Page 88 - BUKU SYNOPSIS

assignments given by the teacher. It allows the teachers to rotate through f2f

and virtual interactions. Offline f2f in BKOF, MDOT, JCOT, and SA/PA phase

is to strengthen students' stimuli for making argumentative text. These phases

are the initial phase of GBA-based learning, which will determine the success

of student learning. Face-to-face teaching and learning is still considered the

most ideal because the communication and knowledge transfer process will be

established directly so that the information and material provided will also be

more easily absorbed and understood by students.

The goal of ICTs is to improve the effectiveness of the educational

process. In this situation, for instance, ICTs in blended learning enable the

teacher to provide feedback, which is ineffective in face-to-face actual classes.

According to Irons and Elkington (2022), using technology allows teachers to

give timely and high-quality feedback in the context of formative assessment.

According to several research (such as Abdelrahman et al., 2017; Altas &

Mede, 2021; Fathi & Rahimi, 2020; Su Ping et al., 2020), the flipped classroom

model can support teachers' instruction of EFL writing. This study will use

Google Applications (Google Docs and Google Drive) to help a flipped

classroom paradigm for writing teaching.

Several studies about teaching instruction through blended learning have

been done with various scopes, designs, and participants (i.e., (Alharbi, 2020;

Awada et al., 2019; Saeed & Al Qunayeer, 2020). These studies value the

benefits of integrating online learning in writing instructions for better results

in students’ writing performance and encouraging students significantly to

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