Page 138 - BUKU SYNOPSIS

The GBA-TBI learning cycle encompasses several steps, namely the

acquisition of background knowledge of the field (BKOF), the modification

or deconstruction of the text (MDOT), the joint construction of the text

(JCOT), and the independent construction of the text (ICOT). Nevertheless,

the study implemented a modification by incorporating an additional stage

preceding the initiation of the GBA learning cycle, known as exploratory

viewing, reading, and listening (EVRL). During this phase, the students were

instructed to access the provided Internet links to find background material

related to the topic of the desired text. It was made with the intention of giving

students background knowledge and information about the topic of the

intended text at hand. Consequently, the researcher also employed the flipped

classroom technique.

This model assessment procedure begins with establishing objectives

based on measured learning outcomes adapted to the text type. This type of

text conforms to the Writing for Professional Writing course syllabus. Thus,

lecturers or teachers clearly understand the sort of text being evaluated at the

initial phase of the assessment procedure.

Next, the researcher prepared assessment instruments based on A3

characteristics. This study focused on the role of students in SA and PA

(AaL), lecturer activities in providing feedback and improving the learning

process (AfL), and designing writing tests with valid assessment rubrics as a

basis for students and lecturers to provide corrective feedback (AoL).

Exposing students to exams and rating scales as summative assessment

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