AN ANALYSIS OF SCORING RUBRIC USED BY TEACHER IN

ASSESSSING STUDENTS’ WRITING IN XI GRADE AT SMA N 7

SIJUNJUNG IN ACADEMIC YEAR 2016/2017

Helvania, Armilia Riza, Suharni

Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
Helvania888@gmail.com

ABSTRAK

Penelitian ini adalah penelitian deskriptif yang bertujuan untuk

menjelaskan tipe rubrik penilaian yang digunakan oleh guru dan cara guru
memberikan penilaian untuk menilai tulisan siswa kelas XI di SMA N 7 Sijunjung
tahun akademik 2016/2017. Instrumen dalam penelitian ini adalah dokumen dan
field notes. Sumber data penelitian ini adalah tulisan siswa tentang teks naratif
yang telah dinilai oleh guru bahasa Inggris kelas XI di SMA N 7 Sijunjung tahun
akademik 2016/2017. Guru bahasa Inggris dikelas XI berjumlah 1 orang guru.
Hasil dari penelitian ini menunjukan bahwa guru bahasa Inggris kelas XI di SMA
N 7 Sijunjung tahun akademik 2016/2017 menggunakan rubrik penilaian dari
Kemendikbud 2017 untuk menilai tulisan siswa, yaitu rubrik penilaian analitik.
Guru tidak menggunakan indikator rubrik penilaian analitik di dalam proses
penilaian. Kemudian, guru melakukan penilaian dengan cara memberikan tanda
ceklis untuk setiap tulisan siswa yang akan dinilai. Dan guru hanya mengoreksi
kesalahan siswa dalam menggunakan kosakata menulis sebuah teks naratif tanpa
memberikan deskripsi yang jelas.

Kata Kunci: Rubrik Penilaian, Tulisan, Teks Naratif

INTRODUCTION
Assessment is a process Writing is one of the abilities
undertaken by teacher in the learning that must be mastered by students in
process. Assessment is carried out learning process. Writing can be
systematically to collect the data and interpreted as an activity of pouring
information about an object. It is ideas, opinions, or thoughts and
conducted to determine the level of feelings. The students can share ideas
understanding and skills of students and opinions directly to produce a
in learning process. Assessment is good writing. Then, the teacher’s
not only useful to improve the participations in assessing the
students ability but also to know the students’ writing will help the
weakness and strength of a teacher. student to develop the idea.
 In learning process, the
teacher must provide an assessment.
In assessing the students’ writing the
teacher must know the types of
scoring rubric. Scoring rubric has
three types, there are of primary trait
scoring, holistic scoring, and
analytical scoring. Each type has
different ways to assess students’
writing. Then, the teacher should
choose one of these types to assess
the students’ writing.
In assessing students’ writing,
the teacher changed the indicator of
analitic scoring rubric in assessing
students’ writing. For the example,
the teacher assess a narrative text
only sees the wrong of grammar in
the text written by the students. The
teacher only gave a sign that
grammar is wrong without giving an
explanation that the given circle sign
was not correct in writing narrative
text. The teacher did not provide
explanations and criteria that the
writing will be assessed of content,
grammatically, mechanics,
organization, and vocabulary. Then
the teacher only gives a score.
Writing is one of the four
language skills: reading, writing,
listening and speaking. Writing is a
process that is performed as a place
to devote thoughts, ideas, or personal
experiences. Writing is a way of
sharing personal meanings (Hyland,
2003:9). In line, according to Kuta
(2008:200), writing is a complicated
that process in writing involves many
steps or way and constant revision
every steps.
In conclusion writing is an
activity of pouring ideas, opinions, or
thoughts and feelings. It means that
an activity of exploring thoughts and
feelings about a subject, choosing
what to write, determining how to
write it so that readers can
understand it easily and clearly to get
the message of written. With writing
someone can share a personal
experiences to the readers with own
topic.
For that, while process still
running, the students keep practice
and develop their idea and conduct
good text and also the reader can
understand what the writer write.
Beside that, the writers should pay
attention and understand to the
components of writing when they
write. Weigle (2002:116) states that
components of writing consist of: the past time and it is purpose to
content, organization, vocabulary, entertain the reader.
language use, and mechanics. In writing narrative text, the
Based on the explanations students used the generic structure of
some experts above, the researcher narrative text to make the text is
can conclude that the components of organized. According to Sukismo et
writing consist of a content, al. (2016:116), there are three
organization, word choice generic structures of narrative text as
(vocabulary), language use follow: orientation is introduction,
(grammar), and mechanics (spelling, complication or problem, and
punctuation, and capitalization). resolution.
In writing, the students can To sum up the generic
write the sentence, paragraph, and a structure of narrative explains about
text. Text is kind of material used by the past event which is purposed to
the teacher in teaching learning give sequence of story that consist of
process involves English classroom abstract, orientation, sequence of
activities. Based on the curriculum events, resolution and coda.
that used at this school, this research The teacher did assessment to
used of narrative text. see the students improvement in
According to Sudarwati writing. Assessment is process to
(2007:62), narrative text is a stories collect the data or information to
containing fantasy and fairy tales, or make a decision. In line with Diaz-
an exaggerated real story that has a Rico (2004:75), assessment used to
moral value at the end of the story. give a report to someone about the
Additionally, Sukismo (2016:116) students ability and provides direct
states that narrative text is a text feedback to take the students
contains about a story of imagination responsibility for self-correction and
or fairy tale that aims to entertain. improvement.
From the explanation above, Based on previous definitions
it can be concluded that narrative text of assessment, the writer concludes
is a story text which is happened in that assessment is a process
undertaken to measure and assess the
level of achievement and abilities of
students in achieving the learning
objectives that made reference to a
decision.
The teacher used the scoring
rubric to give the points for students’
writing. Scoring rubric is a guide that
will help a teacher to give a score on
assessed process. In addition, Selke
(2013:xiii) also explains that rubric is
a guide listing specific criteria for
grading or score academic paper,
projects, or tests. From
explanation above scoring rubric is a
guide to give scores on product and
students appearance. It is a guide for
teachers to provide an objective
assessment. Assessment will
better if there are criterions in the
scoring. In assessing, the rubric has
many functions to make an accurate
assess. Therefore, the students will
be more motivated to improve the
writing ability in learning process.
Scoring rubric has three types
in assessing students’ writing. Ttypes
of scoring rubric according
O’malley (1996:142), consist of:
holistic scoring, primary
scoring, and analytic scoring.
Furthermore, Weigle (2002: 110)
states that the type of scoring rubric
that are; primary trait scoring,
holistic scoring, and analytic scoring.
Moreover, Brown (2004:242) notes
that the types of scoring rubrics
consist of three types, they are:
holistic scoring, primary trait
scoring, and analytic scoring.
RESEARCH METHOD
The design of this research
was descriptive research. According
to Gay and Airasian (2000:275),
the
descriptive research is a research
design to determine and describe the
way things and use to investigate the
educational problems. Source of data
in this research were documents.
be
Document was a written material
such as: school or office written
materials, lesson planning, script of
student’s personality, raport book.
The data was document of students’
writing that has been assessed by the
teacher in XI grade at SMA N 7
Sijunjung in academic year
2016/2017 consist of narrative text
to
from 4 classes. That were; class XI
MIPA 1 there were 27 students, XI
trait
MIPA 2 there were 27 students, XI
IPS 1 there were 32 students, XI IPS organization, grammar or structure,
2 there were 29 students. The teacher and vocabulary to give assessment.
in XI grade there was 1 person. The teacher scoring rubric has four
In this research, the score to assess the students writing.
researcher used the document The teacher used score from 1-4 for
checklist and field notes to get the each the content, organization,
data. The researcher collected the vocabulary and grammar. The
document of students’ writing consist teacher did not use a single score.
of narrative text from the teacher has Meanwhile in students’ writing and
been assessed to know the types of field notes, the researcher did not
scoring rubric that are used by found that the teacher used analytic
teacher and how the teacher scoring rubric in assessing.
assessment to assess the student’s Second, the researcher found
writing in XI grade at SMA N 7 that the teacher in XI grade at SMA
Sijunjung in academic year N 7 Sijunjung in academic year
2016/2017. After the researcher got 2016/2017 did not apply analytic
the documents, the researcher scoring rubric in assessing students’
analyzed the data and described the writing. The teacher only used
types of scoring rubric used by checklist and gave the score for it. In
teacher and how the teacher this case, the teacher read the
assessment to assess student’s students’ writing of two narrative
writing. texts and moral value from the text.
If the students wrote like the teacher
FINDINGS AND DISCUSSION
asked and related to the topic, the
The researcher found the
students would get good point. It
findings. That were as follow:
means that the idea should be clear
First, the researcher found
and effective in writing a texts. Then,
that the teacher used analytic scoring
the text well organized and the idea
rubric for writing from Kemendikbud
relevant. Next, the teacher corrected
2017, because in the rubric, the
the student vocabulary from the
teacher used the content,
students’ writing. It means that, in
writing must use a diverse rubric by Kemendikbud 2017 in
vocabulary to result the writing has a assessing students’ writing.
clear meaning. Last, the teacher Meanwhile, the teacher did not apply
checked the students grammatical analytic scoring to assess students’
that was correct or not correct in writing in narrative text. The teacher
writing the sentence. The sentence did not use all of the criteria from
used should be consistent in the analytic scoring rubric.
language use.
REFERENCES
Based on the explanation
Brown, H.Douglas. 2004. Language
above, the researcher can intrepreted Assessment Principle and
that the teacher in XI grade at SMA Classroom Practice. San
Fransisco: Longman.
N 7 Sijunjung in academic year Diaz-Rico, Lynne T. 2004. Teaching
2016/2017 used analytic scoring English Learner. Washington:
Pearson Education,Inc.
rubric to assess students’ writing. Gay, L.R & Airasian, P.2000.
Wisema (2012:31) concluded that the Educational Research
Competences for Analysis an
analytic scoring rubric are preferred Application. New jersey:
over holistic scoring rubric. This is Practice Hill.
Hyland, Ken. 2003. Second
the same with the result of this Language Writing. New York:
research, that the teacher used Cambridge.
Kuta, Katherine Wiesolek. 2008.
analytic scoring rubric in assessing Reading and Writing to Learn:
students’ writing. The teacher used Strategies Across the
Curriculum. Washington:
analytic scoring rubric to assess Libraries Unlimitied.
students’ writing because it is more O’Malley, J. Michael and Valdes
Pierce Lorraine. 1996.
dominant and more better than Authentic Assessment for
holistic scoring rubric. English Language Learners.
New York: Addison Wesley
CONCLUSION Publishing Company, Inc.
From the explanation above, Selke, Mary J. Goggins. 2013.
Rubric Goes to College:
the researcher concluded that English Objective, Comprehensive
teacher in XI grade at SMA N 7 Evaluation of Student Work.
United Kingdom: Rowman and
Sijunjung in academic year Littleefield Publishing Group,
2016/2017 used analytical scoring Inc.
Sudarwati, Th.M.2007. Look Ahead
Book 1: an English Course for
Senior High School Students
Year X. Jakarta: Pt Gelora
Aksara Pratama.
Sukismo, dkk. 2016. Erlangga Fokus
UN 2017 SMP/MTS. Jakarta: Pt
Gelora Aksara Pratama.
Weigle, Sara Cushing. 2002.
Assessing Writing. New York:
Cambridge University Press.
Wisema, Chyntia S. 2012. A
Comparison of the
Performance of Analytic vs
Holistic Scoring Rubrics to
Assess L2 Writing. Journal of
language testing. Vol.2 No.1.