xxix using grammar, mechanic, vocabulary, content, and organization. There are five aspects to be the
focus of this research: 1.
Grammar is how to put the words in understandable and acceptable patterns of sentences; 2.
Vocabulary is the selection of words to be used to convey meaning; 3.
Mechanical deals with the use of particular conventions in written language which includes spelling, punctuation and capitalization,
4. Organization is the logical order of sentences presented so that the arrangement of the
sentences makes sense. 5.
Content is the unity of developing a paragraph based on a certain topic sentence.
B. Teaching Writing
McGillick explains that the emphasis of learning to write fairly extended pieces of English. We are more interested in helping the students to express ideas, thought processes and feeling
on papers; to organize those ideas, thoughts, and feelings in writing 1987: 2. It means that in teaching writing, teacher helps students to express ideas, thought and feeling on papers. Then
teacher also helps students to organize those ideas, thoughts and feelings in sentences to compose meaningful paragraphs or texts on learning to write.
Byrne explains there are roles of teacher in teaching writing 1998: 32-34. The roles of the teachers are:
1. Deciding how to present the activity to the class. In early stage, begin to demonstrate the
writing activities on board or overhead projector. It will help students to do a certain amount of writing.
2. Preparing the students orally. By giving a number of examples orally, help the students to
know exactly what they have to do. 3.
Deciding how the writing task should be carried out. An activity can be done individually, in pairs or in small groups but concluded or ended on individual writing task.
xxx 4.
Deciding on correction procedures. The students can be asked to exchange their o pleted o k to e aluate o e a othe s effo t. This helps to t ai the to look at
written work critically as readers. Then writing work can also discussed on a class room to get necessary correction or some time students make their own correction.
5. In addition, to the writing process may be represented as simply as a three stage process
of prewriting, drafting, and revising, or it may be divided into the following six phases Trupe:2001; 1 planning; 2 drafting; 3 revising; 4 editing proofreading; 6 publishing
There are six categories or aspects of writing evaluation Brown, 2001:357: 1.
Content: thesis statement, related ideas, development of ideas through personal experience,
illustration, facts,
opinions, use
of description,
causeeffect, comparisoncontrast, and consistence focus.
2. Organization: effectiveness of introduction, logical sequence of ideas, conclusion, and
appropriate length. 3.
Discoursecohesion: topic sentences, paragraph unity, transitions, discourse markers, cohesion, rhetorical conventions, reference, fluency, and variation.
4. Syntax
5. Vocabulary: using meaningful words or phrases
6. Mechanics: spelling, punctuation, citation of references if applicable, and neatness and
appearance. Based on the definition of writing and the theory of teaching writing, to evaluate the
stude ts iti g o pete e i this esea h the esea he used the u i of
iti g
evaluation adapted from Weir, Cyril J. 1998, Communicative Language Testing. London: Prentice
Hall Europe
Table 3.1.2. Rubric of Writing Skill
xxxi
No Aspect
Score Description
1 Content
5 Bear almost no relation to the task
10 Limited relevance to the task
15 Mostly answer the task
20 Relevant and adequate answer to the task
2 Organization
5 No apparent organization of the content
10 Very little organization of content. Underlying
structure not sufficiently apparent 15
Some organizational skills in evidence, but not adequately controlled
20 Overall shape and internal pattern clear..
organizational skills adequately controlled 3
Vocabulary 5
Vocabulary inadequate even for the most basic part of intended communication
10 Frequent inadequacies in vocabulary for the task.
Perhaps frequent lexical inappropriacies andor repetition
15 Some inadequacies in vocabulary for the task.
Perhaps some lexical inappropriacies andor circumlocution
20 Almost no inadequacies in vocabulary for the task.
Only rare inappropriacies andor circumlocution 4
Grammar 5
Almost all grammatical pattern inaccurate 10
Frequent grammatical inaccurate 15
Some grammatical inaccurate 20
Almost no grammatical inaccurate 5
Mechanical accuracy
punctuation and spelling
5 Ignorance of conventions of punctuation. Almost
all spelling inaccurate 10
Low standard of accuracy in punctuation and spelling
xxxii 15
Some inaccuracy in punctuation and spelling 20
Almost no inaccuracy in punctuation and spelling
C. Kinds of genres
