An Analysis of Scoring Rubrics Used By EnglishTeachers in Assessing Students’ Writing at SMAN 1 Sungai Aur
KabupatenPasaman Barat
Oleh Asrul sani *)
**) HevrianiSevrika, M. Pddan **) Yulmiati SS, M. PdStaf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
Abstrak
Penelitian ini bertujuan untuk menjelaskan jenis dan implementasi dari rubrik skor yang digunakan guru Bahasa Inggris di SMAN 1 Sungai Aur Kabupaten Pasaman Barat dalam menilai writing siswa. Penelitian ini adalah penelitian descriptive qualitative. Populasi dari penelitian ini adalah guru Bahasa Inggris. Penelitian ini menggunakan total sampling technique dengan mengambil semua guru Bahasa Inggris sebagai respondent yaitu sebanyak empat orang. Data dalam penelitian ini dikumpulkan melalui observasi, dokumen, dan interview. Berdasarkan data yang didapatkan selama penelitian, penulis dapat menyimpulkan bahwa secara teori, ada tiga jenis rubrik skor yang digunakan guru dalam menilai writing siswa yaitu holistic rubrik skor, semi analytical rubrik skor dan analytical rubrik skor. Kemudian, dalam mengimplementasikan rubrik skor tersebut, sebagian guru Bahasa Ingris melihat dan memberikan skor terhadap semua aspek- aspek writing siswa seperti: content, organization, grammar, vocabulary, and mechanics. Namun, ada guru yang tidak melihat aspek organization dan mechanics dari writing siswa dan bahkan ada juga guru yang hanya melihat tanpa memberikan skor terhadap aspek-aspek tersebut. Dalam menentukan skor akhir siswa, sebagian guru menggunakan rumus dan satu orang guru hanya menerka tanpa menggunakan rumus tetapi jika dilihat dari writing siswa semua guru tidak menulis rubrik skor pada writing siswa.
KeyWord :Writing, Assessment, Scoring Rubric
*) Penulis
**) Pembimbing I. Introduction
Assessment must be done by teachers in learning process. One example is assessing in learning writing.Assessing in writing is not an easy way. It is needed skill, knowledge, and creativity from a teacher.
There are several things that can help a teacher in assessing writing. One of all is with using a rubric. Rubric is a guide for teacher in assessing process. In writing, there are three types of scoring rubrics. The types are primary trait scoring, holistic scoring and analytical scoring. Every type has differences process each other in assessing writing skill. The teacher can choose among primary trait, holistic scoring and analytical scoring rubrics. After teacher chose the scoring rubric, the teacher also should follow the instruction in assessing writing. Moreover, every instruction has
difference each other. The teacher has to follow instruction based on types that has been chosen.
From this case, it is clear that the process of assessment in writing is very difficult. A teacher needs to give full attention in assessing writing especially in process of implementing scoring rubric.
These things because the implementing of scoring rubric has process that should be followed by scorer or teacher. This case makes the teachers at SMA N 1 Sungai Aur have differences style in implementing scoring rubric in assessing students’ writing.
In this research, the researcher will analyze the scoring rubrics that are used by English teachers in assessing students’ writing at SMAN 1 Sungai Aur. Then,researcher also describes implementing of scoring rubrics used by teachers in assessing students’
writing at SMAN 1 Sungai Aur.
II. Conceptual of Theory
A. Conceptual of Writing
There are some theory from experts explain about definition of writing. Josef (2001: 5) states that writing is among the most complex human activity. It involves development of a design idea, the capture of mental representations of knowledge, and experience with subjects. From this definition, writing is some activities that design idea, process of transferring knowledge, and experience. Besides, Bummer and Clark (2008: 5), define that writing is a tool that allows students to translate complex into words and language that they understand. It means that writing is a process of transferring idea or knowledge of learner or student into form of words or language.
In other hand, writing also has several processes. Oshima and Hogue (2007:
18) explain that writing process consists of several steps:Prewriting (process of choosing topic). Then, organizing (process to make outline of the written). Next, drafting (process of improving the outline to be written in to essay form). Then, polishing (process doing revising and editing)
B. Conceptual of Assessment
Assessment has the wide definition.
McMillan (1997: 8) defines that assessment as the collection, interpretation, and use of information to help teachers make better decision. From this explanation can be known that assessment is a collection of information that is used to help teachers work in making a decision for students. In addition, Furthermore, Marzano (2006: 5) defines that assessment is a form of feedback to students regarding their process, and it stands to reason that feedback will enhance learning. From this explanation, assessment is used to see understanding of students for learning process. In other word, assessment also used to add students understanding or knowledge for learning that has been learned.
Furthermore, assessment has several components that have to know by an assessor. According to McMillan (1997: 8- 11), component of the assessment are:
Purpose (making plan about function and object of the assessment self). Measurement (process of doing assessment which describes the instruments, techniques that is
used as along assessment process).
Evaluation (process to makes a judgment).
Use (the function of the result evolution that is has been mad)
III.Conceptual of Scoring Rubric
Scoring rubric is tool that can help the teacher in assessing process, especially in writing. Selke (2013: xiii) states that rubric is a guide listing specific criteria for grading or score academic paper, projects, or tests. It means that rubric is a list or a criterion in giving scoring for paper, activity, and test. Furthermore, McDonald (2014:
187) states that rubric is a guide for scoring constructed response items. Thus, scoring rubric is used as guide for scorer in doing an assessment. A scorer should be careful in giving scoring rubric because the result of the scoring rubric will determine students’
skill.
Moreover, scoring rubric in writing has several types. The first types is primary trait scoring. According to Weigle (2002:
110-114), in primary trait scoring, the rating scale is defined with respect to the specific writing assignment and essays are judged according to the degree of success with which the writer has carried out the assignment. From this definition, it can know that the score in primary trait scoring is made with see the suitability of students’
writing with the purpose of assignment that has given by teacher before. Then, Brown (2004: 242-244) states that Primary trait method emphasizes the task at hand assigns a score based on the effectiveness of the text’s achieving the goal. Those explanations underline the primary trait scoring on the student’s ability to fit student’s writing with the goal and purpose (such as genre) is being discussed.
The second types of scoring rubric are holistic scoring.Weigle (2002: 110-114) defines that in a typical holistic scoring session, each scrip is read quickly and then judged again a rating scale, or scoring rubric, that outlines the scoring criteria. t means that holistic scoring rubric is a general scoring rubrics. In holistic scoring a teacher only reads students’ writing.
Besides, Brown (2004: 242-244) explains that Holistic score is given a systematic set of descriptors, and the reader evaluator matches an overall impression with the descriptors to arrive a score. From the
explanation can know that holistic scoring is a form of scoring that needs some description for assessed process.
The last type of scoring rubric was analytical scoring rubric. According to Weigle (2002: 110-114), in analytic scoring, scripts are rated on several aspects of writing or criteria rather than given a single score.
Depending on the purpose of the assessment, scripts might be rated on such features as content, organization, cohesion, register, vocabulary, grammar, or mechanics. It means that analytical score is most specific scoring rubric among the other scoring rubrics. There are several aspects that should be assessed by teacher in analytical scoring such as: content, organization, cohesion, register, vocabulary, and grammar, or mechanics. In other side Brown (2004: 242- 244) defines thatan analytical scoring scale that specified five major categories and a description of five different levels in each category, ranging from unacceptable to excellent. It can be known that in analytical scoring there are five major elements that will be assessed by teachers. The elements are organization, content, grammar, mechanics, and style.
IV. Research Method
In this research, the researcher used descriptive research. According to Gay and Airasian (2000: 275), descriptive study determines and describes the way things are.
It means that descriptive research was a research that describes a thing. Besides, descriptive research is useful investigating many kinds of educational problems. The researcher implemented descriptive research because researcher wanted to see the type of scoring rubric was used by teachers in assessing students’ writing. Moreover, researcher also saw the implementation of scoring rubrics used by teachers in assessing students’ writing.
In addition, this research was done at SMAN 1 Sungai Aur. The population of this research was English teachers at SMAN 1 Sungai aur. The researcher used total sampling technique as total sampling of the research. It meant that the researcher took all of English teachers as the sample of this research. There were four English teachers at SMAN 1 Sungai Aur, so the sample of
this research consists of four English teachers.
Besides, researcher used observation, teachers’ lesson plan, students’
test writing, and interview as the instruments of the research. In collecting the data, the researcher did some steps. First, researcher did observation for teachers. Second, researcher asked the students’ lesson plan and test writing for English teachers. Last, researcher did interview for English teachers.
After the researcher got the all the data, researcher continued with did analyzed for the data. According to Gay and Airisian (2000:241-249), there are four steps for
analyzing qualitative data,
reading/memoing, describing, classifying, and interpreting. The first is reading/memoing. In this step, the researcher read the data from observation, teachers’
lessons plans, students’ writing, and interview. The second is describing. In this stage, the researcher described the types scoring rubric were used by teachers in assessing students writing. Then, researcher described the implementation of scoring rubrics by English teachers in assessing students’ writing at SMAN 1 Sungai Aur.
The third is classifying. In this stage, the researcher would like to classify types scoring rubrics that used by English teachers from the data that had gotten. Then, researcher described the implementation of scoring rubrics by English teachers in assessing students’ writing. The last was interpreting. In this stage, the researcher interpreted types of scoring rubric are used by teachers in assessing students writing.
Then, researcher interpreted the implementation of scoring rubrics by English teachers in assessing students’
writing at SMAN 1 Sungai Aur.
V. Finding and Discussion
In this case, researcher described the kinds and implementation of scoring rubric that used by teachers in assessing students’ writing at SMAN 1 Sungai Aur.
However, researcher described the findings as follow:
a. Holistic Scoring Rubric
Based on the analysis data, there was a teacher implemented holistic scoring rubric. It was teacher B. it was because the teacher B made students’ score to several
levels. The levels were consist of five levels which level 90-100, level 80-89, level 70-79, level 60-69, and level below 60.Then, the teacher B also made several criteria for each level. Each criterion explained each level of students’ score. It can be proved from teacher B scoring rubric above. According to theory from expert Weigle (2002: 110), scoring rubric from teacher B was belong to form of holistic scoring rubric. In other hand, in students’ test writing, the teacher B just gave the final score in students’ test writing without saw some aspects specifically from students’ writing like saw content, grammar, organization, vocabulary, and mechanic from students’ writing.
Besides, in assessing students’
writing the teacher B did with some process.
The first process was the teacher B read the sentences of students’ writing. The second process was the teacher B did correction for topic, grammar, and spelling of students’
writing. The third process in assessing students’ writing the teacher B made several levels, which the levels consist of five levels. Each level has description and it different from each level. Moreover, in assessing students’ writing, if the teacher B found students’ mistakes the teacher B correct it and made it into right form in students’ test writing. To make the score for students’ writing the teacher B categorized the students’ writing into levels and description that had been defined before.
b. Semi Analytical scoring Rubric
If referenced to the theory from Weigle (2002: 114) there was one teacher at SMAN Sungai Aur used semi analytical scoring rubric in assessing students’ writing.
The teacher was teacher C. In assessing process, the teacher C only saw three aspects in assessing students writing. The aspects were content, structure/grammar, vocabulary. Moreover, the teacher C also made score for each aspect. It was from one until four. Then, the teacher C made description or criteria for each score.
Moreover, after researcher asked the reason of teacher C why only assessed three from the five aspects, the teacher C the said that if it was seen for all aspects like mechanic and organization idea from students’ writing, it would make the score of students be low or did not passed the standard. In students’
test writing teacher C did not make the
rubric but only wrote the score. The teacher C did not saw the three aspects from students like the rubric in the lesson plan.
So, it can be known that based on the theory the teacher C used analytical scoring rubric in assessing students’ writing but in the implementation the teacher C used holistic scoring rubric in assessing students’ writing.
In addition, the teacher C used several steps in assessing students’ writing.
The first step was the teacher C read students’ writing. The second step was the teacher B saw or did correction for content, grammar, and vocabulary of students’
writing. The third step was the teacher C gave score for each aspect that had been seen by the teacher before. Moreover, the teacher C made the score around 1-4 and it made based on description. Then, in assessing students’ writing, if the students’
made mistakes like mistakes in grammatical the teacher C gave the better form in students’ writing test. Then, to define the students’ score the teacher C used a formula which students’ score times one hundred and divided with the amount all of score.
b. Analytical scoring Rubric
The result of analysis data shown that there were two teachers at SMAN 1 Sungai Aur used analytical scoring rubric in assessing students’ writing. The teachers were: teacher A and teacher D. it was made based on the comparison from theory analytical from Weigle (2002: 114).
1) Teacher A
Based on the comparison of scoring rubric from teacher A and scoring rubric from Weigh, researcher found the similarity.
The similarity was both of them corrected some aspects from students writing. The aspects were content, organization, vocabulary, and mechanics. Furthermore, both of the scoring rubrics also gave score and description for each aspect. From this comparison, it can be known that teacher A used analytical scoring rubric in assessing students’ writing. Moreover, researcher found the different finding from students’
test, which it shown that the teacher A used holistic scoring. It because the teacher did not implement the rubric for students’ test writing but the teacher only gave the score for students’ test writing. Because of that, researcher concluded that according to
explanation of the theory teacher A used analytical scoring rubric but in the implementation the teacher A holistic scoring rubric in assessing students’ test writing.
However, the teacher C used several steps in assessing students’ writing.
The first step was the teacher C read students’ writing. The second step was the teacher B saw or did correction for content, grammar, and vocabulary of students’
writing. The third step was the teacher C gave score for each aspect that had been seen by the teacher before. Moreover, the teacher C made the score around 1-4 and it made based on description. Then, in assessing students’ writing, if the students’
made mistakes like mistakes in grammatical the teacher C gave the better form in students’ writing test. Then, to define the students’ score the teacher C used a formula.
It was the students’ score times with one hundred and divided with the amount of the score.
2) Teacher D
From the result of the analysis of the data, the teacher D used analytical scoring rubric in assessing students’ writing.
This thing because the teacher saw some aspects in students’ writing such as: content, structure/grammar, and vocabulary, and mechanic. Besides, the teacher also gave score one until four for each aspect above.
Not only score, but the teacher also gave description for each score. Based on the theory of Weigle the scoring rubric that had been used by teacher was belong into analytical scoring.
Besides, there were several processes that were done by the teacher D in assessing students’ writing. Firstly, the teacher D saw the students’ writing was it appropriate with instruction or not. Then, the teacher D continued with read students’
writing. Secondly, the teacher D assessed aspects of students’ writing such as: the structure, content, vocabulary, and mechanics from students’ writing. Thirdly, teacher D gave the score for all aspects that had been seen by the teacher. The score was around 1-4. It was given by the teacher for each aspect. Moreover, the teacher D also
gave reinforcement for students’ mistakes in writing. Then, to find the students’ score in writing the teacher D used a formula which students’ score times one hundred and divided with the amount all of score. In given score, the teacher D made it into four levels. The first was excellent. The score was 85-100. The second was very good. The score was 75-84. The third was good. The score was 60-74. The last was bad. The score was below 60.
VI. Conclusion
From the result of the research, the researcher made a conclusion about the implementation and kinds of scoring rubrics that used by English teachers at SMAN Sungai Aur. Based on the researcher findings, there were three kinds of scoring rubrics that used by English teachers in assessing students’ writing. The scoring rubrics were holistic scoring rubric, semi analytical scoring rubric and analytical scoring rubrics. Based on the theory, two of the teachers used analytical scoring rubric in assessing students’ writing. Then, one of teacher used semi analytical scoring rubric and one of the teacher used holistic scoring rubric in assessing students’ writing.
However, if the seen the implementation in students’ test writing all of the teachers implemented holistic scoring. Then, the teachers did several processes in assessing in assessing students’ writing. Firstly, all of the teachers read students’ writing. Secondly, the teachers saw some aspects from students’ writing like content, grammatical, vocabulary, organization, and mechanics.
For this case, there was also the teacher who did not see all of the aspects. Thirdly, the teachers also gave the score and description for each aspect. In other sides, there was also the teacher who made levels in assessing students’ writing. To find the students’ score the teachers used a formula.
Considering of the result of the research, Firstly, the researcher hope to all of English teachers to used analytical scoring rubric in assessing students’ writing, because this rubric assessed all aspects of students’ writing like content, grammatical, vocabulary, organization, and mechanics.
Secondly, the researcher hope to the students to pay attention to aspects of writing when the students’ writing such. Last, the
researcher will be added knowledge about scoring rubric in assessing students’ writing, so researcher good in assessing students’
writing in the future when researcher be the teacher.
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