| This study investigates whether online learning can be effective in improving ESL/EFL learners? argumentative writing. The participants consist of 29 tenth grade learners, and the experiment lasts for 5 weeks. In the treatment, the learners learnt through Google Classroom while being exposed to process-genre approach as the teaching-learning procedure. Precedent and subsequent to the treatments, learners are asked to write argumentative essay. Afterwards, the essays were assessed using two rubrics; the former appraised their general argumentative writing, and the latter evaluates their reasoning and rebuttal skill. The results show that online learning compounded with process-genre approach can improve learners? general argumentative writing ability. As for their reasoning and rebuttal skill, the treatment woefully did not improve their reasoning, notwithstanding it significantly improves their rebuttal skill. Therefore, the foregoing discussion indicates that despite the method didn?t improve students? reasoning skill, it can veritably impact to strengthen students? general argumentative writing ability and their rebuttal skill. |