Self-Correction E-Assessment Rubric (SCeAR) to Measure EFL Students’ Writing Ability

  • Ike Dian Puspita Sari
  • Indrawati Pusparini IKIP Budi Utomo
  • Anita Kurnia Rachman IKIP Budi Utomo
Keywords: EFL students, self-correction e-assessment rubric, writing ability


In writing process, students cannot measure their writing product. Otherwise, feedback is depended on teacher’s objectives. The development of the Self-Correction E-Assessment Rubric (SCeAR) in the Intermediate Writing class aims to help students measuring the relationship between using SCeAR and their writing ability. This research used quasi-experimental research method. The research subjects consisted of 50 students. The researcher gave pre-test to the students to know their innate capacity. The pre-test score was also used to be analyzed with post-test score comparison. The treatment was using SCeAR. The students do writing process by involving SCeAR. There are four classifications for SCeAR, namely organization, content, text characteristics, and language use. Post-test were taken from their writing product’s score. From the research results, the difference mean score between pre-test and post-test in table 4 is 10.24. In case of tvalue is -19.772, it shows that the mean score of pre-test is lower than the mean score of post-test. If the mean score of post-test is higher than pre-test, it can be analyzed that the used of Self Correction E-Assessment Rubric (SCeAR) in writing process gives positive effect. In case of sig. (2-tailed) value 0.000 is less than probability value (α=0.05), the mind mapping is effective to be used in writing process.

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