Page 177 - BUKU SYNOPSIS

Regarding the SA and PA in JCOT, some students benefitted from the

activities because they better understood the scoring rubric and its link to the

writing assignment. However, they need more practice on how to do SA and

PA. In addition, feedback from lecturers virtually online was beneficial to

students learning how to create argumentative text because the lecturers

explained the general structure and linguistic structure of argumentative texts

based on student writing results. Students were also allowed to ask questions

and clarify the feedback.

Students in ICOT were assigned to write the text on their own. They

were unsure about finishing the text because of their writing skills and

language use. They also found it difficult to finish their writing based on the

time allotment. Hence, like the JCOT step, they must self-assess and revise

their text, but they did individually. Their revision was then swapped with

other students organized by the lecturer. As soon as the PA session finished,

they revised it and stored it in G-drive for the lecturer’s feedback session.

This session ended with the feedback offered through Google Docs and a

Zoom meeting. Similarly to the prior session, the students were given

opportunities to interact with the lecturer regarding their feedback, but the

majority of them were hesitant to ask for clarification about their feedback.

When the researcher confirmed about this condition, most students reported

that they lacked confidence.

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