Page 7 - BUKU SYNOPSIS

Lantolf, 2017). Moreover, the portfolio only focuses on the AaL with some

limitation, and the dynamic assessment emphasized the AfL.

In addition, Sadeghi and Rahmati (2017) conducted an empirical investigation

on the integration of the aforementioned assessment methodologies to enhance

students' writing skills. The study findings indicated that the candidates who

received integrated assessments achieved superior results compared to those who

did not. In contrast to previous research, Yan et al. (2021) obtained divergent

findings regarding the application of assessment procedures on young English as a

Foreign Language (EFL) learners. It was found that teachers did not adequately

explain the goals and criteria for success to their students. They significantly

depended on formal assessments, using student-involved evaluations less often.

Additionally, they heavily relied on norm-referenced assessment and evaluative

feedback.

Hence, the writer became curious to examine the challenges encountered by

students in the realm of writing teaching. She conducted an initial search and

uncovered multiple concerns. Many students stated that they had no idea how they

were graded. Furthermore, they rarely receive feedback from lecturers. If they

received comments from lecturers, not all students' works received feedback. As a

result, just a few students learned the comments supplied by the lecturers. Yet, they

were never assigned to rewrite. Some students also stated that they could only write

during class. Furthermore, they have never been able to assess themselves or their

classmates. Although the National Educational Standard, Number 3, 2020

recommends incorporating self-assessment (SA) and peer assessment (PA), such

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