Integrating hybrid learning and team-based project in EFL writing class

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at one of the universities in Semarang, Central Java, Indonesia. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects were divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students, with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects was effectively implemented in genre text writing classes. Therefore, the results of this study could make a good contribution because they can motivate students to write texts and improve independent student learning.


INTRODUCTION
English Education lecturers in Indonesia have responded to technological advances in the digital 5.0 era, so they have changed classroom learning from face-to-face to integrated faceto-face online, especially in writing (Wilson, 2020;Wijayatiningsih et al., 2021;& Maulida, 2020).Because they may not repeat material in face-to-face classes, a weakness of the faceto-face learning paradigm (Sun & Chen, 2016;Wright, 2017;Santikarn & Wichadee, 2018).In another context, many phenomena also occur in online learning: the lack of interaction that encourages character implementation in education, the lack of complete feedback for students, and the need for more logical and weighted learning involvement (Aslam et al., 2021;Lukas & Yunus, 2021).The phenomena in online learning also happens in English Education Study Programs at one of the private Universities in Indonesia, especially in genrebased writing courses where online learning has not provided complete facts that knowledge is evenly distributed and well implemented.This problem happened in 2020 and 2021 when the writing class happened in online.These facts are supported with some previous studies about teaching writing through online (Mahmud & German, 2021;Simamora, 2020;Wihastyanang et al., 2020) Based on the previous studies in learning face to face and online, it needs to combine both of them in the teaching learning to create the harmonization process in learning writing (Alsowat, 2022;Tusino et al., 2021;Wijayatiningsih et al., 2022).
One of the facts that emerge is that students tend to close the camera during online classes where people are working, which will later affect student maturity (Asgari et al., 2021;Castelli & Sarvary, 2021;Chen et al., 2020;Gherheș et al., 2021;Neuwirth et al., 2021).The students also cannot focus on the content offered by lecturers, and e-learning often makes students unable to take full responsibility for their education.A hybrid learning model can be used to overcome the drawbacks of online and classroom learning, combining the best of both models.It allows students to learn both in school and outside the classroom learning model combines the benefits of face-to-face and online (Wright, 2017;Wang & Seepho, 2017;Wang et al., 2017;Williams & Lahman, 2011;Lynch, 2014).
On the other hand, until now, especially the English Language Education Study Program at one of private universities in Central Java, Indonesia, have utilized a teaching method known as "face-to-face learning," in which students do all their learning directly.The weakness of the face-to-face learning model is that it still relies on spatial and time (Cheadae & Khongput, 2019;Lynch, 2014;Sun & Chen, 2016;Wang et al., 2017;Williams & Lahman, 2011).
This generation was born due to the rapid development of information and communication technology (ICT) (Ari et al., 2021;Auster, 2016;Sri et al., 2021;Szeto, 2014;Wright, 2017).Teachers now learn online or via the internet, not in person.There are many benefits of online learning.First, everyone can know whatever they want without spatial and time constraints.Secondly, operational costs for each student to participate in learning activities become more affordable.Thirdly, it is more accessible to monitor student progress.Fourth, the web-based learning design enables personalized learning activities.Lastly, learning materials can be updated more quickly because of the web design.However, the weaknesses of this model include the following: 1. Student abilities and motivation.2. Access to learning using the web is often a problem for students.3. Students quickly feel bored and bored if they need access to information.4. Guidance is required for students to find relevant information.5. Learning is only possible if there are adequate communication facilities.6. Lack of direct interaction between lecturers and students.
Face-to-face and online models have drawbacks.Therefore, a hybrid learning paradigm was born.The term "blended learning" refers to instruction that combines faceto-face and online (e-learning) components Click or tap here to enter text.Not all class activities are replaced by online learning in hybrid learning.Instead, online learning complements those not offered in class (Suh & Huh, 2017;Sumarno & Tatik, 2018;Titova, 2017;Tsiakyroudi, 2018).
Moreover, the government has announced the implementation of Merdeka Belajar, which is identically related to learning collaboratively with technology.One approach that can be accommodated in the class is hybrid learning, which will help students develop their character while also being responsible for their mastery of English with collaborative and participatory learning, according to the Key Performance Index of the Ministry of Education and Culture, collaborative and participative class (Anis & Anwar, 2020;Krishnapatria, 2021;Lhutfi & Mardiani, 2020;Meke et al., 2021).However, this collaborative and participatory learning model through hybrid learning still has drawbacks.It must be comprehensively integrated into the process design, practice, and assessment of learning English with technology.
Hybrid learning offers many advantages to students, including face-to-face meetings and collaboration, synchronous and asynchronous online chats and discussions, real-time interaction and feedback from the instructor, optimal course design for both channels of instruction, technology-driven assessment, and traditional examinations (Stein & Graham, 2020;Banditvilai, 2016); Gulnaz et al., 2020).The hybrid learning approach incorporates a wide variety of different types of constructs, including those listed above.The hybrid learning environment is utilized if each component is in place.
This research integrates Team-Based Projects or what we often call Project Based Learning as the capital of students socializing in life in society in the 5.0 era.It is also one of the approaches to teaching and familiarizing students to become knowledge producers in a learning community called Team Project Based Learning or Teamwork and learning project based (Alwasilah, 2019;Guo et al., 2020;Villalba, 2022).
Teamwork and project learning competencies (Team Project Based Learning/ TPBL) are cited as essential learning objectives in most universities worldwide.Therefore, team project-based learning is interpreted as a learning approach that focuses on student involvement in teams and has been introduced to maintain social skills, creative problem-finding, and problem-solving skills (Alwasilah, 2019;Guo et al., 2020;Villalba, 2022).Lee et al. (2017) discussed that educators have come to embrace TPBL, or team-based, project-based learning, as a method for improving classroom engagement and student outcomes."True peer-based learning" (TPBL) is more than just a catchy name for group research.Nevertheless, TPBL stands out from the crowd.The degree to which students must engage in design, problem-solving, decision-making, and investigative activities to find solutions to a project's stated problems or challenges is indicative of the project's complexity (Lee et al., 2017).Project-based learning, especially at the university level, requires teamwork rather than individual effort due to the complexity and variety of tasks involved.In addition, there is a broader choice of instructional methods that can be used in project-based learning than in problem-based learning.Even if a project addresses a problem, the focus may change to an unrelated area that is not causing issues (Lee et al., 2017;Villalba, 2022).Because of its emphasis on teamwork, TPBL challenges students to think independently and provide original solutions to problems.In this way, TPBL does more than group students together for problem-solving.
Hybrid Learning can be combined with a Team-Based Project learning model to overcome these deficiencies, focusing on increasing students' comprehension (Kassem, 2018).This model is a combination of learning in the classroom and can be done collaboratively outside the school.This is in line with the previous research about hybrid problem-based learning in speaking skills (Kassem, 2018), which positively affected students 'speaking performances, independent and self-directed.The main point that hybrid-based project learning has been researched is that it is practical to implement in the classroom or online (Yang & Spitzer, 2020;Lynch, 2014;Tusino et al., 2021).However, most previous studies on hybrid learning have only focused on speaking vocabulary acquisition, students' engagement, and virtual or hybrid comparisons in the writing class without integrating team-based projects in writing genre-based instructions (Baresh et al., 2019;Abdullah et al., 2022;Alsowat, 2022;Baresh et al., 2018;Heim, 2022).
Furthermore, the writing skills of English Education students at Muhammadiyah University Semarang in the third semester show progress during the online process of assembling sentence ideas into paragraphs.However, difficulties arise in providing peer feedback, class involvement could be more optimal, and there is still relatively high plagiarism, around 30% when given a review from the lecturer.Even though the online learning process during the pandemic and new normal has integrated technology applications, e-learning, games, and providing motivation for writing, the involvement and giving of fellow students' feedback could be better conditioned and positive.
Based on the findings above, developing the Hybrid Learning Based Team Project model is urgently needed to improve students' performances, especially in genre-based writing.However, the combination of the Hybrid Learning and Team-Based Project models is a new model whose validity, practicality, and effectiveness of this combined model still need to be discovered.
Therefore, this study discusses two research problems, as follows.
1. How to integrate a valid Hybrid Learning and Teambased Project in writing class? 2. Is implementing the Hybrid Learning and Team based effectively improving students' writing performance?

Research Design
This research employed a mixed-method approach by applying an explanatory research design to find out the quantitative data as the main findings while the qualitative data is additional data to find out the comprehensive findings Cresswell, 2014;Cresswell & Plano, 2018).The quantitative approach applied the quasi-experiment design, and the qualitative method used classroom observation based on the seven steps of the team-based model (Jalinus et al., 2017;Lee et al., 2017).The seven steps of a team-based project are making basic questions, designing project plans, compiling project schedules, monitoring students and project progress, testing test results, and evaluating experiences.

Research Participant
This research was conducted in the Department of English Education at one of a private universities in Semarang, Central Java, Indonesia.This department offered courses in writing from the first to the sixth semester.This study was limited to genre-based writing because this course strongly connected to producing a genre or text.Seventy-two students in the third semester participated in the eight-week experiment, divided into thirty-four students in the control class and forty-two in the experiment class.They had ageranged from 18-21 years old.This study employed purposive sampling since there are only two classes.

Research Instruments
This study applied three instruments, namely writing essay tests, questionnaires, and observation sheets.The type of questionnaire used is a questionnaire for analyzing student needs in the implementation of hybrid learning and teambased projects, a questionnaire on student comfortable in using technology, a questionnaire on student motivation on knowledge with student writing results, student perspectives on the effectiveness of team-based projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions in group learning.The indicator of questionnaires modified from (Ari et al., 2021;Kassem, 2018;Mulyadi et al., 2019).
The questionnaire had been validated in one of private universities in East Java, Indonesia and had valid result 0.295 and reliable results 0.75.The observation sheet is the observation of the learning process in the form of making basic questions, designing project plans, compiling project schedules, monitoring students and project progress, testing test results, and evaluating experiences.

Data Analysis
The results of this study were analyzed using descriptive statistics, normality tests, validity tests, one-sample tests, alpha regression analysis, and effectiveness tests using the following effectiveness indicators quantitatively.Analysis of the effectiveness of the HLBTP model is based on three indicators, namely; a. Completeness of writing ability b.The effect of motivation and independent learning on writing c.A comparative test of the experimental class with the control class While the qualitative data was analyzed by using thematic analysis based on Team-Based Project steps Baresh et al., 2019;Abdullah et al., 2022;Alsowat, 2022;Baresh et al., 2018;Heim, 2022).

The Integration of Hybrid Learning and Team-Based Project in Writing Class
This current research had four concept analyses: need analysis, design, development, implementation, and evaluation.
At the need analysis stage, researchers analyzed students' skills, knowledge, and learning motivation in the learning process in Genre Based Writing courses.This analysis was carried out using a questionnaire and observation method.The questionnaire was distributed from student perspectives in Hybrid Learning and Team-Based Project learning which was divided into satisfaction questionnaires in the implementation of hybrid learning and questionnaires for students' convenience in using technology.In contrast, the student perspective questionnaire on learning through the Team-Based Project is divided into four types, namely, student perspectives on knowledge with their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid learning, and student perceptions about working in groups.The results of the satisfaction analysis in implementing hybrid learning are summarized in Table 1.
Table 1 reveals that the perspective of EFL students on implementing hybrid learning related to their satisfaction in writing class has the highest result on EFL learner satisfaction with class interaction in class 4.02.While the lowest effect on EFL learner satisfaction with writing material provided online is 3.56.The average score of statements about the EFL perspective, especially their satisfaction with hybrid learning in writing, is 3.78.Almost all of the questionnaire statements are above the standard criterion 3.5.Therefore, hybrid learning has progressed in scaffolding the writing learning process, especially using a genre-based approach.It has the same results as previous research from Wijayatiningsih et al. ( 2022) that EFL learners tend to have a positive perspective in classroom interactions in writing with hybrid or mixed learning, especially the scaffolding of their processes in writing.The two results of the analysis of student satisfaction with the use of technology are summarized in Table 2.  (Santikarn & Wichadee, 2018) where the highest marks were in the use of chatting or talking online and sharing.
Furthermore, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student motivation on knowledge with their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid learning, and student perceptions about working in groups.Table 3 analyses students' motivation toward knowledge with their writing results.The highest marks are indicators of acquiring various types of writing ability, such as word choice, sentence structure, and mechanics of 4.10.In contrast, the lowest result is 3.05 on the genre writing product development indicator.Furthermore, the average result for all indicators is 3.78, which is very good.
So, this analysis's results align with previous research from Kassem (2018), where implementing hybrid and project-based learning can increase student motivation in learning to speak.The difference in the results of this study is that student motivation increases in implementing hybrid learning and team-based projects in writing classes.
In addition, a need analysis was also carried out to analyze how far the student's perception of the effectiveness of the team-based project is presented in Table 4.  4 describes that the results of the analysis of student perspectives on the effectiveness of Team-Based Project implementation are in the excellent category.The indicator with the highest achievement results in learning to write is systematically arranged where these results align with previous research (Wijayatiningsih et al., 2022).The results of this study have similar results in the process of writing texts by prioritizing harmonization between synchronous and asynchronous learning processes by using coherent and coherent outlines and plots.
In addition, the results of this study are also supported by an analysis of students' perceptions of independent learning using Team-Based Projects and Hybrid Learning, which are explained in detail in Table 5.
Table 5 describes the average student's perception of their learning independence through team-based projects and hybrid learning, which achieve good categories.The highest indicator is in the ability to solve difficulties encountered when writing texts, which these results following research from (Yang & Spitzer, 2020).However, the difference is that this study focuses on solving difficulties and challenges in writing texts.At the same time, (Yang & Spitzer, 2020) discusses how problems determine the main ideas in reading classes through hybrid learning.6 illustrates the perspectives of students in the group, which found that the highest results were on the student indicator receiving all opinions and input from classmates about their respective writing products, which were categorized in the excellent category.The results of this study follow the results of research by (Alsowat, 2022;Wijayatiningsih et al., 2022), which state that peer feedback gives a positive perception in developing student writing essays.
Furthermore, the Hybrid Learning model is integrated into the Team-Based Project method at this stage in the design step.The Team-Based Project method is taken from the development of Project Based Learning (Lee et al., 2017), such as design, problem-solving, decision-making, and investigative activities.Meanwhile, Hybrid Learning is integrated with teaching and learning process activities in genre courses based on writing using the theory from Tusino et al. (2021).Hybrid Learning is divided into online classes and offline classes.Brainstorming activities are done online to adapt students to new knowledge or skills.Exploration activities and assimilation of new knowledge or abilities are carried out in offline activities in class.The last stage is strengthening and understanding through application and evaluation.Which, in the end, is combined into one unit of the Hybrid Learning Based Team Project.
Next, the Hybrid Learning and team-based project model were assessed by the learning model validator in the development stage.The validator wrote English text to meet the validity rules before being tested in class on students.The results of the expert validation can be seen in Table 7. Table 7 illustrates the HLBTP model, which is feasible to use and test in small-scale classes in the third semester of English Education at the Muhammadiyah University of Semarang.The average result of the validation results is more than 4.00, so it is in the excellent category.
The validation results of the integration of this model were implemented in the S1 English Education Study Program with the participation of 72 students.It applied with the final scores of all students being in the complete category above KKM 70.There is an increase in effectiveness from the pre-test 57 to the post-test 81.Therefore, this research is categorized as successful in developing and implementing the model.

The Effectiveness of Hybrid Learning and Team-Based Projects in Improving Students' Writing Performance
Based on the normality test results, the sample comes from a normally distributed population.The Kolmogorov-Smirnov test was used to test for normality.Testing the hypothesis, which is divided into two, namely; H_0 = data normally distributed H_1 = data is not normally distributed From the normality test in Table 8, it was found that the results of H_0 were accepted.If the sig value was > 5% with a significant level set by the researcher of 5%, the data is typically distributed.Based on the table using the Shapiro-Wilk test, it can be seen that sig for writing sig = 0.20 = 20 % > 5%, sig motivation = 0.194 = 19.4% > 5%, sig independent learning = 0.20 = 20% > 5%.The results of this analysis indicate that all samples come from normally distributed populations.
Furthermore, the results of the analysis of the hypothesis test of the ability to write text with the completeness test through the calculation of the completeness test individually using the t-test.The hypothesis used to calculate the t-test is Hypothesis: H_0= μ ≥μ_0 (Writing reaches completeness) H_1=μ<μ_0 (Writing does not reach completeness) Table 9 explores that the analysis of the one sample writing test, it was found that H_0 was accepted.If the value of t_count>t_table with a significant level set by the researcher was 5%, the ability to write texts reached completeness.Based on the calculation results above, t_(count) = 11.569 and t_(table) = 1.696.Because t_count > t_(table) (11.569> 1.696), then H_0 is accepted and H_1 is rejected.Thus, the value of writing achieves completeness.
In addition, the test of the influence of students' motivation and independent learning is analyzed to know how much influence students' motivation and independent learning have on writing.An alpha regression test will be carried out as follows.

Equation analysis: Y=α+ b_1 x_1+b_2 x_2 was performed to test for significance
To test significance Hypothesis: H_0: b=0 (meaningless regression) H_1: b≠0 (mean regression) The results of rejecting H_0, if it is significant <5%.See the Coefficients table below to find out whether to accept or reject.It can be seen in Table 10.Based on Table 10, the regression equation Y=7.781+0.912-0.18x_2 means that an increase in motivation and critical literacy by 1 unit will increase writing by 0.912 and -0.18.For motivation, it can be seen that the sig value = 0% <5% so that H_0 is accepted, meaning that the regression coefficient is significant or that motivation has a substantial effect on cognitive structure.Independent learning can be seen as the value of sig = 92.2%> 5% so that H_0 is accepted, meaning that the regression coefficient is not significant or critical literacy does not substantially affect the cognitive structure.
In addition, testing the effect of motivation and independent learning on student text writing was analyzed using regression analysis.

Motivation
Based on Table 11, the value of R^2=0.709=70.9%means that the student's writing ability is influenced by independent learning, motivation is 70.9%, and other factors influence 29.1%.
Furthermore, the comparative analysis of the average text writing scores between the control class and the experimental course.Based on the calculation results in Table 12, t_count = 3.648 and t_(table) = 1.670.Because t_count>t_(table) (3.648 > 1.670), then H_1 is accepted and H_0 is rejected.Therefore, the experimental class is better than the control class.The explanation can be seen in Table 12.
Based on the findings presented above, the development of the Hybrid Learning Team-Based Project learning model is declared suitable for use in the learning process of writing in Genre Based Writing courses.In the following, the research team describes the process of implementing the model in the learning process based on the results of observations using the seven stages of Project Based Learning.
The learning process in class is carried out for one semester with details of eight meetings for 100 minutes each session.Panels are designed using a Project Based Learning or Team-Based Project teaching flow with flow designs, namely the stages of making basic questions, developing project plans, compiling project schedules, monitoring students and project progress, testing test results, and evaluating experiences.
In the first meeting, students collaborated in groups by asking fundamental questions about the types of narrative texts discussed in the session using trigger questions.The questions are how is the story's background taken, who are the characters in the story, when the story takes place, what tenses are needed, and what kind of language structure will be used?After that, students were asked to design a text that would be written collaboratively in a discussion team of four people.Each student was divided to determine the orientation, describe the evaluation of the problem, write down complications, explain resolutions, and write reorientations that complement the topics discussed.Then at the stage of monitoring students and project progress, the lecturer asks students to present the results of the joint discussion in the form of a framework and whole draft paragraphs to provide input so that the writing to be developed is meaningful and coherent.Then arrange the scheduling process of writing paragraph by section.The next stage is to test the writing results per student to find out how far students carry out the team-based project-based writing process.In the final step, students and lecturers evaluate the experience of learning to write and reflect on the strategies that have been carried out.
At the second meeting, lecturers and students learned to write a descriptive text.It was divided into the first stage of the process, namely, making basic questions.The questions sample consists of how the topic is chosen in writing descriptive text, what tenses are used, the structure of the language and linguistic features used, and the process of writing a coherent description.Then design the project plan by planning the writing process in the form of groups according to the generic structure of the descriptive text.Then arrange the design of doing descriptive writing.Then the lecturer monitors while the students collaborate to write collaboratively.After that, do an indirect feedback assessment with peer feedback so that the writing test carried out is tested for its process and implementation.Finally, lecturers and students evaluate experiences that process one another so that students can receive feedback and critical thinking that supports their literacy skills.
The third meeting was carried out with the stages of making basic questions about recount text by knowing what experiences students wanted to tell in the past, what point of view was taken, what events were to be said, what grammar was used, and what language features were needed.Then students design paragraph outlines in groups.Then students compose their writing by scheduling who will write the orientation section, event one, even two, and other events and who will write the reorientation of the text being told.The next stage is carrying out monitoring of students and the progress of the writing process.Then test the results of the recount text by providing direct feedback providing the best and appropriate input.Finally, students and lecturers evaluate the experience gained when writing recount texts.
The fourth meeting was carried out according to the stages: making basic questions about report texts.They are what topics are chosen, what the structure of the language is used, whether the descriptions presented do not overlap with the descriptive text, and whether the vocabulary and word classes are used following the linguistic features of the report text.Then students design an outline and arrange a schedule and write paragraph by paragraph in small groups online and half in class.In addition, lecturers also monitor student writing by involving students in the writing process, namely by providing direct peer feedback between students.Then the writing results are tested to determine whether they follow the busy text rubric and the paragraph writing rubric.Then, finally, students reflect and evaluate the experience gained in the writing process.
The fifth meeting was carried out with the stages of making questions in groups.They are what topics are used in writing explanatory texts, the structure of the language and its generics, how the grammar is used, and how are the language features used.Then students design explanatory paragraph frameworks according to the group's linguistic structure.Students share which part is written by each member in the online group and half of the students in the class.Then the lecturer monitors the process of writing explanatory text so that it does not overlap with the report text.After that, the writing results are given feedback and tested to determine whether they are under the structure requested by the explanatory text.Finally, in the final stage, students and lecturers evaluate the experience processed in an explanation text.
In the sixth meeting, students make basic questions about exposition analytic texts by determining how the topic is chosen, how the generic structure is used, and how the tenses and the coherence between paragraphs are.Then students design an expositional analytic text framework according to its generic form.Then students arrange the distribution of writing in groups according to the linguistic features used by group analytical exposition and hybrid learning.Furthermore, the text is written individually and assessed and given feedback.Finally, students evaluate the experience gained by discussing it with the lecturer.
The seventh meeting continued with writing hortatory exposition texts using the project-based learning or teambased project stage.The students made basic questions about hortatory texts, such as; what kind of topic is chosen, it overlaps with exposition analytics, how is the generic structure used, and how are the linguistic features used in a hybrid manner.Then students design writing in groups.Then students individually write texts and give feedback to each other as peer tutors.Furthermore, students determine how the student process evaluates the experience gained.
In the eighth meeting, students write review texts concerning the first stage, namely asking fundamental questions about the process of writing review texts according to their generic structure and language features.Furthermore, students design review texts written in groups in a hybrid manner.Then they schedule a week-long writing process individually.Then the lecturer tests the results of the review text and provides direct feedback.Then, with students and lecturers, evaluate the experience gained in writing review texts.
From the observations from meetings one to eight, implementing the hybrid learning team-based project model is feasible and supports learning to write and motivates students to improve their critical literacy in language.Therefore, this study is in line with previous studies (Wijayatiningsih et al., 2022;Wright, 2017;Wang & Seepho, 2017;Wang et al., 2017;Williams & Lahman, 2011;Lynch, 2014).
In addition, the results of the effectiveness of model implementation significantly impact the learning process, both on motivation and independent learning (Kassem, 2018;Yang & Spitzer, 2020).In learning to write because not only are they motivated, but they can also reflect on the learning process with the integration of hybrid learning and team-based project so that students can contribute experience obtained as a form of developing their soft skills to become independent individuals.In addition, this model helps the learning process to be more harmonious between synchronous and asynchronous.

CONCLUSION
Based on the research results, the researchers can draw the following conclusions: 1) The results integrating hybrid learning and team-based project are suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang.The average result of the validation results is more than 4.00, so it is in the excellent category.Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid learning, and student perceptions about working in groups.
2) The results of developing this hybrid learning and team-based project model were effectively implemented in the S1 English Education Study Program with the participation of 72 students, with the final grades of all students being in the complete category above 70 in genre text writing classes.
Therefore, the lecturers should apply hybrid learning and team-based project to motivate and train students to learn independence and provide experiences of a harmonious learning process which can give the insightful learning process in writing genre and supported Merdeka Belajar for students.Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.

TABLE 1 |
The Satisfaction Questionnaires in the Implementation of Hybrid Learning

TABLE 2 |
The Comfortable of Using Technology

Table 2
explains that students' comfort in using technology has the highest outcome indicator in speaking verbally and sharing at 4.16.However, there is the lowest result on the material gauge uploaded online.At first glance, this habit is carried out by students in everyday life and is considered something that is usually done, obtaining the smallest average size of 3.46, which is included in the excellent category.In contrast, the intermediate results of the questionnaire indicators range from 3.6 to 4.1, which fall into the outstanding category.These results align with previous research

TABLE 3 |
Student Motivation on Knowledge with the Writing Results

TABLE 4 |
Students' Perspectives on the Effectiveness of Team-

TABLE 5 |
Student Perspesctives on Independent Learning through Team-Based Project and Hybrid Learning

TABLE 10 |
The Influence of Students' Motivation and Their Independent Learning

TABLE 11 |
The Effect of motivation and Independent Learning on Students' writing Performance