T1 112009121 Full text
Students’ Perceptions toward Analytic Scoring Rubric in Academic Writing
Novia Surya M
112009121
Abstract
This study aims to find out ED students’ perceptions toward analytic scoring in
academic writing. The study was conducted as writing is challenging, especially in academic
writing course which is the requirement to take proposal & report writing and thesis writing.
In Academic Writing, the students have to produce their writing product in accordance with
the aspects that is assessed to get a good grade. The aspects are provided in the term of rubric.
The rubric that is used in academic writing course is analytic scoring rubric. This rubric has
aspects such as thesis/argument, writing the quote, quality of quotation sandwich, hedging,
coherence, references, argument/purpose, supporting details, word choice, grammar, and
organization. To obtain the data, this study used interview questions. There were twenty
participants for this study. Each of them was asked seven interview questions with additional
follow up questions. The interview sessions were conducted for approximately ten to fifteen
minutes to provide detail information of ETEP students’ perceptions toward analytic scoring
in academic writing. The results show that the students’ perceptions about the use of analytic
scoring rubric in Academic Writing are mostly perceived positively, even though there are
some students who came up with negatives thought. The reasons why the students perceived
positively toward analytic scoring rubric are because analytic scoring rubric provides clear
description of each criterion, provides information about students’ strengths and weaknesses,
can guide the students in revising their draft, can be a guideline for lecturers to grade
students’ writing as well as for students to understand how to get good grades, and helps the
students improve their writing.
Keywords: students’ perceptions, analytic scoring rubric, Academic Writing
INTRODUCTION
In my writing journey, I realize that writing is not an easy task to do. The reason is in
producing a piece of writing product; writer does not only focus and do on one aspect but
several aspects. Nunan (2000) narrates that in terms of skills, producing a coherent, fluent,
extended piece of writing is probably the most difficult thing to do in language. Moreover, I
have to pass academic writing course with the minimum grade to take the next course –
proposal and report writing course, and thesis. I found that writing is difficult because in
academic writing course, to produce a piece of writing product, the students have to mindmapping, outlining, making draft, finding sources, making argument, quoting, paraphrasing,
choosing relevant hedging, planting naysayers, addressing what they say and what I say,
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addressing so what and who cares, and so on. Those things have to be done to produce a
good writing product, if writer misses one or more of those, the writing product will not be as
good as what the writer and also the examiner/grader are expected. Those things are similar
with what Husada (2007) mentioned in his study that to produce a piece of writing the
students need to follow several stages of the writing process, such as choosing a topic,
brainstorming, drafting, feedback, revising, and editing.
In the beginning of the academic writing course, teacher gave the students a rubric. In
the rubric, there are many aspects on writing that would be graded; topic sentence, writing the
quote, quality of quotation sandwich, hedging, coherence, references, argument/purpose,
supporting details, word choice, and grammar. The requirements of each aspect are supposed
to be fulfilled by the students to produce good writing products. Rubric that was used in
academic writing course is analytic scoring rubric. Some research mentioned that analytic
scoring is useful for writing. According to Zane (2011), research has shown that using
analytic scoring rubric has positive effect on students’ learning and the quality of their written
products. It is possible to say that analytic scoring is good for students in writing. The
students would know the requirements of each aspect that should be fulfilled, and they could
recognize if there is an aspect that the students have not fulfilled yet. One possibility is using
analytic scoring as their guidance; the students can understand their weaknesses and strengths
in writing. As Lee (2008) mentioned in his study that analytic scoring rubrics can be useful in
capturing their weaknesses and strengths. Zane (2011) also mentioned in his study that when
analytic scoring rubric are given to the students before writing, they are able to evaluate their
own writing. In other words, with an analytic scoring rubric, the students can know more
clearly what areas need work and what areas are mastered.
I have great curiosity toward analytic scoring rubric and the scoring itself that
students’ got for their writing product. I wonder about how they see analytic scoring as the
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way of getting information about their writing whether or not theirs is improving. Thus, I
want to do this study about students’ perceptions toward analytic scoring rubric in Academic
Writing. Besides, because there are still few who do research about analytic scoring, I am
interested to do research about analytic scoring. Some research, such as, Bacha (2001) and
Zane (2011) mentioned that analytic scoring can be useful for writing. I am interested to find
out whether my study has similarities with previous researches. This study was guided by
following research question: “What are students’ perceptions toward analytic scoring in their
Academic Writing?” It was an interesting subject to further investigate. This study is
important because writing skill is the most essential component of language and also needed
in learning language. In addition, analytic scoring also takes important rule in writing to
improve students’ writing ability.
This study is not the first study that conducted on the field of students’ perceptions
toward writing assessment. There are a number of previous studies on the perceptions toward
assessment, such as which were recently conducted by Rashid (2007) and Wood (2009). In
his study, Rashid (2007) revealed that the assessment tool that was used in ESL writing
classroom in a Malaysian university has some advantages. The subjects of his study used
portfolio assessment which was implemented in writing classroom. He found that the
students felt there was improvement in their writing abilities. Additionally, he found that the
assessment reflect students’ real performance. Nonetheless, in his study he found that not
only the assessment which contributed to improve students’ writing abilities but also lecture’s
feedback, self-evaluation, and peer review took a role in improving their writing abilities.
Another recent study was conducted by Wood (2009). She conducted a study on basic
writers’ perceptions of writing assessment practices. The data analysis revealed and described
that the students felt that the process of assessing their writing is fair, saw the assessment of
their writing as a process that helps their writing improve, valued teacher-feedback and
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attention and didn’t feel empowered to challenge the ways in which their writing is assessed.
In other word, her study found that the students viewed the assessment tool, or rubric which
is used to teach and assess their writing is helpful.
Looking at the two studies previously mentioned, this study is more or less similar to
both studies. Nevertheless, this study only focuses on one type of assessment which is
analytic scoring and it was used in academic writing classroom. The aim of this study is to
investigate and to describe what students’ perceptions are toward analytic scoring in
academic writing course. The findings of this study are expected to contribute valuable
insight in the field of teaching and learning writing in ESL classroom. The finding of this
paper can help student teachers consider maintaining the application of analytic scoring in
evaluating students’ writing product. Besides, it can help teachers to give input to their
students to use analytic scoring as their guidance.
LITERATURE REVIEW
Analytic Scoring
There are two commonly grading types in writing which I have mentioned before –
analytic and holistic scoring. This study is focused on analytic scoring which deals with “the
separation of the various features of a composition into components for scoring goals”
Gaudiani (1981) and Jacobs et al. (1983) as cited in Mutawa (1989: 343). Additionally,
analytical scoring is preferred over the holistic scoring by many writing specialist (Jacobs et
al: 1983, Weigle: 2002, and Kroll: 1990). The analytic grading considers writing to be made
up of various features, such as creativity, grammar, succinct expression of concepts, and
punctuation, each of which is to be scored separately. An analytic writing score is made up of
a sum of the separate scores and is often a weighted sum developed after multiplying each
score by numbers representing the relative importance of the features the teacher wishes to
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emphasize. The effect of analytic scoring for the students is they can improve their awareness
to know what their weaknesses and strengths as mentioned by Lee (2008) in his study.
Students are graded by analytic scoring in level of proficiency is higher or significant
than students are usually graded by other methods (Weigle, 2002). In other words, students
that are graded using analytic scoring rubric tend to have better writing abilities than students
who are graded by other methods. The analytic scoring involves deducting students’ points
based on the number of errors in grammar or other linguistic features. The students can see
from the analytic scoring rubric to find out what being measure of their writing by the
teacher. This rubric should emphasize on grammar, punctuation, mechanics, range of
vocabularies, content and ideas, and other features that they think are important (Sokolik,
2003). The one of analytic scales in ESL which is the best and most widely used was created
by Jacobs et al. (1983). In Jacobs et al. scale, scripts are rated on five aspect of writing:
content, organization, vocabulary, language use, and mechanic. The five aspects are
differentially weighed. The highest score is given first to content (30 points), and then
language use (25 points), with organization and vocabulary weighted equally (20 points) and
mechanics receiving very little emphasis (5 points) (Weigle, 2002).
Kroll (1990:87)
supported this scoring, especially Jacobs et al. She stated that:
“The best-known scoring procedure for ESL writing is the ESL composition Profile (Jacobs et
al. 1983), which uses scale with four steps to judge five different traits, each trait being
differentially weighed with scores reported both separated and in combination.”
The analytic scoring has some advantages (Hughes, 2003). It “disposes of the problem
of uneven development of sub-skills in individuals” (p. 102). Besides, through analytic
scoring, students can concentrate on the aspects of performance, hence, the teacher can also
guide them to write well, which many of the teachers are likely to ignore. Weigle (2002)
found out that analytical scoring has a number of advantages over the other scoring. By
knowing how they are scored, it makes the students aware of their improvement. She also
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added that analytic scoring has beneficial effects to guide students to produce their writing as
it provides more information about their strengths and weaknesses and they became aware of
what they should write following analytic scoring instruction. However, she also mentioned
that analytic scoring also has disadvantage. The main disadvantage of analytic scoring is
related with time allocation. It usually takes longer time to correct. In other words, the
students cannot know their score directly after they submit their writing product, because
teachers should grade their writing product following the analytic scoring criterion separately.
Elbow (1993) states that grading has caused so much discomfort to so many teachers and
students, because there is confusion toward the process itself. Zane (2011) has similar
opinion about that, nevertheless they feel anxious about grading, but they still need it,
especially the students – because grading gives many advantages to them.
Analytic Scoring Rubric
Richardson (2005) in his study mentioned that a rubric is “a means of scoring a
performance assessment where in multiple criteria are being assessed and quality of
performance or product is important.” There are two kinds of rubrics that are commonly used
to assess writing; holistic scoring rubric and analytic scoring rubric. The use of scoring rubric
itself is to measure proficiency. Becker (2011) stated that in L2 writing assessment, an
individual’s writing ability is often graded based on the criteria included in the scoring
rubrics. Besides, scoring rubric is also to measure achievement. According to Hughes (2002),
students can be more aware of their progress or readiness that was provided in the assessment
rubric for subsequent levels of instruction.
According to Zane (2011), analytic scoring rubric is a table that outlines the criteria
for scoring a student’s work. Each row lists a specific criterion. He added that columns to the
right of each criterion list what constitutes each level of quality. Looking at the example, an
analytic scoring rubric provides scores for various skills or parts of the writing product.
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Moreover, the scores can be either summed to find a total score or averaged across the
criteria. Richardson (2005) in his study mentioned that the scoring provides more information
to the student and teacher about the specific strengths and weaknesses of the students’ skills.
When using analytic scoring rubric to measure proficiency and achievement, it brings
advantages such as categories are not collapsed into one inflated score; can train raters easily
(Cohen, 1994), generalization to different writing tasks is possible (Weigle, 2002), reliability
is improved (Huot, 1996; Knoch, 2009), and it can help to identify writers’ strengths and
weaknesses; provides diagnostic information (Bacha, 2001; Carr, 2000) as cited in Becker
(2011). To sum up, that statement is that students can realize their strengths and weaknesses
when they looking at their analytic scoring rubric and by realizing those, the students can
improve their writing abilities to write well.
Students’ Perceptions
This paper focused on students’ perceptions toward analytic scoring in academic
writing. Additionally, students usually bring their assumptions and beliefs about what a
wiring course should offer them and in what way (Ismail,2011). Ismail (2011) added that
when taking an academic writing course, students’ main purpose is to learn to write
effectively within their particular discipline and to succeed in their academic studies. Hence,
students’ needs, perceptions, and present writing proficiency levels should be sought first in
order to offer them the required assistance. Research on students’ perceptions and beliefs has
revealed that knowing students’ perceptions and beliefs can play a crucial role in developing
the right program to meet their needs. Mazdayasna and Tahririan (2008) cited in Ismail
(2011) found that Iranian students were aware of their needs as they indicated that they were
very much interested in improving their general language proficiency to succeed in their
academic study. Besides, related with teacher feedback, students have their own perceptions
about the feedback they receive about their writing. Studies carried out in the area of
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students’ perceptions and preferences of the kinds of feedback, demonstrated that students
possess very strong views about the types and amount of feedback offered by their teachers
(Ferris, 1995; Montgomery and Baker, 2007).
THE STUDY
Context of the Study
This study was a qualitative descriptive research. It described the ETEP (English Teaching
Education Program) students’ perceptions toward analytic scoring in Academic Writing. The
setting of the study was a private university located in Salatiga, Central Java, Indonesia. This
study focuses on the one course, Academic Writing course. The type of scoring rubric that
was used to grade students’ writing product by Academic Writing’s teacher in 2013/2014
semester is analytic scoring rubric. Here is one example of the rubric,
figure 1. analytic scoring rubric type 1
It has the importance for the students’ future writing, thesis writing.
Participant of the Study
The subject of this small-scale study was 20 ETEP students. I selected the participant
based on purposive sampling (Blackledge, 2001, p.57 as cited in Zhakarias (2011)) – the
participants who where selected were students who have already taken Academic Writing
course. I also selected them based on a sample of convenience (McKay, 2006, p.37) because
the students who were selected are easily accessible for me. The participants were students of
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2011 year of study. They have been selected to be the representative sample of English
Department students.
Data Collection Instrument
To gather the information from them, this study used structured interview. The
reasons why structured interview is used are because the order of the questions is strictly
specified in advance, and all the participants are asked the same questions in the same order.
Moreover, the structured interview used open-ended questions; seven questions. My intention
of using those questions is to make greater flexibility on changing the order of the questions
to provide opportunity for follow up questions. As in Zacharias (2011), Allison (2002)
explains that open-ended items can serve as a “safety valve” (p. 137), because participants
have more opportunities to fill in what they want to say rather than fit their responses into
predetermined confines of closed ended items. Sound recorder was used to record the
conversation for this purpose.
Data Collection Procedures
To gather the participants, I sent messages to each participant and I met them one by
one personally after making appointment to each of them based on their time availability and
willingness to be interviewed. There are seven questions which were asked to each
participant and with follow up questions in the same order of each. The participant answered
the questions using Bahasa. The interview sessions of each participant had been taken 10 to
15 minutes on average and had been recorded and transcribed.
Data Analysis Procedure
After collecting the data which had been recorded was transcribed, translated into
English by myself and then I classified the data – students’ perceptions by categorizing them
into positives and negatives; about the use of analytic scoring rubric in Academic Writing.
The participants were given initial of their names. After finish identified and classified the
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data into those categories using the transcriptions, I came with the conclusion using my
interpretation according to the data which had been collected.
FINDINGS AND DISCUSSION
This section presents the finding of the study and the discussion of the finding
including the writer’s interpretation of students’ perceptions toward analytic scoring rubric in
their writing. The students’ perceptions about the use of analytic scoring rubric are according
to their experience in the academic writing class that they had been taken. The finding were
classified the students’ perceptions about the use of analytic scoring rubric into two specific
sides; positive and negative. The positive perceptions have five separable reasons and the
negative perceptions have four separable reasons that will be mentioned and explained.
Therefore, the use of analytic scoring rubric in Academic Writing for students’ writing should
bring impact to the students in their writing either positive or negative.
The students’ perceptions about the use of Analytic Scoring rubric in Academic Writing
This study found that there are five reasons why the students perceived positively
toward Analytic Scoring rubric used in their Academic Writing, which are: Analytic Scoring
rubric provides clear description of each criterion, it provides information about students’
strengths and weaknesses, it can guide the students in revising their draft, it can be a
guideline for lecturers to grade students’ writing as well as for students to understand how to
get good grade, and it helps the students improve their writing. Since students received
positively toward the use of Analytic Scoring rubric, it means that Analytic Scoring rubric
brought positive impact for them to do their writing. According to Zane (2011), research has
shown that using analytic scoring rubric has positive effect on students’ learning and the
quality of their writing products.
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Analytic Scoring Rubric provides clear description of each criterion
Analytic Scoring Rubric has several aspects that are graded separately such as
thesis/argument, grammar, word choice, coherence, organization, so what & who cares, and
also critical incident (CI) as you can see in Appendix B. Besides, each criteria has own each
description in order to make the students understand why they got good or bad score for their
writing. From the interview, study found out that 18 out of 20 students mentioned Analytic
Scoring rubric is appropriate to be used in academic writing course as mentioned by students
C in excerpt 1
Excerpt 1
“Saya suka dengan penggunaan analytic scoring rubric di kelas academic writing,
karena analytic scoring rubric jelas, semua aspek dari apa yang saya tulis dan yang
akan dinilai dipisah-pisahkan secara jelas. Aspek-aspek tersebut di deskripsikan
dengan jelas, baik bagaimana mendapat nilai sempurna atau kurang dari nilai
sempurna. Saya suka penggunaan scoring rubric ini di academic writing karena rubric
ini menyediakan informasi yang jelas tentang nilai kami dan menyediakan detail yang
spesifik.”
“I like analytic scoring rubric that used in academic writing class, because it is clear –
all of the parts that will be graded in our writing were separated clearly. Those were
having clear description whether how to get excellent score or less than excellent
score, I like the use of analytic scoring rubric in academic writing because it provided
clear information of our grade and specific detail given.”
(Writer own translation)
This may suggest that analytic scoring rubric has good point of giving clear description of
each criterion. Moreover, students’ thought it is clear because they know each aspects of
analytic scoring rubric should be followed by the students to complete their writing product
and the aspects are the ones graded by the lecturer. In other words, analytic scoring rubric is
considered useful and helpful for the students because analytic scoring provides enough or
clear information about what should the students write and also what are being assessed by
the teacher. Other, Student L also says similar thing, student’s L response in excerpt 2
Excerpt 2
“Menurut saya analytic scoring rubric yang saya dapat di academic writing sesuai,
karena ada banyak poin yang ditampilkan di rubrik, seperti thesis/argument,
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grammar, word choice, coherence,dan lainnya. Selain itu, penjelasan di setiap poin itu
jelas, jadi rubric ini sangat bagus digunakan di academic writing.”
“I think analytic scoring rubric that I got in academic writing is appropriate, because
there are points there; thesis argument, grammar, word choice, coherence, and so on.
Besides, the explanation in each point is detail - so this rubric is really good in
academic writing.”
(Writer own translation)
This is in line with Bacha (2001) in his study mentioned analytic scoring scales, in being
more criterion-referenced, have also been found to be better suited in evaluating the different
aspects of the writing skills. It is similar with Weigle (2002) who mentioned that writing
products which are grade on analytic rubric that includes several aspects representing the
construct of writing. It means that analytic scoring rubric contains several aspects of writing
product that can be used to evaluate their writing skills, since each aspect has each
description. Hence, the clear description of each aspect in the analytic scoring rubric brings
positive impact to the students in writing.
Analytic Scoring Rubric provides information about students’ strengths and weaknesses
Since analytic scoring rubric provide detail information about their work, the students
also believe that analytic scoring rubric that they got provide information about their
strengths and weaknesses. This study found 19 out of 20 believed that analytic scoring rubric
gave them clear explanation about their strengths and weaknesses in writing, as student L
response in excerpt 3
Excerpt 3
“Tentu saja memberikan informasi tentang kelebihan dan kekuranganku. Hal ini
karena seperti yang tertulis dalam rubrik, ada banyak poin seperti thesis, critical
incident, word choices, grammar, dan coherence. Thesisku mendapat poin 5 berarti
kelebihanku adalah aku bisa membuat thesis statement yang sangat baik, untuk word
choices aku hanya mendapat 3 seperti yang kubilang sebelumnya, berarti aku lemah
dalam memilih vocabularies untuk tulisan saya.”
“Of course it provided information about my strengths and weaknesses. It is because
as written in the rubric, there are many points that thesis, critical incident, word
choices, grammar, and coherence. For the thesis I got 5 means that my strength is I
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can make the thesis statement very well, for the word choices I only got 3 as I said
before, means that I am weak at choosing vocabularies for my writing. “
(Writer own translation)
This may signify that analytic scoring rubric in Academic Writing provides the students’
writing ability. It is because there are many aspects that are graded in the analytic scoring.
Besides, those aspects were graded separately, thus, the students can realize either where they
are good at or where they still needs improvement. This is in line with what Lee (2008)
mentioned in his study that analytic scoring rubrics can be useful in capturing their
weaknesses and strengths. Similarly, Bacha (2001) also mentioned that analytic scales can be
very informative about the students’ proficiency levels in specific writing areas. The other
researcher, Wiseman (2012) stated that analytic scoring rubrics provide more information
about a test taker’s performance of the areas of language ability that is rated.
By knowing that analytic scoring rubric provides information about their strengths
and weaknesses in writing, the students do believe that their writing progress was improving
from the beginning. The improvement can be seen from their writing rubric that they got
from lecturers. This study found out that 19 out of 20 students mentioned that they experience
progress in their writing -- at the beginning the students got not a good score, yet, their score
was increasing to be better and better. It means that analytic scoring rubric does not only
provide information about aspects of writing that students are good or bad at but also their
improvement in producing writing product. Besides, one of the students mentioned that she
got improvement of her writing ability, not only be seen from the rubric but also from the
lecturer’s role in the use of the rubric that occur, as revealed in excerpt 4
Excerpt 4
“Pada awalnya, aku masih mendapat nilai jelek, 5; rendah. Lalu, saya sudah paham
dengan rubrik ini, jadi saya paham dan mengetahui bagian mana yang saya sudah
bagus dan yang masih perlu diperbaiki. Saya meningkat dari waktu ke waktu.
Contohnya, membuat coherence, coherence saya tidak bagus, masih perlu diperbaiki,
jadi saya mencoba untuk merevisi itu dan menanyakan ke dosen bagaimana membuat
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coherence yang bagus seperti apa yang dituliskan dirubric dan berhasil. Namun, saya
tidak mengatakan bahwa patokan bagaimana saya bisa meningkatkan penulisan saya
hanya karena rubrik, tetapi masukan dari dosen dan juga rubrik yang membuat saya
bisa meningkatkan kemampuan menulis saya.”
“At first, I still got bad grade, 5; low grade. Then, I was already familiar with the
rubric, so I knew which part that I am good at and still need improvement. I was
improving by the time. For example, making coherence , the coherence of my writing
is not good still need improvement, so I tried to revise it and ask the teacher how to
making good coherence as what mention in the rubric, and It worked. However, I
didn’t say that the measurement of how I can improve my writing because of rubric,
but the teacher feedback and also the rubric that made me improve my writing
ability.”
(Writer own translation)
This indicate that students can improve their writing skills because the existence of the
analytic scoring rubric. However, in his/her opinion the lecturers’ role is needed to guide the
students in developing their writing ability. To put it another way, what is needed by the
students to do well for their writing product is not only the rubric; the lecturers are also
needed by the students. Those two elements; rubric and lecturer can make the students go
well with their writing products.
Analytic Scoring Rubric can guide the students in revising their writing drafts
In academic writing, the students did not only receive one of the analytic scoring
rubrics. They also did not only make one draft of their writing products. There were several
drafts that should be made in Academic Writing course. Most of them mentioned that they
revised their draft after received analytic scoring rubric from the teacher as student J response
in excerpt 5
Excerpt 5
“Saya membacanya, dan saya merefleksikan essai yang telah saya kerjakan, dan
kemudian saya merevisi sesuai dengan refleksi yang telah saya lakukan dan saya juga
menggunakan pengetahuan saya dalam memahami rubrik. Misalnya, untuk poin
coherence di rubrik – flow smoothly, jika aku bisa membaca essai saya dua kali dan
saya tidak merasa bingung dalam membaca essai saya, saya berpikir bahwa itu hampir
flow smoothly. Namun, mendefinisikan essai yang bagus itu sangat sulit; jika saya
berpikir bahwa essai saya flow smoothly tapi pembaca lain atau guru tidak berpikir
begitu.”
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“I read it, and I reflect on my paper that I have worked on, and then I revise according
to the reflection that I have done and using my knowledge in understanding the rubric.
For example, in the rubric point of coherence - flow smoothly, if I could read my
paper two times and I don’t feel confuse in reading my paper, I think that it almost
flows smoothly. However, defining a good paper is quite hard; if I think that it flows
smoothly but the other readers or the teacher didn’t think so.”
(Writer own translation)
The other student who says so, student C mentioned,
Excerpt 6
“Yang pasti merevisi, karena dari rubrik aku bisa melihat bagian mana yang harus
kutingkatkan atau kuperbaiki, sehingga aku bisa mendapatkan nilai yang lebih baik
untuk tugas. Menurutku hanya itu, karena yang penting dalam melakukan academic
writing saat itu adalah proses revisi.”
“Of course revising, because from the rubric I can see which part I have to make
improvement or changes, so I could get better grade for the assignment. I think just it,
because the important thing in doing the academic writing back then, the revising
process.”
(Writer own translation)
This study found that the rubric can be the guidance for the students to get better score in
their next writing assignments. Besides, the reason is that the rubric provides information
about their work that was assessed in it. It means that it told the students what aspects that
they should revise and also what aspects that they should maintain. This is in line with what
Zane (2011) mentioned in his study that when analytic scoring rubrics are given to the
students before writing, they are able to evaluate their own writing. In other words, with an
analytic scoring rubric, the students can know more clearly what areas need work and what
areas are mastered. They did not only revise but also reflect, as we can see from the excerpt
5, that they reflect their work with the rubric that they got before revise their writing product.
Thus, for the further writing assignments they will expect to not do the same mistakes and
can fulfill all of the aspects better than before.
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Analytic Scoring Rubric can be a guideline for lecturers to grade students’ writing as well as
for students to understand how to get good grades
The rubric tends to be nothing if there is no score in it. The students need the score
and also the detail why they got that score in the rubric. The students believe that analytic
scoring is appropriate to be used in academic writing course. They mentioned the
appropriateness of analytic scoring in different ways with different reasons, as student C
response in excerpt 7
Excerpt 7
“Analytic scoring itu sangat detail dan ditulis dengan rapi, kriteria penilaian dijelaskan
dengan lumayan jelas untuk mahasiswa dan dosen yang menggunakan rubrik ini di
academic writing . Menurut saya, rubrik ini bisa menjadi pedoman yang baik untuk
dosen dalam menilai tulisan mahasiswa di academic writing, dan untuk mahasiswa,
dapat mengerti bagaimana bisa mendapat nilai bagus, jadi ini lumayan jelas. Menurut
saya, penilaian ini adil untuk mahasiswa karena daripada hanya memberi masukan
general di essai mahasiswa, mahasiswa bisa memahami dengan mudah bagian mana
yang kita masih lemah atau yang kita sudah bagus.”
“The analytic scoring was very detail and neatly written, the criteria of the assessment
were explained quite clear for the students and also the lecturer that use it in academic
writing. I think, it provided good guidance for the lecturer to grade the students’
writing product in academic writing, and for the students could understand how I
could get good score, so it is quite clear. I think it is fair for the students because
rather than only giving general comment on the writing product of the students, the
students we could easily understand which part we were still lack of or we were doing
well.”
(Writer own translation)
The reason why it can be a guideline for the lecturers to grade students’ writing as well as for
students to understand how to get a good grade is the lecturers grade the students based on
the aspects that exist in the rubric and the students produce their writing products in
accordance with the aspects in the rubric, example as mentioned by Student S in excerpt 8,
Excerpt 8
“Menurutku, penilaiannya cukup adil, karena punya beberapa kriteria tertentu, jika
aku tidak menuliskan thesis statement, jika aku tidak menuliskan critical incident, dan
aku membuat banyak kesalahan di grammar , nilaiku akan diputuskan di rubrik.”
16
“I think the scoring is fair enough, because it has certain criteria, if I didn’t have the
thesis statement, if I didn’t have critical incident, and I made many mistakes in
grammar, my score would be decided in the rubric.”
(Writer own translation)
This may indicate that analytic scoring may help lecturers to score the students’ writing as the
score itself was explained clearly in the rubric. Thus, the students can understand the reason
why they got high score, good score, or low score. Each student tends to get different score of
each aspect in accordance with their writing product. The lecturer did not grade the students’
writing based on his/her overall impression but gave the score based on the quality of the
aspects in the students’ writing product. This is in line with Wood (2009) mentioned in her
study that students perceive that the way in which their writing is assessed is fair because of
the result of transparency and an environment of trust – both of which are created around the
program-wide common rubric. In other words, the scoring is fair because of the score and the
details are displayed in the rubric. Besides, the students put their belief in their lecturer as a
writing expert to assess their writing product.
Mostly, the students mentioned that the lecturer’s role is needed in guiding the
students to write. Besides, the lecturer should provide detail information related with the
score that the students got in the analytic scoring rubric. Similarly, the others also mentioned
that the lecturer’s role is needed in the use of analytic scoring rubric in the students’ writing,
as student R in excerpt 9
Excerpt 9
“Peran dosen dan rubrik dibutuhkan oleh mahasiswa, karena dosen menggunakan
rubrik untuk menilai essai mahasiswa dan mahasiswa menggunakan rubrik untuk
mengevaluasi penulisan mereka dan sebagai pedoman.”
“The teacher’s and rubric’s role are needed by the students, because the teacher used
the rubric to assess students’ writing and the students used the rubric to evaluate their
own writing as the guidance.”
(Writer own translation)
17
Here is the other one, student C in excerpt 10 who mentioned lecturer’s role is needed in the
use of rubric,
Excerpt 10
“...terkadang penjelasan detail bagus untuk mahasiswa tetapi kurasa ini akan lebih
jelas dan menarik untuk mahasiswa mendapat masukan detail dari dosen tentang essai
yang sudah mereka buat – jadi essaimu itu ...., jadi kita sebagai mahasiswa tidak harus
hanya fokus ke penjelasan dirubrik. Menurutku, peran dosen di rubrik dibutuhkan
oleh mahasiswa untuk memberikan masukan.”
“…sometimes the detail information are good for the students but I think it will be
more clear and exciting for the students to get detail comment from the lecturer about
the writing product that students had made – so overall your writing is .... , so we as
the students do not have to focus only on the detail of the rubric. I think that the
teacher’s role in the rubric is needed by the students to provide comments.”
(Writer own translation)
Those may confirm that lecturers’ role is providing feedback or comments for each student’s
writing product and also provide detail information about the score and general comment that
written in the rubric. It means that not only the rubric that is needed by the students but also
lecturers in guiding them for producing writing product. This is in line with Wood (2009)
who found out that assessment and feedback on their writing helps them become better
writers. Wood added that when the students use the rubric, it was mostly to help them decode
their lecturer’s comments on their writing. In short, the rubric used by the students is to
comprehend the lecturer’s interpretation of their writing. Hence, the students can understand
and also can write better and better for the next writing assignments. In sum, analytic scoring
rubric could bring positive impact for the students in producing writing products. Besides, it
can be more useful and helpful if the lecturers also guide them in using analytic scoring
rubric. As Weigle (2002) mentioned in her study that students are usually graded by analytic
scoring in level of proficiency is higher or significant than students are usually graded by
other method.
18
Analytic Scoring Rubric helps the students to improve their writing
Mostly, students have positive thought toward analytic scoring rubric related to their
writing. Since students believe that analytic scoring rubric provides clear description of each
criterion, shows their strengths and weaknesses in writing, and also can be guideline for them
to write well, those drove them to consider that analytic scoring rubric helps them to improve
their writing as mentioned by student R in excerpt 11
Excerpt 11
“… karena beberapa poin yang di centang/di tandai oleh dosen bisa dipahami dan
dimengerti olehku untuk mengevaluasi penulisanku...”
“… because some of the points that are thick by the lecturer were understandable for
me to evaluate my writing...”
(Writer own translation)
By looking at that excerpt, this study found that the appropriateness of the scoring is because
the detail explanation why they got those kind of scores. Thus, the students can revise and
write better for the next writing assignments. Furthermore, analytic scoring rubric helps them
to improve their writing because they can understand each aspect which is explained in the
column. They also understand what they are good at or bad at, what they need to revise in
accordance with the rubric. The lecturer put the thick in the box/column and the explanation
where the lecturer put the thick is understandable for the students and it is clear for the
students.
However, some of the students did not think so. This study also found that there are
several reasons why the students perceived negatively toward Analytic Scoring rubric used in
Academic Writing, which are: Analytic Scoring rubric creates negative feelings, it has no
further explanation about their strengths and weaknesses, it has no enough feedback from
19
lecturers about students’ writing, and it does not provide enough information about students’
writing.
Analytic Scoring Rubric creates negatives feelings
Some students thought that analytic scoring rubric can create negatives feelings on
them because of the aspects that are graded in the rubric. The students have to fulfill all the
aspects with good quality to get a good grade. Two out of 20 thought that analytic scoring
rubric is not good for them, as mentioned by student A in excerpt 12
Excerpt 12
“Menurut saya rubricnya menakutkan, karena tulisan saya dinilai berdasarkan
thesis/argument, so what and who cares, critical incident dan sebagainya, itu semua
dinilai menggunakan poin – needs improvement, average, dan also absent. Ada
banyak hal yang akan dinilai dalam tulisan saya.”
“I think it’s intimidating, because in my writing, it was scored based on
thesis/argument, so what and who cares, critical incident, and so on, they were graded
using point – needs improvement, average, and also absent. There are many things
that being graded in my writing.”
(Writer own translation)
This may show that because of the several judgments of the students’ writing that provided in
the analytic scoring rubric, those make students feel stressful, they should focus not only on
one aspect but many aspects if they want to get a good grade for their writing product. It can
be hard for the students to write because of many aspects that should be fulfilled. This is in
line with Zane (2011), it is nearly impossible to create mutually exclusive categories of
quality – regardless of the type of categories used. In other words, it can be hard to bring into
line those aspects of writing that being graded that exist in analytic scoring rubric.
Analytic Scoring Rubric has no further explanation about students’ strengths and weaknesses
Particular students think that analytic scoring rubric can help them in knowing their
strengths and weaknesses. However, one of the students did not believe that analytic scoring
20
rubric provide information about their strengths and weaknesses as student N response in
excerpt 13
Excerpt 13
“Kurasa nggak, karena guru hanya menggunakan rubrik ini tanpa memberikan
komentar atau masukan, aku tidak yakin bahwa itu menunjukkan kekuatan dan
kelemahanku.”
“I think no, because the teacher just used this rubric without giving comments or
feedbacks, I don’t think that it showed my strengths and weaknesses.”
(Writer own translation)
Students thought that their lecturer plays a very important role to explain further information
about the description of the aspects in the rubric in relation to their writing draft in the term of
feedback or comment. Otherwise, in this student opinion, he/she might be suggested that the
students can improve their writing skills if they get further information about their strengths
and weaknesses. Teachers’ comments and feedback will help students to be more conscious
about what they need to improve for their writing and what they have to preserve for their
writing. Hence, they can write better for their next writing assignments.
Analytic Scoring Rubric has no enough feedback from the lecturer about students’ writing
This reason still has correlation with the previous which mentioned that lecturer plays
important role for their writing. Some students felt that his/her lecturer did not provide
enough feedback in the rubric about their writing. They thought that the description in the
rubric is not enough for them to do the next writing assignment. They need the lecturers’
feedback and comments about their writing, student N response in excerpt 14
Excerpt 14
“Menurutku rubrik analytic scoring dalam academic writing tidak begitu baik, karena
guru hanya mencentang di kolom dan mereka jarang memberikan komentar, sehingga
aku tidak benar-benar tahu apa yang menjadi kekuatan dan kelemahanku dalam
menulis."
21
“I think the analytic scoring rubric in academic writing is not so good, because the
teacher only thick on the box and they rarely gave the comments, so that I didn’t
really know what is my strengths and weaknesses in writing.”
(Writer own translation)
Students thought that analytic scoring rubric is not good for them because of the lecturer did
not really provide enough feedback for them. According to student N, analytic scoring rubric
cannot help her if the lecturer did not guide her to do her writing product. She wanted the role
of both; the lecturer and also the rubric to make it good and she can know her writing ability
if both play the role.
Although particular students think that analytic scoring rubric can help them knowing
their strengths and weaknesses, there were some points that needed to be improved, student G
response in excerpt 16
Excerpt 16
“…Kelemahannya, kolom kosong tanpa penjelasan untuk kriteria tertentu, aku merasa
sulit untuk memahami apa yang seharusnya aku perbaiki. Terkadang, penjelasan
dirubrik tidak terlalu jelas, seperti di thesis/argument – presenting in interesting way,
apa yang di maksud interesting way? Karena menurutku thesis/argument fokus pada
apa yang kamu bicarakan. Apa yang dimaksud dengan interesting, aku membutuhkan
masukan lebih. Jadi, peran dosen dibutuhkan untuk menjelaskan rubrik.”
“…The weaknesses is the blank space with no explanation of the criteria, I found it
difficult, what I should do to improve it. Sometimes, the explanation in the rubric is
not really clear like in the thesis/argument – presented in interesting way, what kind
of interesting way? Because I think the focus of thesis argument should be what you
are going to talk about. What the teacher means by interesting, I need more feedback.
So, the teacher’s role is needed to explain the rubric.”
(Writer own translation)
This may indicate some points that needed to be improved, the first is in the rubric there is
blank box/column that lecturer put thick in it. It drove confusion for the students; what to do
for the next, what it means – whether I am good or I should revise it. The second is the
explanation of each aspect in the columns does not really obvious as in excerpt 15 mentioned
that for aspect thesis/argument, in the column was written presented in interesting way. Even
22
though it means she had good thesis/argument, she still needs the further detail feedback from
the lecturer about it. So that, she can write better for the next writing assignments.
Analytic Scoring Rubric doesn’t provide enough information about students’ writing
Analytic scoring rubric is used by the students to be guideline for their writing. They
could revise their writing based on the rubric that they got. They could understand what they
are good at or bad at by looking at the rubric that they have. Analytic scoring rubric cannot be
guideline for the students to write well and recognize where they’re at if there is no enough
information about their writing. One of the students – student N thought that there is no
significant improvement of her writing progress because the analytic scoring rubric doesn’t
provide enough information about her writing, as in excerpt 15
Excerpt 15
“Peningkatan yang aku alami tidak stabil, nilaiku terkadang meningkat dan menurun,
tidak stabil. Saya tidak tahu apa yang harus saya lakukan untuk penulisanku, karena
rubriknya tidak menjelaskan informasi yang lengkap tentang penulisanku.”
“I did not make stable progress, my score sometimes; it is increase and decrease, not
stable. I don’t know what to do for my writing, because the rubric did not provide
further information about my writing.”
(Writer own translation)
This may suggest that analytic scoring rubric perhaps did not help the students in improving
their writing skills. The reason in his/her opinion is analytic scoring rubric did not provide
detail information about students’ writing and therefore, the students did not know what
he/she should write and what he/she should revise for the next assignments.
CONCLUSION AND PEDAGOGICAL IMPLICATION
This study sought for describing what perceptions which English Teaching Education
Program (ETEP) students have toward analytic scoring. The results of the study answered the
research question by analyzing sound recorded interview sections of twenty ETEP students
23
who have already taken Academic Writing course. The results show that analytic scoring
brings positive and also negative impact to students’ learning in Academic Writing. However,
mostly, their perceptions are more on positive sides. It can be seen fr
Novia Surya M
112009121
Abstract
This study aims to find out ED students’ perceptions toward analytic scoring in
academic writing. The study was conducted as writing is challenging, especially in academic
writing course which is the requirement to take proposal & report writing and thesis writing.
In Academic Writing, the students have to produce their writing product in accordance with
the aspects that is assessed to get a good grade. The aspects are provided in the term of rubric.
The rubric that is used in academic writing course is analytic scoring rubric. This rubric has
aspects such as thesis/argument, writing the quote, quality of quotation sandwich, hedging,
coherence, references, argument/purpose, supporting details, word choice, grammar, and
organization. To obtain the data, this study used interview questions. There were twenty
participants for this study. Each of them was asked seven interview questions with additional
follow up questions. The interview sessions were conducted for approximately ten to fifteen
minutes to provide detail information of ETEP students’ perceptions toward analytic scoring
in academic writing. The results show that the students’ perceptions about the use of analytic
scoring rubric in Academic Writing are mostly perceived positively, even though there are
some students who came up with negatives thought. The reasons why the students perceived
positively toward analytic scoring rubric are because analytic scoring rubric provides clear
description of each criterion, provides information about students’ strengths and weaknesses,
can guide the students in revising their draft, can be a guideline for lecturers to grade
students’ writing as well as for students to understand how to get good grades, and helps the
students improve their writing.
Keywords: students’ perceptions, analytic scoring rubric, Academic Writing
INTRODUCTION
In my writing journey, I realize that writing is not an easy task to do. The reason is in
producing a piece of writing product; writer does not only focus and do on one aspect but
several aspects. Nunan (2000) narrates that in terms of skills, producing a coherent, fluent,
extended piece of writing is probably the most difficult thing to do in language. Moreover, I
have to pass academic writing course with the minimum grade to take the next course –
proposal and report writing course, and thesis. I found that writing is difficult because in
academic writing course, to produce a piece of writing product, the students have to mindmapping, outlining, making draft, finding sources, making argument, quoting, paraphrasing,
choosing relevant hedging, planting naysayers, addressing what they say and what I say,
1
addressing so what and who cares, and so on. Those things have to be done to produce a
good writing product, if writer misses one or more of those, the writing product will not be as
good as what the writer and also the examiner/grader are expected. Those things are similar
with what Husada (2007) mentioned in his study that to produce a piece of writing the
students need to follow several stages of the writing process, such as choosing a topic,
brainstorming, drafting, feedback, revising, and editing.
In the beginning of the academic writing course, teacher gave the students a rubric. In
the rubric, there are many aspects on writing that would be graded; topic sentence, writing the
quote, quality of quotation sandwich, hedging, coherence, references, argument/purpose,
supporting details, word choice, and grammar. The requirements of each aspect are supposed
to be fulfilled by the students to produce good writing products. Rubric that was used in
academic writing course is analytic scoring rubric. Some research mentioned that analytic
scoring is useful for writing. According to Zane (2011), research has shown that using
analytic scoring rubric has positive effect on students’ learning and the quality of their written
products. It is possible to say that analytic scoring is good for students in writing. The
students would know the requirements of each aspect that should be fulfilled, and they could
recognize if there is an aspect that the students have not fulfilled yet. One possibility is using
analytic scoring as their guidance; the students can understand their weaknesses and strengths
in writing. As Lee (2008) mentioned in his study that analytic scoring rubrics can be useful in
capturing their weaknesses and strengths. Zane (2011) also mentioned in his study that when
analytic scoring rubric are given to the students before writing, they are able to evaluate their
own writing. In other words, with an analytic scoring rubric, the students can know more
clearly what areas need work and what areas are mastered.
I have great curiosity toward analytic scoring rubric and the scoring itself that
students’ got for their writing product. I wonder about how they see analytic scoring as the
2
way of getting information about their writing whether or not theirs is improving. Thus, I
want to do this study about students’ perceptions toward analytic scoring rubric in Academic
Writing. Besides, because there are still few who do research about analytic scoring, I am
interested to do research about analytic scoring. Some research, such as, Bacha (2001) and
Zane (2011) mentioned that analytic scoring can be useful for writing. I am interested to find
out whether my study has similarities with previous researches. This study was guided by
following research question: “What are students’ perceptions toward analytic scoring in their
Academic Writing?” It was an interesting subject to further investigate. This study is
important because writing skill is the most essential component of language and also needed
in learning language. In addition, analytic scoring also takes important rule in writing to
improve students’ writing ability.
This study is not the first study that conducted on the field of students’ perceptions
toward writing assessment. There are a number of previous studies on the perceptions toward
assessment, such as which were recently conducted by Rashid (2007) and Wood (2009). In
his study, Rashid (2007) revealed that the assessment tool that was used in ESL writing
classroom in a Malaysian university has some advantages. The subjects of his study used
portfolio assessment which was implemented in writing classroom. He found that the
students felt there was improvement in their writing abilities. Additionally, he found that the
assessment reflect students’ real performance. Nonetheless, in his study he found that not
only the assessment which contributed to improve students’ writing abilities but also lecture’s
feedback, self-evaluation, and peer review took a role in improving their writing abilities.
Another recent study was conducted by Wood (2009). She conducted a study on basic
writers’ perceptions of writing assessment practices. The data analysis revealed and described
that the students felt that the process of assessing their writing is fair, saw the assessment of
their writing as a process that helps their writing improve, valued teacher-feedback and
3
attention and didn’t feel empowered to challenge the ways in which their writing is assessed.
In other word, her study found that the students viewed the assessment tool, or rubric which
is used to teach and assess their writing is helpful.
Looking at the two studies previously mentioned, this study is more or less similar to
both studies. Nevertheless, this study only focuses on one type of assessment which is
analytic scoring and it was used in academic writing classroom. The aim of this study is to
investigate and to describe what students’ perceptions are toward analytic scoring in
academic writing course. The findings of this study are expected to contribute valuable
insight in the field of teaching and learning writing in ESL classroom. The finding of this
paper can help student teachers consider maintaining the application of analytic scoring in
evaluating students’ writing product. Besides, it can help teachers to give input to their
students to use analytic scoring as their guidance.
LITERATURE REVIEW
Analytic Scoring
There are two commonly grading types in writing which I have mentioned before –
analytic and holistic scoring. This study is focused on analytic scoring which deals with “the
separation of the various features of a composition into components for scoring goals”
Gaudiani (1981) and Jacobs et al. (1983) as cited in Mutawa (1989: 343). Additionally,
analytical scoring is preferred over the holistic scoring by many writing specialist (Jacobs et
al: 1983, Weigle: 2002, and Kroll: 1990). The analytic grading considers writing to be made
up of various features, such as creativity, grammar, succinct expression of concepts, and
punctuation, each of which is to be scored separately. An analytic writing score is made up of
a sum of the separate scores and is often a weighted sum developed after multiplying each
score by numbers representing the relative importance of the features the teacher wishes to
4
emphasize. The effect of analytic scoring for the students is they can improve their awareness
to know what their weaknesses and strengths as mentioned by Lee (2008) in his study.
Students are graded by analytic scoring in level of proficiency is higher or significant
than students are usually graded by other methods (Weigle, 2002). In other words, students
that are graded using analytic scoring rubric tend to have better writing abilities than students
who are graded by other methods. The analytic scoring involves deducting students’ points
based on the number of errors in grammar or other linguistic features. The students can see
from the analytic scoring rubric to find out what being measure of their writing by the
teacher. This rubric should emphasize on grammar, punctuation, mechanics, range of
vocabularies, content and ideas, and other features that they think are important (Sokolik,
2003). The one of analytic scales in ESL which is the best and most widely used was created
by Jacobs et al. (1983). In Jacobs et al. scale, scripts are rated on five aspect of writing:
content, organization, vocabulary, language use, and mechanic. The five aspects are
differentially weighed. The highest score is given first to content (30 points), and then
language use (25 points), with organization and vocabulary weighted equally (20 points) and
mechanics receiving very little emphasis (5 points) (Weigle, 2002).
Kroll (1990:87)
supported this scoring, especially Jacobs et al. She stated that:
“The best-known scoring procedure for ESL writing is the ESL composition Profile (Jacobs et
al. 1983), which uses scale with four steps to judge five different traits, each trait being
differentially weighed with scores reported both separated and in combination.”
The analytic scoring has some advantages (Hughes, 2003). It “disposes of the problem
of uneven development of sub-skills in individuals” (p. 102). Besides, through analytic
scoring, students can concentrate on the aspects of performance, hence, the teacher can also
guide them to write well, which many of the teachers are likely to ignore. Weigle (2002)
found out that analytical scoring has a number of advantages over the other scoring. By
knowing how they are scored, it makes the students aware of their improvement. She also
5
added that analytic scoring has beneficial effects to guide students to produce their writing as
it provides more information about their strengths and weaknesses and they became aware of
what they should write following analytic scoring instruction. However, she also mentioned
that analytic scoring also has disadvantage. The main disadvantage of analytic scoring is
related with time allocation. It usually takes longer time to correct. In other words, the
students cannot know their score directly after they submit their writing product, because
teachers should grade their writing product following the analytic scoring criterion separately.
Elbow (1993) states that grading has caused so much discomfort to so many teachers and
students, because there is confusion toward the process itself. Zane (2011) has similar
opinion about that, nevertheless they feel anxious about grading, but they still need it,
especially the students – because grading gives many advantages to them.
Analytic Scoring Rubric
Richardson (2005) in his study mentioned that a rubric is “a means of scoring a
performance assessment where in multiple criteria are being assessed and quality of
performance or product is important.” There are two kinds of rubrics that are commonly used
to assess writing; holistic scoring rubric and analytic scoring rubric. The use of scoring rubric
itself is to measure proficiency. Becker (2011) stated that in L2 writing assessment, an
individual’s writing ability is often graded based on the criteria included in the scoring
rubrics. Besides, scoring rubric is also to measure achievement. According to Hughes (2002),
students can be more aware of their progress or readiness that was provided in the assessment
rubric for subsequent levels of instruction.
According to Zane (2011), analytic scoring rubric is a table that outlines the criteria
for scoring a student’s work. Each row lists a specific criterion. He added that columns to the
right of each criterion list what constitutes each level of quality. Looking at the example, an
analytic scoring rubric provides scores for various skills or parts of the writing product.
6
Moreover, the scores can be either summed to find a total score or averaged across the
criteria. Richardson (2005) in his study mentioned that the scoring provides more information
to the student and teacher about the specific strengths and weaknesses of the students’ skills.
When using analytic scoring rubric to measure proficiency and achievement, it brings
advantages such as categories are not collapsed into one inflated score; can train raters easily
(Cohen, 1994), generalization to different writing tasks is possible (Weigle, 2002), reliability
is improved (Huot, 1996; Knoch, 2009), and it can help to identify writers’ strengths and
weaknesses; provides diagnostic information (Bacha, 2001; Carr, 2000) as cited in Becker
(2011). To sum up, that statement is that students can realize their strengths and weaknesses
when they looking at their analytic scoring rubric and by realizing those, the students can
improve their writing abilities to write well.
Students’ Perceptions
This paper focused on students’ perceptions toward analytic scoring in academic
writing. Additionally, students usually bring their assumptions and beliefs about what a
wiring course should offer them and in what way (Ismail,2011). Ismail (2011) added that
when taking an academic writing course, students’ main purpose is to learn to write
effectively within their particular discipline and to succeed in their academic studies. Hence,
students’ needs, perceptions, and present writing proficiency levels should be sought first in
order to offer them the required assistance. Research on students’ perceptions and beliefs has
revealed that knowing students’ perceptions and beliefs can play a crucial role in developing
the right program to meet their needs. Mazdayasna and Tahririan (2008) cited in Ismail
(2011) found that Iranian students were aware of their needs as they indicated that they were
very much interested in improving their general language proficiency to succeed in their
academic study. Besides, related with teacher feedback, students have their own perceptions
about the feedback they receive about their writing. Studies carried out in the area of
7
students’ perceptions and preferences of the kinds of feedback, demonstrated that students
possess very strong views about the types and amount of feedback offered by their teachers
(Ferris, 1995; Montgomery and Baker, 2007).
THE STUDY
Context of the Study
This study was a qualitative descriptive research. It described the ETEP (English Teaching
Education Program) students’ perceptions toward analytic scoring in Academic Writing. The
setting of the study was a private university located in Salatiga, Central Java, Indonesia. This
study focuses on the one course, Academic Writing course. The type of scoring rubric that
was used to grade students’ writing product by Academic Writing’s teacher in 2013/2014
semester is analytic scoring rubric. Here is one example of the rubric,
figure 1. analytic scoring rubric type 1
It has the importance for the students’ future writing, thesis writing.
Participant of the Study
The subject of this small-scale study was 20 ETEP students. I selected the participant
based on purposive sampling (Blackledge, 2001, p.57 as cited in Zhakarias (2011)) – the
participants who where selected were students who have already taken Academic Writing
course. I also selected them based on a sample of convenience (McKay, 2006, p.37) because
the students who were selected are easily accessible for me. The participants were students of
8
2011 year of study. They have been selected to be the representative sample of English
Department students.
Data Collection Instrument
To gather the information from them, this study used structured interview. The
reasons why structured interview is used are because the order of the questions is strictly
specified in advance, and all the participants are asked the same questions in the same order.
Moreover, the structured interview used open-ended questions; seven questions. My intention
of using those questions is to make greater flexibility on changing the order of the questions
to provide opportunity for follow up questions. As in Zacharias (2011), Allison (2002)
explains that open-ended items can serve as a “safety valve” (p. 137), because participants
have more opportunities to fill in what they want to say rather than fit their responses into
predetermined confines of closed ended items. Sound recorder was used to record the
conversation for this purpose.
Data Collection Procedures
To gather the participants, I sent messages to each participant and I met them one by
one personally after making appointment to each of them based on their time availability and
willingness to be interviewed. There are seven questions which were asked to each
participant and with follow up questions in the same order of each. The participant answered
the questions using Bahasa. The interview sessions of each participant had been taken 10 to
15 minutes on average and had been recorded and transcribed.
Data Analysis Procedure
After collecting the data which had been recorded was transcribed, translated into
English by myself and then I classified the data – students’ perceptions by categorizing them
into positives and negatives; about the use of analytic scoring rubric in Academic Writing.
The participants were given initial of their names. After finish identified and classified the
9
data into those categories using the transcriptions, I came with the conclusion using my
interpretation according to the data which had been collected.
FINDINGS AND DISCUSSION
This section presents the finding of the study and the discussion of the finding
including the writer’s interpretation of students’ perceptions toward analytic scoring rubric in
their writing. The students’ perceptions about the use of analytic scoring rubric are according
to their experience in the academic writing class that they had been taken. The finding were
classified the students’ perceptions about the use of analytic scoring rubric into two specific
sides; positive and negative. The positive perceptions have five separable reasons and the
negative perceptions have four separable reasons that will be mentioned and explained.
Therefore, the use of analytic scoring rubric in Academic Writing for students’ writing should
bring impact to the students in their writing either positive or negative.
The students’ perceptions about the use of Analytic Scoring rubric in Academic Writing
This study found that there are five reasons why the students perceived positively
toward Analytic Scoring rubric used in their Academic Writing, which are: Analytic Scoring
rubric provides clear description of each criterion, it provides information about students’
strengths and weaknesses, it can guide the students in revising their draft, it can be a
guideline for lecturers to grade students’ writing as well as for students to understand how to
get good grade, and it helps the students improve their writing. Since students received
positively toward the use of Analytic Scoring rubric, it means that Analytic Scoring rubric
brought positive impact for them to do their writing. According to Zane (2011), research has
shown that using analytic scoring rubric has positive effect on students’ learning and the
quality of their writing products.
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Analytic Scoring Rubric provides clear description of each criterion
Analytic Scoring Rubric has several aspects that are graded separately such as
thesis/argument, grammar, word choice, coherence, organization, so what & who cares, and
also critical incident (CI) as you can see in Appendix B. Besides, each criteria has own each
description in order to make the students understand why they got good or bad score for their
writing. From the interview, study found out that 18 out of 20 students mentioned Analytic
Scoring rubric is appropriate to be used in academic writing course as mentioned by students
C in excerpt 1
Excerpt 1
“Saya suka dengan penggunaan analytic scoring rubric di kelas academic writing,
karena analytic scoring rubric jelas, semua aspek dari apa yang saya tulis dan yang
akan dinilai dipisah-pisahkan secara jelas. Aspek-aspek tersebut di deskripsikan
dengan jelas, baik bagaimana mendapat nilai sempurna atau kurang dari nilai
sempurna. Saya suka penggunaan scoring rubric ini di academic writing karena rubric
ini menyediakan informasi yang jelas tentang nilai kami dan menyediakan detail yang
spesifik.”
“I like analytic scoring rubric that used in academic writing class, because it is clear –
all of the parts that will be graded in our writing were separated clearly. Those were
having clear description whether how to get excellent score or less than excellent
score, I like the use of analytic scoring rubric in academic writing because it provided
clear information of our grade and specific detail given.”
(Writer own translation)
This may suggest that analytic scoring rubric has good point of giving clear description of
each criterion. Moreover, students’ thought it is clear because they know each aspects of
analytic scoring rubric should be followed by the students to complete their writing product
and the aspects are the ones graded by the lecturer. In other words, analytic scoring rubric is
considered useful and helpful for the students because analytic scoring provides enough or
clear information about what should the students write and also what are being assessed by
the teacher. Other, Student L also says similar thing, student’s L response in excerpt 2
Excerpt 2
“Menurut saya analytic scoring rubric yang saya dapat di academic writing sesuai,
karena ada banyak poin yang ditampilkan di rubrik, seperti thesis/argument,
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grammar, word choice, coherence,dan lainnya. Selain itu, penjelasan di setiap poin itu
jelas, jadi rubric ini sangat bagus digunakan di academic writing.”
“I think analytic scoring rubric that I got in academic writing is appropriate, because
there are points there; thesis argument, grammar, word choice, coherence, and so on.
Besides, the explanation in each point is detail - so this rubric is really good in
academic writing.”
(Writer own translation)
This is in line with Bacha (2001) in his study mentioned analytic scoring scales, in being
more criterion-referenced, have also been found to be better suited in evaluating the different
aspects of the writing skills. It is similar with Weigle (2002) who mentioned that writing
products which are grade on analytic rubric that includes several aspects representing the
construct of writing. It means that analytic scoring rubric contains several aspects of writing
product that can be used to evaluate their writing skills, since each aspect has each
description. Hence, the clear description of each aspect in the analytic scoring rubric brings
positive impact to the students in writing.
Analytic Scoring Rubric provides information about students’ strengths and weaknesses
Since analytic scoring rubric provide detail information about their work, the students
also believe that analytic scoring rubric that they got provide information about their
strengths and weaknesses. This study found 19 out of 20 believed that analytic scoring rubric
gave them clear explanation about their strengths and weaknesses in writing, as student L
response in excerpt 3
Excerpt 3
“Tentu saja memberikan informasi tentang kelebihan dan kekuranganku. Hal ini
karena seperti yang tertulis dalam rubrik, ada banyak poin seperti thesis, critical
incident, word choices, grammar, dan coherence. Thesisku mendapat poin 5 berarti
kelebihanku adalah aku bisa membuat thesis statement yang sangat baik, untuk word
choices aku hanya mendapat 3 seperti yang kubilang sebelumnya, berarti aku lemah
dalam memilih vocabularies untuk tulisan saya.”
“Of course it provided information about my strengths and weaknesses. It is because
as written in the rubric, there are many points that thesis, critical incident, word
choices, grammar, and coherence. For the thesis I got 5 means that my strength is I
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can make the thesis statement very well, for the word choices I only got 3 as I said
before, means that I am weak at choosing vocabularies for my writing. “
(Writer own translation)
This may signify that analytic scoring rubric in Academic Writing provides the students’
writing ability. It is because there are many aspects that are graded in the analytic scoring.
Besides, those aspects were graded separately, thus, the students can realize either where they
are good at or where they still needs improvement. This is in line with what Lee (2008)
mentioned in his study that analytic scoring rubrics can be useful in capturing their
weaknesses and strengths. Similarly, Bacha (2001) also mentioned that analytic scales can be
very informative about the students’ proficiency levels in specific writing areas. The other
researcher, Wiseman (2012) stated that analytic scoring rubrics provide more information
about a test taker’s performance of the areas of language ability that is rated.
By knowing that analytic scoring rubric provides information about their strengths
and weaknesses in writing, the students do believe that their writing progress was improving
from the beginning. The improvement can be seen from their writing rubric that they got
from lecturers. This study found out that 19 out of 20 students mentioned that they experience
progress in their writing -- at the beginning the students got not a good score, yet, their score
was increasing to be better and better. It means that analytic scoring rubric does not only
provide information about aspects of writing that students are good or bad at but also their
improvement in producing writing product. Besides, one of the students mentioned that she
got improvement of her writing ability, not only be seen from the rubric but also from the
lecturer’s role in the use of the rubric that occur, as revealed in excerpt 4
Excerpt 4
“Pada awalnya, aku masih mendapat nilai jelek, 5; rendah. Lalu, saya sudah paham
dengan rubrik ini, jadi saya paham dan mengetahui bagian mana yang saya sudah
bagus dan yang masih perlu diperbaiki. Saya meningkat dari waktu ke waktu.
Contohnya, membuat coherence, coherence saya tidak bagus, masih perlu diperbaiki,
jadi saya mencoba untuk merevisi itu dan menanyakan ke dosen bagaimana membuat
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coherence yang bagus seperti apa yang dituliskan dirubric dan berhasil. Namun, saya
tidak mengatakan bahwa patokan bagaimana saya bisa meningkatkan penulisan saya
hanya karena rubrik, tetapi masukan dari dosen dan juga rubrik yang membuat saya
bisa meningkatkan kemampuan menulis saya.”
“At first, I still got bad grade, 5; low grade. Then, I was already familiar with the
rubric, so I knew which part that I am good at and still need improvement. I was
improving by the time. For example, making coherence , the coherence of my writing
is not good still need improvement, so I tried to revise it and ask the teacher how to
making good coherence as what mention in the rubric, and It worked. However, I
didn’t say that the measurement of how I can improve my writing because of rubric,
but the teacher feedback and also the rubric that made me improve my writing
ability.”
(Writer own translation)
This indicate that students can improve their writing skills because the existence of the
analytic scoring rubric. However, in his/her opinion the lecturers’ role is needed to guide the
students in developing their writing ability. To put it another way, what is needed by the
students to do well for their writing product is not only the rubric; the lecturers are also
needed by the students. Those two elements; rubric and lecturer can make the students go
well with their writing products.
Analytic Scoring Rubric can guide the students in revising their writing drafts
In academic writing, the students did not only receive one of the analytic scoring
rubrics. They also did not only make one draft of their writing products. There were several
drafts that should be made in Academic Writing course. Most of them mentioned that they
revised their draft after received analytic scoring rubric from the teacher as student J response
in excerpt 5
Excerpt 5
“Saya membacanya, dan saya merefleksikan essai yang telah saya kerjakan, dan
kemudian saya merevisi sesuai dengan refleksi yang telah saya lakukan dan saya juga
menggunakan pengetahuan saya dalam memahami rubrik. Misalnya, untuk poin
coherence di rubrik – flow smoothly, jika aku bisa membaca essai saya dua kali dan
saya tidak merasa bingung dalam membaca essai saya, saya berpikir bahwa itu hampir
flow smoothly. Namun, mendefinisikan essai yang bagus itu sangat sulit; jika saya
berpikir bahwa essai saya flow smoothly tapi pembaca lain atau guru tidak berpikir
begitu.”
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“I read it, and I reflect on my paper that I have worked on, and then I revise according
to the reflection that I have done and using my knowledge in understanding the rubric.
For example, in the rubric point of coherence - flow smoothly, if I could read my
paper two times and I don’t feel confuse in reading my paper, I think that it almost
flows smoothly. However, defining a good paper is quite hard; if I think that it flows
smoothly but the other readers or the teacher didn’t think so.”
(Writer own translation)
The other student who says so, student C mentioned,
Excerpt 6
“Yang pasti merevisi, karena dari rubrik aku bisa melihat bagian mana yang harus
kutingkatkan atau kuperbaiki, sehingga aku bisa mendapatkan nilai yang lebih baik
untuk tugas. Menurutku hanya itu, karena yang penting dalam melakukan academic
writing saat itu adalah proses revisi.”
“Of course revising, because from the rubric I can see which part I have to make
improvement or changes, so I could get better grade for the assignment. I think just it,
because the important thing in doing the academic writing back then, the revising
process.”
(Writer own translation)
This study found that the rubric can be the guidance for the students to get better score in
their next writing assignments. Besides, the reason is that the rubric provides information
about their work that was assessed in it. It means that it told the students what aspects that
they should revise and also what aspects that they should maintain. This is in line with what
Zane (2011) mentioned in his study that when analytic scoring rubrics are given to the
students before writing, they are able to evaluate their own writing. In other words, with an
analytic scoring rubric, the students can know more clearly what areas need work and what
areas are mastered. They did not only revise but also reflect, as we can see from the excerpt
5, that they reflect their work with the rubric that they got before revise their writing product.
Thus, for the further writing assignments they will expect to not do the same mistakes and
can fulfill all of the aspects better than before.
15
Analytic Scoring Rubric can be a guideline for lecturers to grade students’ writing as well as
for students to understand how to get good grades
The rubric tends to be nothing if there is no score in it. The students need the score
and also the detail why they got that score in the rubric. The students believe that analytic
scoring is appropriate to be used in academic writing course. They mentioned the
appropriateness of analytic scoring in different ways with different reasons, as student C
response in excerpt 7
Excerpt 7
“Analytic scoring itu sangat detail dan ditulis dengan rapi, kriteria penilaian dijelaskan
dengan lumayan jelas untuk mahasiswa dan dosen yang menggunakan rubrik ini di
academic writing . Menurut saya, rubrik ini bisa menjadi pedoman yang baik untuk
dosen dalam menilai tulisan mahasiswa di academic writing, dan untuk mahasiswa,
dapat mengerti bagaimana bisa mendapat nilai bagus, jadi ini lumayan jelas. Menurut
saya, penilaian ini adil untuk mahasiswa karena daripada hanya memberi masukan
general di essai mahasiswa, mahasiswa bisa memahami dengan mudah bagian mana
yang kita masih lemah atau yang kita sudah bagus.”
“The analytic scoring was very detail and neatly written, the criteria of the assessment
were explained quite clear for the students and also the lecturer that use it in academic
writing. I think, it provided good guidance for the lecturer to grade the students’
writing product in academic writing, and for the students could understand how I
could get good score, so it is quite clear. I think it is fair for the students because
rather than only giving general comment on the writing product of the students, the
students we could easily understand which part we were still lack of or we were doing
well.”
(Writer own translation)
The reason why it can be a guideline for the lecturers to grade students’ writing as well as for
students to understand how to get a good grade is the lecturers grade the students based on
the aspects that exist in the rubric and the students produce their writing products in
accordance with the aspects in the rubric, example as mentioned by Student S in excerpt 8,
Excerpt 8
“Menurutku, penilaiannya cukup adil, karena punya beberapa kriteria tertentu, jika
aku tidak menuliskan thesis statement, jika aku tidak menuliskan critical incident, dan
aku membuat banyak kesalahan di grammar , nilaiku akan diputuskan di rubrik.”
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“I think the scoring is fair enough, because it has certain criteria, if I didn’t have the
thesis statement, if I didn’t have critical incident, and I made many mistakes in
grammar, my score would be decided in the rubric.”
(Writer own translation)
This may indicate that analytic scoring may help lecturers to score the students’ writing as the
score itself was explained clearly in the rubric. Thus, the students can understand the reason
why they got high score, good score, or low score. Each student tends to get different score of
each aspect in accordance with their writing product. The lecturer did not grade the students’
writing based on his/her overall impression but gave the score based on the quality of the
aspects in the students’ writing product. This is in line with Wood (2009) mentioned in her
study that students perceive that the way in which their writing is assessed is fair because of
the result of transparency and an environment of trust – both of which are created around the
program-wide common rubric. In other words, the scoring is fair because of the score and the
details are displayed in the rubric. Besides, the students put their belief in their lecturer as a
writing expert to assess their writing product.
Mostly, the students mentioned that the lecturer’s role is needed in guiding the
students to write. Besides, the lecturer should provide detail information related with the
score that the students got in the analytic scoring rubric. Similarly, the others also mentioned
that the lecturer’s role is needed in the use of analytic scoring rubric in the students’ writing,
as student R in excerpt 9
Excerpt 9
“Peran dosen dan rubrik dibutuhkan oleh mahasiswa, karena dosen menggunakan
rubrik untuk menilai essai mahasiswa dan mahasiswa menggunakan rubrik untuk
mengevaluasi penulisan mereka dan sebagai pedoman.”
“The teacher’s and rubric’s role are needed by the students, because the teacher used
the rubric to assess students’ writing and the students used the rubric to evaluate their
own writing as the guidance.”
(Writer own translation)
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Here is the other one, student C in excerpt 10 who mentioned lecturer’s role is needed in the
use of rubric,
Excerpt 10
“...terkadang penjelasan detail bagus untuk mahasiswa tetapi kurasa ini akan lebih
jelas dan menarik untuk mahasiswa mendapat masukan detail dari dosen tentang essai
yang sudah mereka buat – jadi essaimu itu ...., jadi kita sebagai mahasiswa tidak harus
hanya fokus ke penjelasan dirubrik. Menurutku, peran dosen di rubrik dibutuhkan
oleh mahasiswa untuk memberikan masukan.”
“…sometimes the detail information are good for the students but I think it will be
more clear and exciting for the students to get detail comment from the lecturer about
the writing product that students had made – so overall your writing is .... , so we as
the students do not have to focus only on the detail of the rubric. I think that the
teacher’s role in the rubric is needed by the students to provide comments.”
(Writer own translation)
Those may confirm that lecturers’ role is providing feedback or comments for each student’s
writing product and also provide detail information about the score and general comment that
written in the rubric. It means that not only the rubric that is needed by the students but also
lecturers in guiding them for producing writing product. This is in line with Wood (2009)
who found out that assessment and feedback on their writing helps them become better
writers. Wood added that when the students use the rubric, it was mostly to help them decode
their lecturer’s comments on their writing. In short, the rubric used by the students is to
comprehend the lecturer’s interpretation of their writing. Hence, the students can understand
and also can write better and better for the next writing assignments. In sum, analytic scoring
rubric could bring positive impact for the students in producing writing products. Besides, it
can be more useful and helpful if the lecturers also guide them in using analytic scoring
rubric. As Weigle (2002) mentioned in her study that students are usually graded by analytic
scoring in level of proficiency is higher or significant than students are usually graded by
other method.
18
Analytic Scoring Rubric helps the students to improve their writing
Mostly, students have positive thought toward analytic scoring rubric related to their
writing. Since students believe that analytic scoring rubric provides clear description of each
criterion, shows their strengths and weaknesses in writing, and also can be guideline for them
to write well, those drove them to consider that analytic scoring rubric helps them to improve
their writing as mentioned by student R in excerpt 11
Excerpt 11
“… karena beberapa poin yang di centang/di tandai oleh dosen bisa dipahami dan
dimengerti olehku untuk mengevaluasi penulisanku...”
“… because some of the points that are thick by the lecturer were understandable for
me to evaluate my writing...”
(Writer own translation)
By looking at that excerpt, this study found that the appropriateness of the scoring is because
the detail explanation why they got those kind of scores. Thus, the students can revise and
write better for the next writing assignments. Furthermore, analytic scoring rubric helps them
to improve their writing because they can understand each aspect which is explained in the
column. They also understand what they are good at or bad at, what they need to revise in
accordance with the rubric. The lecturer put the thick in the box/column and the explanation
where the lecturer put the thick is understandable for the students and it is clear for the
students.
However, some of the students did not think so. This study also found that there are
several reasons why the students perceived negatively toward Analytic Scoring rubric used in
Academic Writing, which are: Analytic Scoring rubric creates negative feelings, it has no
further explanation about their strengths and weaknesses, it has no enough feedback from
19
lecturers about students’ writing, and it does not provide enough information about students’
writing.
Analytic Scoring Rubric creates negatives feelings
Some students thought that analytic scoring rubric can create negatives feelings on
them because of the aspects that are graded in the rubric. The students have to fulfill all the
aspects with good quality to get a good grade. Two out of 20 thought that analytic scoring
rubric is not good for them, as mentioned by student A in excerpt 12
Excerpt 12
“Menurut saya rubricnya menakutkan, karena tulisan saya dinilai berdasarkan
thesis/argument, so what and who cares, critical incident dan sebagainya, itu semua
dinilai menggunakan poin – needs improvement, average, dan also absent. Ada
banyak hal yang akan dinilai dalam tulisan saya.”
“I think it’s intimidating, because in my writing, it was scored based on
thesis/argument, so what and who cares, critical incident, and so on, they were graded
using point – needs improvement, average, and also absent. There are many things
that being graded in my writing.”
(Writer own translation)
This may show that because of the several judgments of the students’ writing that provided in
the analytic scoring rubric, those make students feel stressful, they should focus not only on
one aspect but many aspects if they want to get a good grade for their writing product. It can
be hard for the students to write because of many aspects that should be fulfilled. This is in
line with Zane (2011), it is nearly impossible to create mutually exclusive categories of
quality – regardless of the type of categories used. In other words, it can be hard to bring into
line those aspects of writing that being graded that exist in analytic scoring rubric.
Analytic Scoring Rubric has no further explanation about students’ strengths and weaknesses
Particular students think that analytic scoring rubric can help them in knowing their
strengths and weaknesses. However, one of the students did not believe that analytic scoring
20
rubric provide information about their strengths and weaknesses as student N response in
excerpt 13
Excerpt 13
“Kurasa nggak, karena guru hanya menggunakan rubrik ini tanpa memberikan
komentar atau masukan, aku tidak yakin bahwa itu menunjukkan kekuatan dan
kelemahanku.”
“I think no, because the teacher just used this rubric without giving comments or
feedbacks, I don’t think that it showed my strengths and weaknesses.”
(Writer own translation)
Students thought that their lecturer plays a very important role to explain further information
about the description of the aspects in the rubric in relation to their writing draft in the term of
feedback or comment. Otherwise, in this student opinion, he/she might be suggested that the
students can improve their writing skills if they get further information about their strengths
and weaknesses. Teachers’ comments and feedback will help students to be more conscious
about what they need to improve for their writing and what they have to preserve for their
writing. Hence, they can write better for their next writing assignments.
Analytic Scoring Rubric has no enough feedback from the lecturer about students’ writing
This reason still has correlation with the previous which mentioned that lecturer plays
important role for their writing. Some students felt that his/her lecturer did not provide
enough feedback in the rubric about their writing. They thought that the description in the
rubric is not enough for them to do the next writing assignment. They need the lecturers’
feedback and comments about their writing, student N response in excerpt 14
Excerpt 14
“Menurutku rubrik analytic scoring dalam academic writing tidak begitu baik, karena
guru hanya mencentang di kolom dan mereka jarang memberikan komentar, sehingga
aku tidak benar-benar tahu apa yang menjadi kekuatan dan kelemahanku dalam
menulis."
21
“I think the analytic scoring rubric in academic writing is not so good, because the
teacher only thick on the box and they rarely gave the comments, so that I didn’t
really know what is my strengths and weaknesses in writing.”
(Writer own translation)
Students thought that analytic scoring rubric is not good for them because of the lecturer did
not really provide enough feedback for them. According to student N, analytic scoring rubric
cannot help her if the lecturer did not guide her to do her writing product. She wanted the role
of both; the lecturer and also the rubric to make it good and she can know her writing ability
if both play the role.
Although particular students think that analytic scoring rubric can help them knowing
their strengths and weaknesses, there were some points that needed to be improved, student G
response in excerpt 16
Excerpt 16
“…Kelemahannya, kolom kosong tanpa penjelasan untuk kriteria tertentu, aku merasa
sulit untuk memahami apa yang seharusnya aku perbaiki. Terkadang, penjelasan
dirubrik tidak terlalu jelas, seperti di thesis/argument – presenting in interesting way,
apa yang di maksud interesting way? Karena menurutku thesis/argument fokus pada
apa yang kamu bicarakan. Apa yang dimaksud dengan interesting, aku membutuhkan
masukan lebih. Jadi, peran dosen dibutuhkan untuk menjelaskan rubrik.”
“…The weaknesses is the blank space with no explanation of the criteria, I found it
difficult, what I should do to improve it. Sometimes, the explanation in the rubric is
not really clear like in the thesis/argument – presented in interesting way, what kind
of interesting way? Because I think the focus of thesis argument should be what you
are going to talk about. What the teacher means by interesting, I need more feedback.
So, the teacher’s role is needed to explain the rubric.”
(Writer own translation)
This may indicate some points that needed to be improved, the first is in the rubric there is
blank box/column that lecturer put thick in it. It drove confusion for the students; what to do
for the next, what it means – whether I am good or I should revise it. The second is the
explanation of each aspect in the columns does not really obvious as in excerpt 15 mentioned
that for aspect thesis/argument, in the column was written presented in interesting way. Even
22
though it means she had good thesis/argument, she still needs the further detail feedback from
the lecturer about it. So that, she can write better for the next writing assignments.
Analytic Scoring Rubric doesn’t provide enough information about students’ writing
Analytic scoring rubric is used by the students to be guideline for their writing. They
could revise their writing based on the rubric that they got. They could understand what they
are good at or bad at by looking at the rubric that they have. Analytic scoring rubric cannot be
guideline for the students to write well and recognize where they’re at if there is no enough
information about their writing. One of the students – student N thought that there is no
significant improvement of her writing progress because the analytic scoring rubric doesn’t
provide enough information about her writing, as in excerpt 15
Excerpt 15
“Peningkatan yang aku alami tidak stabil, nilaiku terkadang meningkat dan menurun,
tidak stabil. Saya tidak tahu apa yang harus saya lakukan untuk penulisanku, karena
rubriknya tidak menjelaskan informasi yang lengkap tentang penulisanku.”
“I did not make stable progress, my score sometimes; it is increase and decrease, not
stable. I don’t know what to do for my writing, because the rubric did not provide
further information about my writing.”
(Writer own translation)
This may suggest that analytic scoring rubric perhaps did not help the students in improving
their writing skills. The reason in his/her opinion is analytic scoring rubric did not provide
detail information about students’ writing and therefore, the students did not know what
he/she should write and what he/she should revise for the next assignments.
CONCLUSION AND PEDAGOGICAL IMPLICATION
This study sought for describing what perceptions which English Teaching Education
Program (ETEP) students have toward analytic scoring. The results of the study answered the
research question by analyzing sound recorded interview sections of twenty ETEP students
23
who have already taken Academic Writing course. The results show that analytic scoring
brings positive and also negative impact to students’ learning in Academic Writing. However,
mostly, their perceptions are more on positive sides. It can be seen fr