Page 217 - BUKU SYNOPSIS

The instructors in this study communicated the learning objectives with students

based on the high quality of the argumentative texts included in the scoring

rubrics. Its purpose is to provide students with an understanding of the

assessment process and the curriculum requirements following the teaching and

learning phase (Willis et al., 2023).

Writing skills involve many components, such as writing knowledge,

language knowledge, systematic writing practices, etc. Therefore, the students

need to discuss the elements of writing during the teaching-learning process. In

addition, since different text types have their generic structures, the model of

the intended text was needed. In line with these second principles of the FA,

through the BKOF and MDOT of the GBA-TBI, the lecturers explained and

discussed the high quality of the argumentative text and provided the text

model. This initiation was in line with the review analysis conducted by

Peloghitis and Ferreira (2018) that model texts furnish learners with a tangible

illustration that enables them to comprehend the anticipated outcome and

analyze the text's rhetorical structures, conventions, and organizational

elements.

Another FA principles are generating various feedback from self, peer, peer

lecturers. NA discovered that the students need feedback to ward their draft.

This established model accommodates the students target learning that they

need feedback to improve their writing. Therefore to address the classical

constraints regarding providing feedback, this model was carried out in blended

learning via various Google Application. Several best practices have been

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