CHAPTER I INTRODUCTION

1.1

Background

Teaching English in English as foreign language (EFL) class, particularly in Indonesia is one of the governments targets to develop students oral and written communicative competence. Besides, the students are expected to mastery four skills namely reading, writing, speaking and listening. Therefore, English is one of the subjects that taught for the learners whether they are Elementary School, Junior High School or Senior High School. In learning English for EFL students, writing is very important, because it is one of communicative tools for students, to share their ideas in writing form. Ron (1987) argues that Writing as a discovery process, including discovery ideas, discovery how to organize them and discovering what is that you put down over to our reader, so writing is a thinking process (p.1). Besides that, Ur (1996) states that The purpose of teaching writing ESL/EFL context is to engage students produce a several different kinds of text (p.162). It means that writing is very important to be taught for learner, because its the way to express their ideas, feeling, thought, and experience into written form. In general, writing is the most difficult skill to master for foreign or second language learners. The difficulty is due not only to the need to generate and organize ideas using an appropriate choice of vocabulary, sentence, and paragraph organization but also to turn such ideas into a reader text ( As cited in Widodo, 2006, p.174). It 1

means that writing in the context of foreign language teaching, learner experience have some difficulties to transfer their ideas from native language (Indonesian) into target language ( English). Based on the statement above, Gebharb (2000) explains that there are three problems that faced by English as second language (ESL) or English as a foreign language (EFL) teacher in writing instruction. First, the problem deals with the teaching of the less-proficient students which tend to use ineffective writing strategies and the teacher shows the students how to write. The second, students think that they cannot write in English. Some of students have negative attitude on writing or lack of confidence as the writers. The last is the teachers response. Students generally do not pay attention to the teacher comments and correction to their written work. (As cited in Imran, 2010, p.2) By considering these reasons, Haluoleo University especially in English Department, English has taught as foreign language. Writing is one of the subjects that taught to students. Grabe and Kaplan (1996) argues that At the advanced level, it is important that students expand their range of writing abilities into additional genre and also develop specific skill useful for demanding academic context(p. 362). So, in English Department writing is divided into four steps, namely writing I, II, III, and IV. Writing is taught step by step because it expected in each step the students can develop their knowledge about writing and they must be graduated in each step, because if the students fail in writing I, they cannot continue in writing II. Every step of writing course has different purposes. Writing I emphasizes on simple sentence structure and

paragraph writing based on the model paragraph of various genre. In writing II and III, the students are taught how to write introduction in the kinds of genre and how to create a writing essay based on the each character of genre. In writing IV, the students learn about how to make a literature review to provide students to write a thesis. Mappe (2000) points out that classroom writing program are able to achieve two areas of writing skills, namely skill in the linguistic aspect which involves coherence, syntax, grammar and mechanic, and skill in using various genres such as recount, narrative, descriptive, and argumentative. Therefore, in this study the researcher take narrative genre because it had been taught and it is usual for students to
tell a story in written form.

Based on the some researchers experience that had been conducted study about writing, especially in English Department found that writing is one of the difficult subjects to comprehend by the learner. It had been proved by some researchers. First, Muhsin (1996) found that most error of students writing in English Department occurred on subject verb agreement. Second, Ratnasari (2003) found that there are many grammatical mistakes in composing personal recount genre in English Department. Most of grammatical mistake occurred on tenses. Furthermore, Sriyono (2010) found that the students writing quality of English Department of Haluoleo University is fair, because in writing an argumentative genre, the students still difficult to apply three components, namely content, language use and mechanic. Based on the explanation above, the researcher believes that all problems in teaching writing can be solved by controlling the students writing activities and giving

them knowledge on how to write a good essay. Therefore, the researcher is interested in conducting a study on Students Competence on Writing a Narrative Genre in the 4nd Semester of English Department of Haluoleo University to find out a clear description of students difficulty in writing a narrative genre.

1.2 Research Question Based on the background above, the research question can be formulated is: What is the competence of students writing on narrative genre in the 4nd semester of English Department of Haluoleo University?

1.3 Objective of the Study The objective of this study is to describe of students competence on writing a narrative genre in the 4nd semester of English Department of Haluoleo University.

1.4 Significance of the Study The result of this study are expected to be beneficial both of theoretically and practically. At the theoretically, the result of this study expected to enrich students writing competence. Besides, it gives information for the teacher about the students difficulty in writing, so they can help the students to solve the problem. It also gives contribution in teaching writing skill, so it can improve students writing competence. While practically, it is expected to motivate students to express their ideas through

writing to communicate their ideas to the readers. For the next researcher can use this study as references.

1.5 Scope of the Study

This study investigated students competence on writing, particularly on narrative genre in the 4nd semester of English Department of Haluoleo University. All of students work will be assessed, particularly in terms of content, organization, vocabulary, language use, and mechanic (Jacobs, Stephen, Deanna, Faye, Jane, 1981).

1.6 Definition of Term In order to avoid misunderstanding related to technical term that used in this study, the researcher define some terms as follow: a. Narrative genre is a kind of writing that has function to entertain, to gain and hold the readers interest in a story. It also to teach or inform, to embody the writers reflection on experience. (Derewianka, 1992, p.40) b. Students writing competence is students ability to create and understand sentences by applying the component of writing namely content, organization, vocabulary, language use, and mechanic in the written form. (Richard, John Platt, Heidi Platt, 1992, p.68)

CHAPTER II LITERATURE REVIEW

This chapter is provides the theoritical framework that related to the study, they are: Teaching English writing in EFL learners and its current research, purpose of writing, narrative genre on language teaching and learning, and the assesment component of students writing competence.

2.1 Teaching English writing in EFL learners and its current research Writing is complex activity, because its need thingking process, certainly involves our mind to organize ideas, knowledge, or information to product a good writing. Santi (2007) explains that Writing is a skill which must be practiced and learned through experience (p.9). It means that, when we have experience in our life, we can share and express our ideas in written form. In the same way, Diah (2009) argues that Writing is productive skill which bring someone to process exploring idea through experience (p.9). In this case, writing is all of sequence of one activity to express his/her ideas through written language to reader or undestanding it, such as expected by the writer. Meanwhile, Ron (1987) states that writing is a process of finding something, either finding thoughts, finding how to arrange them or finding how to present what we write down to our reader. This means that writing is the way to express ideas, feeling, thought, and into written form.

Teaching writing EFL class, especially in advanced level is very important. According to Grabe, et al (1996), Teaching writing at the advance level requires greater attention to the organization of the writing, the logic of arguments and the sequencing of information (p.349). The most important in teaching writing is how to make students having enough competence or mastered the component in expressing their ideas, feeling, thought, experience in the written form, so they can create a good writing composition. Therefore, Ur (1996) states that The purpose of teaching writing to EFL/ESL context is to engage students produce a several different kinds of text (p.162). Moreover the national curiculum also requires students to produce several text within the certain generic structure, that language features and specific purpose in social context. Meanwhile, Brown (1995) classifies the teaching of writing into four categories: approach, syllabuses, technique, and exercise. First approach means that the way of defining what and how the students need to learn. Second, syllabuses is define as way of organization the course and material. Third, technique means that ways of presenting the material, and the last, exercise is ways of practicing what have been presented. Therefore, the four categories are used in the same time in teaching writing skill. However, most of the students ESL/EFL context experience difficult in learning writing. It caused by there are many factor that limited student how to write well, such as: the the lack of students vocabulary, students background knowledge, grammar competence and students motivation to practice a good writing. Besides that,

Kim. Y & Kim. J (2005) argues that students condition itself in which they are struggle with the use of grammar, the use of proper words and mechanical use. They also struggle with the use of functional language in social life context In regard to the statement, writing is one of the difficult subjects to comprehend by the learner, especially in English Deparment as EFL learners. Actually, there are some current research that had been conducted the study to identify the basic reason why this problem occured. Most of them focus on identifying the students writing difficulty in terms of grammatical point of view, and the other research tried to identify the studens writing quality by applied five components that adopted from Jacobs et al (1981). In terms of grammatical aspect, Muhsin (1996) had conducted descriptive study in the sixth semester in English Deparment of Haluoleo University. The total sample is 20 students that taken randomly. The study focus on three main points, they are: plural/singular, passive voice, and subject-verb agreement. The result of this study indicated that most of frequent error of students writing occurred on subject-verb aggrement (41 error) or 41. 83% of the total errors. Meanwhile, passive voice was 38 errors or 38.77% of the total errors, and plural/singular was 19 errors or 19. 38% of the totals errors. Likewise, Ratnasari (2003) also conducted a descriptive study on identifying the kinds of grammatical mistake made by the students in constucting sentence of personal recount genre. The study took place in English Deparment of Haluoleo University with the total sample are 20 students which taken randomly. This study

concentrated into three main points, they are: tense, verb, and pronoun. The result of this study indicated that most of mistake occurred in tense (46 items) or 47.42 % of the total grammatical mistakes. The total mistakes in verb are divided into two categories, subject verb agrement was 18 item ( 18.55%) and missing main verb was 15 items ( 15.45%) of the total mistakes. Then, total mistakes on pronoun are also divided into two categories, possesive pronoun was 8 items (8.24%) and also personal pronoun was 10 items (10.30%). Futhermore, Sriyono (2010) had conducted descriptive study about students writing quality in composing an argumentative genre in the fourth semester of English Deparment of Haluoleo University. This study focus on five components of writing quality suggested by Jacobs et al (1981), they are: content, organization, vocabulary, language use ,and mechanic. The total sample consist of 30 students that taken purposive sampling. The result of this study showed that students writing quality in English Deparment of Haluoleo University was fair. It was indicated by the mean score of students writing qualty i.e. 71.68. meanwhile, students writing quality in terms of content ranged from good to average with the mean score 21.88. The students writing qualty in terms of organization ranged from good to average with the mean score 14.75. The students writing qualty in terms of vocabulary ranged from average to good with the mean score 14.43. the students writing qualty in terms of language use ranged from fair to poor with the mean score 16.73. The students writing qualty in terms of mechanic ranged from good to average with the mean score 3.88.

Based on the study above, the researcher believes that EFL learner still has diffficult in writing competence. As proved by the researcher above that most of students made mistake on aspect content, organization, vocabulary, language use and mechanic. Therefore, it necessary to carry out the study about students competence on writing a descriptive genre with expected students will get more knowledge to create an essay in a good composition.

2.2 Purpose of writing Writing is a language skill which is difficult to acquire for EFL learners, so we should be very clear about the purpose of teaching writing. Byrne (1990) states that writing serves a variety of pedagogical purpose: (a) The introduction and practice of some form of writing enable us to provide for different learning style and need. In this case, some learner especially EFL learner who do not learn easily through oral practice, feel more enjoy if they are allowed to read and write in language. For such as students, writing is likely to help them to memories something, its because they feel more ease and relaxed. (b) Written work serves to provide the learners with some tangible evidence that they are making proggress in the language. It means that when the learners write something, it is likely to have a need for writing as one of the outcomes of their course and this will increase their motivation to learn to write well (c) Writing provides variety in classroom activities, serving as a break from oral work. It means that when teacher and students quit, they have more relaxed time after doing oral work. At the same time, the students are encourage to work together in pairs and groups and

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to share writing task. This removes the feeling of boring which bothers many students. (d) Writing is often needed for formal and informal testing. In this case, in formal testing we want to know students ability, we must test them by written test. Besides that informal testing, a written test may even be appropriate, for example making notes while listening. Besides that, Ur (1996) states that The purpose of writing in principle is the expression of ideas, the conveying of a message to the reader, so the ideas themselves should arguably be seen as the most important aspect of the writing (p. 163). In this case, writing can help students to share their thinking or ideas to communicate with the reader. Meanwhile, Grabe et al (1996) argue that reason of writing for advanced academic learners are as the primary goal for communication and or getting new information. It means that writing for advance level is one of the communication tools to explore students thought or experience in written form, and also to get new information. Furthermore Grabe et al (1996) point out that Students in EFL context will need writing skill ranging simple paragraph writing and summary skill to the ability to write essays and professional articles(p.25). Besides that, Mappe (2000) argues that the objectives of the classroom writing program are the achievement of two areas of writing skills, namely skill in the linguistic aspect which is involves coherence, syntax, grammar and mechanic, and skill in using various genres such as recount, narrative, descriptive, and argumentative genre. The recount, narrative and descriptive genre are introduced in the early course, while argumentative genre is introduced in the more

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advanced writing courses. Therefore, in EFL context writing is taught step by step appropriate with the purpose and the level of students courses. In others words, Brown (2005) states that in school, writing is a way of life . In order to pass the course, student should have some ability to express themselves in writing. In addition, Pierces states that there are three purpose in writing: informative writing, expressive / narrative, and persuasive writing ( As cited in Sriyono, 2010, p. 14). This purpose same with the graduated competence standard of writing in content standard. It states that is intended that students are able to express either formall and informally the written meaning in the simple interpersonal and transactional discourse, inform of recount, narrative, descriptive, report text in daily life context.

2.3 Narrative genre on language teaching and learning According to Derewianka (1992), A genre is kinds of text types (p. 17). A genre is determined by social purpose in which to what it is used. Each genre structured in different way and characterized by own language features. In the same way, Swales in Kim (1990) identified a genre as a class of communicative events, the members of which share some set of communicative purposes. So, it can be simplified that genre is used to communicative in the language which have purpose and language feature itself. Moreover, Grabe et al (1996) state that Students in school context are expected to make use of genre serves functional purpose and to the extent that genre structures are made apparent to students (Pp. 136-137). So, genre is important to be

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taught because models of a particular genre can provide learners with highly specific information about the forms and functions of syntactical and lexical features required by that genre. Furthermore, Swalles (1990) also argues that the importance of genre as having functional purpose in advanced writing development. He similarly points to a knowledge of genre as an important way to give students power over their learning. (As cited in Kaplan, 1996, p. 138). It means that genre serve meaningful purposes and provide frames work for various text. Besides, the use of genre structure effectively will transform students abilities to learn and function successfully in academic context. There are some kinds of genre which have different schematic structure from beginning, middle, and the end of stages and each genre also has different purpose (Callaghan and Rothery, 1988). On the other hand, Martin in Grabe and Kaplan (1996, p. 136), classifies writing into sets of options, such as: recount, instruction, narrative, information, report, explanation and argument. But in this study, the researcher just focuses on narrative genre. Derewianka (1992) states that narrative genre is a kind of writing that has function to entertain, to gain and hold the readers interest in a story. It may also to teach or inform, to embody the writers reflection on experience and extend the readers imagination. Besides that, Hornby in Mariana and Rachmadie (1996, p 154) states that narrative means story or orderly account of event. So in narrative, the writer tries to write a composing based on his/ her experience.

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The basic purpose of narrative genre is to amuse or entertain the readers with actual or imaginary experiences in differences ways. Narratives always deal with some problems which lead to the climax and then turn into a solution to the problem. However, there are many types of narratives. There are typically imaginary but can be factual. They include fairy stories, mysteries, science fiction, adventures stories, fable and moral tales, etc. Narrative genre is focus on a sequence of events or action. It also has generic structure which divided into three parts, namely orientation, complication, and resolution. Orientation means that giving the reader background information to understand the text. It also has function to introduce the character of the story, where the action is located, and when it is taking place. Complication means that how the problem starts until it crisis point (climax) of the problem, in which the character have to face. Resolution means that the ending of the story which may consist of closing remark to the story, moral lesson, advice or teaching from the writer. It also called solution to the problem. In order, to write a good narratives essay, you will have to consider some important points such as selecting an appropriate experience about which to write, deciding what sorts of detail include, organizing your essay, guiding your readers interpretation of the experience. Furthermore, narrative genre has language features that also play important role in composing a good writing. There some language features of narrative text as follow:

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 Specific, often individual participants with defined identities. Major participant are human, or sometimes animal with human character. Mainly action verbs (material process), but also many verb which refer to what the human participant said, felt or thought (verbal and process). Normally using past tense (for example, had, sat, were, etc) Many linking words to do with time ( for example, then) Dialogue often including, during which tense may change to present or future Description language chosen to enhance and develop the story by creating images in the readers character. Can be write in the first person (I, we) or third person ( he, she, it). In chose your own adventures, the reader is involved in the story as a major character and addressed you. In composing a narrative writing, the writer should keep three principles. First, remember to involve readers in the story. It is much more interesting to actually recreate an incident for readers than to simply tell about it. Second, find a generalization, which the story supports. This is the only way the writer's personal experience will take on meaning for readers. This generalization does not have to encompass humanity as a whole; it can concern the writer, men, women, or children of various ages and backgrounds. Third, remember that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.

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Furthermore, in composing narrative genre, there are three conventions that keep in mind. First, narratives are generally written in the first person, that is, using I. However, third person (he, she, or it) can also be used. Second, narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression. More information on the use of specific details is available on another page. And the last, narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending. From the items above, we can summarize that narrative genre is a story in the past that are typically imaginary but can be factual which is pushed along by a series of events. Narratives always deal with some problems which lead to climax and then turn into a solution to the problem. Therefore, when you write a narrative essay, you are telling a story. Narrative essays are told from a defined point of view, often the author's, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. The verbs are vivid and precise. 2.4 The assesment component of students writing competence Writing assesment is important for EFL teachers to comprehend every point to asses students writing competence, so they can know how far the students competence in writing, and also to know the students difficulty in writing. Ur (1996) states that in assesment, the students is simply informed how well or badly their performance. Besides that, Grabe et al (1996) argues that The impact of writing assesment is

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apparent to any person involved in academic learning context. Writing assesment whether as in class-assesment of students progress or a standardrized proficiency assesment, is a major determinant of students future carrers (p. 378). Therefore, assesment is needed for students to know their progress in learning writing skill.` Futhermore, in assesing students writing quality, Jacobs et al (1981) mention five aspect of writing composition, they are: content, organization, vocabulary, language use, and mechanic. Content of writing refers to the students ability which covers knowledgeable, subtantive, through development of thesis and relevant to assigned topic. Knowledgeable means that students writing should involved the understanding of the subject, using fact or other pertinent information, using recognizing of several aspects of the subject and showing inter relationship of those aspects. Subtantive means that students writing should discuss several main points, sufficient detail and apply originally to illustrate, define, compare, or contrast factual information supporting the thesis. Development means that students writing should expand enough to convey a sense of completeness, use a specific method of development such as comparison/contrast, illustration, defenition, example, description, act, or personal experience and awareness of different points of view. Relevant to assigned topic means that students writing should state all information clearly pertinent to the topic and exlude extraneous material. Organization of writing refers to students ability in organizing their ideas, which covers fluent expression, ideas clearly stated/supported, succient, well

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organized, logical sequencing, and cohesive. Fluent expression means that students writing should builds ideas one another, use introductory, and concluding paragraph, use effective translation element, words, phrases or sentences which link and move ideas both within and between paragraphs and ideas develop the subject adequaetely. Ideas clearly/supported means that students writing should state clearly controlling idea or central focus of the paper and topic sentences in each paragraph support limit and direct the thesis. Succinct means that students writing should states all ideas directed concisely to the central focus of the paper. Well organized means that students writing should indicated overall relationship of ideas within and between paragraph clearly at the beginning, middle, and at the end of paper. Logical sequence means that students writing should develop points logically, use particular sequence such as time order, space order and this development indicates transition markers. Cohesive means that students writing should reflect a single purpose and the paragraph form a unified paper. Vocabulary of writing refers to the students ability in applying English vocabulary which covers shophisticated range, effective words/idioms, word from mastery and appropriate register. Shophisticated range means that students writing should convey shade and differences of meaning and express the logic ideas. Effective word/idiom means that students writing should apply the vocabulary accurately and effectively, phrases and prepositional idiom correctly, understand the use of synonym ( word with the same meaning as another), antonym ( word that opposite in meaning to another), and homonym ( word spelt and pronounced like another but with a different

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meaning). Word from mastry means that students writing should use preffix ( letter or group letter placed in front of word to change its meaning), suffix (letter or group letter added to the end of a word to change the meaning), and compound accurately and effectively. Appropriate register means that students writing should use the vocabulary which is suitable to the topic, to the audience, to the tone of paper and the method of development. Language use of writing refers to the students ability in applying English grammar correctly on their writing which covers effective complex construction, agreement, tense, number, word order or functions, correct use of articles pronoun and preposition. Effective complex construction means that students writing should be constructed and performed appropriately either single word, phrases, sentences or clauses. Agrement means that students writing should be use the basic agreement between sentences element such as auxiliary verb, subject-verb, pronoun antecedent, adjective-noun or noun quantiiers. Numbers means that students writing should convey noun, pronoun, and verb intended quantity. Word order or functions means that students writing should be in a good or normal order and each word phrases and clauses suit to intended function. Articles means that students writing should use the article a, an, and the correctly. Pronouns means that students writing should reflect appropriate person, gender, number, function, or references. Preposition means that students writing should preposition correctly. Mechanics refers to students ability in applying mechanic correctly on their writing which covers spelling, punctuation, paragraphing, and hand writing. Spelling

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means that students writing should attention to spelling which is the way a word is written. Punctuation means that students writing should use capitalization which is used on the beginning of a sentences the initial names, the personal pronoun I, and for the names of days and months, periods which is used at the ends of sentences, commas which is used for showing a slot in a sentences, semicolons which is used to separate part of sentences which have the same importance, question mark which is used at the end of interrogative question, exclamation mark which is used after interjection. Paragraphing which indicated when one sequence of thought end and another begins, and the last is hand writing which indicated the easily of reading students writing without impending communication.

CHAPTER III METHODOLOGY OF THE STUDY

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In this chapter, the writer presents the methodology of the study includes: design of the study, population and sample, instrument of the study, marking scheme, technique of data collection, and technique of data analysis. 3.1 Design of the Study The design of this study was descriptive quantitative design. Quantitative research involved counting and measuring of students writing competence and performing the statistical analysis of a body of numerical data (Smith in Alexei, 2002). While descriptive research studies are design to obtain information concerning the current status of phenomena (Ary, 1972, p.295). So, descriptive quantitative design is giving description or information about students writing competence through students score, then including them into analysis and it will be commented and presented descriptively. 3.2 Population and Sample 3.2.1 Population The population of this study were all of the students of English Department (Extension Class) who were registered in academic 2009/2010, and who were programming Writing III. The total of population is 61 students. The students were divided into 2 parallel classes, namely class A, and B. The distribution of students population can be seen on the table below: 3.1 The Distribution of Students Population in Academic Year 2010/2011 at English Department (Extension Class) of Haluoleo University No Class Numbers of Students

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1 2 TOTAL

A B 61

31 30

3.2.2 Sample From population above, the researcher took class A as sample which consists of 31 students. In determining the sample, the researcher used purposive sampling because the populations were homogenous which all the classes were divided in parallel class. This sample was also representative to the population. Therefore, the result of the study could not be generalized into the population (Sugiyono, 2009). 3.3 Instrument of the Study The instrument of this study was writing test (see appendix 1, p 70). The test was taken from the students writing in the mid test. The instrument of this study was used to measure students writing competence in composing a narrative genre.

3.4 Marking Scheme 3.4.1 Marking Scheme of Students Writing Competence In scoring students writing competence, the writer uses direct assesment band score which is proposed by Jacobs et al, (1981) in ESL composition, which covers five components; namely content, organization, vocabulary, language use, and mechanic. The criteria of ESL can be seen follows: Table 3.2 Marking Scheme

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NO

Components of Writing Assessment

Interval Score
30-27

Indicators
Excellent to very good: knowledgeable, substantive, thorough development of thesis, relevant to assigned topic

26-22 1 Content 21-17 16-13

Good to average: some knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lack detail Fair to poor: limited knowledge of subject, little substance, inadequate development of topic Very poor: does not show knowledge of subject, non substantive, not pertinent, or not enough to evaluate Excellent to very good: fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, cohesive

20-18

17-14 2 Organization 13-10

Good to average: Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing Fair to poor: non fluent, ideas confused or disconnected, lack logical sequencing and development

9-7 3 Vocabulary 20-18

Very poor: does not communicate, no organization, or not enough to evaluate Excellent to very good: sophisticated range, effective word/idiom choice and usage, word form mastery, appropriate register

17-14

Good to average: adequate range, occasional errors of word/idiom form, choice, usage but meaning not obscured

13-10

Fair to poor: limited range, frequent error of word/idiom form, usage, meaning confused or

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obscured 9-7 Very poor: Essentially translation, little knowledge of English vocabulary, idioms, word 25-22 form or not enough to evaluate Excellent to very good: effective complex construction, few errors of agreement, tense, word order, articles, pronouns, preposition 21-18 Good to average: effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, 4 Language Use preposition but meaning seldom obscured 17-11 Fair to poor: major problem in simple/complex construction, frequent error of negation, agreement, tenses, number, word order /function, articles, pronouns, preposition and/or fragment, run-ons, deletion, meaning confused or obscured 10-5 Very poor: virtually no mastery of sentence construction rules, dominated by errors, does not 5 communicate, or not enough to evaluate Excellent to very good: demonstrate mastery of conventions, few errors of spelling, punctuation, capitalization, and paragraphing 4 Good to average: occasional error of spelling, punctuation, capitalization, paragraphing, but meaning not obscured 5 Mechanics 3 Fair to poor: frequent error of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured 2 Very poor: no mastery of convention, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate

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Based on the marking scheme above, so the researcher used criteria below to assess students writing competence that range from excellent to very poor writing: Table 3.3 Score of measurement: Score 100 88 87 75 74 64 63 49 48 34 Classification Excellent to very good Good to average Fair Poor Very poor (Adopted from Jacobs et al, 1981) 3.4.2 Rater In giving score of the students writing competence, the researcher used two independent raters. The two raters were the researcher herself and her colleague who had graduated from English Deparment of Haluoleo University. The raters assessed the students written product independently without recognizing their names, because every piece of drafting was given numeric score. Every rater put students score in pieces of ESL composition profile provided by Jacobs et al (1981, p. 91), see appendix 2, p 71.

3.4.3 Inter Rater Agreement To avoid significant difference of students scores that were assessed by two independent raters, the researcher carried out the following procedures:

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1.

The scoring guidelines were discussed between the raters to make sure

that both of them were in the same perception with the guidelines. 2. Ten students compositions were taken randomly from the sample to

be evaluated in order to represent the different level of writing competence. 3. When the scoring of these raters was different significantly, then the

guidelines were discussed again between the raters. 4. After that, students compositions were taken again randomly from the

sample to be re-evaluated. To measure the inter rater agreement from two raters, the students scores of each rater were correlated by using product moment formula as follows:

Where: rxy xi yi N : The coefficient correction of inter-rater agreement : The students score from the first rater : The students score from the second rater : Number of respondent.

The criteria of coefficient correlation are follows: The criteria of coefficient correlation are as follows:

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1. If r xy > r table, it means that there was a significant correlation of inter-rater agreement or it can be accepted. 2. If r xy < r table, it means that there was no significant correlation of inter-rater agreement or it is rejected. ( Arikunto, 2006) By applying the formula above, the result of r xy was 0.98. It means that r xy higher than r table, where r table was 0.63 and significant level 5% (0.05) with N 10 respondents. In conclusion, there was significant correlation of inter rater agreement from the two raters in assessing students writing competence. The analysis of inter rater agreement can be seen in appendix 5.

3.5 Technique of Data collection In collecting the data of this study, the researcher cooperated with the teacher of Writing III of English Department (extension class). In this case, the researcher asked permission from the teacher to get data of students writing in the sample of the study. The researcher took students writing from mid test because the topic of their writing in the mid test is about narrative genre. After the test had been conducted by the teacher, the researcher copies the students composition to be analyzed.

3.6 Technique of Data Analysis The researcher used quantitative analysis to analyze students writing competence by using the procedures below:

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1. All of the drafting that had been collected by the researcher will be double copied

for two raters.

2. Every piece of drafting was given numeric score to keep the independency of two

raters. It means that every rater gave score to students composition without recognizing their names.
3. Tabulated the students score from two raters and averaged them to obtain the

final score of each component of writing (content, organization, vocabulary, language use, and mechanic).
4. Classified the total score of students composition to know their writing

competence in term of excellent to very good, good to average, fair, poor, and very poor.
5. Calculated the mean score of students composition by using formula below:

(Sudjana, 1992, p. 67)

Where: X xi N = Mean score = The total score of students composition = The total respondents

6. Described the students writing competence to support the findings.

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CHAPTER IV FINDING AND DISCUSSION

This chapter presents findings of the study which covers description of the result of students writing competence include of content, organization, vocabulary, language use, and mechanic. Besides, discussions also follow in this chapter to support the findings.

4.1 Findings of the Study These findings involve some points that refer to the students writing scores from the two independent raters. These raters assessed students composition in a piece of ESL composition profile provided by Jacob (1981). The results of this assessment were showed into table in appendix 3. After the assessment of students writing competence from the two independent raters had been accomplished, the results were averaged by the writer to get final score of each student. Below is the description of each component of students writing competence. 4.1.1 Description of Students Writing Competence on Content After collecting the students score from the two independent raters into table and averaging both scores, the researcher found that the highest score on content was 27.5 and the lowest score was 14.5 (see appendix 4). Besides that, it was found that the

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level of students writing competence on content differs from one another. It was proved by the fact that students scores were categorized into all levels of writing competence ranging from excellent to very poor. In order to determine the levels of students writing competence on content, the researcher then classified the students score into four interval scores as follow: Table 4.1 The Level of Students Writing Competence on Content No 1 2 3 4 Interval score 30 27 26 22 21 17 16 13 Level of writing competence Excellent to very good Good to average Fair to poor Very poor Frequency 1 8 19 3 31 Percent (%) 3.23 25.80 61.29 9.68 100

From the table above, we can see that students writing competence on content is also dominated by the students who got scores that range from fair to poor of writing competence. The amount of students who got scores in this range on content is more than a half of students who got scores that range from fair to poor i.e. 19 students or about 61.29% of the total respondents. On the contrary, the amount of students who got scores in level excellent to very good of writing competence on content is the lest from the amount of students who got scores, i.e. only 1 student or about 3.23% of the total respondents. It also showed the students writing competence on content, i.e. 8 students or 25.80 % get score that range good to average, and 3 students or 9.68 % get score that range very poor.

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Below are the data of students writing competence on content from the two raters: Table 4.2 Scores of Students Writing Competence on Content
CONTENT RES P 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 MEAN R1 23 23 20 15 22 24 28 23 21 19 17 18 21 22 18 18 MEAN MODE R2 22 22 18 14 21 26 27 22 19 20 17 19 19 20 19 17 22.5 22.5 19 14.5 21.5 25 27.5 22.5 20 19.5 17 18.5 20 21 18.5 17.5 RES P 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 CONTENT R1 16 17 18 18 21 20 18 25 14 17 23 20 22 23 18 622 20.06 18 R2 16 18 18 17 19 20 20 23 15 19 23 21 23 22 20 616 19.87 19 MEA N 16 17 18 18 21 20 18 25 14 17 23 20 22 23 18 619 19.9 7 22.5

After computing all students scores that were obtained in applying the content of writing, the researcher found that the total of their scores on content was 619 and it was divided with 31 respondents to obtain the mean score. The result was 19.97 which categorized as fair according to the level of writing competence on content. Therefore, the researcher concluded that the students competence in composing a narrative genre in term of content still have limited knowledge of subject.

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4.1.2 Description of Students Writing Competence on Organization In analyzing the students score on organization, the researcher also collected the students scores from the two raters into table and averaged them to find out the means score of students writing competence on organization. As the result, the researcher found that the highest score was 17 and the lowest score was 9.5 (see appendix 4). In order to determine the levels of students writing competence on organization, the researcher then classified the students score into four interval scores as follow: Table 4.3 The Level of Students Writing Competence on Organization No 1 2 3 4 Interval score 20 18 17 14 13 10 97 Level of writing competence Excellent to very good Good to average Fair to poor Very poor Frequency Percent (%) 0 32.26 67.74 0 100

0 10 21 0 31

Based on the table above, it is clear that most students got scores that range from fair to poor of writing competence, i.e. 21 students or about 67.74% of the total respondents. Nevertheless, the table also showed that there were still 10 students or about 32.26% of the total respondents who got scores that range from good to average of writing competence, and no one student who got score that range from excellent to very good and very poor. It means that the students still have trouble with organizing ideas in composing a narrative genre. Below are the data of students writing competence on organization from the two raters:

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Table 4.4 Scores of Students Writing Competence on Organization

ORGANIZATION RE SP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 MEAN R1 15 17 15 10 12 16 17 15 12 10 10 13 11 12 16 10 R2 14 16 15 9 13 16 17 13 10 11 12 12 11 13 14 11 MEA N MOD E 14.5 16.5 15 9.5 12.5 16 17 14 11 10.5 11 12.5 11 12.5 15 10.5 RES P 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 ORGANIZATION MEAN R1 9 10 12 10 12 12 11 13 10 11 16 13 12 15 14 391 12.61 10 R2 10 13 10 12 12 13 12 12 11 12 15 13 11 13 13 389 12.54 13 9.5 11.5 11 11 12 12.5 11.5 12.5 10.5 11.5 15.5 13 11.5 14 13.5 390 12.58 12.5

In computing all students scores that were obtained in applying the organization of writing, the researcher found that the total of their scores on organization was 390. After the total score being divided with the total respondents, the mean score was 12.58. It means that students writing competence in term of organization can be categorized as fair according to the level of writing competence on organization. Therefore, the researcher concluded that in composing a narrative genre, most students still lack detail sequencing and development. 4.1.3 Description of Students Writing Competence on Vocabulary

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In term of students score on vocabulary, the researcher found that the highest score was 17.5 and the lowest score was 9 (see appendix 4). In order to determine the levels of students writing competence on vocabulary, the researcher then classified the students score into four interval scores as follow: Table 4.5 The Level of Students Writing Competence on Vocabulary No 1 2 3 4 Interval score 20 18 17 14 13 10 97 Level of writing competence Excellent to very good Good to average Fair to poor Very poor Frequency Percent (%)

1 11 18 1 31

3.23 35.48 58.06 3.23 100

From the table above, we can see that students writing competence on vocabulary is also dominated by the students who got scores that range from fair to poor of writing competence. Even so, the amount of students who got scores in this range on vocabulary is less than the amount of students who got scores in the same range on organization, i.e. 18 students or about 58.06% of the total respondents. On the contrary, the amount of students who got scores in level excellent to very good of writing competence on vocabulary only 1 student or about 3.23% of the total respondents and just students or about 3.23% of the total respondents get score that range very poor. Below are the data of students writing competence on vocabulary from the two raters: Table 4.6 Scores of Students Writing Competence on Vocabulary

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VOCABULARY RESP R1 R2 1 12 11 2 16 16 3 13 11 4 9 9 5 14 15 6 17 16 7 18 17 8 15 13 9 16 16 10 14 15 11 10 9 12 12 11 13 11 10 14 12 13 15 15 14 16 13 11 MEAN MODE

MEAN 11.5 16 12 9 14.5 16.5 17.5 14 16 14.5 9.5 11.5 10.5 12.5 14.5 12 RESP 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

VOCABULARY R1 R2 15 14 12 10 12 11 13 10 12 11 13 13 11 12 16 15 10 10 12 12 17 15 13 13 12 13 15 14 12 11

MEAN 14.5 11 11.5 11.5 11.5 13 11.5 15.5 10 12 16 13 12.5 14.5 11.5

412 391 401.5 13.29 12.61 12.95 12 11 11.5 After computing all students score in applying vocabulary, the researcher

found that the total of their scores on vocabulary was 401.5 and it was divided with the total respondent to obtain the mean score. The result showed that students writing competence in term of vocabulary was fair to poor according to the level of writing competence on vocabulary with the mean score 12.95. Therefore, the researcher concluded that in composing a narrative genre, most of student still frequent error of word/idioms form and their meaning confused or obscured. 4.1.4 Description of Students Writing Competence on Language use In term of students score on language use (grammar), the researcher found that the highest score was 21 and the lowest score was 9 (see appendix 4). In order to

35

determine the levels of students writing competence on language use, the researcher then classified the students score into four interval scores as follow: Table 4.7 The Level of Students Writing Competence on Language Use No 1 2 3 4 Interval score 25 - 22 21 - 18 17 - 11 10 5 Level of writing competence Excellent to very good Good to average Fair to poor Very poor Frequency Percent (%)

0 7 23 1 31

0 22.58 74.19 3.23 100

From the table above, we can see that it is same with three previous items of writing competence where most students got scores that range from fair to poor of writing competence, the above table showed distinctively that more than a half of students still have problems with grammar. It was proved with the fact in above table, in which there were 23 students or about 74.19% of the total respondents who got scores that range from fair to poor of writing competence. While the students who got scores that range from good to average of writing competence, i.e. only 7 students or about 22.58% of the total respondents. On the contrary, no one got score that range from excellent to very good and just 1 student got score that range very poor. Below the data of students writing competence on language use from the two raters: Table 4.8 Scores of Students Writing Competence on Language Use
RES P LANGUAGE USE MEAN RESP LANGUAGE USE MEAN

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

R1 17 14 16 9 17 16 21 16 15 15 14 12 17 15 17 14

R2 16 14 14 9 18 16 21 17 15 14 13 10 14 15 18 14 MEA N MOD E

16.5 14 15 9 17.5 16 21 16.5 15 14.5 13.5 11 15.5 15 17.5 14

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

R1 19 17 16 14 16 17 17 17 12 15 19 19 18 19 16 496 16 17

R2 20 15 15 14 15 15 16 15 13 14 21 18 17 19 14 479 15.45 14

19.5 16 15.5 14 15.5 16 16.5 16 12.5 14.5 20 18.5 17.5 19 15 487.5 15.72 15

The table above shows that the total scores of students writing competence on language use were 487.5 with the mean score was 15.72. According to the level of writing competence on language use, the students writing competence can be categorized as fair to poor. Therefore, the researcher concluded that in composing a narrative genre, most students still have problem on grammar, either making mistakes in simple/complex construction, frequent errors on agreement, tenses, or other grammatical mistakes. 4.1.5 Description of Students Writing Competence on Mechanic The last component of students writing competence that was investigated by the researcher is mechanic. After tabulating the students scores from the two raters and

37

averaging them, the researcher found that the highest score of students writing competence on mechanic was 5 and the lowest score was 2 (see appendix 4). In order to determine the levels of students writing competence on mechanic, the researcher then classified the students score into four interval scores as follow: Table 4.9 The Level of Students Writing Competence on Mechanic No 1 2 3 4 Interval score 5 4 3 2 Level of writing competence Excellent to very good Good to average Fair to poor Very poor Frequency Percent (%)

1 6 23 1 31

3.23 19.35 74.19 3.23 100

From the above table of students writing competence on mechanic, however, it can be seen that there were half of students who got scores that range from fair to poor of writing competence, i.e.23 students or 74.19% of the total respondents. Then, 6 students or 19.35% got scores that range from good to average. As well as that, there was also same frequency of others two interval scores i.e. excellent to very good and very poor, in which 1 respondent or about 3.23% in each of them.

Below the data of students writing competence on mechanic from the two raters: Table 4.10 Scores of Students Writing Competence on Mechanic

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MECHANIC RESP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 R1 3 3 3 3 4 4 5 3 3 3 3 3 3 2 3 3 R2 3 4 3 3 3 3 5 3 3 3 3 3 3 2 3 3 MEAN MODE

MEAN 3 3.5 3 3 3.5 3.5 5 3 3 3 3 3 3 2 3 3

RE SP 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

MECHANIC R1 3 3 3 3 3 3 3 4 3 3 3 4 4 3 3 99 3.19 3 R2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 94 3.03 3

MEA N 3 2.5 3 3 3 3 3 3.5 3 3 3 3.5 3.5 3 3 96.5 3.11 3

The table above shows that the total scores of students writing competence on mechanic were 96.5 with the mean score was 3.11. According to the level of writing competence on mechanic, the students writing competence can be categorized as fair to poor. Therefore, the researcher concluded that in composing a narrative genre, students still made frequent errors of spelling, punctuation, or others mechanical writing and sometimes meaning confused or obscured. 4.1.6 Descriptive Statistic of Students Writing Competence Descriptive statistic was used to investigate the whole description of students writing competence in composing a narrative writing in term of content, organization, vocabulary, language use, and mechanic. Here, the researcher calculated all students

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scores into statistical description that consist of mean, range, median, mode, maximum score, and minimum score. For more clearly, the descriptive statistics of students writing competence are shown in the following table: Table 4.11 Data of Descriptive Statistic of Students Writing Competence Mean 64.33 Median 63 Range 43 Mode 62 Max. Score 88 Min. Sore 45

From the above table, we can see that the mean score of students writing competence in composing a narrative genre was 64.33. It was obtained by dividing the total of students score (1748) with 31 students as the total respondents (see appendix 4). Therefore, according to the criteria that suggested by Jacob (1981) about classification of students writing competence, the researcher interpreted that students writing competence in composing a narrative genre was categorized as fair. It means that there were still many problems faced by the students in composing a narrative genre. It could be limited knowledge of subject in term of content, lack logical sequencing and development in term of organization, frequent error of word/idioms form in term of vocabulary, major problems in simple/complex construction in term of language use, or frequent error of spelling, capitalization, and punctuation in terms of mechanic. In the same way, the median of the score of students writing competence was 63 and it nearly same with the mean score. It means that most students got score that range from 64-74 and classified as fair of writing competence. Another fact, the table

40

showed that there were two scores of the most frequently occurring score (mode) of students writing competence was 62. Meanwhile, the range of students writing competence was 45.5. It was obtained by reducing the maximum score (88) to the minimum score (45). The range showed that there was still a wide gap between the students who got excellent grade with the students who got very poor grade. Below is the summary of all five components of students writing competence: Table 4.12 Summary of Students Writing Competence No 1 2 3 4 5 Writing Components Content Organization Vocabulary Language use Mechanic Mean score 19.97 12.58 12.95 15.72 3.11 Level of Writing Competence Fair to poor Fair to poor Fair to poor Fair to poor Fair to poor

Based on the table above, we can see that the mean score of students writing competence in terms of content was 19.97, which range from fair to poor. Then, in terms of organization, the means score of students writing competence was 12.58 that range from fair to poor. In the same way, the mean score of students writing competence in vocabulary was 12.95, it nearly the mean score of organization. While, the mean score of students writing competence in term of language use was 15.72 that range fair to poor. And the last, the level of students writing competence in terms of mechanic also got range from fair to poor with the mean score 3.11. So, from the 41

explanation above, the researcher found that in composing narrative genre, the students still had difficulty to apply the five of writing components.

4.2 Discussion Based on the findings above, the researcher concluded that students writing competence in composing a narrative genre on content, organization, vocabulary and mechanic were ranging from fair to poor. Below is the discussion of these five components of students writing competence in composing a narrative genre: 4.2.1 Discussion of Students Writing Competence on Content Content of writing refers to the students ability, which covers knowledgeable, substantive, thorough development of thesis and relevant to assigned topic, as suggested by Jacob and Heaton (1981). Therefore, in assessing the students writing competence on content, the researcher evaluated whether or not students compositions involve the understanding of the subject, using fact or other pertinent information, discuss several main points, and expand enough to convey a sense of completeness by using method of development, as well as students writing competence should state all information clearly pertinent to the topic. From the findings above, the researcher found that students writing competence on content was categorized as fair. It means that students composition still had limited knowledge of subject, little substance and inadequate development of thesis. Even so, students who got score that range from excellent to very good of writing competence had involved their writing with knowledgeable, development topic

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and relevant to the topic. For example respondent 7, in every paragraph the writer use a specific method of development such as definition, example, description, or personal experience. Below is the example of the paragraph where the writer used a specific development: New Year is an event which is most of people wait for celebrating it. New Year means we start our life with new life, in this case our life should be more better than before. Everyone has different way to celebrate New Year. For instance, some people celebrate it with party. However, there are also some people celebrate it simplify. I also have different way to celebrate New Year. There are some things that I do before celebrate New Year, while celebrate New Year and after celebrate New Year. (Paragraph 1, line 1-6) However, some students who got score that range from good to average of writing competence also had involved their writing with some knowledge of subject, mostly relevant to topic, but it was still limited development and lack detail. For example respondent 6, in elaborating the activity that doing after celebrating New Year, the writer still involved same sentence that lack detail to support topic sentence. Below is the sample of the paragraph: Finally, after the celebrating New Year usually we went to beach for enjoying and relax in there. The beach usually we visited Batugong beach because it is very nearly from my mothers village. (Paragraph 4, line 1-3) Based on the example above, we can see that the writer limited development topic sentence and lack detail. The writer said that we went to beach for enjoying and

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relax in there. Here, the writer involved the sentence The beach usually we visited Batugong beach because it is very nearly from my mothers village. This sentence limited development and lack detail to support topic sentence we went to beach for enjoy and relax in there. The writer should be develop topic sentence with gave some supporting sentence, for example, they were swimming in the beach, saw the sunset, etc. In the same way, the students who got score that categorized as fair adequate range, limited development, mostly relevant but lack detail. For example respondent 2, the writer had showed some knowledge about the celebrating New Year by giving description about the writers experience, even thought it was still lack detail. Below is the example of the paragraph: After celebrating New Year many things I do. I and my sister cleaned again my home. I take a rest because Im very tired. After that, in the morning I went to campus. I arrive in campus. I arrived in campus. I shake hands with my friend while I say happy New Year. ( Paragraph 4, line1-4) Meanwhile, some students who got score that categorized as poor classification of writing competence still had many mistake in composing a narrative genre, their writing not only little substance but also inadequate development of topic. For example respondent 12, the writer was in adequate development of topic. Below is the sample of the paragraph:

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After New Year, I and my family have activity like usually. And then, holiday in this year, we dont forget because very important for togetherness my family. (Paragraph 4, line 1-3) On the other hand, respondent 4 who was categorized as very poor classification in composing a narrative genre had many trouble in content, such as does not show knowledge of subject, non substance, non pertinent and not enough to evaluate. Below is the sample of the paragraph: Celebrating New Year is all about in my family celebrating New Year is that form thing ordinary that conduct every year. Usually, the moment new year in my family is we are complete family. Although the night ordinary my family sometimes not complete.(Paragraph 1, line1-4) Based on the example above, it was absolutely not enough to evaluate. The reader cannot understand what the writer thinks, because the meaning was obscured. In this case, the writer had many trouble in applying content writing especially in a narrative genre. 4.2.2 Discussion of Students Writing Competence on Organization Organization refers to the students ability in organizing their ideas which covers fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing and cohesive, as suggested by Jacob and Heaton (1981: 90). Therefore, in assessing the students writing competence on organization, the researcher evaluated the overall points that related with organization ideas of writing include of using appropriate cohesive markers.

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Based on the finding above, the students writing competence was categorized as fair. It means that in composing narrative genre, the students still had problem in conveying the ideas, where the ideas still confused, lack logical sequencing and non fluent expression. However, the students who got score from excellent to very good had built the ideas, by using introductory and concluding paragraph. Besides that, the student had effective used transition marker which link and move the ideas both and between paragraphs, such as however, beside that, in addition, etc. For example respondent 7, which indicated as students who got score that range from excellent to very good, the research found that the writer in composing narrative genre had built introductory paragraph by giving explanation what is New Year in the first paragraph. After that, in the last paragraph, the writer had given conclusion. The writer also used transition signal as logical sequence which has primary function to connect the ideas in one sentences with the idea in another sentences. Below the example of the paragraph: After celebrate New Year. Normally, many people change their hairstyle or fashion after New Year. However, I think it is not the real meaning of New Year. Therefore, I usually change my mind to be more adult at the beginning of New Year. (Paragraph 4, line 1-3) In conclusion, even though there are some differences of celebrating New Year, the important one we can change our behaviour more better than before. (Paragraph 5, line 1-2)

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Based on the example above, the researcher found that the writer had effective in using transition signal, such as however, therefore, etc. Besides that, the writer also involved concluding sentences in the last paragraph. In the same way, the students who got range from good to average had effective used transition signal in composing narrative genre. Although, sometimes the students loosely in organized topic sentence and limited to support the topic. For example respondent 6, the research found that the writer in organizing ideas was limited to support topic sentence. Below the example of the paragraph: First, before the celebrating New Year me and my family always cleaning the house in the morning. After that, my mother went to market to bought some food for make a little party in my home. (paragraph 5, line 1-4) Based on the example above, we can see that the writer in built topic sentence, it was limited to support the topic. The topic sentence should be given more supporting ideas that can be supported the topic, because the topic sentence is the most general statement in paragraph. In the same way, the students who got score that categorized as fair also loosely organize, but had effective in using particular sequence such as time order that indicated transition markers. For example respondent 2, not clearly to convey the topic sentence and also limited to support. Below one paragraph as the sample: Before celebrating new years, prepare something to welcome the celebration new year, such as I cleaned home. The every room must be cleaned because my friends always to come for sleep. After that, I go to market to buy something, like banana,

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sugar, wheat flour, etc. at 05.00 p.m. I start to cook with my mother and sister. Then I called my neighbour and invited my friends to present in my home. At 08.00 p.m we organized to read Alquran with together. Next, read a prayer. Finally we eat together. Im feel pleasant to celebrate new year. (paragraph 2, line 1-8) Based on the example above, we can see that the writer not clearly in conveying the topic sentence. As sample above, the topic sentence should be explained what the writers activity before celebrating New Year, but the researcher found in the topic sentences above explained the writers prepare before celebrating New Year, which the supporting ideas is not support the topic sentences. On the other hand, the students who got score that categorized as very poor classification in composing narrative genre, had some trouble in applying generic structure and also had problem in logical sequencing and development. For example respondent 12, in convey the ideas, there were some ideas not clearly and confused. Below the example: At the moment New Year arrive, I and my family go to the beach for holiday. In there, we using time of maximal for discharge bad luck filling. Then, early evening arrive, we prepared for come back to home. And then, we arrive in the home and we rest. (Paragraph 3, line 1-4) Based on the example above, we can see that in elaborating the ideas, the writer not only confused to apply the ideas, but also sometimes it was ineffective to use transition signal, such as and then, it should be used finally, because they had arrived at home and they took a rest.

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Furthermore, the students who got score that categorized as very poor classification of writing competence had many problems in composing a narrative genre. They had difficulty to apply generic structure of narrative genre. Therefore, in built the ideas it was not clearly and also not enough to evaluate. For example respondent 4, in elaborating the experience, the writer not clearly to convey the ideas, so the reader didnt understand and confused what the writer meant. Below the example: While New Year, after dinner in my house at 09.00 with my family I am always prepare to go to fall in my friends in the place was realy lively in here. Im with my friends usually walking-walking while look festivity. (paragraph 3, line 1-3) Based on the example above, we can see that the meaning con fused, because there are many word that ineffective to used, therefore it was difficult to understand what the writer meant. Besides that, in composing narrative genre the writer didnt apply the appropriate language feature of narrative genre and also ineffective using transition signal. Therefore, it was not enough to evaluate. 4.2.3 Discussion of Students Writing Competence on Vocabulary Vocabulary refers to the students ability in applying English vocabulary, which covers sophisticated range, effective word/idiom, word form mastery and appropriate register, as suggested by Jacob and Heaton (1981: 90). In assessing the students writing competence on vocabulary, the researcher evaluated whether or not students writing express the logic of ideas, apply the vocabulary appropriately, use compound effectively, and use vocabulary which is suitable to the topic.

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From finding above, the researcher found that students writing competence was categorized as fair. It means that in composing a narrative genre, they had limited to convey meaning and express the logic idea. So, most of the student frequent error of word/idiom form, usage, and the meaning confused or obscured. Actually, the student who got score that range excellent to very good of writing competence had expressed the logic idea, but the student had occasional error in using the effective word/idiom choice. Even though, there were some errors in vocabulary. For example respondent 7, even though the writer had conveyed and expressed the logic idea, but there were some error that made by the writer, especially in term of effective word. Below the example: Effective word: things (paragraph 1, line 5) more adult (paragraph 4, line 3) more better (paragraph 1, line 2 and paragraph 5, line 2) that causes (paragraph 5, line 2) Based on the example above, we can see that the writer use the word things which not appropriate to used in the context of sentences. It must be revised as activities because this word more appropriate to be used which indicated something that people doing in celebrating New Year. Besides that, the phrase of more adult is not appropriate to be used in the context of sentences. It should be revised as mature, because based on the context it was more appropriate to be used. Then, the writer also made mistake because of expression of degree comparison more better, therefore, it should be revised by deleting the word more. So, the correct one is better. And

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the last example, the phrase that causes which not appropriate to be used in the context of sentence, it should be revised by therefore. In the same way, the students who got score that range from good to average also made occasional error in term of word and choices. For example respondent 6, in composing a narrative genre, the writer made some errors as follow: Effective word: commonly (paragraph 1, line 1) blow some trumpets (paragraph 3, line 3) Word mastery : Conclusion (paragraph 5, line 1) Very nearly (paragraph 4, line 3) Based on the example above, we can see that the writer made some error in term of effective word. The writer should be revised commonly become generally, the word blow should be revised as play. Then, in term of word mastery, the word conclusion should be changed become in conclusion. And the last, the phrases very nearly should be revised as nearby. On the other hand, the students who categorized as fair of writing competence, it also made some error in terms of word and idiom form. For example respondent 2, the writer made some error in terms of word. Below the example: Word form mastery: Effectife word: not forget (paragraph 1, line 1) The celebrating (paragraph 2, line 2) distance (paragraph 3, line 3) to present in (paragraph 2, line 6) one by one (paragraph 4, line 7)

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with together ( paragraph 2, line 7) Based on the example above, the writer should be revised not forget become unforgotten, the celebration, should be revised as celebrating" ,the word distance should be changed become the distance between, and the word to present in should be revised become to come to. Then, the phrases one by one which should be changed by each other, because this word more appropriate to be used in the sentences. And the last one was with together, it should be revised by deleting with. Therefore, we use together, without with. In the same way, respondent 12 who got score that categorized as poor classification writing competence. The writer had frequent error of word/ idiom form. So, the meaning confused or obscured. Below the example: Effective word: discharge bad luck filling (paragraph1, line 3) To assemble (paragraph 2, line 4) Like usually (paragraph 4, line 1) Based on the example above, we can see that the writer had frequent error, especially in terms of effective word. The word discharge bad luck filling should be revised by break bad lucky filling, because it was more appropriate to be used in the sentences. Then, the word to assemble is not effective to use in the sentences, it should be revised by to gather around. And the last one, the word like usually, should be revised become as usual. Furthermore, respondent 4 who got score that categorized as very poor of writing competence, had little knowledge of English vocabulary. So, it was not enough

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to evaluate. The research found that the writer in composing a narrative genre difficult to apply effective word. Therefore, the meaning confused or obscured. For example: the phrases all about (paragraph 1, line 1) and form thing ordinary (paragraph 1, line 2) is not appropriate to use in the sentence, because the meaning confused. So, the readers not understand what the writer meant. Then, the word As far as (paragraph 1, line 1), should be revised by until because it was more appropriate to use in the sentences. The writer not only had many problems in terms of effective word, but also little knowledge of English vocabulary. These are some example of ineffective word that used by the writer, such as night ordinary, garden house, festivity, pass came back, flower sparkler, fall in, walking-walking, etc. All of the word ineffective to use because not appropriate with the context of sentence, and also made the people confused and difficult to understand the meaning. 4.2.4 Discussion of Students Writing Competence on Language use Language use refers to the students ability in applying the English grammar correctly on their writing which covers effective complex construction, agreement, tense, number and word order/function, article, pronoun and preposition, as suggested by Jacob and Heaton (1981: 90). Hence, in assessing the students writing competence on language use, the researcher evaluated whether or not students writings are constructed appropriately, use the basic agreement between sentence elements, and use article, pronoun and preposition appropriately. Based on the finding above, students writing competence on language use categorized as fair. It means that in composing a narrative genre, students still had

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major problem in simple/complex construction, frequent error of preposition or fragment, tense, word order /function, and sometimes meaning confused or obscured. However, the students who categorized that range from excellent to very good of writing competence had effective to use simple construction and minor problem in complex construction, although there were several errors of tense, and word order/ function. For example respondent 7, in composing narrative genre, the researcher found that the writer still had some problem in tense and word order/ function. In term of tense, the writer made some error especially in verb. In this case, the writer had problem in verb that indicated as past tense. Below the example: We prepare some foods because my cousin always comes to our house.... (paragraph 2, line 2) I also usually play the fireworks.... (paragraph 3, line2) My family and I usually prepare some kinds of.... (paragraph 2, line 1) Therefore, I usually change my mind.... (paragraph 4, line 3) From the sentence above, we can see that the writer made errors in verb that indicated as past tense. So, all of word that underlined should be changed as: prepare becomes prepared, always comes becomes always came usually play becomes usually played, usually prepare becomes usually prepared, usually change becomes usually changed. The writer often used usually in his/her sentence, because it shown that the activity usually done in the pass time.

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In terms of word order/function, the writer made errors in degree of comparison. Below the example: In this case our life should be more better than before. (paragraph 1, line 2) I also strive to do the best than before. (paragraph 4, line 4) Based on the example above, we can see that the writer made error in degree of comparison. So, all of the word that underlined should be changed as: more better become better, the best than become better than On the other hand, the students who categorized that range from good to average of writing competence had problem in simple/complex construction, tense, word order/function, agreement, pronoun, article, and preposition or fragment. For example respondent 6, the researcher found that the writer had some problem in composing a narrative genre. Below the example in terms of article and preposition: First, before the celebrating new year.... (paragraph 2, line 1) Celebrate of new year. (paragraph 1, line 1) Conclusion,....(paragraph 5, line 1) Based on the example above, we can see that the writer had made error in terms of article, and preposition. All of the word that underlined must be changed as: before the celebrating become before celebrating, Celebrate of New Year become Celebrate New Year, Conclusion become In conclusion, Besides that, the writer had made error in tenses, verb agreement, and word order function in composing narrative genre, as follow:

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There are some different ways to celebrate of New Year for each people... (paragraph 1, line 2) Me and my family always cleaning the house.... (paragraph 2, line 1-2) My mother went to the market to bought some food for make a little party (paragraph 2, line 2-3) Usually we invite my friend to celebrate new year together. (paragraph 2, line 4) ...our life can more good than last year. (paragraph 3, line 2) In the beach we dont forget... (paragraph 4, line 3) Based on the example above, we can see that the writer had made error in terms of article, preposition, tense, and word order/function. All of the word that underlined must be changed as: each people should be revised as each person, because each indicated as singular, so, it was appropriate by following person that indicated singular too, while the word people indicate plural noun. Then, the word Me and my family always cleaning should be revised become my family and I always cleaned, to bought should be revised become to buy, Usually we invite my friends should be revised become I usually invited my friends, more good than should be revised become better than, and dont should be revised become didnt. In the same way, the students who got score that categorized as fair in writing competence also had major problem in simple/complex construction, tense, word order/function and preposition. For example respondent 2, the researcher found that

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the writer had made error in simple/complex construction, tense, number and preposition, as follow: The every room must be cleaned because my friends always to come for sleep. (paragraph 2, line 2-3) While celebrating new years, many place we will go such as we go in the Kendari Beach. (paragraph 3, line 1-2) I and my friend go in kendari beach.... (paragraph 3, line 2) Based on the example above, we can see that the writer had made error in simple/complex construction, tense and preposition. So, for the first sentence should be revised as Every room must be cleaned because my friends always came for sleep. In this sentence, we didnt use article the, because it was not appropriate in sentences. Then, always to come for sleep should be revised always came to sleep, because it shown the habitual action in past time, so we use past tense. For the second sentence, should be revised as While celebrating New Year, many places that we would like to go such as we go to the Kendari Beach. In this case, many indicated as plural meaning, so the noun must be plural too, by adding es/s that was places. The sentence also not good arranged. Therefore, the correct sentences is While celebrating New Year, we went to many places such as Kendari Beach... . And the last example, the sentences I and my friend go in kendari beach.... should be revised by my friend and I went to Kendari Beach. On the other hand, the students who categorized as poor also had problem in

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simple/complex construction, agreement, word order/function, tense, preposition, and meaning confused or obscured. For example respondent 12, the researcher found that the writer had problem in simple /complex construction, number and tense. Below the example: ...any people making cake for eating at new year arrive (paragraph 2, line 2) I am usually have planning for go to the beach with my friend (paragraph 2, line 5) I and my family go to the beach for holiday (paragraph 3, line 1-2) Based on example above, we can see that the writer still had many problems in composing a narrative genre, especially tenses. The tense that used was past tense. So, for the first sentences should be revised as some people made cake for eaten at the new year. Second sentences should be revised as I usually planned to go to the beach with my friend. In this case, it was a habitual activity that done in the past time. And the last sentences should be revised as my family and I went to the beach for holiday. In any case, the students who got score that categorized as very poor in writing competence, had many problem in composing a narrative sentences, such as virtually no mastery of convention rules, dominated error and not enough to evaluate. For example respondent 4, the researcher found that the writer made some errors in simple/complex construction. Besides that, the writer ineffective used phrases, sentences and clauses. So, not only the meaning confused or obscured, but also it was not enough to evaluate. Below the example:

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Celebrate New Year is all about. In my family celebrating New Year is that form thing ordinary that conduct every year. Usually, the moment new year in my family is we are complete family. Although the night ordinary my family sometimes not complete (paragraph 1, line 1-4) The night before New Year, I am usually prepared something to welcomed New Year, for example, I am going to the market with my mother to bought some food to the cooking in the night. (paragraph 2, line 1-3) Based on the example above, we can see that the writer not only virtually not mastery in using simple/ complex sentence, but also does not communicate. The reader couldnt understand what the writer means, because there were many errors in construction simple/complex sentences, phrases, clauses and sentences. Besides that, it was dominated error, especially in tenses. Actually, in narrative genre the tense that used was past tense. But in fact, the writer usually uses simple present tense and present continuous tense in composing a narrative genre. 4.2.5 Discussion of Students Writing Competence on Mechanic Mechanics refers to the students ability in applying mechanic correctly on their writing, which covers spelling, punctuation, capitalization, paragraphing, and handwriting, as suggested by Jacob and Heaton (1981: 90). In assessing students writing competence on mechanic, the researcher evaluated all aspects concerning to the appearance of students writing, include of how the students spell the word correctly, applying periods or commas as well as question mark appropriately, using right capital letter, organize the paragraphing of the writing which indicate when one

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sequence of thought ends and another begins, and the last is handwriting which indicate the easily of reading students writing without impeding communication. Based on the finding above, students writing competence on mechanic was categorized as fair. It means that in composing a narrative genre, most of students still made frequent error either in spelling, punctuation, capitalization or paragraphing. Even so, students who got score which range from excellent to very good of writing competence had demonstrated mastery of convention, although there were few errors in terms of capitalization, punctuation and paragraphing. For example respondent 7, the writer made few errors in terms of capitalization and punctuation. Below the example of error: Punctuation : Before celebrate New Year. My family and I...(Paragraph 2, line 1), While celebrate New Year. Most of people...(Paragraph 3, line 1), After celebrate New Year. Normally, many people... (Paragraph 4, line 1), New Year means we start our life with new life, in this case our life should be ...(Paragraph 4, line 1), Capitalization: New year (Paragraph 1, line 1-3) Based on the example above, we can see that the writer had few errors in term of punctuation, such as the first sentence, Before celebrate New Year. My family and I..., should be revised as way: Before celebrate New Year, my family and I.... The second sentence, While celebrate New Year. Most of people... should be

revised as way: While celebrate New Year, most of people...The third sentences, After celebrate New Year. Normally, many people... should be revised as way:

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After celebrate New Year, normally many people.... And the last sentence, New Year means we start our life with new life, in this case ... should be revised as way: New Year means we start our life with new life. In this case, our life should be.... In terms of capitalization, the writer just had mistake in the word New year, it should be New Year, because the word indicated as special day. In the same way, student who got score that range from good to average of writing competence also had demonstrated mastery of convention especially in terms of spelling, punctuation, and capitalization. But, they made occasional error in term of three points above. For example respondent 6 had made occasional error as follow: Capitalization: Celebrate (Paragraph 1, line 1), They (Paragraph 1, line 3) The (Paragraph 5, line 1) Spelling Punctuation : canging (Paragraph 2, line 5) : After that (Paragraph 2, line 2), Then (Paragraph 3, line 3)

Based on the example above, the writer just had one error in spelling, the word canging it should be revised as changing. In terms of capitalization, the research found some mistake in word Celebrate it should be revised as celebrate, They it should be revised as they, and article The it should be revised as the.

Moreover, the research found few errors in punctuation such as After that it should be revised as After that, and then it should be revised as then,.

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On the other hand, respondent 2 who categorized as student who got score fair. The writer had occasional error of spelling, punctuation, and capitalization. Below the example: Spelling Punctuation : becase (paragraph 3, line 3), munch (paragraph 3, line 4), : after that (paragraph 2, line 3), next (paragraph 2, line 7),

Capitalization: after that (paragraph 4, line 1), new years (paragraph 1, line 2), Based on the example above, the writer just had two error in spelling, the word becase it should be revised as because, munch it should be revised as much. In terms of capitalization, the research found some mistake in word after that it should be revised as After that, new year it should be revised as New Year. Moreover, the research found few errors in punctuation such as After that it should be revised as After that, and next it should be revised as next,. Meanwhile, respondent 12 who got score that categorized as poor, had frequent error in terms of spelling, punctuation, capitalization, poor handwriting and meaning confused or obscured. Below there were example errors: Spelling Punctuation : eny (paragraph 2, line1), planing (paragraph 2, line3) : next (paragraph 2, line3), then (paragraph 3, line3), And then (paragraph 3, line3), but (paragraph 2, line5), at the moment (paragraph 3, line1), Capitalization: Because (paragraph 1, line2), For (paragraph 4, line2), Holiday (paragraph 4, line3),

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Based on the example above, the writer had error in spelling, the word eny it should be revised as any, planing it should be revised as planning. In terms of capitalization, the research found some mistake in word Because it should be revised as because, For it should be revised as for , Holiday it should be revised as holiday. Moreover, the research found few errors in punctuation such as next it should be revised as next, then it should be revised as then,, And then it should be revised as And then,, At the moment it should be revised as t At the moment,, and but it should be revised as but,. In the same way, respondent 4 who got score that categorized as very poor, had frequent error in terms of spelling, punctuation, capitalization, poor handwriting and meaning confused or obscured. Below there were example errors: Spelling : bough (paragraph 2, line 3), mather and mathe (paragraph 2, line 3 & 6), kichen (paragraph 2, line 6), badroom(paragraph 4, line 3) Capitalization : Mather (paragraph 2, line 3), In (paragraph 2, line 5), and then (paragraph 2, line 6) Punctuation : in the night, (paragraph 2, line 3), after that (paragraph 2, line 3), and then (paragraph 2, line 6) Based on the example above, the writer had error in spelling, the word bough it should be revised as bought, mather, mathe it should be revised as mother kichen it should be revised as kitchen, and badroom it should be revised as bedroom. In terms of capitalization, the research found some mistake in word Mather it should be revised as mother, In it should be revised as in , and

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then it should be revised as And then. Moreover, the research found few errors in punctuation such as in the night, it should be revised as in the night.,then it should be revised as then,, and after that it should be revised as after that,. In conclusion, it was important to students to apply the component of writing in terms of mechanic which the students must be pay attention to spelling (are the word spelled correctly), punctuation in terms of the using of periods, commas, semicolon, etc. Then, in term of capitalization (are the capital letters appropriate and necessary to used). Besides that, in composing narrative genre, the learners should make sure to indicate when the sequence of thought ends and another begins. Therefore, they can write well.

CHAPTER V CONCLUSION AND RECOMMENDATION

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In this chapter, the researcher concludes the result of this study, as well as gives recommendations to the readers and the next researchers who also concern in conducting the study of students, writing competence.

5.1 Conclusion Based on the presentation of above findings and discussion, the researcher concluded that student of English Department of Haluoleo University (Extension Class) had poor competence in composing a narrative genre. It was proved by the means score of students writing competence, i.e. 64.33 or classified as fair based on the criteria suggested by Jacob and Hearton (1981). It means that even though there were some students had mastered the way of composing a narrative genre in a good order, but most of students still faced many problems, either limited knowledge of subject, non fluent organization of ideas, frequent errors of word, major problems in simple/complex construction and tenses, word order/function or frequent error of spelling and punctuation. In term of content, the level of students writing competence was range from fair to poor. It was proved by the mean score in this component i.e. 19.97. It means that students composition still had limited knowledge of subject, little substance and inadequate development of topic. In term of organization, the level of students writing competence was range was range from fair to poor with the mean score of this component was 12.58. It means that in composing a narrative genre, most students non

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fluent, ideas confused and lack logical sequencing and development.

In term of

vocabulary, the level of students writing competence was range was range from fair to poor with the means score of this component was 12.95. It means that in composing a narrative genre, most students writing had limited range, frequent error of word, idiom, meaning confused or obscured. In term of language use, the level of students writing competence was range from fair to poor with the mean score of this component was 15.72. It means that students writings were still dominated with major problem in simple/complex construction, frequent error of agreement and tense, word order/function, preposition and sometimes meaning confused or obscured. And the last, in term of mechanic, the level of students writing competence was range from fair to poor with the mean score of this component was 3.11. It means that in composing a narrative genre, most students still made frequent errors either in spelling, punctuation, capitalization, paragraphing, handwriting, or sometimes meaning confused. 5.1 Recommendation Based on the findings above, the researcher recommended for the next researchers as follow:
1. The result of this study showed that the students found difficulty to apply five

components of writing, namely content, organization, vocabulary, language use and mechanic. So, for the next research, investigate the causes and solve the problem.

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2. This study describe students writing competence in composing a narrative

genre by applying five component of writing, namely content, organization, vocabulary, language use and mechanic. So, for the next research can focus on two or three aspect.
3. This study used descriptive design, so, for the next research can apply another

design, such as comparing the students writing competence in two different Universities.
4. This study was focused in composing a narrative genre. Therefore, it is

important for the next researcher to investigate students writing competence by using other types of genre.
5. This study was conducted in English Department of Haluoleo University

(extension class). So, for the next researcher suggested to perform the study in other University or different level, such as at Senior high school.

REFFERENCES Alfa Saadah, Diah. (2009). The use of web blog in the teaching of personal recount at the second year of SMA Negeri 9 Kendari. Unhalu: Undergraduate Thesis 67

Alexei, Matveev. (2002). The advantages of employing quantitative and qualitative methods in intercultural research: practical implications from the study of the perceptions of intercultural communication competence by American and Russian managers. Newyork : Russian Communication Association. Retrieved on 23 December 2010 from www./matveev01_eng.shtml Ary, Donald. Jacob Lc, Razavieh A. (1972). Introduction to research in education second addition. United State of America: Hest Rins Chart and Wiston Arikunto. (2006). Prosedur penelitian suatu pendekatan praktek. Jakarta: Rineka Cipta Brown, H.D. (1995). The element of language curiculum. A systematic approach to program development. Boston, Massachusettes: Heinle & Heinle Publisher Byrne, Donn. (1990). Teaching writing skills. London and New York: Longman Group Callaghan, Michael and Rothery, Joan. (1988). Teaching factual writing, a genre based approach. Erskineville: Metropolitan East Disadvantaged School Program Derewianka, Baverly. (1992). Exploring how the text work. Primary English teaching assosiation. Australia: Newton Grabe, William and Robert B. Kaplan. (1996). Theory and practice of writing. United State Of America: Addison Wesley Longman Imran. (2009). Improving studens writing ability under genre based approach at class X-1 of MAN I Kendari. Unhalu: Undergraduate Thesis Jacobs, H.L. Zinkgraf, Stephen A. Wormuth, Deanna R. Hartviel,V Faye. Hughey, Jane B. (1981). Testing ESL composition: A pratical approach. Rowley, London, Tokyo: Newbury House Publisher Karim, Mariana. Rachmadie, Sabrony. (1996). Writing. Jakarta: Depdikbud Kim, Y. & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process and the Genre Approach. Asian EFL Journal Online, 7 (2), pp. 6990. Retrieved September 15, 2010 from http://www..asian-efljournal.com/june_05_yk&jk.pdf Muhsin, Khusnun. (1996). A study of students errors on essay English writing of the semester sixth of English deparment of FKIP Unhalu. Unhalu: Undergraduate Thesis 68

Mappe, Syahrir. (2000). A comparative study of the teaching of writing to the Indonesian university students under instructional modes. Singapore. Master Dissertation Ron, White. (1987). Writing Advance. London: Oxford university press. Richard, John Platt, Heidi Platt. (1992). Longman dictionary of language teaching and applied linguistics, new edition. London: Longman great Britain Ratnasari, A. (2003). A study of students grammatical mistake in constructing sentences of personal recount genre of English Deparment Unhalu. Unhalu: Undergraduate Thesis Sudjana. (1992). Metode statistik. Bandung: Tarsito Santi, Dewi. (2007). The effect of feedback on students writing of English major at Haluoleo University. Unhalu: Undergraduate Thesis Sriyono. (2010). A study of students writing quality in composing an argumentative genre in the fourth semester of English Deparment of Haluoleo University. Unhalu: Undergraduate Thesis Sugiono. (2009) Statistika untuk penelitian. Jakarta: Rajawali Press Ur, Penny. (1996). A course in a language teaching. Cambridge: Cambridge University press. Widodo, Handoyo Puji. Designing a genre-based lesson plan for an academic writing course. December, 2006, Volume 5, Number 3173-199. English Programme, Politeknik Negeri Jember (State Polytechnic of Jember) East Java, Indonesia: Retrieved on 17 December 2010 from http://education.waikato.ac.nz/research/files/etpc/2006v5n3nar2.pdf pp

Appendix 1. Instrument of the Study

1. Write down an essay of narrative genre about Celebrating New Year to

demonstrate your ability to write in English.

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2. The essay consists of 200 to 250 words with the provided time about 60 minutes.

Good Luck!!!

Appendix 2 ESL COMPOSITION PROFILE STUDENTS: SCORE LEVEL TOPIC: CRITERIA DATE: COMMENT

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30-27 CONTENT

EXCELLENT TO VERY GOOD: knowledgeable, substantive, thorough development of thesis, relevant to assigned topic GOOD TO AVERAGE: some knowledgeable of subject, adequate range, limited development, mostly relevant to topic, but lack detail FAIR TO POOR: limited knowledge of subject, little substance, inadequate development of topic VERY POOR: does not show knowledge of subject, non substantive, not pertinent, or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, cohesive GOOD TO AVERAGE: Somewhat choppy, loosely organized, but main ideas stand out, limited support FAIR TO POOR: non fluent, ideas confused or disconnected, lack logical sequencing and development VERY POOR: does not communicate, no organization, or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range, effective word/idiom choice and usage, word form mastery appropriate register GOOD TO AVERAGE: adequate range, occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range, frequent error of word/idioms form, usage, meaning confused or obscured VERY POOR: Essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex construction, few errors of agreement, tense, word order, articles, pronouns, preposition GOOD TO AVERAGE: effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, preposition but meaning seldom obscured

26-22 21-17 16-13

20-18 ORGANIZATION

17-14 13-10 9-7

20-18 VOCABULARY

17-14 13-10

9-7 GRAMMAR

25-22 21-18

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17-11

FAIR TO POOR: major problem in simple/complex construction, frequent error of negation, agreement, tenses, number, word order /function, articles, pronouns, preposition and/or fragment, run-ons, deletion, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated error, does not communicate, or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrate mastery of conventions, few errors of spelling, punctuation, capitalization, and paragraphing VERY GOOD TO AVERAGE: occasional error of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured FAIR TO POOR: frequent error of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: no mastery of convention, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate COMMENTS

10-5

MECHANICS

2 TOTAL SCORE

RATER

Adopted from Jacob (1981) Copyright 1981 by Newbury House Publisher, Inc

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