Population and Sample Research Instrument

transforming. Furthermore, to get the standard score of 100, the following formula is applied: 2 Standard score= x 100 Next, the second section is scored based on the four dimensions of creative thinking comprising fluency, flexibility, originality, and elaboration. The four dimensions are scored separately. The scoring is explained in details as follows: a Fluency The participants’ fluency is scored based on the number of responses they can produce. Every idea given is counted one point. For instance, if they give ten responses, then they get ten score on fluency. b Flexibility The participants’ flexibility is scored based on the number of different categories of their responses thus, in this case the writer lists first all the participants’ responses into categories, see Appendix IX. For instance, in the test the participants are asked to list as many different possible uses for empty egg cartons, and on their responses they mention four possible uses of the thing, such as storing eggs, storing a rock collection, homes for cockroaches and home for honeybees. These responses get two points because the four responses are categorized into two, i.e. the storing things and places to live. c Originality The participants’ originality is scored based on the frequency of the idea on the lists of other participants taking the test the same as flexibility, in this case all the participants’ responses are listed first, see Appendix X. The more unusual idea given or the fewer frequency of the ideas that belong to the participants than other participants, the more extra points i.e. two points the participants can get. d Elaboration The participants’ elaboration is scored based on the way they can elaborate the responses given. The more elaborate and interesting idea given, the more 22 Suharsimi Arikunto, Dasar-Dasar Evcluasi Pendidikan, Jakarta: Bumi Aksara, 2009, p. 236. points are obtained. For instance, in the test the participants are asked to list as many different possible uses for empty egg cartons, and on their responses they mention “home for cockroaches” and “homes for honeybees, who could use the 12 egg spaces to create 12 small but connected honeycombs”. The response “homes for honeybees, who could use the 12 egg spaces to create 12 small but connected honeycombs” would obtain two points on elaboration because it is more elaborate than the home for cockroach. In addition, the standard score for the second section is calculated by using the following formula: 3 Standard score= x 100 The last section, test of metaphorical thinking or analogy, is scored based on the correct answers on the multiple choice question given. There are 16 items. Besides, to obtain the standard score, the same formula as the first and second sections is employed: 4 Standard score= x 100 All the three sections above are summed to get the participants’ score in creative thinking ability. Moreover, the students’ levels of creative thinking ability are interpreted based on the score scale of the level performance adapted from Treffinger et al as represented in Table 3. 3 as follows: Table 3.3 Creativity Performance Level 5 Level Scale Description Excelling 80-100 The students ratings are above average to excellent in relation to local comparisons, on several indicators, in relation to varied tasks. Expressing 61-79 The students ratings are average or better in relation to local comparisons and are above average in some of the indicators in relation to varied tasks. 3 Ibid. 4 Ibid. 5 Donald J. Treffinger et. al., op. cit., p. 53. Level Scale Description Emerging 40-59 The students ratings are at or near the average in relation to local comparisons and may be above average for a specific task or project. Not Yet Evident 0-39 The students ratings on specific creative thinking criteria or behaviors—completed by a qualified rater— do not reflect evidence of creative thinking proficiency at the present time or in relation to the task, or the specific talent area or domain being rated. 2. Assessing Writing Recount Text Skill The participants’ writing recount text is assessed through an adapted holistic scoring of which range scale started from 0 to 6. 6 The scoring criteria of the adapted holistic scoring used are discussed in details in follows: 6 A recount writing at this level: - Effectively addresses the writing task - Is well developed and organized. - Consistently displays facility of language features of recount text e.g. use past tense and temporal connectives - Use clearly appropriate details or specific examples to support or illustrate ideas. - Correctly use structure and grammar of recount text - Demonstrate the appropriate word choice or vocabulary of recount text, e.g. past tense verb, etc. - Correctly use punctuation, spelling, capitalization and readable handwriting. 5 A recount writing at this level: - May address effectively some parts of the task more effectively than others. - Is generally well developed and organized. - Display facility of language features of recount text e.g. use past tense and temporal connectives - Use details or specific examples to support or illustrate an idea. - Correctly use structure and grammar of recount text, though it will probably have occasional errors - Demonstrate the appropriate word choice or vocabulary of recount text, 6 Sara Cushing Weigle, op. cit., p. 113.