Page 139 - BUKU SYNOPSIS

components during the continuous learning process is to acquaint them with

summative evaluation parts and give them information about how they are

assessed. Therefore, the researcher designed the writing test, the analytical

scoring rubrics, and rubric-based SA and PA sheets. All were designed based

on the characteristics of the argumentative text.

Then, the researcher constructed the teaching-learning devices to guide

the assessment process in the GBA-TBI learning cycle and FCA processes.

The learning tools are a lesson plan for implementing learning, student

worksheets to guide students to compose argumentative texts, and

observation protocol to observe the teaching-learning process or the model

implementation.

The fourth step is implementing assessments that were integrated with

learning. In the integration process, students were assigned to carry out SA,

PA, and revise their texts based on the SA and PA results before the lecturer

provided feedback. This process is integrated into the GBA-TBI learning

cycle and FCA, particularly in the JCOT and ICOT stages. Finally, the final

step was data analysis, which began with archiving the data and rated

student's writing script.

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