Page 96 - BUKU SYNOPSIS

correction techniques with guideline sheets improve their writing scores.

However, this research applied peer and self-correction to a distinct group of

students, whereas the dissertation research progressively adapts self, peer, and

lecturer feedback to similar students.

Sadeghi and Rahmati (2017) employed an integrated assessment model

of AaL, AfL, and AoL (3A) to improve students' writing skills. They conducted

experiments on students who attended Cambridge English: Preliminary

English Test (PET) candidates. Their research indicates that the A3 integration

model improves students' writing skills. However, this study did not construct

its assessment instrument but instead utilized the PET rubric, so the

characteristics of AoL cannot be applied to the school context. Due to time

constraints, the research did not include a peer review. In the meantime, this

dissertation research created an assessment instrument based on the intended

text and implemented it in blended learning to anticipate time constraints in

providing feedback and revisions.

Chong (2018) conceptualized the three assessment paradigms and their

implications for research on written feedback. The study with an AoL

orientation demonstrates that students who accept teacher feedback on their

writing accomplish a higher level of linguistic precision than those who do not.

In addition, writing feedback practice can only benefit AfL when teacher-

student dialogues result in mutual understanding. However, research with an

AaL orientation focuses on how students internalize and respond to peer and

instructor feedback on their writing. In this dissertation's research, the

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