Authors
Ahmad Akbar
Margana
Ari Purnawan
Editor
Zulfi Hendri
Category
Reference Book
ISBN
In Progress
e-ISBN
In Progress
Size
14 x 20 cm
Pages
xix + 86 hlm
Year of Publication
August 2026
Price
Rp 125.000
Synopsis
This book presents the MIRRORS Framework as an integrated model that brings together instruction, mediation, and assessment within a continuous learning process. The model was developed in response to the need for a more developmental approach to assessment in vocational English for Specific Purposes (ESP) classrooms. The preliminary investigation revealed that assessment practices tended to emphasize students’ final products, while feedback, mediation, and scaffolding were often implemented informally and inconsistently. These conditions indicated the need for a structured yet practical framework capable of integrating assessment into the learning process rather than treating assessment merely as an activity conducted at the end of instruction.
The MIRRORS Framework was developed through a systematic Research and Development process that integrated the ADDIE model with seven reflective and instructional stages: Mind Mapping, Identifying, Refining, Reconsidering, Organizing, Reviewing, and Socialization. The integration of these stages provides a structured pathway through which students can progressively develop their ESP procedure-text writing competence. At the same time, the framework enables teachers to continuously observe students’ learning processes, identify difficulties, provide appropriate assistance, and encourage learners to move toward greater independence.
The first stage, Mind Mapping, activates learners’ prior knowledge and prepares them to engage with a particular vocational writing task. Identifying focuses on diagnosing students’ learning needs and difficulties. Refining provides opportunities to improve ideas, vocabulary, language use, and textual expression. Reconsidering encourages learners to reflect on and revise their developing texts. Organizing helps students structure procedural information into coherent and logical sequences. Reviewing enables learners to evaluate and improve their writing, while Socialization provides opportunities to communicate and present authentic work. Together, these stages establish a recursive learning process in which writing development and assessment are continuously interconnected.
A central characteristic of MIRRORS is its Dynamic Assessment mechanism. Mediation is not positioned as a separate activity but is embedded throughout the learning process through five interconnected strategies: Prompting, Modeling, Hinting, Evaluating and Feedback, and Scaffolding. These strategies allow teachers to provide graduated assistance according to learners’ needs. Instead of simply identifying errors or assigning scores, teachers use assessment information to determine what kind of support students require and how that support can facilitate further development. In this sense, assessment becomes an active component of instruction and learning.
The model also places authentic vocational communication at the center of ESP writing instruction. Procedure texts are particularly relevant because vocational learners frequently encounter workplace situations that require them to explain processes, describe procedures, provide instructions, and communicate technical information. Consequently, the development of procedure-text writing competence involves more than grammatical accuracy. It encompasses the organization of procedural steps, the use of technical vocabulary, clarity of instructions, communicative appropriateness, grammatical accuracy, and coherence and cohesion. MIRRORS provides a framework through which these dimensions can be developed progressively within meaningful vocational contexts.
The development of this model was informed by empirical needs identified in vocational ESP classrooms. These included the predominance of product-oriented assessment, inconsistent mediation and feedback, limited formal knowledge of Dynamic Assessment among teachers, restricted instructional time, relatively large classes, and insufficient integration between ESP writing tasks, assessment, and mediation. These findings demonstrated that an effective model needed to be theoretically grounded while remaining realistic, flexible, and manageable within ordinary vocational classroom conditions.
The development process translated the conceptual framework into an operational instructional and assessment package. This package includes teaching plans or modules, ESP writing materials, procedure-text tasks, student worksheets, teacher guidelines, observation sheets, interview protocols, assessment rubrics, and reflection sheets. The resulting framework therefore represents not only a conceptual model but also a practical system that can guide classroom activities and assessment procedures. Its design seeks to establish consistency between instructional objectives, learning activities, mediation, assessment, reflection, and expected learning outcomes.
The MIRRORS Framework was subsequently subjected to expert validation, revision, classroom implementation, and evaluation. Its classroom implementation involved vocational students and English teachers in authentic vocational school settings. During implementation, teachers followed the seven MIRRORS stages and incorporated Dynamic Assessment strategies into classroom interactions and writing activities. Classroom observations, interviews, focus group discussions, students’ writing outputs, and assessment records provided evidence for examining the practicality and effectiveness of the developed model. The findings indicated that the revised framework could be implemented in vocational ESP classrooms and that teachers perceived it as compatible with their existing instructional practices. One of the important practical contributions of MIRRORS is its potential to strengthen teachers’ assessment literacy and reflective practice. Teachers already provide assistance, feedback, and scaffolding in many classroom situations; however, these practices may occur spontaneously without a systematic framework. MIRRORS provides a structure for making such practices more deliberate and purposeful. By connecting diagnosis, mediation, feedback, and reflection, the model encourages teachers to view assessment not merely as measurement but as an integral part of students’ learning and development.