Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia

Research Article

Student Engagement in Hybrid Task-Based Language Teaching in EFL Writing Class

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  • @INPROCEEDINGS{10.4108/eai.29-6-2019.2290384,
        author={Tusino  Tusino and Abdurrachman  Faridi and Mursid  Saleh and Sri Wuli Fitriati},
        title={Student Engagement in Hybrid Task-Based Language Teaching in EFL Writing Class},
        proceedings={Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia},
        publisher={EAI},
        proceedings_a={ISET},
        year={2020},
        month={1},
        keywords={student engagement hybrid task-based language teaching efl writing},
        doi={10.4108/eai.29-6-2019.2290384}
    }
    
  • Tusino Tusino
    Abdurrachman Faridi
    Mursid Saleh
    Sri Wuli Fitriati
    Year: 2020
    Student Engagement in Hybrid Task-Based Language Teaching in EFL Writing Class
    ISET
    EAI
    DOI: 10.4108/eai.29-6-2019.2290384
Tusino Tusino1,*, Abdurrachman Faridi1, Mursid Saleh1, Sri Wuli Fitriati1
  • 1: Universitas Negeri Semarang
*Contact email: tusino@umpwr.ac.id

Abstract

College teachers are seeking innovative learning environment and teaching technologies to encourage better performance for their students. Hybrid task-based language teaching is a combination between traditional learning and online learning in terms of giving tasks which consists of pre-task, during-task, and post-task cycles. This study aims at describing how college students engage in hybrid task-based language teaching and revealing their perceptions of its implementation in EFL writing class. Twenty six undergraduate students majoring English program are employed as research participants. The instruments used were open-response questionnaires and in-depth interviews in the writing course. Data were taken from student responses of questionnaires and interviews. The data were processed through descriptive qualitative analysis, namely categorizing student writing of open-response questionnaires, transcribing interviews results, analyzing the encoded data, and drawing conclusions. The results of the study show that students are more engaged in hybrid classes assisted with a Google Classroom tool. Hybrid learning increases students’ task completions and their learning motivation. However, task complexity and submission deadline hinder hybrid learning processes. Student-student and instructor-student communication through both face-to-face and online learning are correlated with higher student engagement.