4.1.2. The Eighth Grade Students’ Score Distribution based on the
Classification of Score Levels
To describe the eighth grade students ’ score distribution in recount text
writing, the researcher used the classification of score levels presented in Chapter 3.
The researcher interpreted the students’ recount text writing ability by scoring the students’ recount text writing. To be fair, the researcher used the students’
average score given by both scorers in the writing test. After that, the researcher classified those scores into five levels, which were excellent, good, fair, poor, and
fail. The complete information about the eighth grade students’ recount text
writing score distribution at SMP Negeri 1 Tempeh Lumajang is presented in Table 4.2. below.
Table 4.2. The Classification of the Students’ Recount Text Writing Score
No. Score Levels
Category Frequency
1. 80
– 100 Excellent
2 2.
70 – 79
Good 7
3. 60
– 69 Fair
11 4.
40 – 59
Poor 12
5. – 39
Fail 4
Total 36
According to Table 4.2. above, there was 2 students who were categorized as excellent, 7 students who were categorized as good, 11 students who were
categorized as fair, 12 students who were categorized as poor, and at last, there were 4 students who were categorized as fail. To make it clearer, the score
distribution of eighth grade students’ recount text writing at SMP Negeri 1 Tempeh Lumajang can be seen through Figure 4.1. below.
Figure 4.1. The Score Distribution of the Students’ Recount Text Writing
5 10
15
Excellent Good
Fair Poor
Fail
4.1.3. The Aspect of Writing that is Poorly Achieved
There were five aspects of writing that became the focus in assessing the students’ recount text writing, namely content, organization, grammar,
vocabulary, and mechanics. The detail of the students’ score in each aspect of
writing given by the first and the second scorer can be seen in Appendix K. Once again, to be fair, the researcher decided to use the average score that the students
achieved in each aspect of writing see Appendix L. To show the students’ ability
in one aspect of writing compared to the other aspects, the researcher decided to apply the following formula.
E = n
N × Notes:
E : the percentage of the students’ writing ability for each indicator
n : the total score for each indicator
N : the total score for all indicators
Adapted from Ali, 1993: 186 The following sections explain about the detail
calculation of the students’ ability in each aspect of writing.
a. The Students’ Ability in the Aspect of Content
The detail information about the students’ score in the aspect of content given by the first and the second scorer can be seen in Appendix M. However, the
researcher decided to use the students’ average score for the calculation. From the information in Appendix L
, it was known that the sum of the students’ score in the aspect of content was 127.
Meanwhile, the sum of the students’ score in all aspects of writing was 528.5. Therefore, the calculation was done as follows.
E = n
N × =
. × = .
= Based on the calculation above, it was revealed that the students
’ ability in the aspect of content was 24 compared to the other aspects of writing. Furthermore,
the students’ mean score in this aspect of writing was 70.6 see Appendix M. According to the classification of score levels, it was categorized as good.
b. The Students’ Ability in the Aspect of Organization
The detail information about the students’ score in the aspect of organization given by the first and the second scorer can be seen in Appendix N.
However, the researcher decided to use the students’ average score for the calculation. From the information in Appendix L, it was known that the sum of
the students’ score in the aspect of organization was 114. Meanwhile, the sum of the students’ score in all aspects of writing was 528.5. Therefore, the calculation
was done as follows. E =
n N ×
= . ×
= . =
. Based on the calculation above, it was revealed that the students’ ability in the
aspect of organization was 21.6 compared to the other aspects of writing. Furt
hermore, the students’ mean score in this aspect of writing was 63.3 see Appendix N. According to the classification of score levels, it was categorized as
fair.
c. The Students’ Ability in the Aspect of Grammar
The detail information about the students’ score in the aspect of grammar given by the first and the second scorer can be seen in Appendix O. However, the
researcher decided to use the students’ average score for the calculation. From the information in Appendix L
, it was known that the sum of the students’ score in the aspect of grammar was 73
. Meanwhile, the sum of the students’ score in all aspects of writing was 528.5. Therefore, the calculation was done as follows.
E = n
N × =
. × =
. =
. Based on the calculation above, it was revealed that the students’ ability in the
aspect of grammar was 13.8 compared to the other aspects of writing. Furt
hermore, the students’ mean score in this aspect of writing was 40.6 see Appendix O. According to the classification of score levels, it was categorized as
poor.
d. The Students’ Ability in the Aspect of Vocabulary
The detail information about the students’ score in the aspect of vocabulary given by the first and the second scorer can be seen in Appendix P.
However, the researcher decided to use the students’ average score for the calculation. From the information in Appendix L, it was known that the sum of
the students’ score in the aspect of vocabulary was 98.5. Meanwhile, the sum of the students’ score in all aspects of writing was 528.5. Therefore, the calculation
was done as follows. E =
n N ×
= .
. × =
. =
. Based on the calculation above, it was revealed that the students’ ability in the
aspect of vocabulary was 18.6 compared to the other aspects of writing. Furt
hermore, the students’ mean score in this aspect of writing was 54.7 see Appendix P. According to the classification of score levels, it was categorized as
poor.
e. The Students’ Ability in the Aspect of Mechanics
The detail information about the students’ score in the aspect of mechanics given by the first and the second scorer can be seen in Appendix Q. However, the
researcher decided to use the students’ average score for the calculation. From the information in Appendix L
, it was known that the sum of the students’ score in the aspect of mechanics was 116
. Meanwhile, the sum of the students’ score in all aspects of writing was 528.5. Therefore, the calculation was done as follows.
E = n
N × =
. × = .
= .
Based on the calculation above, it was revealed that the students’ ability in the aspect of mechanics was 21.9 compared to the other aspects of writing.
Furt hermore, the students’ mean score in this aspect of writing was 64.4 see
Appendix Q. According to the classification of score levels, it was categorized as fair.
To make it clearer, the result of the calculation is presented in Figure 4.2. below.
Figure 4.2 The Percentage of the Students’ Ability in the Five Aspects of
Writing
From Figure 4.2 above, it was known that grammar was the aspect of writing that the students poorly achieved. The number showed that the students
’ ability in this aspect was 13.8 compared to the other aspects of writing. In the
second place, there was vocabulary. The students’ ability in this aspect of writing
was only 18.6 compared to the other aspects of writing. In the third place, there was organization with 21.6 compared to the other aspects of writing. In the
fourth place, there was mechanics with 21.9 compared to the other aspects of writing. At last, there was content which came up as the best aspect of writing that
the students achieved. The students’ ability in this aspect of writing was 24
compared to the other aspects of writing.
4.2. Discussion of the Research Result
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