Page 103 - BUKU SYNOPSIS

into a multipurpose assessment in blended text-type writing instruction in the

EFL context through research and development.

All previous studies show evidence of the benefits of AaL, AfL, AoL,

GBA, and blended learning in EFL writing instruction. However, most studies

addressed their implementation in separate interventions by comparing them to

one another as the control and experiment classes. To the best of the

researcher's knowledge, studies that aim to integrate the three approaches of

assessments and examine the contribution effects to promote students' writing

skills are scarce. In addition, none of the previous studies were conducted in a

design-based research that allows the researcher to conduct a needs analysis to

address the intended issues. The studies regarding using ICT, such as Google

Docs and Zoom meetings in writing instruction, disseminate the positive

effects on learners' learning. Three studies only provide conceptual articles

about combining AaL, AfL, and AoL. The common similarity of the previous

studies is that none developed their own instruments, such as learning and

assessment devices.

Hence, this current study addresses the deficiencies in prior research by

creating a valid evaluation tool for blended learning in the context of teaching

argumentative writing. This model allows students and lecturers to generate

systematic constructive feedback, which helps enhance students' writing skills.

Additionally, it unconsciously motivates students to engage in writing

practices, as they are required to create multiple drafts. The students are

provided with guidelines for self-assessment (SA) and peer assessment (PA)

98