







































English Language Teaching,  
Applied Linguistics and Literature 

Vol. 5 No. 1 (2024) 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 

1 

ELTALL 

ENHANCING STUDENTS’ ABILITY IN COMPOSING A WELL-
DEVELOPED PARAGRAPH THROUGH SOCIAL 

CONSTRUCTIVE LEARNING FACILITATED BY PEER-
ASSESSMENT 

 
 

Tintin Susilowati 
Institut Agama Islam Negeri Ponorogo, Indonesia 

tintinsusilowati@iainponorogo.ac.id 
 

Aries Fachriza 
Universitas Darussalam Gontor, Indonesia 

aries.fachriza@unida.gontor.ac.id 
 

ABSTRACT  

A social constructive learning refers to a context used to build a collaborative learning 
atmosphere to have in-depth learning by empowering students’ performances and 
progress cooperatively. It is needed to upgrade students’ proficiency in delivering an idea 
through a written expression. Therefore, the students can build up their writing ability 
constructively. This is a descriptive qualitative study that is used to explore a meaningful 
learning experience in a paragraph writing class using peer-assessment. This research 
involved 23 students at the second semester of the English department of State Islamic 
Study of Ponorogo. The data were gathered from a performance test of all the participants, 
supported by the data derived from interviews, and documentation was also conducted to 
support the data of the students’ ability in writing. The data were analyzed interactively 
through (1) data reduction; (2) data display; and (3) conclusion. The results of the study 
showed that the students were triggered to rearrange their writing confidently because 
their peers showed their weaknesses and gave suggestions on their mistakes. It boosted 
the students to write better, so that, the students could produce the expected paragraph 
writing outcome after they were actively upgrading performances in writing through 
ongoing learning. Hence, the students were directed to elaborate their writing ability 
through interactive, constructive, and reflective activities. This paper was aimed at 
describing the implementation of social constructive learning in a paragraph writing class 
mediated by the use of peer-assessment. The implication of this study is to promote the 
students to learn paragraph writing faster since this learning triggered the students have 
experiences in learning together by checking, sharing, solving, and formulating a 
solution. 
 
 
Keywords: paragraph writing, peer and self-assessment, social-constructive learning 

 
 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
Facilitated by Peer-Assessment (Tintin Susilowati, et al.) 

 
2 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

INTRODUCTION  
Passive learning in a writing class is a portrait of negative learning climate 

that may directly prohibit the students’ willingness to write well.The use of an 

appropriate learning approach in teaching this skill leads the students to learn 

better. In this context, the teacher should be a good learning designer who is able 

to controland manage the class through the various events, such as: organizing 

the class condition, conducting an interactive language learning, and giving 

learning feedback. The students’ passiveness in learning isaffected by the failure 

in activating the students’ role in the writing class. The passive learners tend to 

learn longer than the active learners, therefore, the teacher need to show the 

greater efforts in teaching the course accordingly. A similar experience in the 

writing context is also faced by many Indonesian learners.Many higher education 

students face challenges in writing. A lots of student still have difficulty in 

composing a well-structured paragraph. 

The actual scenes of writing class tend to guide the students to produce 

written expressions and give the score as the consequence, in spite of the 

condition that the students have obstacle to develop their ability in writing for 

losing the experiences in learning, exploring, deconstructing, and constructing 

ideas in the written expressions. Product-based approach in writing class is 

relevant applied for advanced than novice writers. In addition, the class does not 

promote the students to have in accordance of a meaningful writing experience 

like learning this skill by reviewing and giving score of the other’s work. 

Considering the fact when the students have more chances to review the others’ 

writing, the students have more chances to be better writers than those who are 

not able to do so.The implementation of peer-assessment in writing provides the 

students as the writers to take their classmates' feedback into account as a tool to 

reflect their improvement. It means that a passive learning climate should be 

sifted to create a constructive learning climate to meet the core value in the 

writing class by giving more attention on empowering the students’ writing 

ability through collaborative learning. Considering the fact that interaction is 

considered to be a fundamental factor for effective teaching learning process. 

This learning provides the students to conduct constructive learning, the learners 

construct their own knowledge through interaction. 

Constructive learning is required to overcome the existed condition that it 

can upgrade the students’ quality in writing. Constructive learning conducts 

active engagement in the process of meaning making. This learning may build 

up the students’ ability in expressing ideas through written expressions when the 

teacher gives serious concern of it contextually. The teacher needs to dig more on 

the aspects of composing and reviewing the writing interactively. It refers that it 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
Facilitated by Peer-Assessment (Tintin Susilowati, et al.) 

 
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is worthy to teach the students to have ability in composing paragraph writing 

by considering its content and form. Besides, the teacher is also required to guide 

the students to have ability in giving review on the other’s writing. It means 

writing is not a simple course that the students need to construct their ability in 

writing constructively by composing and reviewing their writing recursively, the 

student as being the active learner, playing a central role in mediating and 

controlling learning. 

 The students need more chances to have writing practices by involving a 

learning community that the students are guided to review their writing each 

other through collaborative action. They involve groups of learners working 

together to solve a problem, complete a task, or create a product. A classroom 

learning community gives contribution in facilitating the class members to have 

meaningful learning experiences. It refers that social constructive learning is 

meaning making applied in a writing class since it opens more possibilities to 

learn better in writing in which the students may experience a meaningful 

learning. This learning creates long term memory for the students for its 

contextual experiences in learning. 

However, the importance of social constructive learning has not widely 

discussed in the classroom contexts that the reformation of classroom climate is 

necessary to be applied. In the social constructive learning, the students are easier 

to learn from others since it accommodates them to get in touch on this matter 

deeply by asking, answering, exploring, elaborating interactively. Many writing 

classroom contexts tend to be a passive zone in which most of the activities give 

emphasizing in teaching writing by focusing on training of how to compose a 

paragraph. 

The application of peer-assessment is a reflection of social constructive 

learning in which the students are promoted to be critical writers during the 

course by asking them to conduct writing activities collaboratively.  

The application of peer-assessment can be a means of meaningful 

language learning sources when it is appropriately and thoroughly used. This 

assessment contributes in guiding the students to be active, explorative, and 

collaborative writers. In applying peer-assessment, the peer checks all of writing 

components like organization, content, vocabulary, grammar and punctuation 

after getting feedback from the peer. Peer-assessment is meaningful applied to 

improve students' appreciative critical abilities by involving fellow students to 

assess their respective work. This assessment gives students freedom in 

expressing opinions. The peer provides suggestions to notify the writer in 

revising the draft. It is a practical and time-saving way to foster the students’ 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
Facilitated by Peer-Assessment (Tintin Susilowati, et al.) 

 
4 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

writing performance because the students may learn on their own by considering 

the oblivious errors as well as their mates also have a chance to reflect and learn 

through peer-assessment. 

Some studies of peer-assessment in writing indicate that the students are 

triggered to have better comprehension and show positive attitudes in writing 

after they have direct experiences in using this assessment. The students’ writing 

ability is constructed well when the students have enough experiences to use 

peer-assessment in their learning process. The peer gives detail information of 

the other’s writing by reviewing its the strengths and weaknesses. Then, the 

writer makes reflection and correction of the mistakes. Peer assessment is an 

interactive assessment that may enhance the students’ ability in writing and 

boost their learning interest in the writing class. 

Building a social constructive learning in paragraph writing class 

mediated by using peer -assessment is needed to facilitate the students in 

identifying and reflecting their mistakes cooperatively through constructive 

activities. These assessments create qualified-writing classroom contexts by 

directing the students to be active, explorative, and collaborative in composing a 

paragraph. This study is aimed at describing the use of peer-assessment in the 

paragraph writing class to build the students’ ability in composing a well-

developed paragraph through the process of learning interactively and 

constructively. 

A paragraph is composed of a topic sentence supported by relevant 

supporting sentences. It is the basic unit of academic writing that is required to 

learn because all other types of academic writing are based on paragraph. 

Organization of a paragraph is a fairly simple. It is started with a main idea as a 

core point to discuss, a topic sentence as the scope of discussion in a paragraph, 

three to five supporting sentences to elaborate the topic sentence, and end with a 

concluding sentence to sums up the discussion of a paragraph. A well-developed 

paragraph has three characteristics that consist of: (1) unity, means that all 

sentences in the paragraph explain, develop, and support a central idea in some 

way; (2) development, it refers to the ability in exploring the paragraph in a well 

organization; and (3) coherence, it is about the use of related sentences in a 

paragraph in which one and the other sentences have close connection. All the 

supporting sentences should be composed in a good order. 

 Social constructive learning is crucially needed to build classroom 

community learning through actively involving the students’ role in the learning 

context. A social constructive learning focuses deeply on how individuals come 

together to construct and apply their knowledge in socially mediated contexts. 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
Facilitated by Peer-Assessment (Tintin Susilowati, et al.) 

 
5 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

Social interaction is held to engage the students to acquire knowledge and ability 

in writing by doing elaboration and reflection through the process in producing 

a written text, giving and receiving feedback after the process of drafting has been 

done. The sociocultural perspective on second language learning is worthy 

applied to create a meaningful learning, since it is based on contextual viewpoints 

in designing instructional learning. Moreover, it promotes language learners to 

have better learning experiences by constructing ability in learning with the other 

student. Social constructive learning in writing refers to the process to build the 

student’s writing performance critically by getting direct input from the other 

student as the meaningful feedback. 

 

 

 

 

 

 

 

Figure 1. Social Constructive Learning Design 

Constructive learning is required to build a well-developed paragraph 

since it promotes the learners to experience in depth learning by involving 

external guidance derived from the teacher or the peers to maximize the students’ 

performances. Constructive learning refers to have understanding of a subject 

matter, applying concepts, constructing meaning, and thinking about ideas. A 

human being has some layers in term of learning development. One of the layers 

indicates that a human has a capacity to learn alone. The other layer indicates 

that there is a zone of learning can be developed because of the other’s role in 

learning development either from the teacher or the friends. Thus, there is a 

chance for a human being to upgrade capacity in learning. The teacher needs to 

dig it to increase the students’ progress in learning. The students are social 

creatures that their performances can be maximized through learning 

community. 

Peer-assessment helps a writer to share and think about a piece of writing 

with the other group members. It is a powerful way to provide the students with 

important information and feedback of their learning. The students get 

advantages of using this assessment because it improves the quality of their 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
Facilitated by Peer-Assessment (Tintin Susilowati, et al.) 

 
6 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

writing. This assessment facilitates the students to learn and work together 

collaboratively. 

Peer feedback is meaningfully applied in writing classes because this 

assessment stimulates students  to conduct constructive learning identified by 

some features:(1) it directs the students to show active participation in the process 

of learning; (2) the use the assessment creates authentic communicative context; 

(3) it builds community learning by minimizing the nonjudgmental environment 

in giving assessment; (4)it creates positive learning atmosphere which reduce 

apprehension about students who may not use feedback by their peers in writing; 

(5) it develops students’ critical reading; and (6) it also reduces teacher’s work 

load in giving assessment. The use of peer-assessment provides each student to 

get comprehensive feedback from other students. This assessment guides 

students to conduct either director indirect learning together in a small group 

community. Additionally, peer- assessment trains the students to conduct 

personal and social enhancement in their learning communicatively. This 

assessment produces constructive feedback which leads group members to be 

sensitive about the kind of feedback they get from others. 

 
METHODS  

Research Approach and Design 

This article promotes qualitative descriptive research with the aim to 

describe a social constructive atmosphere in a paragraph development class. It 

focuses on exploring the students’ experiences in writing by involving peer-

assessment during the learning process. It involved 23 students at the second 

semester of the English department of Institute Islamic Study of Ponorogo. The 

data were gathered from performance tests of all the participants, supported by 

interview and documentation. The data were analyzed interactively through (1) 

data reduction; (2) data display; and (3) conclusion. 

The writer took four meetings to conduct this study. It involved some 

activities that consisted of (1) giving the overview of the objective, producing 

draft 1 to know the students’ input, (2) exchanging the first draft to the other 

student to give feedback and rewriting the first draft through drafting 2 based on 

the feedback given, (3) exchanging the second draft to the other student to give 

feedback and rewriting the second draft through drafting 3 based on the feedback 

given, (4) submitting drafting 3  These steps were done to see the students’ 

progress in writing after they were guided to elaborate their ability in through 

social constructive learning atmosphere self-assessment and peer-assessment 

were applied during the writing process that occurred for four weeks. 

 



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Table 1. Implementation of Peer-Assessment in Paragraph Writing Class 

No. Meeting Description of each meeting 

1. Meeting 1 a. Giving overview of paragraph 

b. Modeling a good paragraph 

c. Assessing a paragraph with peer-assessment 

d. Deconstructing a paragraph 

e. Giving assignment to write a descriptive paragraph (draft 1) 

2. Meeting 2 a. Giving example in applying peer-assessment 

b. Assessing draft 1 using peer-assessment 

c. Revising draft 1, the writer revise draft 1 based on the feedback 

from the peer (to produce draft 2) 

3. Meeting 3 a. Assessing draft 2 using peer-assessment 

b. Revising draft; the writer revise draft 2 based on the feedback 

from the peer (the revision is submitted to the lecturer 

4. Meeting 4 a. Write draft 3 based on the feedback given on draft 2 

b. Submit draft 3 to get score from the lecturer 

 

The process of writing on each meeting involved the stages of (1) planning, 

it required the students to conduct brainstorming and outlining before drafting; 

(2) drafting, the students poured ideas in draft 1 (3) editing, the students revised 

the first draftto the second draft and (4) submitting, the students submitted the 

second draft to the lecturer. 

The data source of this study were descriptive paragraphs written by 

students of English Department Program at the second semester of Islamic 

Institute of Ponorogo, East Java. It involved 23 students, 5 of them are boys and 

18 of them are girls, who had attended integrated course for writing. 

Data Collection Technique 

The data of this study were collected from the results of performance tests, 

interviews, and documentation. The first performance test was conducted at the 

first meeting to see the students’ actual performance. The students were 

instructed to write the first draft of a descriptive paragraph. Then, they 

exchanged their writing to others and assessed the works using the provided 

rubric. The second performance was held at the fourth meeting to see the 

students’ ability after they had experiences to compose the second draft in 

meeting 2, the third draft in meeting 3, and the students submitted the third draft 

that had been revised to the lecturer at meeting 4. Interviews were held in the last 

meeting to get information of the students’ attitude in writing. Documentation 

was derived by analyzing the students’ portfolio of draft 1, revision of draft 1, 

draft 2, revision of draft 2, draft 3, and the revision of draft 3.  

Compilation of the students’ drafts contributes to show the students’ 

progress indicating from the improvement on their performance. At the first 

meeting, paragraph, it showed the students’ actual performance in which many 

of them still have problems in composing a paragraph. At the second and third 

meeting, the students got corrections of some basic mistakes from their peers in 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
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line with rubric for writing that coverswriting components as a guidance in 

giving score (Table 2). 

This rubric was socialized to the students during the process of learning. 

Having knowledge of scoring and direct experience to conduct assessment on the 

other’s writing stimulated them to be critical writers since it directly guided them 

to be careful and alert during the writing process. 

Table 2. Rubric of Writing Components 

No. Item Score 3 Score 2 Score 1 

1. Organization  A well-organized 

paragraph, a topic 

sentence is supported 

by 3 supporting 

sentences 

A topic sentence 

supported by 2 

supporting sentences 

A topic sentence 

without sufficient 

supporting sentences 

2. Content  The paragraph only 

discusses one idea 

The paragraph not 

only discusses one 

idea but also talks 

something else out of 

the main point 

The paragraph 

discusses some ideas 

simultaneously. 

3. Grammar  No mistakes in using 

sentence expressions 

1-3 mistakes in using 

sentence expressions 

More than 3 mistakes 

in using sentence 

expressions 

4. Vocabulary  Use relevant words 1-3 mistakes in using 

relevant words 

More than 3 mistakes 

in using relevant 

words 

5. Mechanics  No mistakes in using 

capitalization and 

punctuation  

1-2 mistakes in using 

capitalization and 

punctuation 

More than 2 mistakes 

in using 

capitalization and 

punctuation 

 

This rubric was socialized to the students during the process of learning. 

Having knowledge of scoring and direct experience to conduct assessment on the 

other’s writing stimulated them to be critical writers since it directly guided them 

to be careful and alert during the writing process. 

Data Analysis 

Data analysis were carried out during the fourth meetings until the data 

collection process. The stages of analysis the students’ writing include of: (1) 

recording the students’ score ofthe first draft 1; (2) making a note of the students’ 

performance in writing the first draft; (3) recording the students’ score of the 

second draft; (4) making a note of the students’ progress in writing the second 

draft; (5) recording the students’ score of the third draft; (4) making a note of the 

students’ progress in writing the third draft; (5) giving the score of the last draft. 

The notes were used to identify the students; problems during the learning 

process and the sores were used to determine the students’ comprehension 

during the course. 

 



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FINDINGS AND DISCUSSION  
 

The use of peer and self-assessment in paragraph writing class boosts the 

students’ ability in composing a paragraph through ongoing process in which 

the students were directed to be interactive in the learning process by giving 

feedback and suggestion each other. In addition, the students were stimulated to 

pursue self-mastery that they are individually motivated to be active self-learner 

who is persistent to improve ability in writing during the learning process.  

The learning process in this context refers to a set of process involved in 

the writing course to guide the students to have ability in producing a well-

organized paragraph. The process was focused to empower the students’ ability 

in writing by giving more emphasizing on the aspects self-reflection as the result 

of sharing and getting peer-feedback. Moreover, the detail exploration of the 

students’ writing reflected through interactive and collaborative experiences that 

is promoted by using peer-assessment. Therefore, the use of self and peer-

assessment in a writing class constructed the students’ writing ability. Peer-

assessment built the students’ mindset of meaningful learning experiences. It 

promoted the efforts in internalizing a process of personal mastery constructed 

during the learning experiences collaboratively by checking the other’s writing, 

showing the other’s mistakes, discussing the problems to meet the solution, and 

giving the relevant solution. 

Therefore, involving peer-assessment in a writing class contributed to 

elaborate comprehension in writing that the students had more chances to 

achieve in depth learning as the result of cooperative and constructive learning. 

Because of it, the students were able to have better enhancement in writing 

process (Table 3). 

 

Enhancing on Students’ Ability and Experiences in writing Class 

Writing ability is not an instant process since it requires genuine efforts to 

direct the students to have enhancement in elaborating their writing skill. In this 

study, students’ social constructive learning was an approach that was 

appropriate used to construct the students’ mastery. It involved the class 

members as the community learning designed through a set of meaningful 

process. 
Table 3. The Strengths of Social Constructive Learning by Involving Peer-Assessment 

No. Writing Components Draft 1 Draft 2 Draft 3 

  Average Score Average Score Average Score 

1. Content  1.5 2.0 3.3 

2. Organization  1 2.5 3.5 

3. Grammar 1 2 3 

4. Vocabulary 2 2.2 2.5 

5. Mechanics 2 2.5 3.5 

 Total Score  7.5 11.2 15.8 

 



Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning 
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Peer-assessment facilitated the students to be critical writers by learning the 

strengths and weaknesses of their friends’ writing. The use of this assessment 

helped the students as the novice writers to learn from the peers of how to deliver 

ideas appropriately. They could learn together meaningfully that they could get 

explanation from the writer and imitated to produce such expressions. Even, the 

students were possible to get detail feedback from the peers when the teacher 

applied this assessment. This assessment also provided information to the 

students to be better writers since the implementation of peer-assessment in 

writing gave the chances to the students to learn the other mistakes in writing 

that they did not do the same mistakes. 

Thus, peer-assessment is also worthy applied in paragraph writing class for 

its role in giving detail information of writing quality. The detail exploration in 

writing was clearly depicted when the teacher applied this assessment provided 

by rubric for assessment. The rubric guided the peers to give detail reviews of a 

paragraph in line with its, content, organization, grammar, vocabulary, and 

mechanics. 

Besides, it provided interactive learning experiences among the students that 

they had more chances to learn together by sharing and discussing their 

problems during the assessment time. Learning by doing was the most effective 

way in this context since the students had more chance to learn by asking the 

peers of a difficult matter. The student in the group who were considered to have 

comprehension of writing knowledge and writing ability that they could share 

and explain these experiences to others. Therefore, these experiences created a 

meaningful learning atmosphere that directly influenced the quality of the 

writing that was produced. Group sharing and discussion during the reviewing 

process from draft 1, draft 2, and draft 3 were worthy applied since it upgraded 

their writing ability. Table 3 showed the students’ writing result from the first 

draft, the second draft, and the last draft. It indicated students’ progress in 

writing because of using peer-assessment and self-assessment in the writing 

class. In such context, the students were provided by constructing learning 

experiences. The students got some pin points in this contexts that included: (1) 

clear instructions from the lecturer; (2) clear modeling; (3) writing experiences 

through drafting sessions; (4) discussion through peer-assessment; (5) reflection 

from self-assessment.  Hence, the highest score is achieved as stated in draft 3. 

 

Enhancing on Writing Process 

At the end in writing, the students were able to produce a well-organized 

writing that were derived from some features like imitating a text model, 

organizing an idea, drafting, practicing for mastery, and producing the expected 

writing (Table 3). 

 

 



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                                  Table 4. Characteristics of Writing Process 

Characteristics of Process writing 

1. Text is used as a resource of comparison 

2. Ideas are used as starting point 

3. It involves more than one draft 

4. It is focused on meaning making text for its readers 

5. It involves collaborative learning 

6. It is oriented on creative process 

 

Enhancement of the students’ ability in writing was indicated from the quality 

of their writing. It was reflected from their ability in applying the concept of 

writing components like (1) content, (2) organization, (3) grammar, (4) 

vocabulary, and (5) mechanics in the written expression. The students were able 

to produce a text as a writing product well after they follow the stage of process 

writing. The use of self-assessment and peer-assessment in a writing class 

facilitated the students to produce a well-organized writing because it directed  

the students to elaborate their writing experiences thoroughly. 

 

CONCLUSION  
Boosting the students’ ability in composing a paragraph by promoting 

self-assessment and peer-assessment during the learning processes is crucially 

needed to build a positive learning atmosphere. The use of these assessments 

construct the students’ ability in writing through the process of elaborating 

meaningful learning experiences. The learners are supported to have the efforts 

in minimizing the students’ weaknesses in writing, empowering ability in 

writing by reading the relevant references, enriching the students’ viewpoint in 

writing by discussing the difficulties of it, and having ability in delivering ideas 

in the written expressions in a well-organized writing. The use of self-assessment 

and peer-assessment in the writing class leads the students to be constructive 

learners. 

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