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28 topic or field; contribute knowledge of the field in the shared construction
of a text; and negotiate with the teacher and other students to construct a written text.
d. Independent Construction of Text ICOT This is the final stage of the cycle when the students write their own text.
The teacher provides a project to be accomplished by the students via e- mail individually. The project is making descriptive writing by paying
attention to some writing aspects namely; the use of punctuation and capital letter, vocabulary, grammar, supporting detail, and organizing
writing well. The teacher’s main role is to provide constructive comment to the students on what further development if it is necessary.
3. The Advantages of Using Electronic Mail
Using e-mail in a writing class can be conducted at any kind of network as long as workstations with e-mail software are readily available to
the students. This could be in a language laboratory, a campus network, or across the Internet. There are many reasons why using e-mail is advantageous
for the students and teachers in the writing class. Dudeney and Hockly 2007: 62 state that the advantages of using e-
mail for teaching writing as follows. E-mail allows the students and teacher to communicate outside the classroom, for example sending, receiving, marking,
and returning the students’ written assignments. When the students access to
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29 computers outside the class, they can write a text freely without engaged the
limited time. Using e-mail simple to use and most of students are familiar with e-mail.
According to Lee 1998: 3, using e-mail enables the teacher to monitor the process of the students writings to save class time for the
teachers assignments and comments. E-mail can furnish teacher-student, student-student communications including formal and informal consultations.
E-mail offers students opportunities for much more valuable communicative interaction in the target language. Occasionally, some students who do not
like to express themselves in a group tend to do better with writing. Since students usually generate more content electronically than with traditional
pen-and-pencil methods, shy students often tend to express their opinions more openly without fear. This can give students self-confidence and improve
their writing ability. Subekti 2010: 1 says that by using e-mail, teacher is able to
electronically monitor individual or group writing process from early phase to the final one. Usually, teachers often receive dozens of papers, assignments,
and pieces of correspondence from their students each term. These pieces of paper often get organized on desk, in brief case, in filing cabinet, at home, in
the office, in the classroom, and so on. E-mail can also save class time for some assignments. Teachers can send assignments and announcements
electronically to the students. For example, if a teacher has to remind the students of a certain assignment due or a particular procedure, the teacher can
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30 send one message to entire class members. This can save valuable class time.
Moreover, with the return receipt capabilities of e-mail the teacher is able to know whether each individual student has opened and read the message. This
is an important feature to help monitor the progress of the student or the group.
It can be concluded by using e-mail, students and teachers become better problem solvers and better communicators. By using e-mail, students
can begin to realize their full potential when they are trigged to deal such feature as a tool in completing their writing tasks more effectively. Students
have the chance to collaborate and work together with others and teachers. On the other hand, by working electronically, teachers can help learners create,
analyze, and produce information and ideas more easily and efficiently. In this case, teachers directly make their works easier in teaching and learning
process.
C. Review of Related Researches
