Page 173 - BUKU SYNOPSIS

Then, the stage of modeling or deconstructing of the text (MDOT) in

which the students examined and deconstructed the text in a group. This stage

comprises several activities. In this context, they were provided with two

models of an argumentative text. They were assigned to analyze the model of

the texts assisted with tables distributed in their worksheets. After that, the

lecturers led the discussion of the result, which aimed to compare the students'

views on the topic and the pattern of the argumentative text. In this stage, the

students modeled the argumentative text through activities, such as discussing

the generic structure of the text, the pattern of the text, vocabulary, sentence

patterns, grammar used, and paraphrasing some expressions from the text.

EVRL sessions emphasized student-centered learning. On the other hand, the

BKOF and MDOT relied more on the lecturers to assist students in acquiring

writing and content knowledge.

The next session was JCOT, which aims to practice writing a text. In

this stage, they still practiced to construct collaboratively with the lecturers’

help. However, prior to constructing the text, they reconstructed a jumbled

sentence to be a coherent paragraph. It intended to strengthen their

understanding of the structure of the intended text, so that they were ready to

write (Dirgeyasa, 2016). This phase focused on students' readiness to write

before they compose independently. Therefore, they had a collaborative

writing for 50 minutes with ten minutes for planning. They were given a

writing test sample with an attached analytical scoring rubric. It was intended

to assist them in writing a text. The lecturers assisted based on the group's

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