Page 195 - BUKU SYNOPSIS

2. The Quality of the Students’ Argumentative Writing

This section presents findings for the effects of the model on the qualities of

the students’ argumentative text from first to the last draft in each cycle.

According to Renandya et al. (2018); Richards (2006), writing as a means of

communication should meet fluency and accuracy, which are included in the

rating scale. While fluency is part of the number of words per time allotment,

accuracy deals with the number of mistakes/errors in the language used

(Knoch, 2009). In addition, the quality of the students provided the argument

and supporting ideas were also elaborated.

The multipurpose assessment model in blended learning of writing texts

involves students in evaluating their text production through self-and peer

assessment assisted by rubric-based guidelines. Then they improved their text

accordingly. This model not only taught students how to evaluate their learning

achievement but also how to assess their strengths and weaknesses in terms of

producing EFL texts. As a result, they practiced writing by drafting multiple

similar texts and constructing knowledge in order to enhance their writing skills.

In short, this model provides opportunities to students as agents of learning and

assessment, which can be seen in how they improved their writing from one

draft to another based on the rubric and various feedback from self, peers, and

the lecturer. The students were very active to review and revise their text.

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