concluded that as both objectives tests and narrative texts tests have their own special strength, the ideal practice is unable to measure the writing skill with a combination
of both types of tests Harris, 1967:71. A writing test is actually subjective Harris 1969:69 states that narrative texts
tests are unreliable measures because 1 students perform differently on different topics and on different occasion; 2 the scoring of the narrative text is by nature
highly subjective. In addition, he says 1969:70 that in writing narrative texts, students can
cover up weaknesses by avoiding problems e.g. the use of certain grammatical patterns and lexical items they find difficult.
From the above advocating ideas, I decided to use essay test in form of narrative texts to the subject of my research. Before the test was given to the
students, I showed it to the English teacher in the school.
3.7 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. Since the purpose of this research was to measure the students’ proficiency, the
writer interpret the result both statistically and none statistically.
3.7.1 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. In using the rating scale, the scorer could make a rank order of the results of the students’ works based on given categories to know which
students had the highest scores and which had the lowest scores. The following scheme of rating scale was used to measure the students’
achievement in their written product. Heaton, 1969: 169 Table 3.3
The Scoring Guidance Taken from Heaton Grid and Categories Writing Component
Score Description
Grammar 5
4 3
2
1 Mastery of grammar taught on course-only 1 or 2
minor mistake. A few mistakes only prepositions, articles, etc.
Only 1 or 2 major mistakes but a few ones. Major mistakes which lead to difficulty in
understanding, lack of mastery of sentence construction.
Numerous serious mistakes-no mastery of sentence construction-almost unintelligible.
Vocabulary 5
4 3
2 1
Use of wide range of vocabulary taught previously. Good use of new words acquired-fairly appropriate
synonyms, circumlocution. Attempts to use words acquired-fairly appropriate
vocabulary on the whole but sometimes restricted- has to resort to use of synonyms, circumlocution,
etc. on a few occasions. Restricted vocabulary-use of synonyms but not
always appropriate imprecise and vague-affect meaning.
Very restricted vocabulary-inappropriate use of synonyms seriously hinders communication.
Mechanics Spelling
5 4
3
2 1
No errors. 1 or 2 minor errors only e.g ie or ei.
Several errors-do not interfere significantly with communication-not too hard to understand.
Several error-some interfere with communication- some words very hard to recognize.
Numerous error-hard to recognize several words- communication made very difficult.
Relevance Content
5 All sentences support the topic-highly organized-
clear progression of ideas well linked-like educated
4 3
2 1
native speaker. Ideas well organize-links could occasionally be
clearer but communication not impaired. Some lack of organization-re-reading required for
clarification of ideas. Little or no attempts at connectivity-though reader
deduce some organization-individual ideas may be very difficult to deduce connection between them.
Lack of organization so severe that communication is seriously impaired.
Fluency 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.
Style reasonably smooth-not too hard to understand mostly but not all simple sentences-fairly
effective. Jerky style-an effort needed to understand and enjoy
reading-complex sentences confusing-mostly simple sentences or compound sentences.
Very jerk-hard to understand-cannot enjoy reading- almost all simple sentences-complex sentences
confusing-excessive use of “and”.
3.7.2 Classifying the Scores
