Ngadiso

ASSESSING THE STUDENTS’ WRITING SKILL

Ngadiso
English Education Department
Sebelas Maret University

Abstract
The paper is aimed at discussing: what is writing skill (some definitions and construct of writing skill),
what must be tested (indicators of writing skill), how to test (types of writing tests and readability of the
test instruction), and how to score (analytical scoring rubrics, intra-rater, and inter-rater). Writing skill
is: (1) an extremely complex cognitive activity in which the writer is required to demonstrate control of
number variables (Nunan, 1998: 36); (2) a complex process that allows writers to explore thoughts and
ideas and make them visible and concrete (Ghazi, 2002: 1); and (3) a means of expressing ideas,
thought, and feeling to others in writing (Troyka, 1987: 3); (4) the use of graphic symbols which are
arranged according to certain conventions to form words and sentences (Byrne, 1997: 1). Based on
some definitions, writing skill is an extremely complex cognitive activity to express ideas, thought, and
feeling to others using graphic symbols which are arranged according to certain conventions to form
words and sentences. What must be tested in writing covers the indicators of writing which require the
students or writers to be able to use: (1) content, format, sentence structure, vocabulary, punctuation,
and spelling (Nunan, 1998: 36); (2) generic structure (organization), developing ideas, accuracy
(grammar and vocabulary), and mechanics (spelling and punctuation) (BSNP); (3) grammar,
vocabulary, mechanics (punctuation, spelling, and capitalization), fluency, and organization (Hughes,
1996: 91); and (4) word choice, grammar, mechanics (punctuation, spelling, and handwriting), and
organization of ideas (Gebhard, 1996: 221). Based on the indicators stated by some experts, the
indicators which are used to test and score the students’ writing skill are: content, organization of ideas,
grammar, vocabulary, and mechanics. Discussion on how to test writing skill covers: (1) Types of writ-
ing tests; and (2) readability of the test instruction. The types of writing test can direct or indirect tests.
Direct writing test is asking the students to write a paragraph or a text of a certain genre while indirect
writing test (for classroom practices) is asking to students to arrange jumbled letters, words, sentences,
or paragraphs into a meaningful words, sentence, paragraph, or text, asking the students to change a par-
agraph from the present tense into past, etc. Besides a test must be valid, reliable, measurable, and prac-
tical, for writing test, the instruction must be clear and easily understood (readable). The readability can
be measured after the test is tried out. The questions used to check the readability are as follows: (1) Do
you understand the instruction? (2) Do you know the topics you should choose? (3) Do you know how
long you should write? (4) Do you know the time allotted to do the test? and (5) Do you know the indi-
cators which will be scored? Discussion on how to score writing skill covers: analytical scoring rubrics,
intra-rater, and inter-rater. The aspects which should be scored in analytical scoring rubrics must be in
line with the indicators of writing skill as follows: content, organization of ideas, grammar, vocabulary,
and mechanics. In scoring the students’ writing skill, it is better to use inter-rater (two or more scorers)
to avoid subjectivity. If it is impossible to use inter-rater, the students’ writing is scored twice (at
different times) by the same scorer (intra-rater). The best way to score the writing test is combining intra
-rater (each scorer scores the test twice) and inter-rater (two or more scorers).

Keywords: assessing, writing skill, definition, indicators, scoring

Introduction into statement and paragraph clearly. Celce-Murcia

The paper is aimed at discussing: what is writ-(2001: 142) states that writing is the production of
ing skill (some definitions and construct of writing
the written word that results in a text but the text
skill), what must be tested (indicators of writing must be read and comprehended in order for
skill), how to test (types of writing tests and reada-
communication to take place. Ghazi (2002: 1) says
bility of the test instruction), and how to score that writing is a complex process that allows
(analytical scoring rubrics, intra-rater, and inter-
writers to explore thoughts and ideas, and make
rater). them visible and concrete. Raimes (1983: 56)
states that writing is a means of communication
What is Writing Skill between reader and writer. Farbairn and Winch
Nunan (2001: 88) defines writing as a process (1996: 32) state that writing is conveying meaning
of thinking to invent ideas, thinking about how to by using words that have been selected and put
express into good writing, and arranging the ideas together in a written or printed form. Trible (1996:

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 148
 Ngadiso
1) defines writing as a process of producing Hughes (1996: 91) explains the five aspects of
graphics symbols which have to be arranged writing as follows: (1) grammar, that is an element
according to certain convention, to form words, of writing which deals with a set of rules to have a
arrange words into sentences, and sequence the writer construct sentences that make sense and ac-
sentences into particular order and linked together ceptable in English; (2) vocabulary, it deals with a
in a certain way to form a coherent whole, which list of words and their meanings; (3) mechanics,
are called text. Ur (1996: 163) states that writing is that is the convention in writing, which is related to
the expression of ideas and conveying a message to punctuation, spelling, and capitalization; (4) fluen-
the readers. According to Harris (1993: 10), cy, which refers to the ease and the style of the
writing is a process that occurs over a period of composition; and (5) form (organization), that is
time, particularly if we take into account the the logical sequence and cohesion, or the flow of
sometimes extended periods of thinking that ideas being put into written language, to make uni-
precede creating an initial draft. Even in the more fied contribution to whole paragraph. Heaton
immediately focused stage of constructing a text (1990: 2) states that the aspects of writing are:
(actually writing the words down), the writer grammar, cohesive devices, conceptual and judg-
pauses, thinks, writes, pauses, thinks, revises, and ment elements. Kitao (1996: 2) states that the abil-
so on. Meyers (2005: 2) states that writing is an ity to write involves the components of writing as
action - a process of discovering and organizing follows: grammatical ability, lexical abilities, me-
ideas, putting them on paper, reshaping, and chanical, stylistic skills, organizational skills, and
revising them. Hedge (2005: 10) explains that judgment appropriateness. Nunan (1998: 36) states
writing is more than producing accurate and that writing is an extremely complex cognitive ac-
complete sentences and phrases, but it is about tivity in which the writer is required to demonstrate
producing whole pieces of communication to link control of number variables which include: control
and develop information, ideas, or arguments for a of content, format, sentence structure, vocabulary,
particular reader or a group of readers. Hyland punctuation, spelling, and letter formation. Nunan
(2002: 5) states that writing is an attempt to (1998: 7) states that successful writing involves:
communicate with readers - to better understand mastering the mechanics of letter formation, mas-
the ways that language patterns are used to tering and obeying conventions of spelling and
accomplish coherent, purposeful prose. He also punctuation, using the grammatical system to con-
adds that writing is a socio-cognitive activity that vey one’s intended meaning, organizing content at
involves skills in planning and drafting, as well as the level of the paragraph and the complete text to
knowledge of language, contexts, and audiences. reflect new information, publishing and revising
Based on some definitions, writing is an ex- one’s initial efforts, and selecting an appropriate
tremely complex cognitive process of expressing style for one’s audience. Raimes (1983: 6)
ideas, thoughts, and feeling to convey meaning by mentions that the writing aspects are syntax
producing graphics symbols which have to be (sentence structure, sentence boundaries, stylistic
arranged according to certain convention, to form choices, etc.), content (relevance, clarity,
words, arrange words into sentences, and sequence originality, logic, etc.), the writers’ process (getting
the sentences into particular order and linked idea, getting started, writing draft, revising),
together in a certain way to form a coherent whole, audience (the reader), purpose (the reason for
which are called text as a means of communication writing), word choice (vocabulary, idiom, tone),
between a reader and a writer. organization (paragraph, topic and support,
cohesion and unity), mechanics (handwriting,
What must be Tested spelling, punctuation, etc.). Madsen (1983: 10)
Brown (2004: 246) states five aspects of writing states that there are great numbers of factors (in
as follows: content, organization, vocabulary, syn- testing writing) that can be evaluated: mechanics
tax, and mechanics. Johnson and Johnson (2002: (including spelling and punctuation), vocabulary,
75) state that to evaluate a composition, the com- grammar, appropriate content, diction (word
ponents are: organization, cohesion, vocabulary, selection), and rhetorical matters of various kinds
sentence structure, and spelling and punctuation. (organization, cohesion, unity; appropriate to the
Hedge (2005: 10) mentions that in writing, the audience, topic, and occasion).
writer should consider a high degree of accuracy,
complex grammar devices, a careful choice of vo-
cabulary, and sentence structures in order to create
style, tone, and information appropriate for the
readers of one’s written text. Hughes (1996: 91)
mentions five aspects of writing: grammar, vocab-
ulary, mechanics, fluency, and form (organization).

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 149
 Ngadiso
Brown Johnson & Hughes (1996: Kitao Nunan Construct
(2004: 246) Johnson 91) (1996: 2) (1998: 36) Indicators
(2002: 75)
content judgment ap- content content
propriateness
vocabulary vocabulary vocabulary lexical abilities vocabulary vocabulary
syntax sentence grammar grammatical sentence grammar
structure ability structure
mechanics spelling and mechanic mechanical punctuation, mechanic
punctuation spelling, and
letter for-
mation
organization organization organization organizational format organization
skills
cohesive de-
vices
fluency
stylistic skills

Based on the indicators stated by some 2. I went there by bus. It left at eight in the morn-
experts, the indicators which are used to test and ing.
score the students’ writing skill are: content, 3. The bus reached Jakarta at nine.
organization of ideas, grammar, vocabulary, and 4. Last holiday I visited my uncle in Jakarta.
mechanics. 5. Besides, the driver drove it carefully.
6. I waited for my uncle to pick me up.
How to Test Writing Skill 7. Arriving in Jakarta, I phoned my uncle.
1. Kinds of Writing Tests
a. Indirect Tests 4–6–5–1–7–2–3
1) Jumbled letters 4–2–1–5–3–7–6
Arrange the jumbled letters into a word 4–2–1–3–5–7–6
4–2–3–5–1–7–6
2) Jumbled words
going – was – to – Jokowi – Bali – when – holiday 5) Dictation and dicto-comp
1 2 3 4 5 6 7 A paragraph is read at normal speed, usually two
– the school - was. or three times then the teacher asks students to re-
8 9 write the paragraph.
The correct sentence is ….
1–9–3–5–7–8–2–6–4 6) Grammatical transformation task
1–5–3–2–4–6–9–7–8 The alternative tests for grammatical transfor-
4–2–3–5–1–9–6–7–8 mation task are:
4–2–1–3–5–6–8–9–7 a) Change the tense in a paragraph
b) Change full form of verb to reduce form
3) Make a sentence based on the words given. (contractions)
(open / last Tuesday) c) Change statements to yes/no or WH questions
_______________________________________ d) Change questions into statements
(have lunch / right now) e) Combine two sentences into one using relative
____________________________________ pronoun
(told / for two hours) f) Change direct speech to indirect speech
_________________________________________ g) Change from active to passive voice
(sleep / every three hours)
___________________________________ 7) Picture cued task
Asking the students to write short sentences.
4) Jumbled sentences Asking students to rearrange a paragraph based
Arrange these jumbled sentences into a good para- on the jumbled picture.
graph
1. The bus was not very crowded.

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 150
 Ngadiso
8) Reorder these main ideas based on the generic be evaluated based on content, organization, gram-
mar, vocabulary, and mechanic.
structure of narrative text!

Ant was helped by turtle when he was 2. Questions for readability

playing near river and slipping off in No Questions Yes No
the river. One day, ant saw the turtle
that helped him was bullied by a snob- 1 Do you understand the instructions?
bish elephant. 2 Do you know the topics you should
choose?
Once upon a time, there lived a family 3 Do you know how long you should
of ant in the jungle write?
4 Do you know the time allotted to
perform the test?
The turtle became the ant’s family be-
5 Do you know the indicators which
cause they help each other will be scored?
The ant wanted to help the turtle by How to Score Speaking Test
biting the ears of the elephant In scoring the students’ writing skill, it is better
to use inter-rater (two or more scorers) to avoid
subjectivity. If it is impossible, the students’
b. Direct tests writing is scored twice (at different times) by the
1) Develop those main ideas above (after you reor- same scorer (intra-rater). The best way to score the
der them) to be a good narrative text using your writing test is combining intra-rater (each scorer
own words! scores the test twice) and inter-rater (two or more
. scorers) using the following scoring rubrics:
.
.
.
.

2) Intensive writing
Students produce language to display their compe-
tence in content, organization of idea, vocabulary,
grammar, and mechanic.
a) Write a procedure text how to make something
in two paragraphs consisting at least 150
words in 60 minutes individually. Your writing
will be evaluated based on five elements of
writing: content, organization of idea,
vocabulary, grammar, and mechanics.
b) Write a text to describe the following picture.

Beach
At least, it must consist of two paragraphs.
You have 90 minutes to finish it. Your writing will

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 151
 Ngadiso
Adapted from Nurgiyantoro (2001: 307) quoting Hartfield (1990: 91)

The Writing Score Criteria

Aspect

27-30 Very good: complete information, substantive story, complete story develop-
ment, relevant with the problem
22-26 Good: enough information, enough of being substantive, limited story devel-
Content opment, relevant with the problem but incomplete.
17-21 Fair: limited information, lack of being substantive, incomplete story develop-
ment, lack of problem
13-16 Bad: there is no content and problem
18-20 Very good: fluent expression, clear in expressing the idea, complete, well-
organized, logic, cohesive.
Organiza- 14-17 Good: lack of being fluent, unorganized but clear in stating the main idea,
tion limited supporting material, logic but incomplete.
(Organizati
on of the 10-13 Fair: not fluent, irregular idea, illogic sequence and idea development
Content) 7-9 Bad: not communicative, unorganized, and worthless.

18-20 Very good: correct in word choice/ diction, master in word forms.
14-17 Good: sometimes incorrect in choosing the word but does not change the
meaning.
Vocabulary
(diction) 10-13 Fair: limited in using the word, often make errors in using vocabulary and can
change the meaning.
7-9 Bad: bad in choosing the word, lack of vocabulary, worthless.
22-25 Very good: effective in applying complex construction, only few language
errors appear.
Language
18-21 Good: simple construction but effective, few errors appear in complex con-
(Grammar)
structions, there are some errors but do not change the meaning.
11-17 Fair: serious errors in sentence constructions, unclear meaning.
5-10 Bad: not master the syntactical construction, many errors, not communicative,
worthless.
5 Very good: master writing rules, only some errors in spelling.

Mechanic 4 Good: sometimes there is spelling error but does not change the meaning.
(Spelling) 3 Fair: often do spelling errors, unclear meaning.
2 Bad: not master writing rules, many spelling errors, unreadable writing,

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 152
 Ngadiso
Adapted from Jacob, et al. (1981: 90)
INDICATORS SCORE CRITERIA
4 EXCELLENT: knowledge able substantive, development of thesis or topic rel-
evant to assign topic.
3 GOOD: some knowledge of subject, adequate range, limited development the-
Content sis, mostly relevant to topic but lack detail.
2 FAIR: limited knowledge of subject, little substances, and inadequate develop-
ment of the topic.
1 POOR: doesn't shoe knowledge, not pertinent, or not enough to evaluate.
4 EXCELLENT: demonstrated mastery of conventions, few errors spelling,
punctuation, capitalization, paragraphing.
3 GOOD: occasional errors of spelling, punctuation, capitalization, paragraphing,
but meaning not obscured.
Mechanic 2 FAIR: frequent errors of spelling, punctuation, capitalization, paragraphing
poor hand writing, meaning confused or obscured
1 POOR: no mastery of conventions, dominated by errors of spelling, punctua-
tion, capitalization, paragraphing, hand writing illegible, or not enough to eval-
uate.
4 EXCELLENT: sophisticated range, effective word or idiom choice and usage
word from mastery, appropriate register.
3 GOOD: adequate range, occasional error of word or idiom choice and usage,
meaning confused or obscured.
Vocabulary 2 FAIR: limited range, frequent error of word or idiom choice and usage, mean-
ing confused or obscured.
1 POOR: essentially translation, little knowledge of vocabulary, idioms, word
form or not enough to evaluate.
4 EXCELLENT: effective complex construction, few errors of agreement, tense
number, word order/function, articles, pronoun, preposition.
3 GOOD: effective but simple construction, minor problem in a simple construc-
tion, several errors of agreement, tense number, word order/function, articles,
pronoun, preposition but meaning seldom obscure.
Grammar 2 FAIR: major problem in complex/ simple construction, frequent error of nega-
tion, agreement, tense number, word order/function, articles, pronoun, preposi-
tion, and/ or fragments, run-ons, deletions, meaning confused, or obscured.
1 POOR: virtually not mastery of sentences construction rules, domination by
errors, does not communicate, or not enough to evaluate.
4 EXCELLENT: fluent expression, ideas clearly stated / support, well organized,
logical sequencing, cohesive and correct the generic structure of recount text
such as orientation, events, and reorientation.
3 GOOD: somewhat copy, loosely organized, but main idea stand out, limited
Organization support, logical but incomplete sequencing and correct the generic structure of
of idea recount text such as orientation, events, and reorientation.
2 FAIR: not fluent, ideas confused or disconnect, lacks logical, sequencing and
development and still incorrect to arrange the generic structure of recount text.

1 POOR: doesn't to communicate, no organization or not enough to evaluate.

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 153
 Ngadiso
Bibliography Meyers, A. 2005.Gateways to Academic Writing:
Effective Sentences, Paragraphs and Essays.
Brown, H, Douglas. 2004. Language Assessment: New York: Pearson Education, Inc.
Principles and Classroom Practices. New York:
Addison Wesley Longman, Inc. Nunan, David. 1998. Designing Task for the Com-
municative Classroom. Cambridge: Cambridge
Brown, H. Douglas. 2004. Teaching by Principles, University Press.
an Interactive Approach to Language Peda-
gogy. New York: Longman. Nunan, David. (2001). Second English Teaching
and Learning. Beijing: Foreign Language
Byrne, Donn. 1997. Teaching Writing Skills. New Teaching and Research Press.
York: Longman, Inc.
Pusat Kurikulum (Puskur). 2006. Standard Isi
Celce-Murcia, Marianne. 2001. Teaching English Bahasa Inggris. Jakarta: Debdikbud.
as a Second or Foreign Language. United
States of America: Thomson Learning Inc. Raimes, Ann. 1983. Techniques in Teaching Writ-
ing. Oxford: Oxford University Press.
Direktorat Pembinaan SMP. 2007. Standar Kompe-
tensi Lulusan Mata Pelajaran Bahasa Inggris Troyka, L. Q. et al. 1996. Workbooks for Writers.
SMP. Jakarta: Direktorat Pembinaan SMP. Ontario: Prentice Hall Canada.
Farbairn, G. and Winch, C. 1996. Reading, Writing Tribble, Christopher. (1996). Writing. Hongkong:
and Reasoning. Buckingham: Open University Oxford University Press.
Press.
Ur, Penny. 1996. A Course in Language teaching.
Ghazi, Ghaith. 2002. The Nature of Writing. New York: Cambridge University Press.
Bieirut: American University of Beirut.
Hadfield, Charles and Hadfield, Jill. 1990. Writing
Games. Essex: Longman limited
Harris, John. 1993. Introducing Writing. London:
Penguin English.

Heaton, J.B. 1990. Writing English language

Teaching. London: Longman Group Ltd.

Hedge, T. 2005. Writing – Resources Books for

Teachers.Oxford: Oxford University Press.

Hughes, Arthur.1996. Testing for Language Teach-

ers. Cambridge: Cambridge University Press.

Hyland, K. 2002. Teaching and Researching Writ-

ing. London: Longman.

Jacobs, H. L. et al. 1981. Testing ESL Composi-

tion: A Practical Approach. London: Newbury
House Publishers, Inc.

Johnson, David W., Roger T. Johnson. 2002.

Meaningful Assessmenmt: A manageable and
Cooperative Process. Boston: Perason Educa-
tion Company.

Kitao, S. K. 1996. Testing Writing. Document Re-

sume. Reproductions Supplied by EDRS.

Madsen, Harold S. 1983. Techniques in Testing.

Oxford: Oxford University Press

Reforming Paradigms towards More Integrated Education, 21st - 22nd September, 2013 154