense, number,
word order, articles, pronouns, prepositions; meaning sometimes obscured.
17-10 Fair to poor: Insufficient range of structures with control
only shown in simple constructions; frequent errors of agreement, tense, number, word order, articles, pronouns,
prepositions; meaning sometimes obscured.
9-6
Very Poor: Major problems with structures – even simple ones; frequent errors of negation, agreement,
tense, number, word order, articles, pronouns, prepositions; meaning often obscured.
Language
5-0 Inadequate: Fails to address this aspect of the task with
any effectiveness. 10-8
Excellent to very good: Demonstrate full command of spelling, punctuation, capitalization, layout.
7-5 Good to average: Occasional errors in spelling,
punctuation, capitalization, layout 4-2
Fair to poor: Frequent errors in spelling, punctuation, capitalization, layout.
1-0
Very Poor: Fails to address this aspect of the task with any effectiveness.
Mechanics
F. RESEARCH PROCEDURES
