Page 203 - BUKU SYNOPSIS

errors, which can be seen as the minimum of errors. In order to see plainly the

number of students who made a few mistakes, the researcher provides a graph

of the percentage of students with low grammar and spelling inaccuracies in

figure 26.

Figure 26. The Percentage of Free-Grammatical Errors

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Draft 1 – 2nd Draft 3rd Draft 4th Draft Draft 1 – 2nd Draft 3rd Draft 4th Draft
Cycle 1 (SA) (PA) (LA) Cycle 2 (SA) (PA) (LA)

< median > median

While” < median” indicates low grammatical error index, “> median” deals

with the high number of grammatical errors. The number of high grammatical

error indexes in draft two or after doing SA in cycle one increases as the result

of students focused on improving the text’s length by adding some ideas

without considering their grammatical errors. However, the number of

mistakes decreases after having PA. In comparison, the student’s grammatical

control increased in cycle 2 in general. Figure 26 shows that the number of

students reaching the low median index rises gradually from cycles one to

two. It means the multipurpose assessment model accommodates students to

improve their grammatical knowledge, albeit in a small proportion. Because

composing argumentative writing necessitates not only students' mastery of

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