Page 216 - BUKU SYNOPSIS

text. 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 this study, the researcher analyzed the students' text performance from

the first draft to the next draft in some areas: argumentative text components,

paragraph length, grammar accuracy, and spelling, because she could observe

the students' effort by seeing the trend index as empirical data. The data analysis

indicates a small but positive boost in student writing results.

Proving argumentative writing necessitates critical thinking, a systematic

process rather than something that happens instantly. This findings supports the

study conducted by (Latifi et al., 2020, 2021; Purwanti, 2015).

3. The Multipurpose Assessment Model Aligns the Formative

Assessment Principles.

The findings of NA indicate that students and instructors

referred to scoring rubrics as a means of evaluating, reviewing, offering

feedback, and modifying instructional processes. Following the initial

principles of FA proposed by Black and Wiliam (2009), students should be

informed of the learning objectives throughout the instructional process. Thus,

following the intended texts, the exercise of the multipurpose assessment model

generated scoring rubrics, which were subsequently distributed to the students.

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