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Jun 11, 2024
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Nov 13, 2024
Published
Jun 30, 2024
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Abstract





 


This study examines a novel Hybrid Project-Based Learning model in academic writing courses, presenting a revolutionary educational approach. A comprehensive case study was conducted in the English Department of IAIN Ponorogo, East Java, Indonesia. The study employed a robust qualitative research methodology and collected valuable information from data sources such as observations, interviews, and reflection. The investigation cantered on 85 fourth-semester students and three academic lecturers to establish a contextualized framework for comprehending the intricacies of implementing Hybrid PBL. The study utilized Thematic Analysis and QDA Miner software for data analysis. The study showed that the Hybrid-PBL academic writing approach begins by developing fundamental skills encompassing reading, note-taking, paraphrasing, and utilizing technology resources. The method proceeded with a project-based learning phase involving authentic writing problems, collaborative tasks, and a thorough process writing approach. Moreover, students offered significant insights emphasizing two primary themes: challenging yet rewarding and promoting a sense of value and approval.


 


Keywords: academic writing; hybrid learning; project-based learning


 





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How to Cite
Rochmahwati, P. (2024). Revolutionizing Academic Writing: A Deep Dive into Hybrid Project-Based Learning. ELITE JOURNAL, 6(1), 43-52. Retrieved from https://elitejournal.org/index.php/ELITE/article/view/218

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