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b. Primary trait scoring Primary trait scoring emphasizes on how writers achieve the goal of the
text effectively. Considering the principles, a writer who is dealing with persuasive text will be regarded as successful only if she is really able to
persuade the readers. There is no exact rubric for primary trait scoring since it depends on the kinds of related texts.
c. Analytic scoring This is the most complete scoring technique compared to the other two.
The focuses of analytical scoring emphasize on how orderly a writer organizes the text, how logically the contents are arranged, how well
grammatical rules are applied, how appropriately various writing conventions are implemented, and how precisely styles and expression are
accomplished. This scoring technique can be applied in classroom writing evaluation
since it enables the teacher to figure out the students‟ weaknesses and strengths toward writing. Furthermore, in formulating the rubric, the five
aspects including content, organization, vocabulary, language use, and writing mechanics should be scaled and then interpreted into certain levels of
achievement for example from “excellent” to “very poor” level.
C. Teaching English in Senior High School
There are some relevant matters that need to be highlighted when talking about the teaching of English in senior high schools. They are the
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regulation of ministry of education in the form of content standard and the age range of senior high school students. Firstly, according to the content
standard which is developed by BSNP 2006, the English teaching of Senior High School in Indonesia is aimed at making the students develop several
competences. They are 1 developing students‟ oral and written competence to achieve the informational competence which makes it possible for the
students to access various knowledge 2 developing students‟ awareness of the importance of English in improving Indonesia‟s competence at the
world‟s level 3 developing students‟ understanding on the relationship between cultures and language.
Moreover, according to the regulation of Ministry of National Education, the standard of competence and basic competence for senior high
school students grade X at the first semester is that they have to perform several writing competencies. Although the students may have gotten the
lesson in their junior high school, it cannot be denied that many of them still do some mistakes related to writing English texts such as recount,narrative
and procedure. It can be seen that the materials are still being taught in senior high school, as proven in the standard of competence and basic competence
for senior high school students grade X at the first semester in the following table.
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Table 1: Standard of Competence and Basic Competence of Writing Skill for Senior High School Students Grade X Semester 1
Standard of Competence Basic Competence
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan
esei sederhana
berbentuk recount, narrative, dan procedure
dalam konteks kehidupan sehari- hari. Expressing meaning in
short functional written texts and essays in the forms of recount,
narrative, and procedure in daily life contexts.
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional
pendek misalnya pengumuman, iklan, undangan dll. resmi dan
tak resmi
dengan menggunakan ragam
bahasa tulis
secara akurat, lancar dan berterima
dalam konteks kehidupan sehari- hari.
Expressing the meaning within short
functional text
announcement, advertisement,
invitation, etc using written language accurately, fluently, and
appropriately in
daily life
contexts. 6.2 Mengungkapkan makna dan
langkah-langkah retorika secara akurat, lancar dan berterima
dengan menggunakan
ragam bahasa
tulis dalam
konteks kehidupan sehari-hari dalam teks
berbentuk: recount, narrative, dan procedure.
Expressing the meaning and rhetorical
steps accurately,
fluently and in accordance with the use of variation in written
language in the contexts of everyday life in texts such as:
recount,
narrative, and
procedure.
The table above shows that the first semester of tenth grade students will learn functional texts like announcement, invitation, and advertisement
and also essays in the form of recount, narrative, and procedure. However, in
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this research study, the researcher will only focus on one particular text type that is recount text.
The next matter of teaching English in senior high school is the students‟ age range. The age range of the students of senior high schools is
between fifteen and eighteen. This makes them categorized into teenage learners who are in the age of transition, confusion, self-consciousness,
growing, and changing bodies and minds. Harmer 2007: 39 states that there are a number of reasons why teenage students may be disruptive in class.
Apart from the need of self-esteem, they may feel boredom and lead to discipline problems. They also have developed their attention spans as the
result of their intellectual maturation but those can be easily shortened since the
re are many diversions within teenagers‟ life. As a result, the characteristics of teenagers stated previously will become teachers‟ concerns
in teaching their students. However, according to Harmer 2007: 39, teachers should not
become too preoccupied with the issue of disruptive behavior. Teenagers, if they are engaged, have a great capacity to learn, a great potential for
creativity, and a passionate commitment to things which interest them. There is almost nothing more exciting than a class of involved young people at this
age pursuing a learning goal with ethusiasm. Therefore, teachers must be to provoke students‟ engagement with material which is relevant and involving.
At the same time, the teachers can bolster the students‟ self-esteem and be conscious for their identity.
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D. Senior High School Students’ Characteristics
