STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE: THE ANALYTIC SCORING ASSESSMENT USAGE

This study explores students’ performance in descriptive writing. Forty-five English Education sophomore students participated to be the respondents. The data were collected from students’ descriptive writing performance using a 5-Likert scale and they were quantitatively analyzed through the descriptive and factor analysis tests. Students’ descriptive writing were measured through the components of grammar (M = 3.00; SD = .476), punctuation (M = 3.93; SD = .495), coherence (M = 3.60; SD = .539), cohesion (M = 3.22; SD = .517), and content (M = 3.51; SD = .894). Other substantial findings corresponded with the principal component analyses that determined the presence of 5 components with the eigenvalue outreaching 1, positioning 31%, 27.3%, 19.7%, 12.6%, and 9.4% of the variances accordingly. This referred to the factorial analysis that claimed 2 extracted components with a total of 58.32% of the variance. The component 1 was 31.00% and component 2 was 27.32%. The interpretation of these components is coherent with the pilot results on the descriptive writing performance scale, in which the component 1 shows the positive affect items and the component 2 partially indicates the negative affect items.