This time i will review a journal again. But this time with different tittle and different case!
Check this out !
- Author : Aggri Muhtia, Suparno, Sumardi
- Year : 2018
- Publisher : International Journal of Language Teaching and Education
- City : Surakarta, Indonesia
- Tittle : Blended Learning in a Paragraph Writing Course: A Case Study
Literature Review
2.1. Paragraph Writing
In academic writing, the goal of a paragraph is to support a claim or idea that helps build the whole purpose of the writing (Bryson, 2014). This implies that paragraphs play an important role in academic writing. Good paragraphing helps the reader un-derstand the text because ideas need to be organized to make them make sense, and “keeping one idea to one paragraph is the most basic rule of good paragraphing” (“Best IELTS preparation”, 2013). Zemach and Rumisek (2005) define a paragraph as “a group of sentences about a single topic” (p. 11), and the sentences explain the main idea of the topic.
Savage and Shafiei (2007) describe three elements of paragraph organization, namely the topic sentence, supporting sentences, concluding sentence. These ele-ments should be unified and need to be organized coherently. These may not be easy as students could find it challenging to find ideas to include in their writing, and thus students need clear guidance, positive feedback, and interesting ideas to write about (Zemach and Islam, 2007).
2.2. Blended Learning
Blended learning is an instructional approach which combines face-to-face learning with online learning (Garrison & Vaughan, 2008; Thorne, 2003; Macdonald, 2008). Dif-ferent scholars, however, propose different concepts about blended learning. Garrison and Vaughan (2008) assert that blended learning is not an addition of online learning into face-to-face learning but “restructuring and replacing traditional class contact hours.” Meanwhile, Thorne (2003) states that one learning type can be “a supplement to other types of training and learning” (p. 47). Among several models of blended learning in higher education identified by Twigg (2003), namely supplemental, re-placement, emporium, and buffet, Auster (2016) suggests that supplemental model and replacement model are seemingly the most relevant models of blended learning. The supplemental model seems to fit Thorne’s interpretation of blended learning while the replacement model suits the Garrison and Vaughan’s.
2.3. Process approach to writing
Zemach and Rumisek (2005) state that to create a good piece of writing a writer must go through several steps of the writing process. This process, which is called the pro-cess approach to writing, includes the steps of pre-writing, drafting, reviewing, and revising (Badger & White, 2000). Unlike the product approach which emphasizes on form, this process approach focuses on the facilitation of students’ writing. The role of a teacher is to guide learners through the writing process to develop strategies for generating ideas, drafting, and refining ideas (Hyland, 2003). He adds that this could be reached through providing pre-writing activities to generate ideas, brainstorming, and outlining.
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