TABLE OF SCORING WRITING SKILL

Vocabulary

Organization

Content

Score

Level

Criteria

30-27

Excellent to very good:

Knowledgealbe, substantive, thorough
development of the relevant to assigned
topic.

26-22

Good to average: some knowledge of

subject, adequate range, limited
development of threats, mostly relevant
to topic, but lacks detail.

21-3

Fair to poor: limited knowledge of

subject, little substance, inadequate
development of topic.

16-13

Very poor: does not show knowledge of

subject, non-substantive, not pertinent,
or not enough to evaluate.

20-18

Excellent to very good: fluent

expression, ideas clearly
stated/supported, well-organized, logical
sequencing, cohesive.

3-14

Good to average: somewhat choppy,

loosely organized but main ideas stand
out, limited support, logical but
incomplete sequencing.

13-10

Fair to poor: non-fluent, ideas

confusaed or disconnected, lacks logical
sequencing and development.

9-7

Very poor: does not communicate, no

organization, OR not enough to
evaluate.

20-18

Excellent to very good: sophisticated

range, effective word/idiom choice and
usage, word form mastery, appropriate
register.

3-14

Good to average: adequate range,

occasional error of word/idiom form
choice, usage but meaning not obscured.

13-10

Fair to poor: limited range, frequent

errors of word/idiom form, choice,

Mechanics

Language use

usage, meaning confused or obbscured.

9-7

Very poor: essentially translation, little

knowledge of English vocabulary,
idioms, word form, OR not enough to
evaluate.

25-22

Excellent to very good: effective

complex constructions; few errors of
agreement, tense, number, word order
function, articles, pronouns, preposition.

21-18

Good to average: effective but simple

constructions, minor problem in
complex constructions; several errors of
agreement, tense, number, word order
function, articles, pronouns,
prespositions but meaning seldom
obscured.

3-11

Fair to poor: major problem in

simple/complex construction; frequent
errors of negation, agreement, tense,
number, word order, function, articles,
pronouns, preposition and/or fragments,
run-ons, deletions,; meaning confused
or obscured.

10-5

Very poor: virtually no mastery of

sentence constructions rules, dominted
by errors; does not communicate; OR
not enough to evaluate.

Excellent to very good: demonstrates

mastery of conventions; few errors of
spelling, punctuation, capitalization,
paragraphing.

Good to average: occasional errors of

spelling, punctuation, capitalization,
paragraphing, but meaning not
obscured.

Fair to poor: frequent errors of

spelling, punctuation, capitalization,
paragraphing; poor handwriting;
meaning confused or obscured.

Very poor: no mastery of conventions,

dominated by errors of spelling,
punctuation, capitalization,
paragraphing, handwriting illegible; OR

not enough to evaluate

Scoring profile by Jacobs et al. s (1981)44
ASSESSMENT
Indicators
-

Write the
Descriptive
text

Technique
Written test

Types of
Instrument
Writing descriptive
text text

Instrument
Write down your name
and class on provided
spaces and then write your
descriptive text in the
work sheet which the topic
is about My english
teacher.

Scoring Guide
The Characteristics of Descriptive Text
CONTENT

Yes

No

Score
30

1. The text has an identification

2. The text the description

The description supports the identification

Arguments coherence to the thesis statement

ORGANIZATION

20

Fluent expression, ideas clearly stated/supported, wellorganized, logical sequencing, cohesive.

VOCABULARY

20

sophisticated range, effective word/idiom choice and

usage, word form mastery, appropriate register.
In the students writing, Using attributive and identifying
process in describing something such as beautiful face,
she is dilligent, etc.
LANGUAGE USE

25

Using correct tense, word order function, articles,

pronouns, preposition when presenting ideas and
describing things or person.
MECHANICS

Few errors of spelling, good punctuation, capitalization,

paragraphing.
TOTAL SCORE

Adopted from Jacobs et al. s (1981)

100
44

RESULT OF INTERVIEW
No
1.

Questions

Yes

No

Note

Apakah belajar Writing

20

Some students

menggunakan Guided Writing

student

students

said they were

Technique membuat membuat

difficult in

kamu mudah memahami

using tenses

pelajaran?
2.

Apakah pelajaran menulis dalam

18

Some students

bahasa inggris menggunakan

student

students

said that they

Guided Writing Technique

did not like

membuat kamu lebih mudah

with some

menulis kalimat dengan baik dan

language

benar ?

features

Apakah pembelajaran menulis

21

They enjoyed

menggunakan Guided Writing

student

students

because they

Technique menyenangkan?

Mengapa ?

were guided
during the

process of
learning
4

Apakah kamu mengalami

17

Most mof them

kesulitan dalam pembelajaran

student

students

said that they

menulis dengan menggunakan

metode Guided Writing?

learnt better
but still had
some
difficulties on
the tense and
spelling.

Observation Sheet
Cycle I
Observer
Meeting
Topic

: Junaidi, S.Pd
:6
: Descriptive Text

Give the symbol ( ) in criteria colomn which appropriate to the process of learning.
Criteria
No

Variable

After the teacher

has explained what
is guided writing
technique, most of
the
students
understand about it.

The
students
response when the
teacher show a
model
of
descriptive
paragraph
and
understand the text
together.

The teacher gives a

series of questions
base on the model
of the text to make
the
students
involve
and
understand how to
write like a model

Good

Average

Poor

Score

of the text and the

students response
and answer the
teachers questions.
When the teacher
does the language
based exercise to
build
up
the
vocabulary of the
students,
the
students do the
activities
anthusiastic
and
ask some questions
when they are
confused.
When the teacher
does
oral
preparation like
discussion, make a
list of words in the
whiteboard,
and
other
activities,
most
of
the
students do the
discussion and can
write the list of
words about what
they want to write.
When the teacher
gives
some
questions to let the
students
start
writing,
the
students understand
and start writing
from their own
answered.
The
students
discuss
to
the
others when they
get confused.

10

The students write

their
final
descriptive
text
confidently.
The students check
their writing like
puctuation,
tenses,etc
before
they collect their
writing.
The students do all
of the activities
politely
and
enjoyable.