The Effect of Blended Learning To The Students' Achievement in Grammar Class
The Effect of Blended Learning To The Students' Achievement in Grammar Class
The Effect of Blended Learning To The Students' Achievement in Grammar Class
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Arina Isti'anah
Universitas Sanata Dharma
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Received: 18th April 2017; Revised: 25th May 2017; Accepted: 20th June 2017
ABSTRACT
Blended learning is believed to improve students’ understanding in learning second language.
The employment of offline and online activities is expected to give better outcome than the
traditional face-to-face activities. This article presents how blended learning was applied in an
English grammar class and whether it significantly improved students’ achievement after the
treatment. The participants involved in this research were 26 students of the the second semester
students of the English Letters Department, Sanata Dharma University. A pre-experimental
research was conducted by comparing the means of the participants’ scores in both pre-test and
post-test. The analysis figured out 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 grammar. To strengthen the findings,
this research also involved pre-questionnaire and post-questionnaire to understand students’
responses on the use of blended learning. In 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 grammar.
Key Words: blended learning; grammar; pre-experimental research
ABSTRAK
Blended learning dipercaya mampu meningkatkan pemahaman siswa dalam memahami bahasa asing.
Penggunaan aktifitas offline dan online diharapkan mampu memberi luaran yang lebih baik dibandingkan
aktifitas tatap muka secara tradisional. Artikel ini menyajikan bagaimana blended learning diterapkan
dalam kelas English grammar dan mengungkapkan apakah blended learning memberikan perbedaan berarti
dalam pencapaian mahasiswa sebelum dan setelah perlakuan. Partisipan yang dilibatkan dalam penelitian
ini adalah mahasiswa semester dua dari Program Studi Sastra Inggris, Universitas Sanata Dharma. 26
partisipan dilibatkan dalam penelitian ini. Penelitian pra-eksperimen diterapkan dengan membandingkan
rata-rata nilai dari peserta dalam pre-tes dan pos-tes. Hasil analisis menunjukkan bahwa terdapat perbedaan
signifikan rata-rata dari kedua tes, yang ditunjukkan dengan analisis pasangan t-tes. Nilai p menunjukkan
0.00 dan lebih kecil dari alpha 0.05. Penelitian ini menyimpulkan bahwa blended learning efektif untuk
mendampingi mahasiswa belajar English grammar. Untuk memperkuat penemuan tersebut, penelitian ini
juga melibatkan pre-kuesioner dan pos-kuesioner. Pada akhir semester, sebagian besar mahasiswa
menemukan bahwa aktifitas online membantu mereka memahami dan melatih materi yang mereka pelajari.
Jurnal reflektif mahasiswa juga menunjukkan bahwa blended learning mampu meningkatkan kemampuan
mereka belajar English Grammar.
Kata Kunci: blended learning; grammar; penelitian pra-eksperimen
How to Cite: Isti’anah, A. (2017). The Effect of Blended Learning to the Students’ Achievement in Grammar Class.
IJEE (Indonesian Journal of English Education), 4(1), 16-30. doi:10.15408/ijee.v4i1.5697.
test, this research also used another was submitted in Moodle after the
instrument, questionnaire. The pre- given treatment.
questionnaire and post-questionnaire
were also distributed to the students. FINDINGS AND DISCUSSION
The questionnaire distributed used
Lickert scale in which the students had This part is divided into three.
to choose the options “strongly The first part discusses the students’
disagree”, “disagree”, “neutral”, mean score in both pre-test and post-
“agree” and “strongly agree”. The test. In addition to discussing whether
questions distributed in the the mean difference in both pre-test and
questionnaire were adopted from post-test is significantly different, the
Grugrovic’s previous study (2011) as process of blended learning during the
follows: semester is also elaborated. The second
part shows the students’ responses in
I like to work on online activities to
the questionnaires. To find more
improve my grammar skill
comprehension on the students’
I prefer to work on online activities for responses to blended learning, the third
homework part discusses the students’ reflective
Working on online activities helps me journal. By employing reflective
with practicing grammar journal, the students are expected to be
involved in the learning process.
I can see the connection between online
activities and activities done in class The Students’ Results in Pre-test and
The last instrument involved in Post-test
this research was students’ reflective A paired t-test was applied in this
journal. The employment of this research so that the significance
instrument aims at knowing how the difference of the individual’s
students experience the treatment. achievement can be measured. The
Journal writing motivates the students table 1 shows the result.
to depicts their interests, thinking and
Table 1. The t-test Result
curiosity about their experience in their
Group N Mean t- t- df p
surrounding world (Al-rawahi & Al-
observe table
Balushi, 2015). By writing reflective
Pre- 26 52.35 2.059 -7.43 25 8,8 E-
journal, this research could discover the test 08
students’ impression on the treatment,
Post- 26 70
blended learning. The reflective journal test
understanding of the materials. The motivation. Thus, the students who are
exposure given in the LMS can help the self-regulated learners can identify a
students recall their understanding of goal to accomplish and control their
the materials and exercise their behavior, motivation, affect and
grammar skills. Thus, it creates a new cognition (Orhan, 2007, p. 391). This
culture in learning second language. research is also in line with Shen & Liu
The students are aware of their (2011) who previously proposed that
responsibility to access the online blended learning can improve the
materials and assignments. It reflects students’ self-regulated learning.
their self-regulated learning and
As mentioned in the previous
autonomy.
part, there are two main activities
Table 2. The Summary of Students’ exposed in the LMS. They are online
Completing Online Assignments learning sources and assignments. The
Scores Average Percentage of
picture below is the example online
Completed Assignments materials uploaded in the LMS.
≥ 80 90% Picture 1. Examples of Online Materials
70-79 83%
56-69 81%
50-55 0%
< 50 47%
The result of the questionnaire for their homework. It shows that the
above suggests that students can find students enjoy their learning process.
the advantage of being involved in the
In spite of the fact that the
blended learning environment as they
students found their motivation in
can develop their autonomy. By
learning, students become accustomed
practicing online, the students can save
to use internet and computer to do their
time and be motivated (Keshta & Harb,
homework. Students have created their
2013). The students have found their
learning styles suitable to their life.
motivation to achieve the goal in class.
Their completing work outside
The positive outcomes shown by the
classroom reflects their autonomy.
students cannot be separated from their
Students have developed their
engagement of the learning
strategies in order to chase their
environment. It is undeniable that
individual learnings (Godwin-jones,
computer and internet become the
2011). The goal they set to learn
students’ part of life. Consequently,
grammar is enhanced by practicing
students’ positive effect on learning
individually outside classroom. Their
outcomes is reflected after they
autonomy is represented through their
experience a blended learning class
position, time and place in which they
(Moreno, 2012).
are doing the tasks which refer to the
The second statement in the atmosphere different from classroom
questionnaire is “I prefer to work on (Ayan, 2015).
online activities for homework”. In the
The third statement in the
beginning of the semester, there were
questionnaire is “Working on online
35% of the students choosing “neutral”,
activities helps me with practicing
whereas in the end of the semester
grammar”. The important difference
there were 42% of the students
observed in this statement is the
choosing “agree”. The dominating
number of students who choose
students who choose the option also
“disagree” and “strongly agree”. The
changes. In the beginning of the
percentage of the students choosing
semester, most of the students do not
“disagree” decreases, while it increases
show exact interest to work online
in the option “strongly agree”. In the
activities for their homework. However,
beginning of the semester, the students
in the end of the semester, the majority
show that in the previous semester,
of the students like the online activities
they do not find any benefits to practice
grammar online. It is totally different
from their responses in the end of the online one. Before attending the
semester. Students who choose blended learning class, some students
“strongly agree” show their high already practice online themselves. It is
interest in the online activities in good that, as digital natives, the
relation to their grammar skill. students should be able to use the
online materials autonomously. The
The result of the questionnaire
ease of browsing online materials gives
above indicates that students give
them a lot of opportunities to develop
positive value to blended learning. This
their competencies.
case cannot be separated from the
quality of dialogue and relationship Students’ Reflective Journal
between the teacher and students
From the activity, the students are
(Ayan, 2015) when negotiating the assigned to write their opinions related
employment of blended learning in
to the activities offered in the LMS.
class. Despite the lack of facilities faced Below are some examples of students’
by the students, the teacher provided reflection.
online materials and assignments in the
website provided by the university. I can learn the material from the video
Thus, students have more access to be before class so that I won't be confused
involved in blended learning when it is taught in the class. I also
can watch the videos to make me
environment.
remember the materials.
The different finding is found in In the videos, the speaker tells the
the students’ option is also found in the materials in a simple way, and it only
last statement “I can see the connection gives the important points about
between online activities and activities grammar.
done in class”. In the beginning of the The use of videos always helps me in
semester, most of the students choose understanding more about the lesson.
the option “agree”, shown in 48%. The They are very helpful.
dominant students, in the end of the There is no point if I just study based
semester, also choose the same option. on the regular class activities. I will
However, there is a difference in the forget the lesson. But, the online
options “disagree” and “strongly materials help me to improve my
agree” which increase in the end of the knowledge. It gives me, in another
semester. This finding shows that method, more explanation.
students still can see the connection For me the use of videos is very
between activities done in class and the helpful since it can make me
understand the materials better.
http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697
27-30
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license
IJEE (Indonesian Journal of English Education), 4 (1), 2017