Sri Wuli Fitriati, BHS INGGRIS UNNES (2019) STUDENTS’ WRITING PROFICIENCY BASED ON THE DISCOURSE EVALUATION. Proceedings of UNNES-TEFLIN National Seminar. pp. 1-5. ISSN 2580-7501

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Abstract

This study applied discourse approach as to evaluate students‘ writing proficiency into six criteria. The criteria was also the instrument of this research that was carried out through qualitative design. Every criteria has specific findings. The first finding is the students‘ ability to develop the content in which they could develop the main topic writing into micro topic for every paragraph. The next finding is in the organization and cohesion criteria in which students got a little obstacle to connect the micro topics for every paragraph. The obstacle refers to the mastery of the conjunction application. In the criteria of the range, most students used general or daily vocabulary. It indicated that they were lack of specific vocabulary and idiom knowledge. In the register criteria, students could propose understandable writing objectives, but it was lack of communicative sense. In the target reader criteria, students could give good impression for the writing format in which it was caused they tended to write paragraphs in appropriate length. In the last or sixth criteria which is accuracy of language, the accuracy was average. It means the writing quality was not excellent, but it was understandable. The main conclusion was that the dominant cause factor that influenced the students‘ writing proficiency was the background linguistic skill especially the grammar and vocabulary mastery.

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