Published date:Mar 17 2019

Journal Title: KnE Social Sciences

Issue title: International Seminar on Language, Education, and Culture (ISoLEC)

Pages:299–308

DOI: 10.18502/kss.v3i10.3911

A A Putri Maharaniagungputrimaharani@gmail.com

It is widely known that the criteria in assessing writing are crucial, and they become the central component of assessment design. This study was conducted due to the significance of assessing argumentative essays published by the forth EFL Learners in English Language Education Study Program. Therefore, the purpose of this study is to determine the assessment criteria on which the scales are supposed to be based. Eight lecturers, who concern on writing, were involved as the sources of data. Their views were investigated to gauge the criteria in assessing argumentative essays. Having been designed as a descriptive qualitative study, threefold methods of collecting data were administered; questionnaire, interview, and focus group discussion (hereafter, FGD). The obtained data were analyzed by means of Interactive Model which involves data collection, data filter, data presentation, and verification. The content, organization, grammar, mechanics, and academic writing skill were recommended by the lecturers to be taken into account in assessing the particular type of essay created by EFL Learners.

Keywords: argumentative essay, assessment criteria, writing skill

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