Type of scoring rubric 1.

Holistic scoring Rubric Holistic scoring rubric is one of the type of coring rubric for giving the score of writing generally. It assesses the students as a whole in order to picture that writing overall. This scoring rubric does not show the aspect of writing assessment specifically but as a one score for all piece of writing. Moore (2001: 284) states that scoring holistic scoring rubric makes assessment decision based on a global at the writing. It requires the teacher as the students writing rater to score the writing as a whole product without judging the component of writing separately. In addition, Peterson (2003: 6) asserts the holistic scoring rubric require the criteria for making overall judgments of the quality of piece of writing. It involves the criteria for measuring students writing but the score for each criterion is considered for all score of students writing. These statements are supported by Burke and Jackie (2010: 60) that the holistic scoring rubric provides the general feedback for the total of the product or process. In addition, the focus of the using of holistic scoring rubric is giving overall quality proficiency and understanding of the writing result. It can give the score for students writing quickly because the teacher just needs to read the students; writing once then gives the score and the feedback for the writing is limited. Nunan (2003: 95) confirms that the holistic scoring rubric describes in general the level of writing in term of excellent, good, fair and unsatisfactory. Johnson, et al (2009: 157) states the holistic scoring rubric focuses on the important features or element of the writing and scores the writing a whole product. The writing in which measured by the holistic scoring rubric will be examined by seeing the

significant element of writing and give the score for it using the term of verbal feedback. Burke and Jackie (2010: 60) contend that the holistic scoring rubric provides the general feedback for the total of the product or process. As a scoring tool, holistic scoring rubric just give the feedback for the students writing generally and assesses writing for multiple criteria as a whole. There is no distinction and separation between the score and judgment of the writing. the score to the writing is given from the beginning until the end of piece of writing. Selke ( 2013: 36) adds that holistic scoring rubric requires the teacher to make global evaluation of writing samples based on the assumption that the overall impression conveyed by an essay is greater than the sum of its parts. Furthermore, Weigle (2002: 112) argues that the holistic scoring rubric does not mention the criteria of the writing clearly and specifically. It gives the single score to the writing based on the overall judgment of the writing. Holistic rubric does not include the criteria or component of assessment of the writing for examining the students score. If the teacher wants to assess the students writing, she/he reads all of the content of writing once and decides the final score or level of students writing. The holistic rubric includes the score for whole piece of writing. Gareis and Leslie (2003: 147) contend the holistic scoring rubric involves the level for the writing ranging from 2-6. This number of performance level pictures the students writing and then it is explained as the description of the students score. This description is seen as the entire value which the teacher gets from the students writing and the entire response the students get on their piece of writing.

However, holistic scoring rubric does not explicitly reveal the level for each component of writing. Hibbard and Elizabeth (2003: 33) say the holistic scoring rubric does not describe the specific strength and weaknesses of the students writing therefore it is not particularly helpful to the teacher and students. By using the holistic scoring, teacher cannot seize description of the problem that students have and students achievement in writing specifically. In conclusion, the holistic scoring rubric is a scoring tool which requires teacher of general students writing information. The holistic scoring rubric assesses the writing by giving a single score for overall piece of writing. It does not gives the separation for the components of the writing to be assessed so the students writing level is just seen as a whole. Analytic Scoring Rubric Analytic scoring rubric is a rubric which there is several components which will have different score. It requires the teacher to score separate and individual part of the writing and the result of the students scores is the sum of individual score of each writing component. Weigle (2002: 114) it provides more detailed information about the test takers performance in different aspects of writing. The aspects in the writing which are assessed are given the different weight. It gives the more useful diagnostic information about students writing abilities. This scoring rubric takes longer time for measuring because the teachers have to make more than one decision for every component of writing. In addition the using of analytic rubric can give benefit for teacher in assessing students writing. Hyland (2003:229) says in using analytic scoring rubric, the raters have to give different score for each category in order to have

more detailed information. Analytic scoring rubric assesses writing by separating and weighting individual components of assessment. The separation of each component of writing gives the specific and clear description of the students writing ability. The analytic scoring is important for teacher not only for reflecting specific features of writing quality but also for diagnostic and teaching tool. Furthermore, Maki (2004:123) analytic lists each criterion for scoring. Analytic scoring provides detailed result of the students achievement. According to Peterson (2003:6) analytic scoring rubric address the components of writing such as ideas, organization, use of language, and use of grammar and writing convention and for each component will be given the separated score. These components will be given the different score and different weight based on what the teacher needs to assess the most. The using of analytic scoring rubric gives the benefit not only for teacher but also for students. Garies and Leslie (2003: 148) it gives the information and score for each components part of the task for diagnosing the strengths and weaknesses. After the teacher examines the students level of writing, she/he can distinguish in which part of writing the students need to be improved and for the students, their writing will be provided by specific score for each components of writing as well as the detailed description of the component, so the students know their ability in each part of the writing components. It is useful for teacher to get information about students level performance and for students to have information about their achievement. Barone and Joan (2006: 101) adds that it provides separate scores for more than one aspect on a single piece of writing. The separate score for a single

piece of writing makes the students have a clear feedback on their writing. They are aware what their specific strengths and weaknesses of the writing are. In brief, the analytic scoring rubric assesses the students writing by separating each component of writing. The writing component in this rubric is given the score which are different from other component and included with the description for each score. The result score of the students writing is the total score of each component of the writing which the students get. Primary Trait Rubric OMalley and Lorraine (142) the advantage of this scoring rubric is in focusing on specific aspects of instruction that most reflect the objective being covered when the writing assignment is given. The scoring contains elements that focus on the content. In primary trait scoring, the paper is scored only on the feature of the content, and the other features are ignored. Crusan (2010:46) primary trait analyzes the certain language use and scores for one trait. The rubric are useful for assessing L2 learners proficiency and growth in writing; they are more informative than other scoring rubric because it is more focused and helpful for diagnosing students writing abilities. It allows teacher to focus on function. Peterson (2003:6) primary trait scoring focuses on one aspect of the writing that defines the major purpose that is achieved using a particular form of writing. Wolsey and Dana (158:2012) adds that it assesses the students writing by focusing on the purpose for writing. Weigle (202:110)