Page 136 - BUKU SYNOPSIS

Even though there was a small percentage of students responded

integrating ICT during the writing instruction, some lecturers (L2, L3, and

L5) agreed to use ICT tools for collecting students’ writing task and provide

feedback. The lecturers know Google Drive's storage benefits but never use

it for teaching-learning objectives.

In conclusion, NA reveals a discrepancy between students' writing

skills and the writing skills they require. The findings of the analysis indicate

that to enhance students' writing skills, lecturers must consider the difficulties

they encounter while learning to write, as well as the strategies they will

require. It's clear from the questionnaire's response that students brought up a

few points, including access to many sources of feedback and a model of the

intended content. Hence, it is imperative to include a multipurpose

assessment model into the framework of writing instruction, as this model

prioritizes providing feedback to learners and teachers, thereby facilitating

ongoing progress in the learning process. Furthermore, it facilitates student-

centered learning and fosters the development of critical thinking

skills, which have not been fully integrated into the current learning process.

Hence, this model is necessary in light of the students' concern to compose

academic writing that requires critical thinking.

2. The Initial Model Design

On the basis of problems identified through initial research and

literature review, the multipurpose assessment model for learning writing

skills was developed. This section provides a detailed explanation in response

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