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3.8.4 Post Test
After different treatment were given, the students both experimental and control group were given post test on writing form. This test is aimed to measure the
students’ achievement on writing test. The students were asked to make short functional text in form of invitation letter. From this test, the data were obtained in
the form of the students’ test score. This was done on January 29, 2011.
3.9 Method of Analyzing Data
3.9.1 Scoring Technique
In this section, the writer will take the score based on students’ writing production to measure the progress. The aspects of the scoring are grammar, vocabulary,
spelling, content, and fluency. There is the scoring technique of writing skills based on Heaton quoted by Sutirah 2009: 30-2.
Items Scoring
Grammar 5 Mastery on grammar taught on course, only 1 or2 minor
mistakes. 4 A few minor mistakes only preposition, article, etc.
3 Only one major mistake but few minor mistakes. 2 Major mistakes that lead to difficulty in understanding,
lack mastery of sentence construction. 1 Numerous serious mistakes, no mastery of sentence
construction, almost intelligible.
Vocabulary 5 use of wide range of vocabulary taught previously.
4 good use of new words acquired, fairly acquired synonyms, circumlocution.
3 attempts to use words acquired fairly appropriate
Table 3.2 Scoring Technique of Writing Skills Based on Heaton
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vocabulary on the whole but sometimes restricted, have resort to use synonyms, circumlocution, etc. on few
occasions. 2 restricted vocabulary, use synonymsbut not always
appropriate. 1 very restricted vocabulary, inappropriate use of synonyms,
seriously hinders communication.
Spelling 5 No error.
4 1 or 2 minor errors. 3 several errors some interference with communication, not
too hard to understand. 2 several errors several inference with communication, some
words very hard to organize. 1 numerous errors, hard to recognize several words,
communication made very difficult.
Content 5 all sentences support the topic highly organized clear
progression of ideas well linked-like educated native speaker.
4 ideas well organized-links occasionally be clearerbut communication not impaired.
3 some lack of organization re-reading required for classification of ideas.
2 little or no attempts of connectivity thought-reader can deduce some organization individual ideas may be clear
but difficult to deduce connection between them. 1 lack of organization so serve that communication is
seriously impaired.
Fluency 5 flowing style very to understand both complex and simple
sentences very effective. 4 quite flowing style mostly easy to understand a few
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complex sentences very effective. 3 reasonably smooth style not too hard to understand mostly
but not all simple sentences-fairly effective. 2 jerky style an effect needed to understand and enjoy
complex sentences confusing mostly but not all sentences-fairly effective.
1 very jerky hard to understand cannot enjoy reading almost all simple sentences confusing excessive use of ‘and’.
3.9.2 Classifying the Score