Page 232 - BUKU SYNOPSIS

(designated as "excellent"), while the ICC is.802 (rated as "very good"). The results

show no evidence of a difference in grading the students' writing scripts among the

raters.

The model implementation satisfies the criteria of a good model, as

evidenced by the high quality of the learning process and the student's writing test.

This suggests that the model is efficient and useful in helping students acquire

writing skills, as it enables students to engage in writing practice through self-

assessment, peer assessment, and feedback from instructors. The integrated model

in the GBA-TBI learning cycle stimulates students' critical thinking by requiring

them to produce an argumentative text that includes coherent and logical arguments

to support the writer's standpoint. Furthermore, FCA facilitated the implementation

of dialogical feedback for both students and lecturers.

The established assessment model has implications for both students and

lecturers. They are aware of the advantages of receiving corrective feedback from

SA, PA, and lecturers when learning writing. Technology is not a panacea for all

educational concerns, but its use can overcome longstanding obstacles in providing

corrected feedback on students' work.

Briefly, this model presents novelty in relation to the components of the

models, the methodology employed for research, and the approach adopted for data

analysis. These have not been identified in prior scholarly investigations.

Designing, developing, and assessing our own research instruments offers

researchers a sense of fulfillment, a facet absent in prior studies. In addition to the

aforementioned point, while earlier studies employed an experimental research

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