Page 95 - BUKU SYNOPSIS

text. Next, modeling or deconstruction of the text (M/DOT), where the teacher

and the students discussed the model of the text that they have learned before.

The teacher provided a cut-and-edge puzzle to investigate the students’

knowledge related to the generic structure of the text. The next step is joint

construction of the task (JCOT), where students learnt to construct a text based

on the model given as the task. After students wrote the first draft, they self-

assessed (SA) in group and revised accordingly or added some sentences/ideas.

Next, their revision was swapped to other group for offline/online group-peer

assessment (PA). After getting the corrective feedback from their peers, they

revised it accordingly and posted in the class’s G-drive for having lecturer’s

feedback. The teachers provided corrective feedback on students’ work

through Zoom and Google Docs.

Last, independent construction of the text (ICOT), in which the students

constructed the text independently for 50 minutes. As soon as they finished,

they self-assessed and revised accordingly or added some ideas. Then, they

stored their revision in G-Drive and swapped to other student for offline/online

PA. After they received corrective feedback from their peer, the revised it

accordingly and re-posted in the G-drive for lecturer’s corrective feedback.

B. Relevant Studies

The following are some research findings pertinent to the dissertation's

research topic. Cahyono and Amrina (2016) employed peer feedback and self-

correction based on a guideline sheets to engage students in essay writing. The

results indicate that students who learn to write using peer feedback and self-

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