Page 175 - BUKU SYNOPSIS

questions during the feedback given. This situation was our concern to ask

students during the reflection session.

Examples of dialogic feedback:

#L: The opening sentence is good, but capitalization needs to be corrected.
#S3: Yes, mam
#L: Here “gedgets”. What’s wrong?
#S3: Yes, mam, spelling.
#L: This draft also uses some hedging, such as possibly, barely, which is
good, but why there are two verbs…. “Secondly, children barely have time
to do doing activities”.
#S3: No, mam, that's /daily/.
#L: Alright

#L: A sentence is too long. You can split it into two sentences.
#S5: Alright mam
#L: Look at the first paragraph. Is there a writer's standpoint? Thesis
statement
#S5: No, mam.
#L: The sentence about “Epidemiology studies state that excessive use of
mobile phone can cause health problems” can be used as the supporting idea
in a body paragraph.
#S5: Alright, mam, so I move to the body paragraph.

b. Reflection

The action focused on promoting students’ writing skills by implementing the

multipurpose assessment model in GBA of blended learning. Therefore, the

observation focused on the activities of GBA learning cycles in which the

assessment processes (SA, PA, and lecturer’s feedback) were embedded.

Providing students with the link to the materials on the Internet made it

easy to develop their background knowledge regarding the target content,

which was the newest experience. It was beneficial to support students with

ideas before coming to the class. In addition, in the BKOF and MDOT stages,

170