Page 123 - BUKU SYNOPSIS

of how the writing was assessed, the writing prompt offered stimulation

material to aid students in generating ideas and composing a text. Owing to

the syllabus, the focus of writing was on developing academic writing

essays, and the instructional goal was to guide students in creating an

argumentative writing. The students were tasked with writing roughly 250-

300 words of text in 50 minutes, equivalent to one-semester credit.

Furthermore, an analytical scoring rubric was used in this study since

it provides rich and precise information on the specific components of

students' writing performance. Analytical score rubrics, according to

(Brown & Abeywickrama, 2018; Weigle, 2002), fulfill the concepts of

formative assessment. The analytic score was used to examine the impact

of independent variables on many aspects of writing, including

organization, content, language use, and mechanics. It was, on the other

hand, utilized to grade the students' writing. The rubric was created from

numerous sources, including (Brown & Abeywickrama, 2018; Chong & Ye,

2021). The following literary elements were used to score: structure (Brown

& Abeywickrama, 2018; Hyland, 2003), substance and language use

(Chong & Ye, 2021; O’Connell, 2010; Weir, 1990), mechanics (Brown &

Abeywickrama, 2018; Chong & Ye, 2021), and text length (Cumming et al.,

2005). The components were assigned varied weights based on the

importance of writing. Because an argumentative text focuses on the

expression of an argument, the weights of organization, content, and

language use were greater (Chong & Ye, 2021; O’Connell, 2010; Weir,

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