The Milestone of Blended Process-Based Approach in Argumentative Writing: Exploring the Sophomore’s Perception and Writing Achievement
DOI:
https://doi.org/10.17507/jltr.1402.08Keywords:
argumentative essay, blended process-based approach, gender, perception, virtual flipped classroomAbstract
The scarcity of investigation towards the injection of virtual flipped classrooms into the argumentative essay writing process, hereafter blended process-based approach, limits the array of advanced technology benefits within the EFL writing context in Indonesia. This research aims to investigate the students’ perceptions of the blended process-based approach in the argumentative writing course, to figure out the valuable strategies in every stage of writing, to delve how the male and female students perceive blended process-based approach, and to determine the effect of blended process-based approach towards their writing achievement. Framed within an explanatory mixed-method research design that employed quantitative and qualitative data collection and analysis, 28 sophomores participated. The perception questionnaire was administered to gain a rich data set, and tests using pre-test and post-test were given, instructing the participants to create an argumentative essay. The findings showed that the participants positively perceived the blended process-based approach in the argumentative writing course. Amongst the stages, pre-writing has the highest frequency of strategy selections. Then, male and female students perceived differently in all perception dimensions. Finally, they performed significantly better on the post-test, which indicated that they made noticeable progress in writing due to using a blended process-based approach.
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