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in organizing the EFL writing assessment. This model is expected to contribute to
teachers' efforts in developing students' writing skills besides effective teaching
methods or strategies. The importance of focusing on the development of this model
is that it allows students to practice writing from the first draft to the revised draft
in a systematic way. This study involved students having more writing practices
after having self-reviews and corrective feedback from their peers and lecturers.
Students were facilitated with guidance in rewriting their texts because the model
was only implemented effectively with qualified assessment devices. Therefore,
this research developed the model components to reach the model development's
effectiveness. The components include a guidebook, writing tests, scoring rubrics
of writing proficiency, students' profiles, SA and PA guideline sheets. In addition,
the writer also developed lesson plans, student worksheets and an observation
protocol to support the lecturers to operationalize the model effectively.
D. Statement of the Problems
Based on the problems that had been identified, the issues of this research are
formulated into questions as follows:
1. What are students' and lecturers' needs for a multipurpose assessment model
in blended learning of argumentative writing?
2. How are the design and products of the multipurpose assessment model in
blended learning of argumentative writing?
3. How are the qualities of the multipurpose assessment model in blended
learning of argumentative writing?
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