1118 Copyright © 2024 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 12, Number 2, December 2024 pp. 1118 - 1127 The Assessment of Writing Skill English Students at University Leonita Maria Efipanias Manihuruk1, Esti Marlina Sirait2 manihuruknita@gmail.com1,estimarlina28@gmail.com2 1,2Pendidikan Bahasa Inggris, Universitas HKBP Nommesnen Pematangsiantar Received: 2024-08-06 Accepted: 2024-08-25 DOI:10.2456/ideas. v12i2.5415 Abstract This research aimed to analyze how the assessment of writing skill English students at University of HKBP Nommensen Pematangsiantar. This research was carried out at UHKBPNP. The researchers used qualitative approach with case study method. The subject of this research is 2th semester students of UHKBPNP, with consist of 25 students. The research design of this research was qualitative approach with case study method. The instrument of collecting data used writing test. The findings of the research: (1) Content aspect score was 16,52; (2) Organization aspect score was 15,4; (3) Vocabulary aspect score was 15,48; (4) Language use aspect score was 15,64; (5) Mechanics aspect score was 15,68. The result of the research showed that the students experienced mostly in excellent to very good level Keywords: assessment, writing, procedure text Introduction Writing is crucial in language education for several reasons. It reinforces learning by providing a visual representation of language, which helps students understand and remember new concepts. The process of writing also aids language development, as it encourages critical thinking and deeper processing of the language (Ginting and Zaim 2023). Additionally, writing caters to different learning styles, offering time for reflection and thorough language production (Jufri 2016). Lastly, writing is a vital skill for real-world tasks such as composing letters, creating reports, and responding to advertisements, making it essential for academic and professional success. http://u.lipi.go.id/1457703302 mailto:manihuruknita@gmail.com1 mailto:estimarlina28@gmail.com2 Leonita Maria Efipanias Manihuruk, Esti Marlina Sirait The Assessment of Writing Skill English Students at University of HKBP Nommensen 1119 Moreover, writing fosters creativity and critical thinking by requiring students to generate ideas, develop arguments, and present information clearly. It also provides a tangible record of progress, allowing teachers to assess understanding and offer targeted feedback. This continuous feedback loop helps students improve their writing skills over time. Emphasizing writing in the curriculum equips students with comprehensive language skills necessary for success in various aspects of life (Biju, Society, and Selvaraj 2023). In writing, Jacobs et al. identified five critical components: content, organization, vocabulary, language use, and mechanics (Muck and Cope 2021). “Content” involves planning, writing, and editing to ensure clarity and understanding. It includes developing ideas and conveying the intended message accurately. “Organization” refers to arranging ideas logically and chronologically, ensuring smooth transitions and coherent paragraphs. “Vocabulary” focuses on selecting precise and varied words to engage the reader and avoid repetition. “Language use” emphasizes correct grammar, including verb tense, subject-verb agreement, and proper use of nouns and pronouns. Mastery in this area ensures clarity and coherence, maintaining a consistent tone and style. “Mechanics” covers capitalization, punctuation, and spelling, which are essential for readability and professionalism. Attention to these technical details ensures polished writing that adheres to standard conventions. Together, these components create clear, well- structured, and engaging text. Assessment is a crucial tool in evaluating student achievement and serves as valuable feedback for both students and teachers in the context of language learning (Dwiyanti and Suwastini 2021). Evaluation refers to the process of collecting and analyzing data to assess student progress and achievement (Marpaung, Ginting, and ... 2023). For students, assessments provide insights into their progress, highlighting areas of strength and pinpointing areas needing improvement (Mai 2019). This self-awareness allows students to take control of their own learning process, helping them to develop and refine their skills over time. For teachers, assessments offer critical data that can be used to adapt and enhance their teaching strategies, ensuring that they meet the diverse needs of their students (Mai 2019). However, assessing student assignments can be challenging, especially when adequate tools and facilities are lacking (Cleveland 2018). According to Ripley, using computers for assessments offers several benefits that address these challenges (Bearman, Nieminen, and Ajjawi 2023). Computer- based assessments have been shown to positively impact students' motivation, concentration, and performance. They provide teachers with access to high-quality IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1120 materials and, through automatic scoring, free up teachers' time to focus on the analysis and interpretation of results. This allows for more detailed feedback on student performance. Recent advancements in e-assessment applications further support this by providing comprehensive reports that outline students' strengths and weaknesses, thus enhancing formative assessment (Enders, Gaschler, and Kubik 2021). Moving towards paperless language learning is not only environmentally friendly but also represents a modern and sophisticated approach to education. The integration of digital technology in teaching and learning facilitates adaptable and interactive learning experiences, paving the way for innovative and efficient educational practices in the future. This shift towards digital assessments promises to revolutionize the way we approach education, making it more efficient, personalized, and accessible. In addition to these advantages, digital assessments foster a more engaging and interactive learning environment. They often incorporate multimedia elements such as videos, audio clips, and interactive exercises that cater to different learning styles, making the learning experience more dynamic and enjoyable. This can lead to increased student engagement and retention of information. Furthermore, digital platforms can offer instant feedback, allowing students to quickly understand their mistakes and learn from them in real time. This immediacy helps to reinforce learning and encourages a continuous improvement mindset. As technology continues to evolve, the potential for even more sophisticated and personalized learning experiences grows, promising to make education more effective and accessible for all students. This study began with concerns about how the assessment of students' writing skills at HKBP Nommensen University, Pematangsiantar, was carried out. There were indications that the existing assessment methods might not be effective enough in measuring students' writing competence. The challenges faced included the limited tools and adequate facilities for assessment, as well as the ability of traditional assessments to provide detailed and constructive feedback to students. Therefore, it is important to evaluate and understand how the current assessment of writing skills is carried out and how these methods can be improved. The second issue relates to the level of students' writing competence itself. There is a concern that students might not achieve the expected level of writing competence, which could have a negative impact on their future academic and professional performance. This study aims to identify the level of students' writing competence and the factors that influence it, and how more effective assessment Leonita Maria Efipanias Manihuruk, Esti Marlina Sirait The Assessment of Writing Skill English Students at University of HKBP Nommensen 1121 can support the development of students' writing skills. Challenges in this regard include providing appropriate assessment and useful feedback that can help students improve their writing skills. These two issues highlight the importance of effective assessment and improvement of writing competence as part of a comprehensive language education. This study seeks to explore and provide solutions that can improve both aspects. Based on above, the researcher formulates research question as follow: 1. How is assessment of writing skill English students at University of HKBP Nommensen Pematangsiantar? 2. How is the students’ competency in writing skill at University of HKBP Nommensen Pematangsiantar? Method In this research, the researchers used a case study as a method. A case study is a research strategy that involve empirical investigations of contemporary phenomena in real life contexts using various sources of evidence, and very valuable when the boundaries between phenomena and contexts are blurred (Wen 2017). Case study method enables researchers to closely examine the data within a specific context (Zuhriyah and Pratolo 2020). It is conducted to investigate a condition or other phenomenon of which the result represented in a report. Therefore, this research calls analysis because it tries to analyze objectively about students’ ability in writing procedure text. Vocabulary, mechanics, content, grammar and organization are the focus of the research. The subject of the research was the second semester students of UHKBPNP which consisted of 25 students. Furthermore, the object of this research is the students' writing skill. In this research, the researchers used observation as a method for data collection. The data analyzed based on the descriptive analysis. The steps which are done by the researcher in analyzed writing procedure text; the researchers formulated the result of the writing test to get the total score. To determine the level or score of the best, the researchers were going to use the test specification theory. The criteria of the score can be seen in the table below: IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1122 In this research, the researchers used observation as a method for data collection. The data analyzed based on the descriptive analysis. The steps which are done by the researchers in analyzing writing procedure text; the researchers formulated the result of the writing test to get the total score by using this formula: 𝑀 = ∑ 𝑓𝑥 𝑁 m: The average the main score N: Total number of the student ∑fx: The total of obtain score To get percentage the researcher used the formulation as below: 𝑃 = 𝑓 𝑁 x 100% p: percentage f: frequency N: the number of students Result The research described how the assessment of writing skill English students in writing procedure text. The students writing have average ability in terms of content, grammar, and mechanics are average category in each aspect. It can be seen from the students‟ mean score was 78,36 or in an average category. Sometimes the students had problems in writing it. It is because in writing recount text, the students should be aware in using the schematic structure of recount text Test Item Composition Test Criteria Score Kind of Test Writing Recount Text Content the content of the sentence is conveyed according to context 20 E S S A Y T E S T Organization 1. Orientation 2. Sequences of Events 3. Re-Orientation 20 Vocabulary Affective word, idioms and word forms 20 Leonita Maria Efipanias Manihuruk, Esti Marlina Sirait The Assessment of Writing Skill English Students at University of HKBP Nommensen 1123 including orientation, record of events, and reorientation. Besides, the students should apply the linguistic features of recount in their text, including specific participants, circumstance of time and place, first person, additive conjunction, material process, and past tense. So those three aspects are the problems of the students in writing recount text. The results of student’s writing skill could be seen from the mean of the student’s score in content, organization, vocabulary, language use, and mechanics aspects. Table 1. Students’ Score in Writing Procedure Text No. Students Rating Score Total Score C O V L M 1 SS 18 15 15 16 14 78 2 BZ 18 15 14 16 14 77 3 LEM 15 14 18 17 13 77 4 FBT 16 15 14 16 17 78 5 ZG 17 13 16 16 17 79 6 RPN 17 15 14 17 16 79 7 YPH 18 14 15 12 16 75 8 SM 18 15 17 17 18 85 9 MM 14 16 17 14 16 77 10 EYS 17 18 14 15 14 78 11 FAS 19 13 14 15 13 74 12 FF 13 19 17 15 14 78 13 GDS 13 17 15 15 17 77 14 JOS 17 15 15 18 16 81 15 KS 17 15 16 14 15 77 16 MAH 18 16 17 15 16 82 17 MRA 17 15 16 16 17 81 18 NAR 14 16 17 15 14 76 19 NEB 16 17 15 13 17 78 20 NAP 19 16 14 16 16 81 21 NM 14 16 14 16 18 78 22 NS 16 13 15 18 17 79 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1124 23 PJS 18 16 14 15 17 80 24 RA 18 17 18 17 15 85 25 RAS 16 14 16 17 15 78 TOTAL 413 385 387 391 392 1968 MEAN SCORE 16.52 15.4 15.48 15.64 15.68 78.72 Based on the table above, the lowest score was 75, and the highest score was 85. There was 1 student who scored 74. Then, there was 1 student who scored 75. There was 1 student who scored 76. There were 5 students with a score of 77. There were 7 students with a score of 78. There were 3 students with a score of 79. There was 1 student with a score of 80. There were 3 students with a score of 81. There were 1 student with a score of 82. And lastly, there were 2 students who get a score of 85. The average for the scores is 78,72. Table 2. Students’ Score Percentage Score Level of mastery Frequency Percentage 91- 100 Excellent 0 0 % 81-90 Very good 7 24 % 71- 80 Average 18 76 % 61- 70 Poor 0 0% Below 60 Very Poor 0 0 % Total 25 100% After correcting students written test, it can be stated that generally students skill in writing recount text is in average category. The mean score of the students was 78,72. It can be seen from number of the students who are in average category is the biggest one. There were 18 students (76%) got score 71-80 (average), and 7 students (24%) got 81-90 (very good). Discussion The vocabulary aspect in writing ability can be shown in some fragments, there are sophisticated range, effective word/idiom choice and usage, word form mastery, and appropriate register (Razokovna, Ganiyevna, and ... 2022). The language use aspect is one of the scoring methods to assess students’ work in writing skill. Language use contains the complicated constructions, agreement, Leonita Maria Efipanias Manihuruk, Esti Marlina Sirait The Assessment of Writing Skill English Students at University of HKBP Nommensen 1125 tense, number, word order/function, articles, pronouns, and prepositions. There were many students experienced the low capability in language use. The researchers found there were many participants experienced mistakes in agreement, tense, articles, and prepositions. The average level of student was in ‘good to average’ by the dominant participants. The rest of it experienced in the level of ‘fair to poor’. The research described how the students’ skill in writing procedure text. The students writing have average ability in terms of content, grammar, and mechanics are average category in each aspect. It can be seen from the students‟ mean score was 78,72 or in an average category. Sometimes the students had problems in writing it. It is because in writing procedure text, the students should be aware in using the schematic structure of procedure text including goals/purposes, materials/tools, and methods/steps. Besides, the students should apply the linguistic features of procedure in their text, including specific participants, circumstance of time and place, first person, additive conjunction, material process, and past tense. So those three aspects are the problems of the students in writing procedure text. Conclusion According to the discussion above, the difficulties encountered when writing procedure text are as follows: first, when writing the procedure text's content, students encountered difficulties determining the appropriate content and providing an insufficient explanation of detail. Second, the students are unable to develop their ideas and have a limited understanding of the subject being discussed. As a result, they are unable to adequately describe the object. Thirdly, they struggle with the simple past tense. Fourth, students struggle with selecting appropriate vocabulary when writing procedure text. Finally, they made an error in their mechanics because they misspelt words and were unsure of proper punctuation. Regarding this research’s result and conclusion, the researchers would like to suggest the English researchers give a deeper and clear explanation about the procedure text, especially in generic structure. In this case, the researchers can give brainstorm about the procedure text before giving them the task. Therefore, the students can build their idea related to the topic in writing procedure text. Next, the researcher is suggested to stimulate and give motivation to students to improve their vocabulary knowledge. For the next researcher, the last is important to research different aspects of English procedure text that were not discussed in this research. IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1126 References Bearman, Margaret, Juuso Henrik Nieminen, and Rola Ajjawi. 2023. “Designing Assessment in a Digital World: An Organising Framework.” Assessment and Evaluation in Higher Education 48(3):291–304. 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