TASK BASED ACTIVITIES AND ASSESSMENT USING BLENDED LEARNING SYSTEM IN TEACHING LITERACIES IN A BILINGUAL CONTEXT OF LEARNING ENGLISH Ni Nyoman Padmadewi (a*), Luh Putu Artini (a)
Pascasarjana
Universitas Pendidikan Ganesha
Jalan Udayana
Singaraja Bali
Abstract
The pandemic condition mandates the use of task-based language learning as a method of instruction, causes teachers to adopt a blended learning system to deliver instruction, and makes teacher assessment more challenging. The aim of this paper is to show the different forms of task-based learning activities and assessments used to teach literacies to young learners in a bilingual setting. The study took place in a bilingual school in North Bali, and it used a mixed-methods approach with a significant focus on qualitative research. Observations, interviews, and questionnaires were used to collect both qualitative and quantitative information which were analyzed descriptively. The findings reveal that teachers provided students a variety of tasks ranging from simple pedagogical objectives to real-world tasks that truly prepare students to utilize English in real life. The tasks were conducted not only in the class level but also as school wide programs which combined all students in the school. Blended activities were used to assess students^ responsibility and commitment in conjunction with parents, as well as to investigate suggestions for improvement. Learning was assessed in a variety of ways, including synchronously using Kahoot, a game-based assessment tool, utilizing student learning worksheets, and using a direct test via questions and responses using zoom. Despite the pandemic and the remote learning, the blended learning system worked well and the learning process was efficient.
Keywords: Task-based learning- blended learning system
Topic: Learning / Teaching Methodologies and Assessment
