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writing argumentative essays, including organization/structure, thesis statement,

integrating academic sources, obtaining evidence, writing counterclaims, academic

tone, and content and development. Similarly, Saputra and Febriyanti (2021) in

their research revealed that problems in writing argumentative essays on cognitive

aspects (lack of knowledge of the critical features of an argumentative essay),

linguistic elements (content, grammar, organization, vocabulary, claim, and

evidence), and psychological aspects (fear of making mistakes, lack of self-esteem,

and low motivation) exist in the Indonesian context.

Concerning the numerous obstacles that students encounter when composing

argumentative essays, a number of studies have examined the contributing factors.

They are a lack of writing practice (Abas & Azis, 2016; Akbari, 2015), lack of

feedback from a teacher or an academic advisor (Husin & Nurbayani, 2017;

Setyono, 2014), lack of critical thinking (Jani & Mellinger, 2015), lack of writing

knowledge (Mamad & Vigh, 2023), lack of text’s content knowledge (Fajrina et al.,

2021; Hyland, 2001).

The writer posits that the existing assessment models, such as portfolios,

dynamic assessment, and integrated assessments have not been successful in

enhancing student learning, despite their positive attributes. Many previous studies

have disseminated the advantages of aforementioned models in EFL writing (i.e.,

Alavi & Taghizadeh; Mauludin, 2018, Nielsen 2019, Ratminingsih et al., 2018,

Sadeghi & Rahmati, 2017). However, while the portfolio lacks assigning students

to self-reflection (Lam, 2015), a dynamic assessment only focuses on teachers who

meditate on students to improve their learning (Maulidin, 2018; Poehner, Davin, &

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