Page 21 - BUKU SYNOPSIS

stated by Irons and Elkington (2022), formative feedback can help the learning

process if the assessment is also feedback on the summative assessment.

The model’ products are assessment instruments, teaching-learning devices,

and a guideline book of the model. Therefore, this model aims to produce: 1) the

constructs and grids of the model's instruments, 2) valid and reliable assessment

instruments (such as a test, scoring rubrics, SA and PA guideline sheets), and 3)

learning instruments (a lesson plan, and students’ worksheets). All model

components were developed based on the characteristics of argumentative text.

According to Derewianka and Jones (2016), an argumentative text is a part

of the persuasive text type as a genre of arguing. They must write scientific articles

containing arguments with a clear statement by argumentation, reasoning, and

evidence, followed by acknowledging counter-arguments against or for the original

claim (Latifi et al., 2019). According to Oshima & Hogue (2007)), an argumentative

essay is a piece of writing that shows whether the writer agrees or disagrees with

an issue by presenting a claim with solid reasons and pieces of evidence. In short,

argumentative writing aims to present thoughts to persuade readers to consider the

writers' particular viewpoints.

At the same time, while the observation protocol was constructed based on

the characteristics of GBA to analyze how the students develop their writing skills

through GBA learning cycles, blended learning principles were used to analyze the

feedback contribution. The observation protocols could be used to measure the

quality of the model implementation.

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