Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal PROJECT (Professional Journal of English Education)
Hanna Sundari
Universitas Indraprasta PGRI (UNINDRA)
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Prompt, Hint, Model, Feedback: How Dynamic Assessment Shapes Procedural Writing Skills and Self-Efficacy in a Vocational ESP Classroom Ahmad Akbar; Maya Puspitasari; Hanna Sundari
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dynamic Assessment (DA) merges instruction and assessment into a single mediated process. This study tested its effect on procedural writing and writing self-efficacy in a vocational ESP classroom and tracked how students reacted to it, using a pre-experimental, one-group pretest-posttest design. Twenty-two eleventh-grade Software and Game Development students at a vocational high school in Bandung, Indonesia, completed a procedural writing test and two questionnaires before and after a four-stage mediation intervention (prompting, hinting, modeling, feedback); paired-samples t-tests and Cohen's d analyzed the results. Writing scores rose from M = 57.23 to M = 78.50 (t(21) = 26.12, p < .001, d = 2.59), self-efficacy rose from M = 23.32 to M = 36.50 (t(21) = 31.43, p < .001, d = 4.02), and student response shifted from neutral to strongly positive (t(21) = 35.80, p < .001, d = 4.59). These findings extend DA scholarship into procedural, technical-genre writing. The design lacked a control group, and the self-efficacy instrument's reliability was low (α = .454); the numbers here point in a clear direction, but they should not be mistaken for proof.
Co-Authors Ahmad Akbar Maya Puspitasari