Teacher Evaluation on Students’ Knowledge of Writing and the Texts Produced

Abstract

Evaluation of learning to write is very crucial to do. Therefore, we need a model to do it. This study aims to find (1) how teachers assess the mastery of knowledge aspects in learning to write, and (2) how teachers assess students' written products. For achieving this goal, a qualitative design is applied. The subjects of this study were Indonesian language teachers at SMPN 1 Singaraja. Research data obtained from the syllabus and implementation plan of learning Indonesian using the documentation method and were analyzed qualitatively. The research results showed that (1) the mastery of the knowledge aspect in learning to write was mostly evaluated by a written test, and (2) the students' writing products were evaluated using a scoring rubric developed by the teacher. The profile contained written components that need to score. Each component has several indicators. The score is determined per indicator. Thus, if the rubric is applied, the scores for all components will be obtained.