TEACHERS’ STRATEGIES IN ASSESSING WRITING IN AN EYL CONTEXT.

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. The discussion begins

with the background underlying this study. Statements of the problem, aims of the

study, limitation of the study, significance of the study, and research method are

presented next. Finally, this chapter is ended by presenting the paper organization.

1.1 Background of the Study

Since English develops as one of the foreign language subjects at schools

in Indonesia, it becomes an important subject at schools. The students are

expected to master English in this globalization era. It can be proved that English

is taught to students of primary schools, junior high schools, and senior high

schools, and also students at university.

The significance of English as one of local contents at primary schools is

evident in local content curriculum No. 060/U/1993 in 25 February 1993. English

program is given to fourth grade to sixth grade at primary schools. On the whole,

primary schools are allowed to teach English subject as local content to students

since fourth grade.

Teachers used many strategies in English teaching learning activities. The

strategies of teaching English to young learners are not followed by the

assessment strategy in the comments of Georgiou and Pavlou (2003) as cited in

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teachers especially the new ones were unclear about the strategy of the

assessment.

All of the teachers need assessments in evaluating students. As explained

by Pinter (2006) and Damayanti (2008), when the teachers would like to know the

effectiveness of their teaching and the progress of their students’ learning in the

classroom, they used assessment. Overall, assessment is one of the important parts

in teaching and learning process.

Writing is one of the language skills that need to be learned by children.

Writing is not an easy skill to be mastered. For most people, writing is a difficult

and complex process. As outlined by Nunan (1998:86), writing is not only the

action of arranging the words, but also arranging them into the well organized

result.

Assessing writing to children and to adults is different in the comment of

Weigle (2009:1). He states that what makes it different is that children have

different characteristics from adults. It means that assessing writing to children

needs certain strategies.

At present, mastery of English for educational and professional purposes

increases because of the function of English as a language of world

communication. The teaching and the assessment on writing are receiving more

attention than ever before. From this real situation, there are found many kinds of

research that are related to the assessment on writing in EYL context.

Many strategies, in assessing writing, have been conducted relating to

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and pencil test is mostly used by teachers to assess their students’ writings. They

used paper and pencil test as major tools in assessing. The significance of

assessing writing to EYL was evident in the comments of O’Connor (2001) in a

report. He states that it was used as a measure of technical knowledge and

understanding. That was traditional paper and pencil measures. As outlined by

McKay (2006), preparing young learners to take a paper and pencil test was likely

to be at the spread of real experience with the language such as writing e-mails to

e-pals.

A study about assessing writing in adult second language (L2) has been

done. Research which was carried out in Sweden investigated the promotion of

self assessment and reflection in L2 classroom. Sullivan and Lindgren (2002:258)

describe, “a method is intended in which the computer is used first to record a

writing session, and then later to replay the entire text production in retrospective

peer sessions”. The method offered the students with a chance to look into their

own composing processes both linguistically and holistically. As they analyzed

and discussed, this method is not limited to an L2 environment, but it is useful for

the achievement process.

This study investigates the strategies that are used by teachers in assessing

writing. The participants are the teachers at a primary school who teach students

in the fifth grade. The second question of this study is why teachers choose the

assessment strategies. And the last, it is to find the appropriate assessment for

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There are some differences between this study and previous studies. First,

in this study, the participants are teachers while in the previous studies, they were

students. Second, this study examines what teachers’ strategies are used in

assessing writing without choosing the strategies first while in the previous

studies, they chose the strategies first. And the last, this study observes how the

teachers assess their students while the previous studies observed how a strategy

of assessing writing was applied in the class. Based on the explanation above, the

writer conclusively determines to carry “teachers’ strategies in assessing writing

in EYL context” as the title of study.

1.2 Questions of the Study

There are three questions of study addressed in this paper:

1. What kinds of strategies are applied by the English teachers in assessing

writing in EYL context at Elementary School in Bandung?

2. Why do teachers choose those assessment strategies?

3. To what extent is the assessment appropriate for the teaching programs?

1.3 Aims of the Study

This study is aimed:

1. To discover assessment strategies that are applied by English teachers in

assessing writing in EYL context at Elementary School in Bandung;

2. To reveal teachers’ reasons in choosing those strategies; and

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1.4 Limitations of the Study

This study focuses on identifying teacher’s strategies that are used to

assess young learners’ progress in writing at six selected elementary schools in

Bandung. This study concerns with assessment strategies, reasons for choosing

those assessment strategies, and the appropriate assessment for the teaching

programs.

1.5 Significance of the Study

This study is expected to provide a portrait of the assessment strategies for

young learners’ progress in writing at primary schools, teachers’ reasons in

choosing those strategies, and the appropriate assessment for the young learners.

Practically, it is estimated to provide valuable information for the teachers about

assessment for young learners. Hopefully, some assessment strategies revealed

from this study can be applied in assessing young learner at primary school.

Hence, it will give significant contribution to English teachers at primary schools

in assessing young learners.

1.6 Methodology of the Study

A description about methodology which consists of study design, data

collection, and data analysis is explored below.

In order to answer the research questions, this study employs a qualitative

research design. As discussed by Silverman (2005:15), through qualitative

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problem. The researcher has an opportunity to get clear information of the

assessment strategies used by English teachers at primary schools, the teachers’

reasons in choosing those strategies, and the appropriate assessment for the young

learners. In qualitative research, the design allows the researcher to examine

students’ written texts that were produced in natural classroom activities

(Sugiyono, 2007:8; Alwasilah, 2006:78; and Fraenkel and Wallen, 1993:11).

Data analysis is done after all the data, which consisted of observation

data, interview data, and document analysis, have been gained. In analyzing the

data, the data from class observation, document analysis and interview are

classified according to the research questions.

The data collected from the document analysis are also labeled. Those are

analyzed descriptively. The data collected from the interview are transcribed,

classified, and interpreted. The data collected from the classroom observation are

transcribed, documented into observation sheets, classified, and interpreted.

This study applies the Interactive Model by Miles and Huberman (1984).

There are three steps of analyzing the data. There are data reduction, data display,

and conclusion drawing. Data reduction means that the researcher summarized

and chose the main items to construct particular pattern. Data display is the form

of graphics, tables, charts, or citation. Conclusion drawing is explaining a new

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1.7 Organization of the Paper

This paper is organized in five chapters and each chapter has subtopics

which elaborate the issue given. Chapter I presents introduction. It consists of

background of the study, questions of the study, aims of the study, limitation of

the study, significance of the study, methodology of the study, clarification of key

terms, and organization of the paper. Chapter II presents literature review. It deals

with the theoretical frameworks which are relevant with the study. Chapter III is

methodology of the study. It elaborates the methodology used for this study

including the research design, data collection, and data analysis and the procedure

of the research. Chapter IV shows findings and discussions. It presents the

findings of the study and the discussions. The result answers the research

questions. Chapter V presents the conclusions and suggestions derived from this

study.

1.8 Definition of Key Terms

Some terms used in this study would be clarified in order to avoid

unnecessary missunderstanding. They include assessment, young learners,

primary school, English teacher, and strategy.

As defined by Pinter (2006:131), assessment refers to the process of data

analysis that teachers use to get evidence about their learners’ performance and

progress in learning. Assessment in this study refers to any systematic way of

finding out about people’s level of knowledge or skill, in this case the people are

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The writer also would like to define evaluation term to differentiate the

meaning. In the explanation of Brown (2004:5), he describes that evaluation

concerns systematic ways of finding out about the value and impact of processes

and things such as teaching program, teaching material, etc.

Young learners in this study refer to children who are in the fifth grade of

elementary school. As defined by Pinter (2006:2), young learners are children

who are around five until thirteen years old. And in Indonesia, children in fifth

grade are they who are around eleven to thirteen years old.

As explained by Oxford dictionary (1987:426), primary school is where

primary education is given. It is the first stage of education. Primary schools in

this study refer to the elementary schools which put English as one of the subjects

in their curriculum.

English teachers in this study refer to those who teach English in fifth

grade at elementary school. In this study, there are six teachers chosen.

As fined by Oxford dictionary (1987:552), strategy is plan of action in

education, politics, or business, etc. In this study, strategy means any action plan

of variety exercises, activities, or tasks used for administering the assessment in

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology used in the study. It

covers statement of the problem, methodology of the study, definition of key

terms, site and participants, data collection methods, data analysis, and concluding

mark.

3.1Statements of the Problem

This study was conducted to answer the following questions:

a. What kinds of strategies are applied by the English teachers in assessing

writing in EYL context at Primary School in Bandung?

b. Why do teachers choose those assessment strategies?

c. To what extent is the assessment appropriate for the teaching programs?

3.2 Methodology of the Study

In this study, descriptive method was used. Through qualitative research

design, Silverman (2005:15) states “the researcher can get complex and also

holistic picture about the problem” and it is evident in the comments of Sugiyono

(2006) and Sukmadinata (2007) when they state that the purpose of conducting

the descriptive method is to give a portrait in real condition without interference

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information of the assessment strategies used by English teachers at primary

schools, the teachers’ reasons in choosing those strategies, and the appropriate

assessment for the young learners.

In qualitative research, as explained by Sugiyono (2007:8), the design

allows the researcher to examine students’ written texts that were produced in

natural classroom activities. The idea is same with Alwasilah (2006:78) and

Fraenkel and Wallen (1993:11) when they state that, in the natural classroom, the

researcher can use the result of students’ written as data. The descriptive method

is also used for solving the found problems in the research (Arikunto, 2006; and

Sukamandinata, 2007). In order to keep the naturalness, the researcher avoids any

act of manipulations or interventions to the classroom activities by focusing on

assessment.

As discussed by Nunan (2000:79), this method also allows the researcher

to investigate a phenomenon in single case or in a single instance of a class.

Moreover, by using case study, Cresswell (1994:61) also acknowledges that the

exploration can be conducted over time through detailed in collecting many

sources of information. Therefore, this study used class observation, interviewing,

and document analysis (Alwasilah, 2006:142).

3.3 Site and Participants

3.3.1 The Site

The study was conducted in six public elementary schools in Bandung.

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cited in Setiyadi (2006) that subject for case study is selected on purpose. The

schools chosen were school A, school B, school C, school D, school E, and school

F. School A and school B are the nearest to city center in Bandung, A grade

accredited school, and considered as the most favorite school in Bandung.

Different from school A and school B, school C and school D are around city

center of Bandung. It is not far from the city center. Those are B grade accredited

School, and considered as favorite school in Bandung. Meanwhile, school E and

school F are very far from the city center but still in the area of Bandung city. The

schools are accredited C or have not been accredited. Those schools are

considered less favorite.

Based on the data gained from Regional Office of Education in Bandung,

school A and school B have more complete facilities and better quality of teaching

and learning facilities than schools C and D which are accredited B. The

following is the description of six selected schools in the form of table 3.1.

Six Selected Elementary Schools

Location Assumption of KKG School Qualification, Accredited by

Taken from Regional Office of Education of Bandung Center and KKG (2012)

Table 3.1

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3.3.2 The Participants

There was one participant for each school. So there were six participants

who took part in this study coded as Teacher 1 (T1), Teacher 2 (T2), Teacher 3

(T3), Teacher 4 (T4), Teacher 5 (T5), and Teacher 6 (T6).

Respondents Schools Grades Assessments Symbol

The differences of the educational background of the teachers, facilities,

and other factors would influence the way teachers teach English to the students.

It would be necessary for the researcher to get more information in this study.

3.4 Data Collection Methods

In collecting the data of qualitative research, as described by Alwasilah

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collecting the data is a strategy that combines more than one method of collecting

data for the research. Using only a single method in gaining the data cannot

provide enough data and description of the phenomena happen in doing

qualitative research. Using triangulation in which more than one method used in

the research can facilitate understanding for the researcher.

The three advantages of using triangulation strategy are evident in the

comment of Alwasilah (2000:150) when he explains that it can reduce the

limitation of data used and research findings and it can reinforce the validity of

the research. It is in line with Patton (1980) as cited in Sugiyono (2007:241) that

“triangulation can build on the strengths of each type of data collection while

minimizing the weakness in any single approach”.

Based on what had been elaborated above, triangulation strategy in

collecting the data which employed more than one data collecting method was

used. Alwasilah (2006:142) acknowledges that in collecting data, the researcher

can use class observation, interview and document analysis.

3.4.1 Class Observation

Observations were conducted to gain the information of what the teachers

did in teaching writing and also the writing assessment to young learners. In this

study, the researcher used the passive participant observation where the researcher

is present at the scene of action but does not interact or participate (Sugiyono,

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The observations provide data related to the physical place, actor, activity,

act, time, goal, and feeling (Sugiyono, 2006:314). The data collected from the

classroom observation were documented into observation sheets, classified, and

interpreted (Alwasilah, 2006:175). Field note was used in taking data from

observation, the guide of which is attached (See Appendix 4). In the observation,

the researcher made no effort to manipulate variables and noted what happened as

things naturally occurred (Wallen and Fraenkel, 1993).

The observations were conducted three times for each class including the

focused and selective observation. There were six teachers from six schools

observed for this study. There were three observations conducted in the process of

assessing writing: Observation 1 and 2 (in January 2012, week 1 and 3),

Observation 3 and 4 (in February 2012, week 1 and 4), and Observation 5 and 6

(On March 2012, week 2 and 3). It was about an hour for each meeting because at

elementary school, the time allocation for teaching English was an hour. There

were also coding to ease the process of the identification of the phenomena

occurred from the transcribed recording (Alwasilah, 2008:159).

3.4.2 Interviewing

This study employed interview as an instrument to gain detail information.

The some information that might not be acquired from documents could be

obtained from interview (Alwasilah, 2006). Purposes of conducting interviews

were to find out the teachers’ strategy in assessing writing to young learners,

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assessment for the young learners. The interview was done after the class

observations had been conducted.

The interviews were conducted two times: Interview to the teacher (24th

January 2012) and interview to the students (in January until March 2012).

Furthermore, interviews can be useful to clarify information that has been gained

from observations. The data collected from the interview are transcribed,

classified, and interpreted (Alwasilah, 2006:175).

Number Aspects Assessed

Aspects Categories

1 Assessment The concept of assessing students’ achievement

2 Linkage of the assessment with the instructional

goals

3 Congruent assessment with the activities

Adapted from Reiser and Dick (1996), Cameron (2001), and Damayanti (2008)

Table 3.3 Interview Guidance

The assessment was observed whether the assessment was able to measure

what was expected to be achieved by students. Secondly, it was observed whether

the assessment connects with the instructional goals. Finally, the assessment was

observed whether it was congruence with the instruction that had been done.

3.4.3 Document Analysis

Lesson plans and syllabuses were collected to get a portrait of what

aspects are taken into six English teachers’ lesson plans of six primary schools.

Document analysis was conducted because documents are natural sources that can

give real information (Alwasilah, 2006). Lesson plans, syllabuses, schedules,

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difficult or even impossible to obtain through direct observation (Fraenkel and

Wallen, 1993:390).

Syllabuses and lesson plans each teacher made for a half of even semester,

term 2011/2012, were collected in this study. These documents are important to

analyze what type of assessment of writing set by each teacher and what kind of

syllabus the teachers made. The data collected from the document analysis would

be labeled and classified. It was analyzed descriptively (Alwasilah, 2006:175).

3.5 Data Analysis

The qualitative method was used to identify assessment strategies used by

English teachers at primary schools, teachers’ reasons in choosing those

strategies, and the appropriate assessment for the young learners. In the comments

of Basrowi and Suwandi, (2008), in qualitative research, data analysis begins

when the observations started and this study applied the Interactive Model by

Miles and Huberman (1984) as cited on Sugiyono, (2007).

Data analysis was done after all the data, which consisted of observation

data, interview data, and document analysis, had been gained. In analyzing the

data, the data from class observation, document analysis and interview were

divided based on the research questions such as the assessing strategies used by

the teachers in assessing writing to young learners (which included correct all the

mistakes, correct mistakes selectively, indicate mistakes so that the students can

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teachers’ reasons in choosing those strategies, and to know the appropriate

assessment for the young learners.

This study applied the Interactive Model by Miles and Huberman (1984 as

cited on Suwandi, 2008). There are three steps of analyzing the data. There are

data reduction, data display, and drawing conclusion.

3.5.1 Data Reduction

The data collected from the observations were carefully elaborated. The

more the data collecting process conducted, the more data gathered. In this

process, the data were reduced. As defined by Miles and Huberman (1984) as

cited on Suwandi (2008), reducing data means that the researcher summarized and

chose the main items to construct particular pattern. Focused on contributing

items and deleting inappropriate data were done to give a clear picture of what is

actually needed. The data below are the example of data reduction in interviewing

teacher.

Contributing item

Researcher : Berdasarkan pengalaman Anda, seperti apakah buku teks yang

baik?

Teacher : Banyak gambar, materi beragam. Satu materi bisa dieksplor bisa

masuk kemana aja dan berwarna isi bukunya.

Deleting item

Researcher : Apakah Anda pernah mengadakan tes tulis? Kalau ya, seperti

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Teacher : Iya pernah. memberikan tes membuat kalimat pendek, positif,

qualitative research, data display can be presented by brief narration, tables, flow

charts, or interrelation of categories.

As explained by Miles and Huberman (1984) as cited on Sugiyono (2007:

341), the most of data display for qualitative research data in the past has been

narrative text. Here the researcher has to make a deep understanding to the data

until particular relationships between one item and another comes up and creates

certain patterns. Once the pattern is found, it must be supported by the data along

the research and displayed in the end of the report. The data below are the

example of data display in class observation.

Observation Strategies in Writing

#1 Forming Dialogue Assessing writing by

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3.5.3 Drawing Conclusion

This third step of Interactive Model, as outlined by Miles and Huberman

(1984), is drawing a conclusion. The beginning conclusion is still temporary and

may change when new findings appear. So, the conclusion in data analysis is

placed in the end. In here, the findings from data analysis are explained in

conclusion.

3.6 Concluding Remark

This chapter has described the research methodology which underlies the

data collection of the qualitative research. It consists of the research questions,

research method, setting of the study, data collection method and data analysis

method. Moreover, in gathering the data, the researcher employs classroom

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of important phenomenon mentioned

in the previous analysis as the answers to the research problems and some

suggestions, especially for further study in this domain of teaching English to

young learners.

5.1 Conclusions

This study investigates the teachers’ strategies in assessing writing in EYL

context. From the results and discussions in the previous chapter, several

conclusions can be drawn.

This study examines the strategies applied by six English teachers in

assessing writing, why the teachers choose those assessment strategies, and to

what extent the assessment is appropriate for the teaching programs in EYL

context.

The first question is answered by the data from class observation and

interview. It is found that three strategies of assessing writing are used by

teachers. They are portfolio, observation, and K-W-L strategies. The second

question is answered by the data from interview to the students and teachers; and

class observation. There are found the teachers’ reasons in choosing those

assessment strategies. For portfolio strategy, teachers’ reasons are that this

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suitable for students in elementary school, and teachers specifically know

students’ mistakes. For observation strategy, their reasons are that teachers can

assess students without disturbing children activities, teachers just prepare the

point for assessing, students could not cheat on exam, and the assessment can be

used during teaching learning activity. The last is K-W-L strategy. It is what they

know, what they want, and what they have learnt. The reasons are that this

strategy can be used at the end of the class to know what students have learnt, it is

easy for teacher to use this strategy, and teacher just gives directions.

The last question is answered by the data from class observation, interview

and document analysis. It is also found that the appropriate assessment for the

teaching program is to make the assessment suitable with the syllabus, lesson

plan, and the activity in the class. The portfolio and observation strategies are

appropriate for teaching program in elementary school. In K-W-L strategy, there

is not appropriate for teaching program. Between class observation and document

analysis are not found appropriate material.

Based on the explanations above, it can be concluded that there are

principles common to all teachers under investigation, i.e. suitability, practicality,

and comprehensiveness. First, all the teachers appear to believe that the

assessment should be suitable with students, lesson plan, activity in the class, and

syllabus. Second, teachers choose observation and portfolio strategies because the

strategies are practicality. Teachers need strategy that can be applied to assess

students’ writings. Third, the assessment should be relatively comprehensive. An

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comment on students’ works and the advantage for students is they know their

mistakes. This strategy is suitable for students in elementary school. Teachers can

know the developments of their students’ writings.

5.2 Suggestions

Based on the findings of this research, the researcher proposes several

suggestions as follows:

1. It is expected that the concern of strategies in assessing writing receive

more emphasis in the curriculum of English learning especially in

elementary school;

2. Portfolio and observation strategies can be used for assessing writing to

elementary students by the teacher.

3. Teachers are suggested to prepare assessment before give it to students;

and

4. It is important for teacher to make assessment which is based on syllabus,

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