30
10 5
Fair, 50 sentences are used correct grammar Poor, 25 sentence is used correct grammar
Very poor, no sentence used correct grammar 5.
Mechanic 20
15 10
5 Excellent, all punctuation, spelling, capitalization used correctly
Good, 75 punctuation, spelling, capitalization used correctly Fair, 50 punctuation, spelling, capitalization used correctly
Poor, 25 punctuation, spelling, capitalization used correctly Very poor, no punctuation, spelling, capitalization used
correctly
According to Harris, scoring cr iteria above is called the „general impression‟
method where the teacher gives the same score percentage for all writing aspects. He composes the scoring criteria above based on the assumption that in the usual
classroom situation, where only one teacher is scoring a set of his own compositions, it perhaps the more useful way. Where several readers are
available to rate each composition, the general impression method of scoring can actually yield more reliable results. The general impression method, thus, can help
the teacher to maintain a consistence scoring procedure, enable the students to know in advance what the basis of the scoring will be, and-on the teaching side-
directs students‟ attention to specific areas of strengths and weaknesses Harris, 1969:79.
2.9 Theoretical Framework
ESL students learn in many different ways. Some prefer to learn visually, others aurally, still others kinesthetically Reid, 1987.
Students learn at different paces and in different rhythms; their strategies are influen
ced by “a wide range of factors, including aptitude, motivations, and cultural background” Oxford-Carpenter, 1985. Some students are more analytic
and field independent; others are more reflective and field dependent. Differences
31 may exist among language backgrounds, educational backgrounds, and major
field. Some students learn more successfully by studying rules and gradually applying them; others prefer to immerse themselves and „risk‟ in learning
situations.
Given this, guided writing, especially model composition guided writing, is needed to be used in order to manage students‟ writing process so that they can
get the satisfying outcomes. Susan Hill 1999 explains that „Guided writing
involves individuals or small groups of students writing a range of text types. The teacher may provide short mini-lessons to demonstrate a particular aspect of text
type, grammar, punctuation or spelling. Guided writing is linked to reading and various text types are used as models. Students may use writing frames or
templates as scaffold for writing. In addition, accessing students in their writing process will encourage them to choose the words and form best suited to their
own style and what they want to say.
2.10 The Hypothesis
Based on the theoretical assumption above, the writer built the hypothesis as follows:
Model composition guided writing can increase students‟ descriptive text writing ability.
32
III. METHOD OF THE RESEARCH
3.1 Research design
The design of this research is a descriptive statistic analysis, a quantitative one. In
collecting the data, the researcher carried out an experiment. In this case, the treatment the writer carried out is model composition guided writing technique.
The researcher used control group pretest post test research design. The researcher used two classes. The first class was experimental class, and the second one was
control class. Experimental class was the class which was taught by the researcher using her technique while control class was taught by the English teacher of SMA
Surya Dharma 2 Bandar Lampung using Grammar Translation Method GTM. This design involves two groups formulated as follows:
G1 T1 X T2 G2 T1 O T2
Where: G1
: experimental class G2
: control class T1
: pretest T2
: post test X
: treatment O
: no treatment Hatch and Farhady, 1982:21
