Page 69 - BUKU SYNOPSIS

and adheres to assessment standards such as validity. It also addresses

the development of students' writing skills, autonomous learning, and

meta-cognitive awareness. Sadeghi and Rahmati divide the technique

into steps. To begin, the AaL stage delivered two workshops to teach

the writing genre model, assessment criteria for PET writing, and how

to conduct self-assessment based on the criteria. They reviewed the

components of the text based on the genre with the students by

offering samples and appropriate scores from the answer key.

Following that, students completed a writing assignment as homework

and self-assessed. Afl is the second level, in which teachers provide

feedback. Finally, during the AoL stage, pupils take the PET writing

test.

b. Feedback in Writing Instruction

Providing feedback is an important component in the principle of

formative assessment which is something that cannot be ignored in

improving writing skills. Hattie and Timperley (2007); Lee (2017)

assert that feedback is one of the most important impacts on teaching-

learning achievement. Formative assessment feedback is not concerned

with scores; instead, it is concerned with clear and detailed information

on students' learning performances that are in the form of correcting,

clarifying, inspiring, and encouraging ideas (Forsythe & Johnson,

2016; Ghazali et al., 2020; (Forsythe & Johnson, 2016; Ghazali et al.,

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