Table of Contents

CHAPTER I ............................................................................................................. 2
I. Introduction .................................................................................................. 2
1.1 Definition of Writing .............................................................................. 2
1.2 Purpose of Writing ................................................................................. 3
1.3 Genre – based Writing ........................................................................... 3
1.4 Definition of Genre Text ........................................................................ 4
1.5 Genre – based Approach of Writing....................................................... 8
CHAPTER II ................................................................................................................... 10
2.1 Review of Related Literature ............................................................................. 10
2.1.1 Definition and Purpose of Procedure Text....................................................... 10
2.1.2 Generic structure of Procedure Text ......................................................... 10
2.1.3 Language Features of Procedure Text ...................................................... 11
2.1.4 Model of Procedure Text and Analysis ............................................................ 12
2.1.5 Model of Procedure Text and Analysis by Group ........................................... 14
CHAPTER III.................................................................................................................. 16
3.1 Conclusions ............................................................................................................ 16
3.2 Suggestion in Teaching Procedure Text .............................................................. 16
3.2.1 Teaching Procedure Text ............................................................................... 16
3.2.2 The Idea of Activity in Teaching Procedure Text ....................................... 17
3.2.3 The Assessment of Teaching Procedure ....................................................... 18
REFERENCES ................................................................................................................ 22

1
 CHAPTER I
I. Introduction
Language is used for kind of purposes. Generally, we realize that
language as a tool of communication which used by all people around the
world to communicate each other. Through language people can
communicate each other either spoken or written easily. Furthermore, there
are two macro skills in language; receptive and productive skills. Receptive
skills is the ability to understand a spoken language (listening and reading
skills) while productive skill is the ability to efficiently write and speak in
order to produce a language. Productive skills are more complex in order to
accurately accomplish language forms, whether in oral or written form, than
simply to understand a language. However, producing a language, learners
must be simultaneously aware of the information they are conveying, of the
style and vocabulary they are using, and ultimately the correct grammatical
construction. These are all the reasons why so many advanced learners still
feel inhibited when they have to speak or write.
Writing skill is deemed to be difficult especially for EFL students in
language learning (Richard, 1990). According to Richard and Renandya
(2002) , the difficulties include those in; generating and organizing idea
using appropriate choice of vocabulary and putting such ideas into and
intelligible text. Furthermore, in this paper we are going to discuss about;
definition of writing, purpose of writing, and genre- based in writing.
1.1 Definition of Writing
According to some experts, there are several definition of writing.
Meyers (2005, p 2), “Writing is an action- a process of discovering and
organizing your ideas, putting them on paper, and reshaping and revising
them. Meyers (2005, p 2) also argued that “ Writing is speaking to others on
paper- or a computer screen”. On the other hand, Rainey (2003, p 2) stated
that “ Writing is a powerful tool, and it is a tool that everyone can use”.
Besides that, Oshima and Hogue(2006, p 265) defined that writing is a
process of creating ideas, organizing them, writing a rough draft, and finally

2
polishing the rough draft through editing and revision. Conferring some of
the definition about writing, we can terminate that writing is process of
putting and organizing the idea in papers.
1.2 Purpose of Writing
Writing is one of the productive skill in which important in our daily
life. Since writing is a written communication, sometimes the use of
language is different compare to the spoken communication. Every piece of
writing has its own purpose. According to Hugo and Hartig (in Tarigan,
1995, p. 25) there are several purpose of writing. Firstly, writing without
any specific purposes, in this term someone writes because of being
assigned, for instance a lecturer asks the student to make a synopsis about
an updated movies. Secondly, writing as an altruistic purpose in which
someone writes to entertain readers. On the other hand, writing also has
purposes such as; persuasive purposes in which to convince the readers
about the truth of ideas, informational purposes that to give information
needed, self – expressive purposes in order to introduce author of writing,
creative purpose in order to achieve an artistic value and problem solving
purposes. This purpose is to explain, explore, observe, make ideas and
thought appropriate, understandable and sufficient by the readers.
1.3 Genre – based Writing
Writing is dealing with texts as the written products. According to
Feez (2002, p. 4) stated that creating texts requires making choices about
the words that are used and how it can be put together. She also states that
there are various kinds of texts called text type. According to Feez (2002, p.
85-86), the families of text type are:
1. Exchanges
a. Simple exchanges is relating to information and goods and services.
b. Complex or problematic exchanges
c. Casual conversation
2. Forms
a. Simple formatted texts
b. Complex formatted texts
3. Procedures
a. Instruction

3
 b. Procedures
c. Protocols
4. Information texts
a. Descriptions
b. Explanations
c. Reports
d. Directives
5. Story texts
a. Narratives
b. Recounts
6. Persuasive texts
a. Opinion texts
b. Exposition
c. Discussion

Occasionally, the text is very closely related to human’s

communication in their daily life. Thus, people are unaware of the use of
the text every day, both formally and informally. Therefore, writing should
not be one of the significant issues from the school age into the working
field.
1.4 Definition of Genre Text
Genre, refers not only to types of literacy texts but also to the
predictable and recurring patterns of everyday, academic and literacy texts
occurring within a particular culture (Hammond and Derewianka, 2001). In
the most western countries, genre, either spoken or written is identified
according to the primary social purposes. According to Swale (1990),
genres which share the same purposes belong to the same text – type.
Furthermore, Derewianka (1990) identified sic main genre accordin to the
primary social purposes: a). narratives: tell a story, usually to entertain, b).
recount: to tell what happened; c) information reports: provide factual
information; d) instruction: tell the listeners or readers what to do; e)
explanation: explain why or how something happens; f) expository texts:
present or argue a viewpoint. Based on the social purposes, genre- texts
turned to decide the linguistic input of the text such as; linguistic
conventions, often in schematic structure and linguistic features. Schematic
structures refers to the text organization of the text type in forms of

4
introduction, body and conclusion. Meanwhile, language features consists
of linguistic aspects such as appropriate grammar, choice of the word
(vocabulary), conjunctions, etc. Those requirements must be used by the
writer in order to give the information or ideas comprehensible.
Each genre is characterized by a particular schematic structure
includes as of particular beginning, middle and end of structure through the
social d=function of the genres is realized. Generally, there are 12 series of
genre are follows:
a. Recount
Recount is a text that retells events for the purpose of informing
or entertaining (Gerot & Wignell 1998:194). Recount text is text
which retells a past event. It has a social function to inform above
event for the purpose and entertaining audiences. Recount text
use past tense as one of the characteristic of the language
features. Further, according to Hyland (20014) the common
grammatical features of recount text are orientation that occur
the setting and produce participants, record of events that tell
what happened and it usually recounted in chronological order.
b. Report
Report text presents information about something. It has a
function to describe natural and non – natural phenomena in our
environment. Report text has generic structure and grammatical
in each paragraph. First paragraph is called general
classification. It carries with a general statement that introduces
the topic of text. Second paragraph is identified as description.
It is completed with supporting information about facts, parts,
qualities, habits and behavior of something (Gerot & Wignel,
1994: 196)
c. Discussion
Discussion is a text that shows at least two points of view about
an issue being raised. According to Nsw (2013: 6) explained that

5
 the purpose of discussion is giving different points of view in
order to make an informative decision. The characteristic of
discussion text are begins with a sentence that gives a point of
view on a topic, list the argument by giving reasons and
evidences for the reader.
d. Explanation
Explanation is a text which explain the process involved in the
information or working of natural or sociocultural phenomena.
It explains how or why something or phenomena happens in our
environment. The characteristic of language features of an
explanation texts are; start by naming the topic, describing the
items related to the topic in sequence, explaining how the items
relate to each other and to the topic, concluding statement which
include visual image and written by using present tense.
e. Exposition- analytical
Exposition – analytical is a text that persuades or to get attention
from the reader (Rybold, 20016). This text has features in which
begin with a sentence that gives a point of view on a topic,
afterwards list of the arguments related to the topic will be
followed by the evidence in order to convince the reader about
the writer’s point of view.
f. News Item
News item is a text which inform readers, listeners, and viewers
about events of the day in which consider newsworthy or highly
important. Mukhra (2015) stated that this text often finds in a
newspaper because the topic tells the reader some interesting,
great, and important news. It gives the newest information to the
readers which convey a tragic, incident, or events in newspapers.
g. Anecdote
Anecdote is type of text in which share an account of an unusual
or amusing incident. Gultom (2011) has identified that the

6
 purpose of anecdote is to retell about statement or story of
unusual or amusing incident. It is sharing with others a usual or
amusing incident and entertaining others.
h. Narrative
The narrative text is a fictive or real story which contains series
of events in which how the story is told and how the context is
presented as aspect of the story construction (Anderson &
Anderson 1997). It tells the reader about something interesting
and motivating about how to entertain life. Then, narrative text
can express the feeling that relate to history or experience. In
spite of that, it also inform the reader about something that can
be a motivation and pleasure.
i. Procedure
Procedure is type of text that describe how something is
accomplished through a sequence of actions. Generally, it
consists of tips which aims to give guidance or direction about
steps in doing something. Emilia (2011) claimed that the kind of
procedure text can be found in daily life includes manual and
recipes.
j. Description
Description is a piece of text that describes a particular person,
place or thing (Gerot & Wignell, 1994:4). The language features
of description text consist of describing features of the subject
and usually the form part of other pieces of writing. As an
example, describing a character or a setting in a story.
k. Review
Review is type of text which critiques an artwork, event for a
public audience. The type of review text such as summary,
analyses, and assess the appeal of a novel, play or film to a
broader audience (Nsw 2013:3). It is an evaluation of a
publication, such as movie, video game, musical composition

7
 and book. The purpose of this text is to evaluate the events for
the reader and to inform the reader about the value of issues.
Reader ca look at review in order to find the strength and
weaknesses of artworks.
1.5 Genre – based Approach of Writing
A genre based approach placed great emphasis on the relationship
between text genres and their context (Hyon, 1996). This aimed to help
learner becoming an effective participants in their academic and
professional environment as well as in their broader communities
(Derewinka, 2001). Following are some characteristics of the genre – based
approach in writing.
The genre- based approach emphasizes the importance of social an
cultural context of language use in a piece of writing. According to
(Hammond and Derewianka, 2001; Hyon, 1996), the context decides the
purpose of a text, an overall structure of a text in term a language features
and text features often in the form of linguistic conventions. This approach
claims that the learner can produce a composition which successfully
accepted by a particular community once they bring the context of a text
into account to their writing paper. Besides that, Muncie, 2002 stated that
this approach highlights the magnitude of the readers and the linguistic
conventions that a piece of writing needs to follow in order to be
successfully accepted by its readership. Regarding to this approach, a piece
of writing can be accepted into the community is the one which can fulfill
the expectations of the readers’ information related to grammar,
organization and content.
On the other hand, according to Vygotsky (1978), writing is
underscores a social activity. This notion originated from the social –
cultural theory. Based on this statement, we can realize that knowledge will
be optimally constructed when people collaborate together, support each
other to encourage new ways to form, construct and reflect on new
knowledge. As the matter of fact collaboration between social interaction

8
and participation of group members are play an important role in expanding
new knowledge. Afterwards, Hyland (2002, p. 18) belief that “ We do not
just write, we write something to achieve some purpose”. This approach
focused on teaching learners how to use language contexts in order to
accomplish coherent, purposeful prose writing. However, writer must be
able to analyze and realize who are going to their potential readers. This is
going to gain writer’s awareness regarding to choose appropriate content,
vocabulary and levels of formality. According to Reid (1995), emphasizing
the role of writer – reader interaction on a piece of writing is important.
The teacher’s role in this approach is designed as authoritative rather
than authoritarian (Rothery, 1996). Providing a systematic guidance and
designing various activities would be the main function of the teacher during
the learning process. At the same time, teachers also recognize the
importance of learner’s contributions to teaching – learning process.
After knowing the meaning of the text itself and understanding some
of the intentions of the genre approach in writing, this paper will focus on
discussing the procedure text. Externally, there are a lot of forms of text that
people encounter every day. Based on that reason, knowing deeper about
this text will be more useful for gaining knowledge in terms of writing.

9
 CHAPTER II

2.1 Review of Related Literature

2.1.1 Definition and Purpose of Procedure Text
Procedure / procedural texts are common factual genres in which
provide the procedures, processes, means or step of making or doing
something. According to Derewianka (1995:27) procedures belongs to
group of typed which tells us how something is accomplished through are
sequence of action and steps. Furthermore, Anderson and Kathy (1998:2)
explain that a procedure is a piece of text is that tell the reader or listener
how to do something. Based on definitions above, we can figure out the
purpose of procedure / procedural text is to provide sequenced information
or directions so that people can successfully perform activities in efficient
and appropriate ways. On the other hand, there are two important parts
which have to be considered before writing procedure text; the generic
structure and language features of procedure text.
2.1.2 Generic structure of Procedure Text
According to Swales (1990) structure of the texts is a device that
supports communicative purposes. Procedure texts has the generic
structure according to the communicative purpose itself. There are
similarities and also differences of generic structures between the texts.
The similarities create an expectation of general schematic structure of the
text. There are three generic structure of procedure text;
1. An introductory statements that gives the aim or goal.
2. A list of the materials that will be needed for completing the
procedure (not requires for al procedural texts)
3. A sequence of steps in the correct order they need to be done
since goal followed by a series of steps oriented to achieving the
goal.
Thus from the explanation above, those three points of generic structure of
procedure text which is essential and it can be stated without one.

10
2.1.3 Language Features of Procedure Text
According to Anderson, procedure text usually includes the
following language features:
a. Sentence begun with action verb (imperative sentences) e.g.,
pour hot water into the cup.
b. Sequence words or temporal conjunctions (e.g. firstly, next,
then) and numbers (e.g. 1,2,3) that show the order for carrying
out the procedure.
c. Adverbs of manner to describe how the actions should be
performed. E.g. quickly, firmly.
d. Precise terms and technical language. e.g. ml, grams, etc
In addition, the other sources added some of language features of
procedure text which are not in Anderson’s book, as follows:
a. Nouns or noun groups are used in the listed material or
equipment.
b. The person following the instructions may not be referred to or
may be referred to in a general way as one or you. There is little
use of personal pronouns.
c. Words related to direction and specific locations are found e.g.
left, north, Jamison Street.
d. Adjectives add details relating to size, shape, color, and, amount.
e. Present tense is generally used.
To sum up, all of the points of language features of procedure text
above are usually used in writing procedure text

11
 CHAPTER II
2.1.4 Model of Procedure Text and Analysis
Procedure (Instruction) Generic structure of Procedure text

How to Make a Banana Shake Goal (Heading)

Ingredients and Tools:
 ½ glass milk
 1 banana
 1 egg
 2 scoops ice cream Material (List)
 pitcher (jug)
 bowl
 fork
 glass

Instruction Method ( Instruction)

1. Pour the milk into the pitcher.  Each instruction starts in a new line
2. Carefully break the egg into the milk.
and continuous numbered.
3. Peel the banana and mash it with a
fork in the bowl.  Each of the instructions states using
4. Add the banana to the milk. imperative sentences.
5. Add the ice cream.
 Most of the sentences begin with a
6. Beat the mixture with the fork until it
is smooth. verb (pour, beat, drink)
7. Pour the mixture into the glass.  There are some additional instructions
8. Clean up the mess.
and information related to the step.
9. Drink your banana shake.

The text about How to Make a Banana Shake is one of the example of
procedure text which commonly appears in our daily life. As we know that,
procedure text is a text to tell a reader about how to do something. The example
above shows the reader how to make a Banana Shake. According to some of the
related literature about procedure text, a procedure text must be written clearly since
we realize that the aims of this text is to inform the reader on how to do something.
As we can analyze, a procedure text must be contain of the goal which
written in a title of the procedure text. Second, the list of ingredients and tools is

12
essential since in conducting to do something, the reader need to prepare
appropriately. Then, the instruction of how to do something should be written using
an imperative sentence. Avoiding a long sentences will help the reader to
understand instructions efficiently.

13
 CHAPTER II
2.1.5 Model of Procedure Text and Analysis by Group
After looking forward and analyzing kind of procedure texts, we are
trying to make our own procedure text in which combining our analyzing through
previous analysis and related literature.
Sand Paper Numerals
Goal
To learn the names of the numerals by recognizing their written symbols

Materials

A set of Sandpaper Numerals from 0-9. The numerals are kept in order in a
wooden box.
 Invite a child to take the box of Sandpaper Numerals from the shelf and carry
to a table or to a floor mat.
 Introduce the Numerals “1” and place it in front of the child.
 Ask the child to trace “Numeral 1” by using two fingers (forefinger and the
middle finger). Explain to the child that he/she should start at the top and slide
the fingers to the
bottom part.
Demonstrate for the child.
After tracing the
Method Numeral 1 say the word
(Instruction) “one”.
 Repeat the tracing a few
times, then ask the child
to trace the Numeral “1”
and repeat the name each
time.
 Take out the Numeral “2” and repeat the tracing procedure, first yourself, then
the child.
 If you feel the child is ready for one more numeral, introduce the Numeral “3”
using the same method.

14
  Be sure to complete the presentation using the standard “Three Period Lesson”.
Also make sure that the child traces the Numeral before he says the correct
name.
 At another meeting, check the numerals already taught with the child, and
introduce as many new Numerals as you feel the child is capable of learning.
 Continue working at this activity until the child has mastered the complete set.

Comparing to the previous model of procedure text, our group procedure

text is trying to use longer sentences but we still focus on choosing an appropriate
and simple words to be understood to the reader. In spite of that, we also use and
active and action verbs in order to write a procedure text.

15
 CHAPTER III
CONCLUSIONS AND SUGGESTION
3.1 Conclusions
According to some of related literature in order to understand the
concept of writing, it can be concluded that each piece of writing in which
produce by the writer must be considered the generic structure and language
features. This paper, focus on the procedure text in which use to inform the
reader on how to do something. This type of the text used in our daily life, since
this text shows the sequence of process in order.
3.2 Suggestion in Teaching Procedure Text
3.2.1 Teaching Procedure Text
The writer chooses demonstration technique to teach the procedure
text. Demonstration is away to show how to do something step by step so
that the students can learn new skills and how to do something themselves
(Barclay & Vynckt, 1984). Demonstration is a way to represent the subject
by showing the objects directly or a way to do something by showing its
process (Joesof Djajasastra, 1982). From some of definition above, we can
conclude that demonstration is a medium used in the teaching-learning
process to show something by using object directly. Most of the students
often face difficulties when their teacher asks them to write. One of the
reasons that make them difficult to writes is because they sometimes do not
know what they will write caused by the lacking of the vocabularies and
ideas. This situation also will be a challenge for the teacher to make the
activity of writing becomes attractive and enjoyable. Language teacher
should create an exciting learning environment by focusing on meaning
interpreted through movement or in other words, language learners perform
physically. In this research, demonstration is a part of modelling text
because modelling can involves students indirectly and physical activities.
As has been mentioned before, time can be saved by using objects or things
because showing the objects directly is a more rapid process than speaking
or explaining. The learning-teaching cycles involves three stages as stated
by Firkins, Arthur, Forey, Gail, and Sengupta, Sima (2007: 7):

16
 1. Modelling a text
2. Joint construction of a text
3. Independent construction of a text

3.2.2 The Idea of Activity in Teaching Procedure Text

Demonstration indirectly creates a concrete experience for the
students. In general, younger students need more concrete experiences
which facilitates in learning. After getting the demonstration, the students
are expected to be able to write their experiences in the form of procedural
text. Framework To teach students in writing procedure text, the researcher
used the demonstration as a technique. The implementation from
demonstration in teaching writing procedure text is in line with Genre Based
Approach or it is called Text Based Teaching or Text Based Instruction
(TBI). Feez & Joyce (1998, p. 28-31) give the following description of how
a text-based approach is implemented:

Here is the description of How TBI is implemented

Phase 1 (Building the Context) In this stage, students:
1. Are introduced the social context from picture and questions
2. Explore from the purposes of the procedure text and text organization
3. Explore of example from procedure text and also the generic structure
and language feature used.
Phase 2 (Modelling and Deconstructing the Text), In this stage,
students:
a. Paying attention with the teacher about explanation the steps before
making procedure text
b. Get knowledge to see directly about procedure text from demonstration
that have done by the teacher
c. Get chance to practice in front of the class for demonstrate the
procedure text in pairs
Phase 3 (Joint Construction of the Text) In this stage:
a. Students begin to contribute with doing the exercise in pairs

17
 b. Teacher control the student’s activity during the class
c. Students can show their work in front of the class also by using
demonstration
d. Students get feedback from the activity
Phase 4 (Independent Construction of the Text) In this stage:
a. Students work independently with the material
b. Students can also get feedback from their independent activity
Phase 5 (Linking to Related Text) In this stage:
a. Students have free to learn and apply their learning during home
b. Students can also apply independent learning in their home
3.2.3 The Assessment of Teaching Procedure
The researcher adopted the scale of the scoring rubric from Jacob
(1981) cited in Weigle (2002: 116):
Categories Score Criteria
EXCELLENT TO VERY GOOD:
Knowledge. Substantive. Through development of thesis.
30 - 27
Relevant to assigned topic
GOOD TO AVERAGE:
Some knowledge of subject, Adequate range. Limited
26 - 22 development of thesis. Mostly relevant to the topic, but
lake detail.
Content
FAIR POOR:
Limited knowledge of subject. Little substance.
21 - 17
Inadequate development of topic.
VERRY POOR:
Doesn’t show knowledge of subject. Non-substantive,
16 - 13
non-pertinent, or not enough to evaluate
EXCELLENT TO VERY GOOD:
Fluent expression. Idea clearly stated/supported. Succinct.
20 - 18
Organization Well organize. Logical sequencing. Cohesive
GOOD TO AVERAGE:

18
 17 – 14 Somewhat choppy. Loosely organized but main idea stand
out. Limited support. Logical but incomplete sequencing.
FAIR POOR:
Non-fluent, Ideas confused or disconnected. Lack logical
13 - 10
sequencing development.
VERY POOR:
Doesn’t communicate. No organization or not enough to
9-7
evaluate.
EXCELLENT TO VERY GOOD:
Sophisticated range. Effective word/idiom choice and
20 -18
usage Word from mastery. Appropriate register
GOOD TO AVERAGE:
Adequate range. Occasional error of word/idiom form,
17 - 14
choice, usage but meaning not obscured
Vocabulary FAIR POOR:
Limited range. Frequent error of word/idiom form, choice,
13 - 10
usage. Meaning confuse and obscured
VERY POOR:
Essentially translation. Little knowledge of English
9-7
vocabulary, idiom, word form, or not enough to evaluate.
EXCELLENT TO VERY GOOD:
Effective complex construction. Few error agreement,
tenses, number, word order/ function, articles, pronouns,
25 - 22
preposition.
GOOD TO AVERAGE:
Effective but simple construction. Minor problem in
Language Use
complex construction. Several agreement, tenses, number,
21 - 18 word order/ function, articles, pronouns, preposition but
meaning seldom obscured
FAIR TO POOR:

19
 17 - 11 Major problem in simple/complex construction. Frequent
error of negotiation, agreement, tense, number, word
order/function, article, pronouns, preposition and/or
fragments, run-ons, dilatation. Meaning confused or
obscured.
VERY POOR:
Virtually no mastery of sentences construction rules.
10 - 5 Dominated by error. Doesn’t communicate. OR not
enough to evaluate.
EXCELLENT TO VERY GOOD:
Demonstrate mastery of conventions. Few error of
5 spelling. Punctuation. Capitalization Paragraphing
GOOD TO AVERAGE:
4 Occasional error of spelling. Punctuation. Capitalization.
Paragraphing. Meaning not obscured.
FAIR TO POOR:
Frequent error of spelling. Punctuation. Capitalization.
Mechanic 3
Paragraphing. Poor hardwiring. Meaning confused or
obscured.
FAIR TO POOR:
No mastery of conventions. Dominate by error of
2
spelling, punctuation, capitalization, paraphrasing.
Hardwiring illegible. Or not enough to evaluate.

In giving score of writing test, the teacher processes the result of the students
writing test. The writer gave score each component that is written by the students
as follows:
1. Content: The lowest score is 13 and the highest score is 30
2. Organization: The lowest score is 7 and the highest score is 20
3. Vocabulary: The lowest score is 7 and the highest score is 20
4. Language use: The lowest score is 5 and the highest score is 25

20
 5. Mechanic: The lowest score is 2 and the highest score is 5
From the description above, the teacher can determine that total score in
scoring of the writing is started from 50-100. The lowest score is 50 and the highest
score is 100. To achieve the maximum score or to obtain a score of 100, the students
should get the highest score is: content 30, organization 20, vocabulary 20, language
use 25 and mechanic 5. After the teacher get the mean of every element of writing
test, the researcher will sum the result to get the total mean score as follow:
Total score
Mean of students score =
Number of the Students
After the researcher getting the total means of the students, the writer was
categorized it into the following of criteria or percentage:
1. The percentage 81% - 100% is A (Excellent)
2. The percentage 60 % - 80% is B (Good)
3. The percentage 41% - 60% is C (Fair)
4. The percentage 21% - 40% is D (Less)
5. The percentage 0% - 20% is E (Poor)

21
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