Rubrics-Based Assessment as a Teaching Strategy of Writing Journal for Novice Authors

Abstract

Journals have proven to be useful communication tools for teachers and students. This can create a positive atmosphere for learning and encourage in-depth learning by engaging learners to connect new knowledge with the previous one (Yulia, MF., 2013). The  research  was  conducted  at  STKIP  Muhammadiyah  Enrekang.  Research  subjects were 17 students as novice authors in the 4th semester of academic year 2016-2017. In collecting data, researchers used rubrics, observations, and questionnaires. The results showed that the use of rubrics can improve the ability to write journals. Their writing increases  in  every  element  of  the  journal  such  as  introduction,  method,  result, discussion, and writing format. Their improvement can be seen by comparing the mean scores on the pre-semester questionnaire and the post-semester grades (2.57 to 4.10), and the average student outcomes in journal writing, from the total journal writing value, are high (85.12 %). In addition, novice authors who use rubrics report more confidence in journal writing skills at the end of the semester. Overall, students assess the use of assessment rubrics as the most effective way to teach scientific writing. This paper describes a simple and concrete method of incorporating journal entry into an inquiry-based writing course, and provides a clear path to improving writing skills for novice authors through the use of rubric and sample manuscripts.

Keywords: Rubric-based assessment, teaching strategies, peer-collaboration, journaling writing, novice author