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5. Summary of Findings

The model's quality is demonstrated by the quality of learning and the

quality of students' argumentative writing. Data analysis results show that

students understand how to use the rubric-based self-evaluation and peer

assessment sheets. Their comprehension is shown in the outcomes of their

revised version. Based on the data collected from the observation protocol,

the average score of the learning process in cycle 1 was 97%, which

subsequently increased to 96% in cycle 2, indicating “excellent”.

The analysis of the test reveal a gradual improvement in the quality of

text arguments from the initial draft to the revised draft. Regarding the text's

argumentative component, students' writing skills demonstrate a substantial

improvement in paragraph one in giving background information and

establishing their position/stance on the topic addressed (a thesis statement).

Students can also submit arguments supporting the thesis statement but must

be directed to provide opposing views and write conclusion paragraphs. In

addition, the students' writing outcomes demonstrated an improvement in

fluency, specifically in their ability to produce ideas. When it came to

accuracy, students performed well as well, demonstrating their ability to fix

spelling and punctuation mistakes. On the other hand, their writing

performance improves gradually because developing writing skills requires

time and guidance of the elements of writing component by component rather

than simultaneously.

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