Puspasari, Ingrita Dewi (2011) DESIGNING A RUBRIC TO ASSESS VOCATIONAL HIGH SCHOOL STUDENTS’ WRITING. S1 thesis, FBS UNY.
|
Text
Inggrita Dewi Puspasari_06202241042.pdf Download (27MB) | Preview |
Abstract
DESIGNING A RUBRIC TO ASSESS VOCATIONAL HIGH SCHOOL STUDENTS’ WRITING By: Ingrita Dewi Puspasari NIM 06202241042 ABSTRACT This study aims to design an analytical rubric to assess vocational high school students’ writing. It is an effort to overcome writing assessment problems in vocational high schools. This was a research and development study. It was conducted by modifying and simplifying the model proposed by Jolly and Bolitho in Tomlinson (1998) into the following procedures: conducting a needs analysis, exploring the needs, designing the rubric, implementing the rubric, evaluating the rubric, and finally writing the final draft of the rubric. Questionnaires and interviews were used as the instruments to gather the data in this study. Based on the result of the needs analysis, the researcher designed the rubric by involving a writing expert to investigate construct validity until the rubric was considered appropriate to be implemented. The rubric was implemented in two stages: tryout and implementation. The tryout was conducted by using the rubric which was validated by the writing expert. The rubric was tried out to evaluate students’ writing. Three English teachers were involved in this stage. The evaluation of the rubric after the tryout was conducted to obtain teachers’ or raters’ experience in assessing students’ performance through the rubric. The revision then was made as necessary based on the teachers’ or raters’ suggestions. The revised rubric was then implemented to evaluate students’ writing in the implementation stage. Based on the result of the implementation, the rubric was considered appropriate to evaluate students’ writing. Therefore, it was regarded as the final draft of the rubric. The findings show that the designed rubric covers eight aspects of writing performance, namely relevance and adequacy of content, compositional organization, cohesion, adequacy of vocabulary for purpose, grammar, mechanical accuracy I (punctuation), mechanical accuracy II (spelling) and mechanical accuracy III (capitalization). Each aspect of writing performance is written in three important properties of rubric, namely (1) criteria, (2) levels of scores, and (3) descriptors. The criteria represent indicators of good performance on a task. Each aspect of writing is graded into five levels of scores ranging from one to five. In addition, each score has its descriptor which describes specifically what performance looks like. The reliability coefficients that measure the consistency of ratings among different raters are also obtained through the Pearson Product Moment correlation using SPSS 13.0 and the results show that the designed rubric has high agreement among raters as the reliability coefficients are all above 0.800.
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | Bahasa dan Sastra > Bahasa dan Sastra Inggris |
| Divisions: | Fakultas Bahasa, Seni dan Budaya (FBSB) > Pendidikan Bahasa Inggris > Pendidikan Bahasa Inggris |
| Depositing User: | Admin Pendidikan Bahasa Inggris FBS |
| Date Deposited: | 22 Aug 2016 03:33 |
| Last Modified: | 30 Jan 2019 10:35 |
| URI: | http://eprints.uny.ac.id/id/eprint/40286 |
Actions (login required)
 |
View Item |