LANGUAGE CIRCLE: Journal of Language and Literature 14(1) October 2019  p-ISSN 1858-0165 
Available online at http://journal.unnes.ac.id   e-ISSN 2460-853X 

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Improving Students’ Argumentative Writing Skill  

through Rubric and Group Feedback  
 

Karolis Anaktototy 
English Education Study Program 

 Pattimura University, Ambon, Indonesia 
E-mail: wakwyoya@gmail.com 

 

Abstract 

This study intends to gain comprehensive understanding about the implementation of rubric 
and group feedback and to know students’ argumentative writing achievement.  This study 
was conducted at the fourth semester students of English education study program of Teacher 
College Pattimura University in Ambon academic year 2015/2016. Action research method was 
used in this study. Data collection instruments used were students writing assessment rubrics, 
questionnaires, and record / field observation sheets of both observer and researcher. 
Descriptive statistics was used in analyzing data. The results shows that the synergy of  rubric 
and group based feedback have improved students’ argumentative writing skills. In pre cycle 
the average score of the students was 66.26 while in cycle I the average score was 72.09. In cycle 
II the students’ average score rose to 78.00. Overall, more than 70% of the students have 
acquired good score for their argumentative writing. Rubric and group feedback strategy in fact 
has improved students’ argumentative writing skill.             

Key words: argumentative writing, rubric, group feedback 

 

INTRODUCTION 

Writing an essay in English has always been 
the most demanding task to be accomplished 
by Indonesian students. It is not only due to 
the context of learning English as a foreign 
language in which exposure to the use of 
English is mostly limited in the classroom but 
also because of the nature of writing  which is 
the most difficult skill among the four 
language skills. Considering the complexity 
of writing skills there has been innovative 
ways proposed and tried out by language 
experts and practitioners to make the learning 
of writing easier and enjoyable for students. 
So far, the most common used approach to 
teach writing is the process approach. This 
approach is used because a step by step 
accomplishment of the writing task is needed 
in order to make the process of writing 
become reasonable and easier for students. It 

is also to show that writing is a multiple 
process not a single process.  

Studying at university demands students 
to possess adequate writing skills in order for 
them to cope with given writing tasks. 
Moreover, as part of educated community 
they have to learn how to communicate 
knowledge and information they learned 
through writing.  

In this research, an interview had been 
conducted at fourth semester academic year 
2015/2016 of English education study 
program Pattimura University who enrolled 
in Writing 3 course.  This course focuses to 
study argumentative essay. According to the 
students, argumentative essay is a difficult 
text to write because they have to argue 
logically based on facts and not merely on 
their own opinion. It certainly takes time to 
find references related to the topic that will be 
written and requires concentration to develop  



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coherent and logical arguments. A learning 
process approach has been applied but it 
needs to be repacked using strategies or ways 
that empower students to learn so that the 
skill of writing can be mastered gradually. To 
overcome students argumentative writing 
problems as well as to improve their writing 
skills, rubrics and group based feedback were 
choosen to be applied in the teaching and 
learning process. 

So far, rubric is used as a means of 
evaluating the results of students' writing. 
However, it can also be used as a learning 
tool or instructional tool. Covill (2012) stated 
that the use of rubrics as a learning style is in 
line with social cognitive theory to improve 
students' writing ability. Cognitive theory 
supports the use of rubrics to improve 
writing skills as rubric can facilitate cognitive 
processes at the time of writing. Plant (2015) 
suggested  several reasons why a teacher or 
lecturer should use rubric in learning process, 
namely (a) Rubric can improve the work of 
the students and help them monitor their 
work; (b) Rubric is easy to be used and 
explained even for students who possess 
basic capabilities; (c) Rubric helps students to 
think and focus more on the quality of their 
work and the work of other students. 

Besides, Andrade (2000) mentioned that 
through rubric, lecturer can deliver what he 
hopes to explain. The expectation of the 
lecturer on the task to be completed by the 
students can be clearly highlighted in a 
rubric. Moreover, rubric also provides 
information about what students are doing 
well and what should be improved. Rubric 
can also support the process of learning, skills 
development, development of 
comprehension, and critical thinking.  Bennett 
Jr. (2008) mentioned that in the learning 
process, having clear and standardized 
criteria can save time in the evaluation 
process, help explain to students what to 
expect, shows what is taught, helping 
students to participate in their own learning 
process, helping classmates to give 
constructive feedback during the planning to 

the writing process, and help lecturers to 
provide a consistent and honest assessment. 

Turgut and Kayaoglu (2015) also 
advocated rubric as a learning tool in writing 
instruction. They stated that the integration of 
rubric in the process of writing helps teachers 
to plan and shape writing instruction by 
breaking the course into measurable and 
observable components. In doing so students 
are expected to be able to develop their 
writing skill independently. According to 
Manuputty (2015) practice writing through a 
process approach provides many 
opportunities to apply rubric. The better 
students understand the learning rubric, the 
better they evaluate their own work without 
depending too much on the lecturer. Through 
learning rubric, the role of the lecturer will be 
changed as a facilitator of learning instead of 
as an agent of knowledge transfer. 
Furthermore, according to Lu and Zhang 
(2013), in order to write better arguments it is 
necessary to use rubric to evaluate the 
arguments of others. They cite the opinion of 
some experts about the inability of students to 
write and evaluate the argument and stated 
that the inability of students might be due to 
inadequate learning process, less prior 
knowledge of students, and inadequate 
teaching and training to write formally. 

From these opinions of experts, it is clear 
that rubric has a strong theoretical foundation 
to be applied in teaching writing to improve 
student writing skills. Wyngaard and Gehrke 
in Turgut and Kayaoglu (2015) conducted a 
study on the relationship between the use of 
criteria measurement and improvement in 
writing skills using an analytical rubric. 
Students used analytic rubrics that contain 
clear descriptions for each component that 
will be developed. They discussed the rubric 
with students and equip students with the 
rubric to evaluate the results of their own 
writing. At the end of the semester they 
evaluate students’ writing using the same 
rubric. They concluded that the use of rubrics 
is very effective to improve student writing. 



	
LANGUAGE CIRCLE: Journal of Language and Literature 14(1) October 2019  p-ISSN 1858-0165 
Available online at http://journal.unnes.ac.id   e-ISSN 2460-853X 

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Meanwhile, according to Patchan, 
Schunn, and Clark (2011) without guidance, 
students usually edit their writing by 
focusing on revising grammar, misprinted 
word, or rewrite several sentences that are 
still not properly written while the addition of 
the substance and the development of writing 
is ignored. By doing so, the result of students’ 
writing is not growing significantly. 
However, when students write using rubric, 
they will be able to change the way they 
revise their work. This certainly will affect the 
way and the quality of feedback given to their 
classmates. As a writing evaluation tool and 
guidelines for argumentative writing an 
analytic rubric has been prepared  following 
the concept of rubric writing proposed by 
Mertler (2001) as seen in appendix A. 

The analytic rubric was designed to 
evaluate students’ ability to write argument-
ative essay which was broken down into 
three aspects namely content, organization, 
and language use. The score of each aspect 
was combined to gain the total score of every 
student. The same rubric was used by 
students to develop their writing. 

Rubric can be integrated with group 
feedback to achieve a better writing result. 
After a student wrote an essay using rubric, 
the next activity is to provide feedback on the 
results of student writing that took place in 
their respective groups. Liu and Hansen in 
Abu Bakar, et.al (2012) stated that joint 
revision is supported by four theories, namely 
the theory of process writing, writing 
together (collaborative writing), as well as 
Vygotsky’s perspectives interactionists and 
second language acquisition theory. 
Furthermore, Dix and Cawkwell (2011) assert 
that "the collaborative, social and cognitive 
dimensions of peer group response draw on 
pedagogical process approaches theories 
recognizing that when writing is responded 
to, it can be revisited, evaluated and 
ultimately revised to enhance the message." 
(p.45) Moreover, Pritchard and Honeycutt in 
Dix and Cawkwell (2011) mentioned that the 
effectiveness of the process of writing is 

associated with the dynamics of social and 
cognitive of feedback in group that is giving 
response to students’ writing through criteria 
in order to have good writing results. 

There are also some basic theories that 
put the emphasis on learning to write 
through group discussion. Grabe and Kaplan 
(1997) stated that one of the ways used to give 
feedback on the product of student writing is 
by interacting in group. This is based on 
understanding that the writing process 
carried out requires an audience other than 
the teacher in connection with the providing 
of feedback. In this process the students are 
more exposed to the language learned and 
used to respond to their group members’ 
writing product. From this experience they 
can see the same problems and weaknesses in 
their own writing. At the same time they can 
use creative and innovative ideas that they 
get from the other group members’ writing.. 
Students also need to learn to accept the 
logical response from the reader and use it 
constructively in the improvement of their 
writing. 

Grabe and Kaplan (1997) also put 
forward several arguments in favor of the use 
of feedback in a group that is; (a). Research in 
the field of rhetoric, critical literacy, and 
social construction explain that knowledge is 
constructed through negotiations that occur 
in a community. Knowledge can not be 
released from a scientific community and 
knowledge will change when the community 
is reconstructing itself. This argument is used 
to support the idea of group-based feedback 
in learning writing skill. This perspective is 
also in line with the approach of reader-
response and post-structuralist to the analysis 
and interpretation of the text that is coherence 
of texts are created and recreated by the 
reader and is not inherent in the text. All 
three of these disciplines together provide a 
strong argument for an effective way for 
students to read texts and receive feedback; 
(b). The theoretical argument for feedback in  
group arises from a combination of 
disciplines of sociolinguistics and cognitive 



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psychology (socio-cognitive). Socio-cognitive 
approach of learning argues that the best way 
to gain knowledge is through negotiation 
interactions. According to this view, students 
will develop the ability to write effectively 
when they engage in transactions involving 
their writing products and the products of 
their classmates; (c). Another argument that 
supports group feedback is derived from the 
results of research on cooperative learning. In 
the process of cooperative learning, the group 
can work together in various forms to 
complete tasks and projects that support the 
success of the learning process and is usually 
followed by writing activities at the end of the 
learning process. 

Similarly, Tang and Tithecott (1999) 
stated that giving feedback in group is widely 
implemented in line with the changing 
paradigm of learning to write from product-
oriented to a process-oriented approach. This 
led to an emphasis on the process of helping 
students to know how to write through a 
process approach that is planning, writing the 
draft, and revising. So the feedback in a group 
provides an opportunity for students to 
practice their writing and evaluate others’ 
writing based on defined criteria. In addition, 
the learning activities promote interaction 
among students to make students as a 
learning center. Through group feedback,  
lecturer creates a balance between learning 
undertaken by lecturer and student-centered 
activities. 

In addition, Hu, Zamel, and Rollinson in 
Kustati and Yuhardi (2014) explained that the 
reason for using the students’ feedback in 
teaching writing skills is because; (a). 
Students find feedback from fellow students 
as a source of valuable information to 
supplement information provided by the 
lecturer; (b). Students found that feedback 
from lecturer is too general, vague, poorly 
understood, and more mandatory than the 
feedback from fellow students who are 
believed to be more specific; (c). Process of 
giving response and revision provide more 
effective revision and critical reading; and (d). 

Feedback in group provides a real audience 
for students’ writing. 

The ideas proposed by researchers and 
practitioners are the evidence to assert that 
feedback is an important part of the process 
of learning to write. The use of feedback in 
group will gradually accustom students to 
take responsibility for their own work. In line 
with this, Hyland (2003) stated that feedback 
in group can be done since the beginning of 
writing activities. Students can work together 
in the pre-writing activities to discuss the idea 
in order to complete the writing assignment 
given. They can also give feedback to each 
other on the ideas that have been collected 
and the outline of writing that they have 
made. This is all intended to increase 
awareness and knowledge on how to develop 
students writing. 

The use of feedback in a group is an 
attempt to make the learning process centered 
on the student. Through feedback in group 
there will be enthusiasm and motivation for 
students to learn and increase their 
participation in learning. Students will 
increase their level of cognitive awareness 
because they are aware of their strengths and 
weaknesses of their classmates and learn to 
solve problems they encounter. According to 
Qu and Yang (2010), the implementation of 
feedback and self-assessment will make the 
final evaluation to be more rational and 
better. It will make faculty understand the 
learning process of students. 

Rubric has been the guidance for the 
students when composing their argument-
ative essay. However, when students start the 
process of giving feedback in their respective 
group, they were provided with a list of 
guiding questions to give them focus on 
giving feedback for their classmates writing 
product. Based on the description of learning 
problems related to argumentative writing 
faced by students as well as the study of 
theories that have been presented, this study 
was focused to answer the following 
questions: (1)How is the process of improving 
students argumentative writing skill through 



	
LANGUAGE CIRCLE: Journal of Language and Literature 14(1) October 2019  p-ISSN 1858-0165 
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	 13	
	

the integration of rubric and group-based 
feedback? (2) To what extend does the 
integration of rubric and group based 
feedback can increase students argumentative 
writing skill? 

METHODOLOGY 

This action research was conducted using the 
model of Kemmis and McTaggart consisting 
of four stages namely planning, action, 
observation, and reflection (Burns, 2010).  
This study was conducted to overcome 
students problem in writing argumentative 
essay. 42 students from English Study 
Program at Pattimura University who 
enrolled in this course were chosen as the 
population of the research.  The instruments 
for this study were questionnaire, observation 
checklist, and students writing product.  

The initial step was to observe the 
learning process of the students to identify 
their problems in writing argumentative easy. 
Based on the identified probems, rubric and 
group based strategy was chosen to be used 
integratedly to assist students in writing 
argumentative essay. The next step was 
planning the action using rubric and group 
based strategy to be implemented in the 
learning process. During the learning process 
the researcher and the collaborator took turns 
in observing and taking notes to see the 
effectiveness of the strategy and the dynamic 
interaction in group feedback. The last step 
was a reflection on the process of learning 
from the beginning until the end. The 
reflection was done to see whether data and 
notes taken were in accordance with the aim 
of the study or not. Besides, the reflection was 
intended to identify things that were not 
smoothly executed as expected during the 
learning process. The result of reflection was 
discussed with the collaborator for further 
improvement in the next cycle.   

This study was implemented in two 
cycles. Quantitative data was gathered 
through students writing product at the end 
of each cycle. The writing product was scored 
based on an argumentative writing rubric. 
The rubric consist of three aspects of writing 

namely content, organization and language 
use. From these aspects, seven criteria were 
developed to score students writing 
ability.They were (a) Formulation of thesis 
statement; (b) Topic sentence supported by 
relevan   information; (c) Thesis statement is 
supported by pro and cons argument; (d) 
Comprehensive introduction and conclusion 
paragraph; (e) Well organized information; (f) 
Appropriate vocabulary, and; (g) Acceptable 
grammar.  

Quantitative data was obtained using 
Likert scale. While qualitative data was 
obtained through classroom observation and 
field record.  

To answer the two questions of this 
study, descriptive statistics was used to 
analyze the quantitative data while for the 
qualitative data, content analysis was used to 
interpret the implementation of rubric and 
group based feedback during teaching and 
learning process. 

 

RESULTS AND DISCUSSIONS 

Results 

The result showed that argumentative writing 
skill of students has increased from pre cycle 
to cycle I and from cycle I to cycle II. This is 
the impact of the application of rubrics and 
providing feedback in group. Students’ 
average score in every cycle indicated that 
there has been  a gradual improvement of 
student argumentative writing skill. For pre 
cycle, students’ average score was 66.26 and 
the number of students who scored ≥ 70% 
was only 21.42%. After the implementation of 
the first cycle, the average score of students 
increased to 72, 09 or increased 5.83 points 
compared to the average score in pre cycle, 
while the number of students who achieved 
score ≥ 70% increased to 64.27% in cycle I. In 
the second cycle the average score rose to 78, 
an increase of 5.91 points and the number of 
students who received grades ≥ 70 rose to 95, 
23%. Comparison of the average score of 
students can be seen in  figure 1. 



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Figure 1: The Average Score of Students’ Argumentative Writing for every Cycle 

To have the average score of students’ 
argumentative writing, three aspects of 
writing have been scored. The writing aspects 

were content, organization, and the use of 
language. The average score for each aspect 
can be seen in figure 2. 

 
Figure 2. The Average Score of Students’ Argumentative Writing for Content 

 

As seen in figure 2 the average score of 
students for content in pre-cycle was 68.26 
and in the first cycle students’ score increased 

to 72.35, a rise of 4.09 points. In the second 
cycle the average score was 75.02, with an 
increase of 2.67 points. 

66,26

72,09

78

60% 

65% 

70% 

75% 

80% 

Pre-cycle Cycle	I Cycle	II

Students		Average	Score

68,26

72,35

75,02

64,00% 

66,00%

68,00%

70,00%

72,00%

74,00% 

76,00%

Pre-cycle Cycle	I Cycle	II

Students  Average  Score for Content



	
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Figure 3. The Average Score of Students’ Argumentative Writing for Organization 

For writing organization as seen in 
figure 3, the average score of pre-cycle was 
only 54. After the action on the first cycle the 
average score rose to 63.54, or increased 9.54 

points. After the implementation of the 
second cycle then an increase in the average 
score became 70.66 or rose 7.12 points. 

 

Figure 4. The Average Score of Students’ Argumentative Writing for Language Use 

The average score for language use in 
pre-cycle was 74.07 while for the first cycle 
the average score was 77.92. So there is an 
increase of 3.85 points. In the second cycle the 
average score rose to 88.26, a rise of 10.34 
points. 

Discussion 

Before students apply rubric for writing and 
give feedback in group it is necessary to 
explain in detail the indicators contained in 
the rubric as well as the guidelines of 
feedback. This is important because there is 
no doubt that providing feedback as an 

important part of the writing process often 
cannot be implemented properly by the 
students because there is no clear guidance on 
how to give feedback. As Cheng and Warren 
in Vasu, Ling, and Nimehchisalem (2016) 
stated that students require guidelines to 
provide feedback to their classmates because 
there is still a feeling of discomfort for them 
to provide feedback for the work of their 
classmates. Added by Glade, Hammersley, 
and Clark-Ellis that if the process of giving 
feedback would be successful then the 
student must have a clear understanding of 
what is feedback and why they should do it. 

54
63,54

70,66

0% 

20% 

40% 

60% 

80% 

Pre-cycle Cycle	I Cycle	II

Students Average Score for Organization 

74,07

77,92

88,76

65

70

75

80

85

90

Pre-cycle Cycle	I Cycle	II

Students  Average  Score  for  Language  Use



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If they understand the true reason for giving 
feedback then they will do it well. 

Based on the result of data analysis, it 
can be explained that the learning process of 
writing argumentative essay through rubric 
and giving feedback in group has been done 
in a proper way. As a result it can improve 
student writing skills. The learning process 
was designed since the first meeting of the 
first cycle to the last meeting of the second 
cycle using rubric as well as feedback in 
group. Through this way of learning there has 
been a place for students to interact with each 
other to provide input to each other’s writing. 
The impact of the feedback received is the 
emergence of awareness of students of any 
deficiencies shown by their peers thereby 
expanding their knowledge and writing 
skills. 

In general students have made 
improvement in all three aspects. However, 
there are still some improvements needed for 
certain criteria in each aspect. For content 
aspect, improvement is needed for 
formulating thesis statement. Thesis 
statement is the key point to build the writer’s 
argument which is of course followed by 
topic sentence and supporting details. The 
content of the writing is regarded sufficient if  
the thesis statement (claim) is supported with 
enough factual information. According to Bae 
and Lee cited by Aryadoust (2016) that the 
insufficiency of content in students’ writing is 
due to limited knowledge of the topic or 
issue, lack of ideas to develop their writing, 
the weaknesses in analyzing and evaluating 
information and lack of argument technique.  

For writing organization, students need 
to learn to write effective background that 
explicitly addresses the issue. Besides, 
students need to sharpen their ability in 
organizing facts and details in a coherent and 
cohesive way. It was found that students are 
still lack of ability in organizing information 
that they synthesized from different sources. 
Indeed, for writing organization the result of 
this researh is supported by Brammer and 
Rees (2007) who said that organization of 

writing is the most neglected aspect during 
writing and revising process by students.  

The most neglected criterion for 
language use was the use of connectors to join 
different parts of the essay. The lack of 
connector usage also reflects the weaknesses 
of organizing ideas in their writing. It is a 
matter of fact that these three aspects have the 
same contribution to shape students over all 
ability in argumentative writing.          

In the process of learning to write 
argumentative essay the integration of rubric 
and feedback in group is a new way because 
it has never been done before with the 
students at English education study program 
of teacher’s college Pattimura University. 
Therefore, In terms of pedagogical aspect, the 
synergy between rubric and group based 
feedback is a new way that is done to address 
the problem of learning to write 
argumentative essay of students at English 
education study program of Pattimura 
University in Ambon. Empirically the 
implementation of rubric and feedback in 
group has proven to improve student 
argumentative writing in certain level. The 
result of this research may only be used in 
this group of students. However, the teaching 
procedures of using rubric and group 
feedback may be used as teaching reference 
for teacher and lecturer to improve students 
writing skill.  

CONCLUSION 

The evidence from this study implies that the 
learning process of argumentative essay 
through rubric and feedback in group has 
been performing well to increase students’ 
writing skills. The result of the study has 
highlighted that during the learning process 
students were active and interactive with 
each other in their respective group to discuss 
and negotiate ways of improving their 
argumentative essay. The result of this study 
also has proven that students were motivated 
to use the rubric in writing and doing 
feedback in groups in order to revise their 
essay. The data analysis showed that the 
writing skills of the students increased 



	
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	 17	
	

gradually from one cycle to the next cycle. 
Therefore it can be concluded that  rubric and 
group feedback strategy had been 
successfully empowered students to increase 
their argumentative essay writing skill.  

Even though the integration of rubric 
and group based feedback strategy had 

successfully improved students’ writing 
skills, it is suggested that prior to writing 
activity students should be trained to use  
rubric and how to give substantial corrective 
feedback. In this sense, a list of guided 
questions for giving feedback may be 
discussed with the students.      

 

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