Empirical Evidence of Blended Learning in Indonesian Efl Class (original) (raw)
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English Blended Learning: An Analysis of Indonesian Students’ Perception
IJEE (Indonesian Journal of English Education)
ABSTRACTThe study attempted to analyze the students of Tadulako University's perspective toward blended learning instruction in English teaching. The study employed a quantitative approach using a longitudinal survey design. 48 English department students in the fourth and sixth semesters were selected as the sample of the research using a simple random sampling technique. The data were gained through the questionnaire distributed online and the interview in the face-to-face technique. Data have been analyzed descriptively and inferentially using SPSS Program version 21. The results showed that blended learning through Moodle-based Instruction and face-to-face learning in the classroom was a modern way of learning, convenient to learn English anywhere and anytime. According to most of the respondents, blended learning is the way to enhance their self-directed learning. They can understand the subject well through blended learning, and students feel satisfied using blended learni...
The Asian EFL Journal, 2019
Blended learning is trusted to improve students’ understanding o f learning E n g l i s h f o r S p e c i f i c P u r p o s e . The application of offline and online activities is expected to give a better outcome than traditional face-to-face activities. This research presents how blended learning was applied in an ESP class of Islamic Education Study Program and whether it significantly improved students’ achievement after the treatment. The participants involved in this research were 25 students of the second-semester students of the Islamic Education Study Program State Islamic Institute of Palopo, Indonesia. pPre-Experimental research was conducted by comparing the means of the participants’ scores in both pre-test and post-test. The analysis shows that there was a significant improvement, proven by the paired t-test analysis. The p-value 0.00 was less than alpha 0.05. This research concluded that blended learning was effective to assist the students to learn English for Specific Purpose at the Islamic Education Study Program. To strengthen the findings, this research also involved pre-questionnaire and post-questionnaire to understand students’ responses to the use of blended learning. nAt the end of the semester, most students found that online activities help them comprehend and practice the materials. Students’ reflective journals also revealed that blended learning was able to improve their understanding and interest in learning English for Specific Purpose at the Islamic Education Study Program.
Effectiveness of Blended Learning for Teaching of English: An Exploratory Study
Social Science Research Network, 2014
Teaching of English has always been an issue of pedagogic debate. The academicians and language masters have been divided into two groups on account of the usability of the specific methods/approaches in an EFL/ESL classrooms. In today's educational environment, a pedagogic compromise has been suggested in the name of 'blended learning: a nice combination of the two or more than two approaches. However, a blended learning approach incorporated e-learning scenario in a traditional but flexible setting. E-learning as a mode of education that may go along with the traditional mode. The teaching/learning activities are nicely blended to deliberately create a room for hybrid learning. It is felt that such electronic modes/resources are more effective and efficient in the process of yielding better and focused results. While ascertaining the effectiveness of blended learning, the following aspects were also taken into account: relevance of e-learning/blended learning, feasibilities, types, availability, development etc. English language teaching for the preparatory year students is going to be in focus for the simple reason that all the specialties and other subjects are taught and evaluated through English.
The Teaching and Learning of English For Academic Purposes in Blended Environment
Procedia - Social and Behavioral Sciences, 2012
Learners and educators worldwide have been exposed to new information and communication technologies in order to stimulate and further enhance the learning process. The introduction of blended learning environment using learning management system (LMS) chosen by universities can indeed bring about positive impact on students' performance in their studies. This study was a blended learning pilot project for English for Academic Purposes. This study examined the students' perception, engagement and performance in the blended learning environment. A total of 963 students and 23 lecturers of Universiti Teknologi MARA Melaka took part in this study for the July-November 2010 academic semester. The study was both exploratory and experimental in nature. A set of questionnaire was used to gather students' perception, examination of students and lecturers' interaction in idiscussion was done to determine students' engagement and t-tests were carried out to seek the difference of students' performance between the blended learning group and the face-to-face group. Results of frequency count from the questionnaire showed that the students viewed blended learning positively. There were also signs of engagement in the learning environment from the examination of i-discussion.. However, their reservation was on the lack of technical support and the inefficiency of the LMS system. As for the students' performance, it was reported that there was no significant difference between students who involved in blended learning and those students who did not. Based on the analysis of this study, a number of implications have been drawn regarding the use of blended learning in the EAP course suggesting that, blended learning is a viable method to be utilized for this course.
The Impact of Blended Learning on the Twelfth Grade Students' English Language Proficiency
Arab World English Journal (AWEJ), 2020
The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students' English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students' English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study's goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students' achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.
Students' Perception on the Effectiveness of Blended Learning: Efforts in the Mastery of English
https://www.ijrrjournal.com/IJRR\_Vol.6\_Issue.2\_Feb2019/Abstract\_IJRR0037.html, 2019
Blended learning is a combination (or combinations) of face-to-face learning processes using the online English learning applications. Learning English should develop and integrate with technology advancements in the current era of digitalization. The purpose of this study was to analyze the perceptions of students when they try to master English using blended learning. The subjects in the study were 100 students of semester 1 in academic year 2018/2019, majoring in management and accountancy at the Faculty of Economy, University of Pembangunan Panca Budi. The research was qualitative using questionnaires as the instruments and the data analysis techniques involved descriptive. The results showed that blended learning would be more effective if there were available more face-to-face methods, compared to the online systems supported by a relatively small proportion of students so that the learning environment would be more comfortable; moreover, they more freely ask for questions and discuss the materials by themselves. This application greatly helped the process of learning English, but the application only became the supporting media, not the subject of learning, because such application had many obstacles and weaknesses, such as, the availability of internet networks and application systems did not support and there is no social interaction among students and between students and lecturers.
Blended Learning and English as a Second Language
Zenodo (CERN European Organization for Nuclear Research), 2021
Blended learning is a combination of online integration and face-to-face learning that complement one another to enhance and support learning. It is widely used across disciplines and in the EFL classroom as well. This paper aims to outline the significance of using a blended learning approach as a supplement to the face to face learning in English language teaching and to understand the perception, the attitudes, and the challenges of the EFL teachers from tertiary education in Republic of Macedonia regarding blended learning in English language teaching. The paper looks at the reasons for applying multimedia technology to English language teaching, the possibility of enhancement of ELT through technology, the benefits of incorporating technology in the language learning and teaching process, and presents the findings of an empirical research conducted in nine universities from R.N. Macedonia conducted in 2019. The empirical research relies on the descriptive method and it was conducted through an online survey consisting of a 22-question questionnaire answered by twenty EFL teachers from tertiary education. The questionnaire was designed in such a manner to be able to collect data to answer the research questions regarding the use of the blended learning approach in the EFL classroom. The findings suggest that the blended learning model is used in the EFL classroom in tertiary education in R.N. Macedonia. However, several challenges need to be addressed in order to fully and systematically implement the model and observe the opportunities it offers.
2021
Limited time to direct learning in class often made learning English less effective, especially for classes with various levels of English proficiency. In a higher education climate that demands active learning, English teachers often find it difficult to help students whose English competency was below average to catch up with their peers who had good competence. In general, this compulsory course was only held for one semester. In fact, the target of learning English on campus was generally quite high, namely to make students had sufficient English proficiency so that they could write academic papers in English as an international language. To help overcome these obstacles, this study offers the use of the blended language learning method, which was a learning method that complements direct learning with distant learning using the internet. Blended language learning was able to complement the lack of direct time in class with distance learning using internet media. This research w...
Blended learning has been described as a pedagogical approach that combines effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment . It has also been depicted as an approach that combines traditional learning with web-based online approaches (Whitelock & Jefts, 2003). To what extent are these claims? This study shares the findings of a research project that investigates the use of blended learning in the teaching of English for Academic Purposes to nine classes of students from the Faculty of Social Sciences at Universiti Kebangsaan Malaysia. The blended approach comes in the form of a new course book with a supporting online component. A quantitative approach involving the use of a questionnaire survey was used to find out if the blended approach has benefited the students in terms of meeting their language and personal needs. The findings revealed that the students viewed this approach favourably though slow internet connectivity was a problem.
Blended-Learning: The Responses from Non-English Students in the Indonesian Tertiary Context
Teknosastik, Volume 17(1), 2019
The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students' responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students' responses and students' attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition.