Page 16 - BUKU SYNOPSIS

acquiring this complex skill does not occur spontaneously. However, it was

determined by the students that additional practice in writing was necessary

throughout the process of teaching and learning. Hence, writing education must

facilitate the development of students' ability to generate ideas by employing

effective pedagogical strategies, such as furnishing them with pertinent background

knowledge and offering them a textual exemplar.

The present curriculum adopted in higher education is called “Kurikulum

Merdeka, which mandates students' involvement in the learning and assessment

processes. It also informs a standard-setting to analyze and report students' learning

outcomes. However, a previous study conducted by the researcher uncovered the

course syllabus for teaching writing does not consider engaging students in

assessment processes, such as through self-and peer assessment. As a result, the

lecturers are reluctant to assign students to self-assess or assess their peers.

Feedback in learning writing skills is one of the influential factors in students'

writing achievement because it bridges students' learning and knowledge

construction. Feedback should come from self, peers, and teachers. Giving

feedback facilitates students to adjust their learning plan, while teachers provide

scaffolding to promote learning improvement. However, in practice, students need

more comprehensible feedback from the teachers and peers due to time spent. If the

teachers provide feedback, it is only about informative feedback. As a result,

students find it challenging to identify their learning progress and review their text

to see if it meets the instructional goal.

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