The Effect of Blended Learning To The Students' Achievement in Grammar Class

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THE EFFECT OF BLENDED LEARNING TO THE STUDENTS' ACHIEVEMENT IN

GRAMMAR CLASS
Article · December 2017

DOI: 10.15408/ijee.
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THE EFFECT OF BLENDED LEARNING TO THE STUDENTS’ ACHIEVEMENT

IN GRAMMAR CLASS
Arina Isti’anah
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.
IJEE (Indonesian Journal of English Education), 4 (1), 2017, 16-30

P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)
IJEE (Indonesian Journal of English Education), 4 (1), 2017
INTRODUCTION autonomous, the students should have

willingness to change and improve
Blended learning has been learning strategies since language
popular in language learning and learning also progresses (Godwin-jones,
teaching methodology due to the fact 2011).
that this digital era enables both
Students’ autonomy cannot be
students and teachers to access online
sources easily. It should be accepted separated from their integrative
motivation to improve their language
that today’s generation is familiar with
technology, hence they are categorized competencies. In Indonesia, the use of
as the net generation. Students prefer to CALL is not yet seen as common
method in teaching and learning. It
access their phone or laptop than to
save piles of papers containing results in the students’ dependency on
the teacher in learning materials. If this
information they look for. One of the
advantages of having online files is that problem continues, the barrier on the
students can find out the files they have students’ autonomy may be cultural
(Godwin-jones, 2011). Teacher-centered
and read e-books, as an intance, more
flexible in time and space. It is, then, learning is still common to happen in
inevitable that learning and teaching Indonesia in every education level. One
process should provide online materials of the factors is the lack of sufficient
facilities in certain schools. Therefore,
and exercises to engage the students’
contexts. Therefore, the use of computer some college students who are in the
first year of college still face difficulty
asisted language learning (CALL)
should be familiarized among different or inconvenience when they use
computer or internet in their learning
levels of education.
processes.
In spite of the flexibility of its
implementation, CALL is believed to Another challenge faced by
improve the students’ autonomy. teachers when using computer and
Students are close with computer and internet in classroom is the students’
internet. It means that there is greater motivation which results in their
possibility for them to be more passivity and the teachers’ loss of
autonomous and responsible. It is control (Godwin-jones, 2011). It is also
expected that students are responsible suggested that effective CALL needs an
for the courses they take and perform instructor capable of locating optimal
their language competency, including balance of approaches, resources, and
tools to meet the needs of particular
speaking and writing. To be
http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697

17-30
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license
leaners in particular learning context based course. Usually, the instructor

(Donaldson & Haggstrom, 2006).The gives particular activities such as
previous background motivates this delivering materials, interactivity,
research to apply blended learning in learning sources, and material
grammar class. assessment. In this approach a task or
test may be given, yet not necessarily to
The term “blended learning” is
be scheduled in the syllabus (Bersin,
regarded as a new term in relation to
2004).
the development of the 21st century
technology (Wright, 2017). There are One of the blended learning
some definitions of what so called methodologies is by using moodle.
blended learning. One of them argues Ayan (2015) mentions that moodle is
that blended learning is applied using one of the mostly used open source
various multi-media applied in an ideal learning management systems, which
way to solve problems (Keshta & Harb, can create an encouraging, informative,
2013). Blended learning combines face- and always renewable language
to-face method and the use of computer education environtment. The previous
in teaching learning process (Grgurovic, statement implies that moodle is one of
2011). Blended learning aims at digital sources which can be further
providing effective and efficient developed so that is suits the teaching
learning experience by combining learning purposes. In this article,
learning environment which suits the moodle is provided by the university in
students (Chansamrong, 2014). exelsa2012.ac.id. The website can be
accessed by Sanata Dharma University
There are two approaches in
students by logging in the website
blended learning: “program overflow
using their student number and
model” and “core-and-spoke model”
password. The information provided in
(Bersin, 2004). In the first model, the
the moodle is integrated with the
teacher designs curriculum by
academic information system
integrating some media in the
supported by the university. Therefore,
scheduled syllabus. Each step or
the students who take particular
discussion is the follow-up of the
courses are automatically registered in
previous discussion. To measure the
the moodle.
whole learning, a task or test is given in
the end of topic discussion (Bersin, The use of blended learning in
2004). In the second approach, the various classes has been researched by
instructor gives online class or web- previous writers. One of the research
18-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

observing blended learning is to figure observe the relation between blended

out the effectiveness of blended learning and SLR in terms of both
learning and cooperative learning to cognitive and meta-cognitive aspects
teach grammar in Thailand towards pre-service teachers. The
(Chansamrong, Tubsree, & Kiratibodee, research finds that blended learning
2014). The research gives pre-test and offers a good opportunity to the pre-
post-test to the participants, 100 service teachers to improve their SLR.
students separated in two different However, face-to-face meeting is still
groups. It is revealed that there is a important to build the participants’
significant difference found in the post- motivation to follow the learning
test compared to pre-test. Besides process so that the use of online
giving the test, that research also gives learning can be exercised to sharpen
survey to the students to know their their cognitive skills (Dettori & Persico,
responses towards blended learning. It 2007). Similar research is also done by
concludes that blended learning suits Shen and Liu (2011). The research
the students’ need and the teaching figures out that students’ SLR can be
goals. improved by understanding students’
context so that blended learning can be
Similar research is done in
employed more effectively (Shen & Liu,
different language skill (Camahalan &
2011).
Ruley, 2014). The research also employs
pre-assessment and post-assessment to Motivated by the elaboration of
the students. Post-assessment is given the background above, this article
after a six-week-learning process. Even attempts at figuring out how students’
though the practiced language skill is understanding of the materials,
writing, students’ grammar represented in scores, are affected by
competency is also important to the implementation of blended
exercise students’ accuracy in writing. It learning; how the students respond to
is found that students’ writing in the the questionnaires of their experience in
post-assessment is better than previous. blended learning class; and how the
Seen from students’ reflection, blended students reflect their learning
learning is also appreciated by the experience in blended learning class.
students.
Blended learning is also observed METHOD
in relation to self-regulated learning Program overflow model offered
(SLR) (Dettiro & Perico, 2007). They by Bersin (2004) was adopted in this

19-30
research. Blended learning was applied among variables and to make

by using learning management system predictions, which are dependent on
(LMS), Moodle, provided by Sanata the outcome of a strong relationship
Dharma University website. The LMS between or among variables (Mackey &
can be accessed in Gass, 2005, p. 145).
http://exelsa2012.usd.ac.id/. LMS was
Pre-test and post-test were
chosen as the tool to employ in this
involved to measure the individual
research since it provides online course
students’ achievement in the beginning
management which contains learning
and the end of the treatment. Thus, a
sources such as comprehensive
paired t-test was applied to compare
assessment and learning sources or
the means of the group’s scores. T-test
materials (Thorne, 2003). LMS also
aims at knowing whether the means of
offers various types of learning
the two groups are significantly
activities such as classroom based
different from one another. It also
learning, e-learning, virtual learning,
identifies the relationship between the
technology-based training, books, and
treatment group and its outcomes after
videos (Thorne, 2003). However, Naidu
experiencing particular method, i.e.
(2006) argues that LMS is lack of tools
blended learning (Burns, 2010, p. 13).
and capability for the development of
complex cognitive and social skills The participants were the second
(Wright, 2017, p.64). Since this research semester students of the English Letters
attempts at knowing how blended Department, Sanata Dharma
learning influences students’ University. There were 34 students
understanding of the materials, LMS is registered in the observed class which
already sufficient to involve. was English Grammar II, but only 26
students were analyzed in the paired-
In order to figure out the
test. It happened because not all
influence of blended learning in
students came in both tests. The
grammar class, this research applied a
students already took the pre-requisite
pre-experimental research. The
course, English Grammar I given in the
treatment applied in this research is
first semester. To pass the course, the
blended learning, which involved
students should get 56 or a C in their
students’ activities outside classroom
final score since grammar is one of the
by using computer and internet.
basic skills the students should master.
Experimental research is one kind of
correlational (associational) research as In Addition to comparing the
it aims to test a relationship between or students’ scores in pre-test and post-

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

21-30
The table 1 shows that the from some interventions exposed

number of students observed in the during the semester. It triggers the
research (N) was 26. The mean score in students’ autonomy in learning second
the pre-test was 52.35, while the mean language. This finding agrees with
score in the post-test was 70. The mean Godwin-jones’ statement that CALL is
difference between the test was 17.5. able to improve autonomous learning
The two-tailed significance test (2011). In this research, the first
indicates a t = -7.43 with 25 degrees of intervention exposed to the students is
freedom, which results in a two-tailed the use of videos and PowerPoint files
p-value 8.8 E-08. The number of p-value uploaded in the LMS. The videos are
was 0.00 or less than the alpha = 0.05. uploaded several times based on the
The p-value was statistically significant numbers of topic discussion in the
since it is less than alpha = 0.05, semester. The PowerPoint files are
meaning that the result rejects the null those created by the lecturer and
hypothesis. In conclusion, there was a presented in class. Observed from the
significance difference between the students’ participation in the LMS,
students’ score in the pre-test and post- there is a consistency between students’
test. achievement in end of the semester
with their regularity in accessing the
The students’ achievement cannot
online materials and assignments. The
be separated from the semester’s
table below displays the summary of
learning process. This result is similar
the students’ percentage in completing
to the one conducted by Chansamrong,
the online assignments with their final
Tubsree & Kiratibodee (2014). The
grade.
average result in the previous study
also improves in the post-test compared As there was not any student who
to the pre-test. It suggests that blended got 50-55 in the post-test, the
learning is effective to assist the percentage in the above table is
students to learn English Grammar. The represented in 0%. The table above
finding of this research also supports reveals that there is consistency
Keshta and Harb (2013). They find that between the students’ completing
blended learning is able to enhance self- assignments with their results in the
learning and students’ achievement post-test. Those who achieve higher
(Keshta & Harb, 2013). score are the students who complete
more assignments than the others.
The results of the students’
Practicing grammar online regularly is
achievement above cannot be separated
proven to improve the students’

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%
In self-regulated learning, the

learners perform the course activities
with confidence, diligent, and aware of
their skills to master specific learning
task (Tongchai, 2016). Table 2 above
clearly displays that most of the The picture 1 shows that the
students have become self-regulated lecturer uploads PowerPoints and Pdf
learners. It also proves that self- files for the students to download. The
regulation is the key factor for module is given in the beginning of the
successful learning (Tongchai, 2016). It semester so that the students can print
happens as self-regulation learning it themselves. The other files containing
reflects the learners’ taking control of workbook and presentation files are
their own learning (Orhan, 2007). also available in the LMS.
Further, Orhan mentions that self-
regulation learning is closely related to
23-30
In addition to sharing files in the Picture 3. The Example of Online

LMS, the lecturer also shares the links Assignments
of videos in YouTube. Below is the
example of the videos.
Picture 2. The Example of Online

Videos in LMS
The LMS used in this research is

integrated with the academic
information system in the university.
The students’ names and student
numbers are already integrated when
The numbers of the videos they log in to exelsa2012.usd.ac.id. The
uploaded in LMS are in line with the regular assignments given online are
numbers of topic discussion during the proven to help the students practice
semester. It aims at providing the their grammar skill. By practicing
students an alternative source of regularly, the students practice their
learning. Moreover, the students can linguistic performance. Even though
recall what they have learnt in class. the students can work with their friends
The exposure of the use of videos in in the online assignments, their scores
LMS is welcome by the students. are assessed individually. This is to
Besides understanding the materials, encourage them to be familiar with
the students also practice their listening blended learning. The previous finding
skills. shows that blended learning is able to
The use of online assignments is increase the students’ interaction and
also displayed in LMS. There are some participation, as suggested by Al Fiky
types of online assignments given to the (2011) (Keshta & Harb, 2013, p. 213).
students: fill in the blanks, multiple The students’ participation
choice, and file upload. Below is the during the treatment proves that they
example of students’ participation score are placed in a suitable environment
in the online quiz. which can influences their motivation.

Motivation is a key of learning success comparing the students’ scores in the

since the students can control their pre-test and post-test, there are also
learning processes (Orhan, 2007, p. 391). differences in the students’ responses in
The motivation is shown by their blended learning class. The table below
participation of the given assignments. shows the students’ responses in the
The students have become autonomous questionnaires.
as they have duty to complete the
The first statement to respond in
assignment. They consciously
the questionnaire is “I like to work on
participate the tasks in blended learning
online activities to improve my
class to achieve their goal. This research
grammar skill”. In the pre-
found that the most of the participants
questionnaire, most of the students
have been in self-regulated learning.
choose “neutral”, presented in 50%. On
Self-regulated learning requires an
the other hand, in the post-
active and conscious control of the
questionnaire there are 53% of the
learners’ activity in terms of
students choose “agree”. This finding
metacognition, motivation and
reveals that after experiencing blended
behavior individually and socially
learning class, the students’ learning
(Dettori, 2007).
style changes. Seen from the option
“agree”, there is 13% increase of those
Students’ Responses in the
Questionnaires who enjoy the online activities to
improve their grammar skill. The
The questionnaires were given number is satisfying as the students
both in the beginning and in the end of show their interest in the class.
the semester. It aims at figuring out
how the students show their experience
in blended learning class. Similar to
Table 3. Students’ Responses in the Questionnaires

NO SDA DA N A SA
Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2
1 0% 0% 3% 5% 50% 32% 40% 53% 7% 9%
2 0% 0% 12% 20% 35% 20% 28% 42% 25% 18%
3 0% 0% 9% 7% 35% 40% 41% 33% 15% 20%
4 0% 0% 3% 5% 42% 38% 48% 40% 9% 20%
No: Number of statement in the questionnaire, SDA: strongly disagree, DA: disagree, N: neutral, A: agree, SA:
strongly agree, Q1: questionnaire given in the beginning of the semester, Q2: questionnaire given in the end of the
semester.

25-30
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.
27-30
Observing the students’ language assignments scores are given

choice, the reflective journal shows that individually.
the students show positive responses to
 It's good for we could be more active
the use of blended learning in grammar when we are in our home.
class. The verbs such as learn, help, and  I think the use of videos and online
improve infer that the students conduct assignment in Grammar class are
particular actions in their learning really nice. Those things help me to
process. The given materials provided understand the material better.
online are proven to motivate the  I think that it's really helpful in
students exercise their grammar skill. learning the materials. Specially the
The actions done by the students affect online assignments, it can also help
their cognition shown by the verbs my score.
understand and remember. Moreover, the  It's very useful because we don't have
use of adjective helpful also displays to study just from the lecturer in class,
clear relation between the students’ but because it's online assignments we
regular activities in the LMS and their can access it wherever we want.
understanding of the materials. The  The online material helps me add more
previous conclusion is also understanding of the material given, I
strengthened by the students’ results in can learn more efficiently and can
the post-test. play it over and over again if I still
have not properly studied it.
The second activity is giving
The students’ language choice in
online assignments. The given
the above journals shows that the
assignments vary: filling in the blanks,
students appreciate the assignments.
uploading single file, and taking
The previous fact is proven by the use
multiple choice assignments. Those
of some positive adjectives such as
assignments were given in the end of
active, nice, helpful, and useful. Those
each topic discussion. To motivate the
adjectives reveal that the students show
students’ regularity of online practices,
their interest and excitement when they
the assignments weigh the same as the
are given the online assignments.
test scores. By applying that strategy,
Besides showing their interest, students
the students are motivated to access the
show their appreciation by the verb help
LMS regularly. In doing the
and the adverb efficiently. The students’
assignments, the students are also
reflective journal also emphasizes the
allowed to discuss the assignments
students’ responses in the
with their friends even though the
questionnaires.

The elaboration presented in the students to practice their grammar

above paragraphs infers that the ability. Moreover, the uploaded videos
participants can improve their also become another learning resource
understanding in grammar by means of for the students. Referring to the
blended learning. The uploaded videos students’ reflective journals, students
in the LMS are useful to enhance the show their appreciation to blended
students’ understanding of the learning by choosing positive adjectives
materials. To increase their in their journals. On the other hand, the
participation and learning use of verbs in the journal also reveal
comprehension, the videos which are the students’ practice and access to the
uploaded before the class is also online activities. This article suggests
effective to apply. In line with Wright’s that blended learning be applied in
research, the videos should be preceded other courses related to language skills.
by pre-online-lesson and class Thorough interview and wider survey
explanation. Post-online-lesson is also are also needed to enrich the present
necessary to follow up the students’ findings. The use of discourse analysis
understanding. By doing so, teachers is highly suggested.
can spend time to discuss students’
questions and rule clarification (Wright, REFERENCES
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THE EFFECT OF BLENDED LEARNING TO THE STUDENTS' ACHIEVEMENT IN

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THE EFFECT OF BLENDED LEARNING TO THE STUDENTS’ ACHIEVEMENT

IJEE (Indonesian Journal of English Education), 4 (1), 2017, 16-30

INTRODUCTION autonomous, the students should have

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leaners in particular learning context based course. Usually, the instructor

18-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

observing blended learning is to figure observe the relation between blended

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697

research. Blended learning was applied among variables and to make

20-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697

The table 1 shows that the from some interventions exposed

22-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

In self-regulated learning, the

In addition to sharing files in the Picture 3. The Example of Online

Picture 2. The Example of Online

The LMS used in this research is

24-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

Motivation is a key of learning success comparing the students’ scores in the

Table 3. Students’ Responses in the Questionnaires

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697

26-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

Observing the students’ language assignments scores are given

28-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

The elaboration presented in the students to practice their grammar

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i1.5697

Effectiveness of Cooperative and Management and Education, 10(2),

30-30 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697

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