and interview. Because this study uses qualitative analysis, the results of the test are only to strengthen the opinion and the description of this study.
3.5.1. Test Scoring Technique
In order to assess pre-test, cycle 1 test, cycle 2 test, the scoring system was needed to guide the teacher in assessing the students‟ work. In scoring their work, I used
the scoring rubric in writing based on Heaton‟s Grid andcategories in five areas,
there are fluency, grammar, vocabulary, content, andspelling Heaton, 1975:109. Meanwhile, there were
some difficulties in using Heaton‟s Grid andcategories. The scoring rubric was still complex for writingof Junior High
School students. Then, the modification of the criteria ofmastery based on the literacy level of Junior High School was needed. The scoring rubric was limited
only in four aspects to make it easy to be used. There were grammar, content, vocabulary, andspelling. I also modified some of the criterion of scoring and the
scoregiven for each modified rubric. However, the scoring guidance was adapted fromHeaton‟s grid and categories. It could be seen as follows:
Table 3.1 The scoring guidance taken from Heaton’s grid and categories with some
modifications. Criteria of Mastery
Score Criterion of Mastery
Grammar 5
4 3
Excellent: mastery of grammar taught on
course,only 1 or 2 minor mistakes. Good:
a few mistakes only preposition, articles,etc.
Fair:
only 1 or 2 major mistakes but a few minorones.
2
1
Inadequate: major mistakes, which lead to
difficult to understand, lack of mastery of sentence construction.
Unacceptable:
numerous serious mistakes, nomastery of sentence construction, almost
unintelligible. Content
5
4
3 2
1
Excellent: all sentences support the topic,
highlyorganized, clear progression of ideas well linked,like educated native speaker.
Good:
ideas well organized, links could occasionally be clearer but communication
notimpaired. Fair:
some lack of organization, re-reading required for clarification of ideas
Inadequate
: little or no attempt at connectivity,though reader can deduce some
organization,individual ideas, may be clearer but very difficultto deduce.
Unacceptable:
lack of organization to serve thatcommunication is seriously imparted
Vocabulary 5
4 3
2
1
Excellent: use of wide range of vocabulary
taughtpreviously Good:
good use of new words acquired, and fairly appropriate synonyms
Fair:
attempts to use words acquired, fairly appropriate vocabulary on the whole but
sometimes restricted, have to resort to use ofsynonyms, circumlocution, etc on a few
creation. Inadequate
: restricted vocabulary, use of synonyms
but always
inappropriate, impreciseand vague, affects meaning.
Unacceptable:
very restricted vocabulary, inappropriate use of synonyms seriously
hinderscommunication.
Spelling 5
4 3
Excellent: no error
Good: 1 or 2 minor errors only
Fair: several error, not too hard to
understand
2
1
Inadequate:
several errors, some interfere with communication, some words very hard
torecognize Unacceptable:
numerous errors, hard to recognize, several words to communication
made very difficult.
The calculation of the total score is as follows:
Grammar : 5 x 5 = 25
Content
: 5 x 5 = 25
Vocabulary : 5 x 5 = 25
Spelling
: 5 x 5 = 25
Total Score : 4 x 25 = 100
In classifying the score, the researcher used the measurement of students‟ achievement suggested by Harris 1969:134
Table 3.2 Scoring Guidance by Harris
Grade Category
Score
1 Poor
0-50 2
Poor to average 51-60
3 Average to good
61-80 4
Good to exellent 81-100
A formula of mean score is proposed by Arikunto 2006: 189. The formula of the mean score of the cycles test can be calculated with the formulas as
follows:
Ʃ� M :
N
Explanation : M : mean score
Σ x : the total score N : the number of sample
3.5.2. Procedure of Analyzing Observation Checklist
