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Students’ Perceptions toward Analytic Scoring Rubric in Academic Writing
Novia Surya M
112009121
Abstract
This study aims to find out ED students’ perceptions toward analytic scoring in academic writing. The study was conducted as writing is challenging, especially in academic writing course which is the requirement to take proposal & report writing and thesis writing. In Academic Writing, the students have to produce their writing product in accordance with the aspects that is assessed to get a good grade. The aspects are provided in the term of rubric. The rubric that is used in academic writing course is analytic scoring rubric. This rubric has aspects such as thesis/argument, writing the quote, quality of quotation sandwich, hedging, coherence, references, argument/purpose, supporting details, word choice, grammar, and organization. To obtain the data, this study used interview questions. There were twenty participants for this study. Each of them was asked seven interview questions with additional follow up questions. The interview sessions were conducted for approximately ten to fifteen minutes to provide detail information of ETEP students’ perceptions toward analytic scoring in academic writing. The results show that the students’ perceptions about the use of analytic scoring rubric in Academic Writing are mostly perceived positively, even though there are some students who came up with negatives thought. The reasons why the students perceived positively toward analytic scoring rubric are because analytic scoring rubric provides clear description of each criterion, provides information about students’ strengths and weaknesses, can guide the students in revising their draft, can be a guideline for lecturers to grade students’ writing as well as for students to understand how to get good grades, and helps the students improve their writing.
