Where: t =
t-test Mx
= the mean of the experimental group My
= the mean of the control group Σx
2
= sum of quadrate deviation of the experimental group Σy
2
= sum of quadrate deviation of the control group Nx
= the number of the students of the experimental group Ny
= the number of the students of the control group
3.8. Method of Analyzing Data
Through scoring, the result of the students’ work was needed to be put in a form that was readily interpretable. Those data were useful to depict students’ levels of
writing achievement.
3.8.1. Mode Scoring
Scoring the students’ work was a step to obtain quantitative information from each student. One of the ways to score or to evaluate the students’ achievement in
writing was rating scale. By using rating scale, the scorer could make a rank order of the results of the students’ work based on given categories to know which
students had the highest score and which had the lowest score.
The following scheme of rating scale was used to measure the students’ achievement in their written product Harris, 1969: 68 - 69.
Writing Component Score
Description Grammar 5
4
3 2
1 Mastery of grammar taught on course, only 1-2
minor mistakes. A few minor mistakes only e.g. preposition,
articles. Only 1 or 2 major mistakes but a few minor ones.
Major mistakes lead to difficulty in understanding, lack of mastery of sentence construction.
Numerous serious mistakes, no mastery of sentence construction, almost unintelligible.
Style 5
4
3
2 Use of wide range of vocabulary taught previously.
Good use of new words acquired, appropriate synonyms, circum location.
Attempts to use word acquired, appropriate vocabulary on the whole but sometimes restricted,
have to resort to use synonyms circum location on a few occasions.
Restricted vocabulary, use a synonym but not always appropriate, imprecise and vague, affect
meaning.
1 Very restrictive vocabulary, inappropriate use of
synonyms seriously hinders communications. Mechanics 5
4 3
2
1 No errors.
1 or 2 minor errors only. Several errors, do not interfere significantly with
communication, not too hard to understand. Several errors, some interfere with communication,
some words very hard to recognize. Numerous errors, hard to recognize several words,
communication is made full difficult.
Content 5
4
3
2 All sentences support the topic, highly organized,
clear progression of ideas well linked like educated native speaker.
Well organized ideas, links could occasionally be clearer but communication not impaired.
Some mediocre organization, reading required for clarification of ideas.
Little or no attempt at connectivity, though reader can deduce some organizations, individual ideas
may be clear but very difficult to deduce connection between them.
1 Lack of organization so severe that communication
is seriously impaired. Form 5
4
3
2
1 Flowing style; very easy to understand, both
complex and simple sentences, very effective. Quite flowing style; mostly easy to understand, a
few complex sentences, very effective. Reasonably smooth style; not too hard to
understand mostly but not all, simple sentences, fairly effective.
Jerky style; an effort needed to understand and enjoy, complex sentences, confusing mostly but
not all, simple sentences, fairly effective. Very jerky; hard to understand, can not enjoy
reading, almost all simple sentences confusing, excessive use of “and”.
3.8.2. Classifying the Scores
