Page 134 - BUKU SYNOPSIS

feedback. In fact, they also need a clear scoring rubrics. The aforementioned

conclusions are consistent with the interview findings;

“I requested the students to read before class since I realized that their
inability to come up with ideas was due to their lack of knowledge of the
subject”. (L3).
"The lecturers had provided feedback but it was not effective due to time
constraints". (L1)
“I rarely asked students to do self-assessments because the language
knowledge level varies from student to student, and it takes time. But once I
asked them to peer-assess, they asked me back and forth on how to evaluate
their friend's writing”. (L2, L3)
“There isn't a scoring rubric. The lecturers employ their own sources, so
that they occasionally interpret similar errors made by students in different
score. We need, maybe one standard scoring system that every lecturer
should employ”. (L2).

They could only improve their writing after they received comments or

feedback from their lecturer. They did not review and enhance their text on

their own if they did not receive comments. Even they never discussed their

text with their peer. The writing practices ended in the class.

Concerning the aforementioned challenges in writing instruction, the

students recommend that more writing activities, instructor support, and

diverse feedback be prioritized (Figure 13).

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