Page 42 - BUKU SYNOPSIS

lecturer outlined the assignment's aim based on the course syllabus.

Following that, during the discussion, the lecturer offered the text

model in addition to the models made by the students. They were tasked

with identifying the intended text's qualities. This activity accidentally

improved students' critical thinking skills.

Next stage, the modeling or deconstruction of the genre (MDOT)

stage is an activity in which lecturers and students discuss the generic

structure that will be examined. The lecturer also assisted students in

locating and/or collecting terminology relating to the topic covered, as well

as sentence patterns employed in the text modes. In this study, for example,

students practiced writing argumentative essays. In this activity, the

lecturer gave students a cut-and-edge jigsaw containing fragments of

writing and instructs them to arrange the pieces of writing to form a whole

text. Following the modeling, students identified the text's communicative

function and purpose, such as its social purpose in relation to its

surroundings. In this scenario, the lecturer should devise questions to

improve students' understanding of the text's features. The lecturer also

allowed them to practice writing by developing sentences based on the

generic structure and linguistic qualities of the goal content.

Third, students proceeded the stage of writing texts at the joint

construction stage or guided exercise (JCOT). In this stage, the lecturer

still assisted students in constructing a text. They produced the text

together in groups and with the teacher's help. In this case, the students

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