Page 174 - BUKU SYNOPSIS

difficulty when they were writing a text. They were assigned to group-based

SA as soon as they had constructed the text. It intended to practice them to

evaluate their work.

Next, they revised the text, swapped with another group for group-

based PA, and revised the draft before submitting it to the lecturer through

Google Drive (Gdrive). The students were guided by SA and PA sheets in

doing SA and PA. The lecturers also helped students when they did SA and

PA. Then, the lecturers provided feedback online, assisted by Google Docs

and Zoom meetings. In giving feedback, the lecturer sencouraged students to

confirm or ask questions regarding their feedback.

The last stage was ICOT, in which students constructed the text

independently and individually. They were given a writing test with the rubric

attached to the test for an hour. After that, they did SA independently and

revised it afterward. Then, the lecturers assigned students to PA. In doing SA

and PA, they were guided by the SA and PA sheets. Since the students still

needed assistance in doing PA, it was conducted in the class and took time.

In providing feedback, the students only checked the list of the characteristics

of the intended text stated in the SA/PA sheets and commented. Neither did

they elaborate on the feedback nor gave scores. After that, they revised the

second draft and submitted the final draft in G-drive for the lecturer's

feedback, assisted by Google Docs and Zoom meetings. The students

received interactive feedback by allowing them to raise questions regarding

the feedback they received. However, a few students clarified and asked

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