<![CDATA[Writing instruction in Indonesian language classrooms requires students to develop ideas, organize genre-specific structures, and use appropriate linguistic features across print and digital environments. Previous studies on Student Teams Achievement Division (STAD) have largely examined it as a cooperative-learning intervention, with limited attention to how different instructional media shape writing outcomes within the same STAD framework. This study compared module-based and web-based STAD for tenth-grade students’ writing of observation report, exposition, and anecdote texts. A quantitative quasi-experimental comparative design involved 70 students from two Grade X classes at SMA Negeri 3 Padang, with 35 students in each instructional condition. Students’ texts were assessed using an analytic rubric covering content development, generic structure, and linguistic features. Data were analyzed using descriptive statistics, Welch’s t test, the Mann–Whitney U test, and effect sizes. The module-based group obtained an overall mean of 76.06 (SD = 6.46), whereas the web-based group achieved 80.85 (SD = 5.61). The overall difference was significant, t(66.69) = 3.31, p = .001, d = .79. Web-based STAD also showed significant advantages in observation report and anecdote writing, whereas the difference in exposition writing was not significant. These findings indicate that instructional-media effects within STAD are genre-sensitive. The study demonstrates that cooperative writing outcomes may depend on the alignment between instructional media and genre-specific writing demands.]]>
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