Page 15 - BUKU SYNOPSIS

rubrics and SA/PA guideline sheets in responding to the limitations of SA and PA

and feedback. Then, this model was also operationalized in GBA to enhance student

learning of EFL writing and respond to deficiencies in practicing writing through

GBA learning cycles. Third, this designed model writing tests were the same as the

test for summative assessments. It was intended to familiarize students with the test

condition. Lastly, this model was conducted through blended learning in responding

to time constraints in giving feedback. To sum up, this model generates feedback

for students and teachers as a basis for continuous learning improvement of the

writing instruction through assessment processes.

In short, the present model integrated the notion of AaL, AfL, and AoL to

generate systematic feedback for students and lecturers for continuous learning

improvement aided by G-Docs, which previous practitioners have not investigated.

Even though, this model only developed analytical scoring rubrics for assessing the

argumentative writing, the model can be used for any genres and event any courses.

Therefore, this model provides the room for other practitioners to develop the

content of the model. The writer believes this model is paramount to promoting

students ' learning, particularly argumentative writing.

B. The Identification of the Problems

The writer identified several problems related to the EFL writing assessment

in the ongoing phenomena described in the study's background. They are discussed

in the following paragraphs.

Regular and systematic practice is essential for the development of writing

skills. Developing adequate writing practice and coaching is necessary, as

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