Page 43 - BUKU SYNOPSIS

constructed the text through process-based writing activities of planning,

drafting, editing, and revising. After they have completed their text, they

self-assess based on the SA guidelines. Next, they made revisions based

on their findings. Based on the PA guideline sheet, the revised draft was

given to a friend from another group for review. The revisions were then

screenshots or typed and shared on Google Drive to be given feedback by

the lecturer virtually through Google Docs and based on a predetermined

time. Students do not need to include their names in the draft, but their

student number, to avoid the psychological effects on students when giving

feedback. This phase ends with students' revisions and is stored in Google

Drive.

The last stage in teaching GBA is independent construction. In this

section, students were asked to produce writing independently according

to the genre being studied to apply what has been learned in the

deconstruction and practice sections carried out at the joint construction

stage. At this stage, the lecturer must reduce her assistance, scaffolding,

and instructions to give students more opportunities to produce the text

independently. Similar to JCOT, before the students collected their final

draft, they must go through SA, PA, LA, and revision processes.

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