Page 190 - BUKU SYNOPSIS

the writer's viewpoint or perspective, and elaborating in body paragraphs with

supporting ideas. In this instance, students were tasked with debating in

groups on how to express their position and provide supporting arguments for

five distinct debatable statements. However, because there was no significant

change in model implementation, the researcher made no changes to the

model, except for not using Zoom meetings to provide corrective feedback to

students.

b) Action and Observation

Based on their performance in Cycle 1, the students were divided into

groups according to mix ability so they might benefit from peer or peer

learning. Additionally, the lecturers reviewed SV agreements and the usage

of articles with the students and gave them experience with pronouns and

synonyms.

Cycle 2 ended with online comments aided by G-Docs. The lecturer did

not have the conference Zoom meeting for psychological obstacles for

confirming their feedback as in Cycle 1, instead providing feedback on the

student's writing script via the G-Docs chat box. Psychological barriers

become the new finding in this study which were not found in the studies

regarding the use of Zoom meeting (e.g. Erna et al., 2022). Therefore, in the

conversation box, the lecturer allowed students to clarify the feedback they

received. The cycle was completed by documenting the students' writing

results. Two raters rated the results.

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