Page 176 - BUKU SYNOPSIS

teacher-centered learning was dominant; the students found it beneficial in

strengthening their understanding of both the content and the pattern of the

target text. Previously, the students had only been explained about the target

text model, and then they were asked to write a text without being instructed

on how to write effectively based on the characteristics of each paragraph.

Organizing the students into groups allowed them to discuss the materials.

However, many exercises took time, so the time used for SA and PA in class

was not optimal, while students still needed lecturer assistance to do SA and

PA.

In general, the average students were satisfied with the activities in

JCOT. However, they found it challenging to rearrange the jumbled

paragraph coherently. They need more practice to organize sections that were

entirely scrambled into a complete paragraph according to the arrangement.

Then, students were assigned to work in groups to create an argumentative

text. Since it was their first time to write collaboratively, they needed time to

practice adjusting one idea with another in a text. The task instruction and a

scoring rubric helped the students write a text, but they still needed more

practice to link their text and the scoring rubrics.

The group, however, was created without considering the students'

different language proficiency levels. A few groups needed help discussing

and composing texts based on allotted time. Therefore, the researcher and

lecturer were concerned about grouping students with poor ability and those

with high/moderate knowledge based on their previous task.

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