Page 172 - BUKU SYNOPSIS

1. Cycle 1

a. Action and Observation

Considering the problems identified in the previous investigation stage, the

researcher focused on developing the multipurpose assessment model to

promote students' writing argumentative skills through blended learning. To

address the research question mentioned previously, there were several

actions to carry out during the teaching-learning process.

The cycle started with ERVL, which assigned the students to read and

watch the videos regarding the content of the text’s topic. The links of the

sources were sent through their WhatsApp Group. This activity was intended

to give background knowledge to students regarding the target text to write

later on and to strengthen students' independent learning.

Then, the BKOF session, which was conducted in the face-to-face (f2f)

class, intended to discuss the content and share experiences on the topic. The

topic is about information communication technologies (ICTs) as it was

familiar to students. In this study, the students were stimulated by using

pictures. Then, they were distributed into a group of three students and were

assigned to do some exercises to link to the topic, such as identifying

debatable or non-debatable statements, keywords used in the target text, and

synonyms. During the discussion, the lecturers helped students find and

collect vocabulary related to the topic discussed and the form of sentences in

the sources they read.

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