Improving Students’ Argumentative Writing Skill through Rubric and Group Feedback

Karolis Anaktototy

doi:10.15294/lc.v14i1.20687

Abstract

This study intends to gain comprehensive understanding about the implementation of rubric and group feedback and to know students’ argumentative writing achievement. This study was conducted at the fourth semester students of English education study program of Teacher College Pattimura University in Ambon academic year 2015/2016. Action research method was used in this study. Data collection instruments used were students writing assessment rubrics, questionnaires, and record / field observation sheets of both observer and researcher. Descriptive statistics was used in analyzing data. The results shows that the synergy of rubric and group based feedback have improved students’ argumentative writing skills. In pre cycle the average score of the students was 66.26 while in cycle I the average score was 72.09. In cycle II the students’ average score rose to 78.00. Overall, more than 70% of the students have acquired good score for their argumentative writing. Rubric and group feedback strategy in fact has improved students’ argumentative writing skill.

Highlights

Writing an essay in English has always been the most demanding task to be accomplished by Indonesian students
The result showed that argumentative writing skill of students has increased from pre cycle to cycle I and from cycle I to cycle II
Students’ average score in every cycle indicated that there has been a gradual improvement of student argumentative writing skill

Summary

Introduction

Writing an essay in English has always been the most demanding task to be accomplished by Indonesian students. It is due to the context of learning English as a foreign language in which exposure to the use of English is mostly limited in the classroom and because of the nature of writing which is the most difficult skill among the four language skills. The most common used approach to teach writing is the process approach. This approach is used because a step by step accomplishment of the writing task is needed in order to make the process of writing become reasonable and easier for students. It is to show that writing is a multiple process not a single process

Methods

Results

Discussion

Conclusion