Assessment for Learning Impacts on Students’ Responsive Writing Skills
- DOI
- 10.2991/conaplin-18.2019.297How to use a DOI?
- Keywords
- assessment for learning; responsive writing skill; performance; competence
- Abstract
An adept writer must be able to convey message, idea or even criticism to get involved in real life problem solving. A writer commonly has been through some steps (drafting, revising, editing) to finally publish their final work to the public. It also counts to secondary students in Indonesia who are required to be able to write some texts with communicative purposes. Actually, students need teacher’s guidance and feedback provided to help them in the process of building competence to improve their performance, but in fact, teacher tends to appraise students’ performance by looking at their final product and rarely follows their progress in the classroom. This study aims to discover the impact of assessment for learning in learning activity on students’ responsive writing skill. To fulfill this aim, 10 students and an English teacher in Tangerang participate in this study. The researcher applies qualitative case study method and the data will be obtained by using three instruments: questionnaires for students, interview with the teacher, and students’ work as related document. The results indicate that by applying assessment for learning may help students to develop their knowledge of writing a description in responsive writing skill after practicing and obtaining feedback from the teacher.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Fatimah Fatimah AU - Fazri Nur Yusuf PY - 2019/06 DA - 2019/06 TI - Assessment for Learning Impacts on Students’ Responsive Writing Skills BT - Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018) PB - Atlantis Press SP - 430 EP - 435 SN - 2352-5398 UR - https://doi.org/10.2991/conaplin-18.2019.297 DO - 10.2991/conaplin-18.2019.297 ID - Fatimah2019/06 ER -