the students perception toward the implementation …

i

THE STUDENTS’ PERCEPTION TOWARD THE

IMPLEMENTATION OF BLENDED LEARNING METHOD

USED BY THE ENGLISH TEACHER AT SMAN 9 LUWU

TIMUR

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fullfilment of

the Requirement for the Degree of Education in English Education

Department

MEGAWATI

10535655315

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

iv

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERNYATAAN

Nama : Megawati

NIM : 10535 65531 15

Program : English Education Department

TITLE : The Students‟ Perception Toward The Implementation of Blended

Learning Method Used by The English Teacher at SMAN 9 Luwu

Timur

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Oktober 2019

Yang membuat perjanjian

Megawati

v

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERJANJIAN

Nama : Megawati

NIM : 10535 6553 15

Program : English Education Department

TITLE : The Students‟ Perception Toward The Implementation of Blended

Learning Method Used by The English Teacher at SMAN 9 Luwu

Timur

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan

menyusun sendiri skripsi saya.

2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3

maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Oktober 2019

Yang membuat perjanjian

Megawati

vi

ABSTRACT

MEGAWATI. 2019. English The Students Perceptions Toward the

Implementation of Blended Learnig Method Used By The English Teacher at

SMA Negeri 9 Luwu Timur. The thesis of English Education Department,

Faculty of Teacher Training and Education Department. (supervisoed by Ummi

Khaerati Syam and Wildhan Burhanuddin) .

This research focused on the students perception about Blended Learning

itself and the benefit of it for the students in english language teachin g at SMAN

9 Luwu Timur.

This research used a descriptive qualitative method, because it was

intedeed to obtain information related to the students perception about blended

learning method in english language teaching. The subject of this research was the

eleventh grade students with the total number of partcipants 10 students. The data

of the stdents perception about blended learning method were obtained from the

result of the questionnaire and interview.

The result of this study indicated positive respond from the students. The

students interested in learning used Blended Learning method with edmodo, this

method got several benefit for students. It can be seen from the students answer

from the questionnaire if the teacher used blended learning method in english

language teaching. The students was easy to collected the assignment and can

motivated the students to explore content related.

Keywords : Blended Learning Method

vii

ABSTRAK

MEGAWATI, 2019. Presepsi Siswa Terhadap Penerapan Metode Blended

Learning Yang Digunaka Oleh Guru Di SMAN 9 Luwu Timur. Tesis Jurusan

Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas

Muhammadiya h Makassar. ( Dibimbing oleh Ummi Khaerati Syam dan Wildhan

Burhanuddin)

Penelitian ini di fokuskan pada tanggapan siswa siswa tentang blended

learning itu sendiri dan manfaatnya dalam pembelajaran bahasa inngris.

Penelitian ini menggunakan metode penelitia deskriptif-kualitatif, karena

dimaksudkan untuk memperoleh informasi yang berkaitan denan presepsi siswa

mengenai metode blended learning dalam pembelajaran bahasa inggris. Subjek

penelitian ini adalah siswa kelas sebelas dengan jumlah 10 siswa. Data tentang

presepsi siswa tentang metode blended learning dalam pembelajaran bahasa

inggris diperoleh dari hasil kuesioner dan interview.

Hasil penelitian ini menunjukan respon positif dari siswa. Siswa tertarik

untuk belajar menggunakan metode blended learning dengan aplikasi edmodo,

metode ini mendapat mafaat bagi siswa. Ini bisa dilihat dari jawaban kuesioner

siswa jika guru menggunakan metode blended learning dalam pembelajaran

bahasa inggris. Siswa mudah mengumpilkan tugas dan dapat memotivasi siswa

untuk menegksplorasi konten terkait.

Kata Kunci : Metode Blended Learning

viii

MOTTO

YOU CAN NOT ACHIEVE SOMETHING IN

LIFE WITHOUT THE SLIGHTEST

SACRIFICE, DO IT NOW SOMETIMES

“LATER” MAY BE “NEVER”

I dedicated this thesis special to my beloved parents

(Ambo Abang and Sitti Nurhayati)

ix

ACKNOWLEDGEMENT

In the name of Allah, Most Gracious, Most Merciful

Alhamdullilahi Rabbil „Alamin, first of all I would like to express my

deepest praise and gratitude to Allah SWT who has given me His blessing and

merciful to complete this thesis. Shalawat and salam are addressed to the final

chosen religious messenger, the Prophet Muhammad SAW.

Further, the researcher dedicated this thesis for my beloved parents (Ambo

Abang and Sitti Nurhayati ), for their prayer, love, care, financial, motivation, and

suggestions. There is no appropriate symbol which suitable to state my thanks to

them.

The researcher realized that in crying out the research and writing this

thesis, i realized that i can not finish this thesis whitout the help from the people

around me. Many people have contributed their valuable suggestion, guidance,

assistance, and advice for the completion of this thesis. Therefore, the writer

would like to express her appreciation and sincere

thanks to:

1. Dr. Abdul Rahman Rahim, S.E.,M.M, the rector of Makassar

Muhammadiyah University.

2. Erwin Akib, S.Pd., M.Pd, M. Hum, the Dean of Teachers Training and

Education Faculty.

3. Ummi khaerati Syam, S.Pd., M.Pd., the head of English Education

Department of FKIP Unismuh Makassar.

x

4. Supervisors who help very much from the beginning to the end of this

thesis (Ummi khaerati Syam, S.Pd., M.Pd., and Wildhan Burhanuddin,

S.Pd., M.Hum)

5. My heartful thank to all lectures of the FKIP Unismuh especially to the

lectures of English Department for their guidance during my study.

6. My deep appreciation for the headmaster of SMAN 9 LUWU TIMUR and

the teacher, also the students of XI MIPA 1 who have spared their time

and activities for being subject of this research.

7. My beloved friend Riskawati S.M., for giving me more strength, for

supporting each other to achieve our goals.

8. All of my friends in English Education Departement academic year 2015,

especially I (Immortal) class English Department 2015, for anything we

shared for years.

9. Finally, for all everybody that could not mentioned one by one, may

Allah SWT the almighty good be with us now and forever.

The researcher

Megawati

xi

TABLE OF CONTENTS

TITLE PAGE..........................................................................................................i

APPROVAL SHEET.............................................................................................ii

CONSELLING SHEET.......................................................................................iii

SURAT PERNYATAAN......................................................................................iv

SURAT PERJANJIAN..........................................................................................v

ABSTRACT...........................................................................................................vi

ABSTRAK..........................................................................................................vii

MOTTO...............................................................................................................viii

ACKNOWLEDGMENT......................................................................................ix

TABLE OF CONTENTS......................................................................................xi

LIST OF PICTURE............................................................................................xiv

LIST OF FIGURE..............................................................................................xv

LIST OF TABLE................................................................................................xvi

LIST OF APPENDINCCES..............................................................................xvii

CHAPTER I INTRODUCTION

A. Background..................................................................................1

B. Problem Statement......................................................................3

C. Objective of the Reseach.............................................................3

D. Significance of the Research........................................................4

E. Scope of the Research..................................................................4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Research Findings........................................................ 5

B. Some Pertinent Ideas...................................................................8

1. Concept of Blended Learning..........................................8

a. Definition of Blended Learning................................8

xii

b. Characteristics of Blended Learning......................11

2. Concept of Perceptions..................................................14

a. Difinition of Percption............................................16

b. Factors Affecting Perception.................................17

3. Concept of Edmodo.......................................................17

a. Definition of Edmodo.............................................19

b. Features Available on Edmodo...............................19

4. English Language Teaching (ELT)............................24

C. Conceptual Famework...............................................................26

CHAPTER III RESEARCH METHOD

A. Research Design........................................................................28

B. Research Setting and Research Object......................................29

C. Research Variable......................................................................29

D. Instrument................................................................................30

E. Data Collection..........................................................................31

F. Data Analysis.............................................................................32

CHAPTER VI FINDINGS AND DISCUSSION

A. Findings.....................................................................................34

1. The Students‟ Perception Toward The Implementation Of

Blended Learning Method Used By The English Teacher At

SMAN 9 Luwu Timur………………….............................34

2. The benefits of Blended Learning Method used by the english

teacher at SMAN 9 Luwu Timur.........................................42

B. Discussion..................................................................................52

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion.................................................................................57

B. Suggestion.................................................................................58

BIBLIOGRAPHY

xiii

APPENDINCES

CURRICULUM VITAE

xiv

LIST OF PICTURE

Picture 1.1 : Blended Learning Slices...............................................................11

xv

LIST OF FIGURE

Figure 2.1 : Conceptual Frame Work................................................................26

xvi

LIST OF TABLE

Table 3.1 : Blended learning is more enjoyable………...................................35

Table 3.2 : Blended learning method is boring…………………....................36

Table 3.3 : Blended learning method is more interesting .............................37

Table 3.4 : Blended learning method is easier to understand...........................38

Table 3.5 : Blended llearning is difficult to understand……………….…….39

Table 3.6 : Blended learning is easier to collect asssignments……………...40

Table 3.7 : Bended learning is difficult to collect asssignments……………41

Table 3.8 : Students felt motivated to explore content related materials…….42

Table 3.9 : Students more active in learning………………………..............43

Table 3.10 : Students can complete assignment anyplace..................................44

Table 3.11 : Students can complete their quiz anyplace..................................45

Table 3.12 : Students can learn anyplace or anytime.........................................46

Table 3.13 : Makes students more active in learning.........................................47

Table 3.14 : Make teaching and learning process more efficient......................48

Table 3.15 : Makes students become self-driven and responsible over

learning…………………………………………………………………………...45

xvii

LIST OF APPENDINCCES

Appendix 1 : Questionnaire Sheet

Appendix 2 : Interview Questions

Appendix 3 : Interview Transcribe

Appendix 4 : Documentation

1

5

1

1

CHAPTER I

INTRODUCTION

A. Background

In this era information communication and technology has a big

impacts for human life espeacelly in the teaching and learning process

between teachers and students or students with lecturers. Teaching and

learning process can be carried out in two models if it was integrated with

information communication and technology, namely E-Learning and Blended

Learning. E-learning is learning utilizing electronic technologies to access

educational curriculum outside of a traditional classroom or face to face

learning .

E-learning is meaningful because according to Rivai and Murni

(2009), one of the four important components in building a learning culture

with the use of learning models with the web is that students are

independently in learning with appropriate approaches so that students are

able to direct, motivate , organize themselves in learning.

Based on several existing studies, use of the web in learning is

generally applied in high schools or universities to produce effective and

meaningful learning. But the web-based learning model can also be apply at

the elementary and secondary school level. Web based learning is a specific

information gathering excerpt of information on primary and secondary

levels.

Blended is a combination of web-based learning and face-to-face

learning, this learning can be applied to any subject, including subjects, one

2

of which is influenced by the rapid development of science and technology.

Mohammed (2015) define that blended learning courses have some

face-to-face class meetings, but also have some class sessions that replaced

with online instruction. In addition, Buket and Meryem (2008) stated that

Blended Learning supported all the benefits of E-learning including cost

reductions, time efficiency and location convenience for the learner as well as

the essential one-on-one personal understanding and motivation that face to

face instructions presents. In other words, blended learning were online

and offline learning. Blended learning integrated online with traditional face-

to-face class activities in a planned way, to improve the learning process.

E-learning learning media in the world of education gives a real effect

so the study material in research will be carried out on the utilization of e

learning learning models on student learning outcomes in English subjects at

SMAN 9 Luwu Timur.

SMAN 9 Luwu Timur is a public school that has technology-based

learning facilities that can support the blended learning method with internet

facilities that can be accessed by students in the school building. Only several

teacher use the technology. Not all the teacher choose to use blended learning

in teaching and learning.. The implementation of this method has not been

fully implemented.

3

In Engish language teaching, there are some teacher use blended

learning method. Especially for eleven class, the teacher use edmodo

application since 2018. Edmodo is a social networking based learning

platform that is intended for teachers, students and parents. Edmodo provides

a safe and easy way to build virtual classes based on class distribution like in

school. Edmodo display design is almost the same as Facebook design. With

Edmodo, the teacher can send grades, assignments, or quizzes to students

easily. Therefase the researcher interested to know students perceptions

toward the implementation of blended learning method used by the english

teacher at SMAN 9 Luwu Timur

B. Problem Statements

Based on the background, the are some problems those are :

1. What are the students perceptions toward the implementation of blended

learning method used by the english teacher at SMAN 9 Luwu Timur ?

2. What are the benefits of blended learning method used by the English

teacher for the students at SMAN 9 Luwu Timur ?

C. Objective of the Research

Based on the problem statement above, the objective of the research that

researcher want explain in findings, those are:

1. Students perceptions toward the implementation of blended learning

method used by the english teacher at SMAN 9 Luwu Timur.

4

2. The benefits of blended learning method used by the english teacher for

the students based on the students perception.

D. Significance of the Research

Based on the objectives above, the result of this study are expect to be useful :

1. For researcher to get valuable experience about blended larning method.

2. For the teachers can be as evaluation to apply blended leaning method

best based on the students need.

3. For the students they knew new alternatives method in teaching and

learning process and also knew more about teaching methodology that was

blended learning.

4. For other researchers can be use as reference for other researchers

E. Scope of the Research

In this research the researcher limitations to know students perception

toward the implementation of blended learning method used by the english

teacher. This scope focus on the students perception about blended learning

itself and the benefit of it for the students.

5

1

CHAPTER II

LITERATURE REVIEW

A. Previous Research Findings

The previous related studies that have been conducted to investigate

students‟ perception of blended learning method in different case study are

expected to help the researcher as her literatures in writing this research. There

some research that has been done by some researcher and related to this

research, as follows:

Muhamad Ali's research (2007) in his research entitled Analysis of

the impact Implementation of blended learning method (Combination

Classroom Learning and E Learning). The research focused on the impact of

blendded learning method, concludes that there is increasing student learning

motivation towards the application of blended models learning indicated by the

level of student attendance in class, the frequency of learning and the

activeness of students in discussions, asking questions and provide input. These

results are obtained through observations in class and report on student

activities generated by e-learning. Application blended learning model in the

class provide significant benefits to student motivation.

Pardede (2012) in Universitas Kristen Indonesia, the research focused

on Blended Learning method in English language teaching. He found that

most English Language Teaching lecturers agree that students do not have

opportunities to practice the skills and language components they just learned

6

in different and varied contexts due to the limited time they have in the

classroom. Various current studies revealed that blended learning systems

could effectively tackle this problem. Blended learning provides English

Language Teaching students with recording devices, video players,

newspapers, and language laboratories. A variety of activity types with group

work and pair work, collaborative learning and independent learning could be

employed to engage the learners in communicative language practice. In

addition, the inclusion of the online element in blended learning also enables

the use of the foreign language in real communicative acts (through forums,

chats, emails, etc.) and provided students with authentic learning material.

What‟s more, it allows for the diversity of English Language Teaching

students learning styles to be catered for, perhaps more easily than in face-to-

face settings.

Samuel and Patrick (2015) in their research about Blended

Environment, and they found that the use of web-based materials for blended

learning program was problematic giving that some students encountered

problems with internet access and the slow speed of the connectivity on the

university campus. And the result of the classroom observation, informal

conversational interviews of the students and the survey of the students

indicated that when students were provide with capable and appropriate

communication tools in blended learning environments it could enhance

interaction and collaboration with their peers and instructors and there by

enhance their development knowledge and skills in the course.

7

Arina istina (2017) her reseach entited the Effect of Blended learning

to The Students Achievement in grammar Class. The research focused on

effect of blended learning method. In this research blended learning was

applied in an English grammar class and whether it significantly improved

students achievement after the treatment. The participants involve I this

research were 26 students of the second semester. A pre-experimentl research

was conducted by comparing the means of the participats score in both pre-tet

and post-test.

Sri Serli‟s research (2018) her research in Muhammadiyah University

of Makassar. The reseaech focused on the students perception to implementing

blended learning method for the students in Muhammadiyah University of

Makassar. The implementing of Blended Learning method can receive by the

students and they got several benefits of Blended Lerning method. So that, the

lecturer can see that the students need more variation in learning, such as used

Blended Learnig method.

Based on research above, the researcher may conclude that it is

requires to know students perceptions toward implementation of blended

learning used by thhe teacher for the students at SMAN 9 Luwu Timur. All the

previous researchers above talk about different purposes of using Blended

Learning. Based on environment and learning style. The different this research

from the others research, this research will be conduct in students perception

focus on the students‟ perception about blended learning itself and the benefit

of it for the students by using blended learning method in english language

8

teaching. From these aspects, the researcher hopes this research give

contributions in education aspects and also good contribution for the school

especially for SMAN 9 Luwu Timur

B. Some Partinent Ideas

1. Concept of Blended Learning

a. Definition of Blended Learning

Etymologically the term blended learning consists of two words are

blended and learning. Blend means "mixed, together to improve

quality so that it gets better "(Collins Dictionary), or the formula for a

combination alignment or fusion (Oxford English Dictionary). While

learning has a general meaning namely learning, thus at a glance

contains meaningful learning patterns that contain elements mixing, or

combining one pattern with a pattern other. Elenaena (2006) stated that

that mixed are two main elements, namely classroom learning

(classroom lesson) with online learning.

Driscoll (2009) in Rusman (2012: 275), argues "Blended learning

integrates or blends learning programs in different ways format to

achieve a common goal ", which can be interpreted blended learning

integrates or combines learning programs in different formats in

achieving general goals. According to Rusman (2012: 303), states that

blended learning is a combination of various approaches inside

learning. So that it can be stated that blended learning is Adriscoll

(2009) in Rusman (2012: 275), argues "Blended learning integrates or

9

blends learning programs in different ways format to achieve a

common goal ", which can be interpreted blended learning integrates

or combines learning programs in different formats in achieving

general goals. According to Rusman (2012: 303), states that blended

learning is a combination of various approaches inside learning. So

that it can be stated that blended learning

Whereas Stein and Graham (2014), stated "Blended course as a

combination of onsite ( face-to-face) with online experiences to

produce effective, efficient, and flexible learning ". From this

definition it is said that blended learning as a combination of

conventional learning (face to face) with online experience to generate

learning effective, efficient and flexible. Blended learning can combine

the positive aspects of the two learning environments, namely learning

done in the classroom with learning with e-learning (Bonk and Graham

in Sutopo, 2012: 168).

In addition, blended learning has also been defined by Cisco

System (2001) in Ahmed (2008: 18) As a combination of traditional

characters from both learning and blended e- learning environments. It

merges aspects of blended e-learning such as: web based instruction,

streaming, video, audio synchronous and asynchronous comunication,

etc; with traditional "face to face "learning.

Blended learning as a combination of characteristics traditional

1010

learning and electronic learning environment or blended e-learning.

Combining blended e learning aspects such as web-based learning,

streaming videos, synchronous and asynchronous audio

communication with learn in traditional "face to face". Other opinions

were presented by Bhonk and Graham (2006) who stated Blended

learning is the combination of instruction from two historically

separate models of teaching and learning: Traditional learning system

and distributed learning systems. It emphasizes the central role of

computer-based technolgies in blended learning .

Bhonk and Graham (2006) explain that blended learning is a

combination of two farewell model histories teach and study.

Traditional learning systems and systems dissemination of learning,

which emphasizes the role of technology centers technology-based in

blended learning.

From some of the above meanings, in general experts define

blended learning as a combination between conventional learning

method (face to face) with e-method learning. The merger can be seen

as shown in below this.

1111

Picture 1. Blended Learning Slices

.

b. Characteristics of Blended Learning

There are several kinds of conventional learning, such as training,

classroom learning, and mentoring, but also there are various kinds of

electronic learning choices, starting from e-learning classes, online

support systems, templates, tools decision support and knowledge

base (Sutopo, 2012: 167). McSporran and King (2002) say that

blended learning is a mixed method that is chosen and used in carry

out various kinds of learning as needed different users. Thus, Blended

learning means the use of two or more learning methods different,

including combinations as follows:

1) The combination of face-to-face learning is classed with

online learning.

2) Combination of online learning with access to instructor or

member of study.

3) Combination of simulations with structured learning

4) Combination of on-the-job training with informal sessions

1212

5) Combination of managerial training with e-learning activities

According to Rusman (2012: 245), Blended e-learning

characteristics are:

1) Provision of sources of supplements for learning programs

relating during traditional lines mostly through institutional

support for virtual learning environments.

2) Transformative levels of learning practice supported by learning

design to depth.

3) A comprehensive view of technology to support it learning.

Based on the explanation above, the characteristics of blended.

Blended e-learning is a source of supplements, with an approach

traditional also supports a virtual learning environment through a

institution, a deep learning design at the time changes in the level of

learning practices and views about all technologies are used to

support learning.

Blended learning characteristics when viewed from media used,

Sutopo (2012: 172) used learning media it is not limited to technology

for blended learning including:

1) Stand-alone, Asynchronous, or Synchronous online learning /

training.

2) Supporting software (knowledge management tools)

3) Traditional class, laoratorium, or other props

4) Readings, CD-ROOM or other independent learning other media

1313

c. The Excellence of Blended Learning

The advantages of blended learning are like proposed by Hariman

(2010) are as follows:

1) Students do not only learn more during online sessions added

to traditional learning, but it can increase student interaction

and satisfaction.

2) Students are equipped with many choices in addition

classroom learning, improving what is learned, and

opportunity to access more learning levels go on.

3) Presentations can be delivered more quickly to students who

are learn to use e-learning.

4) Not only learning one-way sequentially, blended learning

students have the opportunity to learn material desired, as well

as setting the schedule and time flexible eye learning.

5) More economical costs for institutions and students

On the other hand the advantages of Learning Management

System blended e-learning (Bates, 1995; Wulf, 1996), namely:

1) Increase the level of learning interactions between

participants educate with teachers or enhance interactivity.

2) Enables learning interactions from where and anytime (time

and place flexibility).

3) Reaching students in a broad scope (potential to reach a

global audience).

1414

4) Facilitate the improvement and storage of material learning

(easy updating of content as well as archivable capabilities).

Stein and Graham in his book entitled Essentials for

Blended Learning says:

We suggested that many people live their lives "blended",

as a mix of physical and online activities and

experiences. Blended learing not only fits into the

modern, connected lifestyle, but can also provide specific

benefits to students, teachers, and administration: 1)

increase access an convenience; 2) improved learning;

3) decrease (or more flexibe)

From the statement, Stein and Graham suggested many

people to apply blended in activities and his experience for

blended learning reasons not only in accordance with the

progress of lifestyle but also very beneficial for students,

teachers and administration in terms of improving access and

comfort, increasing learning and decrease (or more flexible)

costs.

Schultz (2014) explain that there are three ways Bended Learning

makes teacher more efficient in teaching, those are:

1. Blended learning makes it easy to intervene with struggling students.

Most blended learning solutions include online tools that give

immediate feedback to lectures. Students may take a quick quiz after

1515

reading a selection or completing an activity, allowing lectures to find

out right away which students are struggling, without having to do a

bunch of additional grading.

2. Blended learning offers more choice in the best fit for your particular

class. teachers know every class is different. Some classrooms are

filled with tactile learners, while others have a heavier representation

of auditory learners.

3. Blended learning helps make the most of classroom time. It is

inefficient for lectures to spend time focusing exclusively on one

learning style at a time for all students, especially considering how

many students could benefit from self-directed learning, but there have

not always been good solutions to this problem readily available. With

a blended learning approach, you have the tools to take aim at multiple

learning styles.

The problem with allowing misconceptions to win the day is that

you and your students can ultimately end up losing. Blended learning is

unobjectionably beneficial for students. Here are five of the many reasons

why blended learning should be a part of your teaching method:

1. Increased student engagement

2. It is fun

3. More flexibility and better time management for teacher

4. It is cost-effective

5. Performance assessments in the classroom

1616

In many cases the act of “blending” achieves better student

experiences and outcomes, and more efficient teaching and course

management practice. Debra and John, 2010 state that three key elements

in successful learning and teaching. Blended learning technologies can:

1. Broaden the spaces and opportunities available for learning;

2. Support course management activities (e.g., communication,

assessment submission, marking and feedback);

3. Support the provision of information and resources to students;

4. Engage and motivate students through interactivity and

collaboration.

Thus, it is not just about using technology because it is available;

Blended Learning is about finding better ways of supporting students in

achieving the learning objectives and providing them with the best

possible learning and teaching experiences, as well as supporting teacher

in their role including the management and administration of courses

2. Concept of Perceptions

a. Difinition of Percption

According to Asrori (2009) the notion of perception is

“individual processes in intrepeting, organaizzing and giving

meaning to stimulit that come from the environment in which the

individual is located which is the result of learning and experience.”

In terms of perception there are two important elements namely

1717

intrepretation and organizing. Intrepetation an attempt to understand

from the individual to the information obtained . while organizing is

the process of managing certain information in order to have

meaning.

According to Sarlito Wirawan Sarwono (1983:89) perception is

the ability of a person to organize an observation , these abilitieses

include : ability to distinguish, ability to group, and ability to focus.

Therefore one can have different perceptions, even if the object is the

same. This is possible because of differences in the value system and

personality traits of the individual concerned

Based on some of the opinions above, it can be concluded that

what is mean by perception is the process of receiving ,

distinguishing, and giving meaning to the stimulus received by the

senses, so that it can provide conclusions and interpretations of the

particular object being observed

b. Factors Affecting Perception

There are differences individual in perceptual abilities. Two

people may perceive the same stimulus differently.

Mifta Toha (2003:154) states that the fators that influence a

person‟s perception are as follow

1. Internal Factors

Intenal factors namely, feelings, attitudes and personality of

individuals,prejudices, desires of expectations , attention

1818

(focus), learning process, physical condition, psychiatric

disorders, values and needs, interests, and motivations.

2. External Factors

External factors namely, family background, information

obtained, knowledge and needs around, intensity, size,

resistance, repetition of motion, new things and familiar or

unfamiliar objecs.

Whereas according to David Krech (1962) actors that

influence the formation of perceptions are :

a) Frame of reference, which is to the framework of

knowledge that is influenced byeducation, reading,

research, etc.

b) Frame of expeience, which is based on experience that has

been experienced which is inseparable form the

circumstances of the surrounding environment.

These factors make individual perceptions different from each other

and will affect individuals in perceiving an object, stimulus, even tought

the object is really the same. Individual or group peceptions can be very

dfferent from those of other people or groups even though the situationis

the same. Differences in perception can be traced to the existence of

individual differences in personality, attitudes, or difference in

motivation. Basically the process form this percept on occurs in a person,

1919

but perception is also influenced by experience, learning process, and

knowledge.

3. Concept of Edmodo

a. Definition of Edmodo

Edmodo is a social networking based learning platform that is

intended for teachers, students and parents. Edmodo was first

developed at the end of 2008 by Nic Borg and Jeff Ohara and Edmodo

itself, arguably an e-learning program that implements an easy,

efficient and more enjoyable learning system. Edmodo is one of the

fastest growing social networks in early 2011, as evidenced by the

presence of around 1 million users in it. Only a few months later,

users increased to 7 million people and finally in 2015, there were 50

million Edmodo users from various parts of the world.

b. Features Available on Edmodo

There are lots of features offered by Edmodo to support the

learning process. Following are the features found in Edmodo:

1) Polling

Polling is one feature that can only be used by the teacher.

This feature is usually used by the teacher to find out student

responses about certain things. This Edmodo feature is a very

good way to get instant feedback about an event that has just

happened, a task, and so on. Polls can be use to make students

understand the meaning of the science just learn.

2020

2) Gradebook

The gradebook feature is similar to student grades. With this

feature, teachers can give grades to students manually or

automatically. This feature also allows a teacher to manage the

assessment of learning outcomes from all students. The rating can

also be exported a file. In the Gradebook feature, the teacher holds

full access to this feature while students can only see the score in

the form of graphs and direct ratings.

The gradebook feature is very helpful for making a quick and

organized value record. The teacher can easily add the assessment

period to the Progress Book, add assignments and values using the

computer, and then monitor the values of each student easily.

Organized data also makes it easier for teachers to monitor the

progress of each student, his progress in the learning process, and

the ranking of students in a class.

3) File and Links

This feature serves to send notes with file attachments and

links. Usually these files have the extension .doc, .ppt, .xls, .pdf

and others. At times, when explaining something, sometimes the

teacher needs additional material such as pictures so students can

better understand the lesson given.

Only in a short time, the teacher can upload images, videos,

texts, or anything that he thinks can increase students' curiosity

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when learning. If an additional material has been stored on the

computer, the teacher can use the file feature to upload it so that

students can see it. While if the additional material is still on a

particular website and its size is large enough to download, the

teacher can provide links that students can access to understand a

lesson.

4) Quiz

The Quiz feature can only be made by the teacher, while

students do not have access to create quizzes. They can only work

on the quiz questions given by the teacher. The quiz is used by the

teacher to provide online evaluations to students in the form of

multiple choices, short entries and description questions.

The teachers can create a quiz by inserting pictures or even

videos as a supplement to quiz questions. The teacher can also

save quiz questions in the Library to Edmodo, so that later they

can be used again in the next class. After doing the quiz, students

can find out the results quickly and can do Retake quiz if they feel

the value is still lacking.

5) Library

With this feature, teachers can upload teaching materials such

as presentations, pictures, videos, reference sources, and others.

This feature also functions as a container to accommodate various

files and links that are owned by the teacher and students.

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This library feature is very useful for teachers who are

overwhelmed with having hundreds of files on school computers,

or a long list of bookmarks for web pages that are useful as

learning material. Edmodo Library provides unlimited capacity

that allows every teacher to be able to store, sort, share and

organize various documents in just one account. Documents

contained in this virtual library can then be accessed anywhere

and shared with other teachers.

6) Assignment

This feature is used by teachers to give assignments to

students online. The advantages of this feature are equipped with a

deadline time, attach file feature that allows students to send

assignments directly to the teacher in the form of document files

(pdf, doc, xls, ppt), and also the "Turn in" button on assignment

assignments that function to mark that students have completed

their assignments.

In this feature section the teacher can also be facilitated by

his role. Assignments or assignments previously given to students

in the previous period, can be given back to students in the

following period. Tasks for these students can be stored in the

Library to be used again in the future, so that they are not wasted

or just scattered. Fellow teachers can also share assignment

material given to students so that assignments are more varied.

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7) Award Badge

To give an award to students or groups, teachers usually use

the award badges feature. The badge given will certainly show the

student's positive track record. Teachers can easily provide badges

for outstanding students who have done quizzes and other

assignments with excellent results.

This badge can also be a motivation for students to do various

tasks well. The existence of an award makes someone more eager

to do something. The teacher can also arrange to give badges for

several students at once. Unfortunately, badges can only be given

from teachers by students, not to other fellow teachers. Even so,

some Edmodo badges are given automatically to the teacher, for

example if the teacher is the first teacher from a school that joins

Edmodo.

8) Parent Code

Every time a student creates a student account in Edmodo,

the student will automatically get a unique Parent Code that can

be used by his parents to also create a special account for parents.

Every parent only needs one Parent Account, which can monitor

all groups followed by students. If a parent has more than one

child, the parent only needs one account that can monitor the

learning process of all his children only from that one account.

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With this feature, parents can monitor the learning activities

of their children. To get the code, parents can get it by clicking on

the name of the class / group of their children in Edmodo or can

get it directly from the teacher in question.

4. English Language Teaching (ELT)

Ahmed and friends (2013) define that Learning is an inherently social

process, where different strategies for effective learning can be

implemented. Ampora (2011) state that the design of the subject of study,

its planning, implies the integration of all the axes of the educational

process: objectives, contents, methodology, resources and assessment.

1. Objectives. These are the results they expect to get with their teaching

activity. They provide criteria to select the teaching methods, the

students learning activities and the performance assessment systems.

2. Contents. These include what to teach. It consists of narrowing down

the learning area and grouping the curriculum aspects in significant

entities.

3. Methodology. It includes the training strategies and the resources that

will be used to carry out the teaching-learning process. We must take

into account the number of students and their maturity level, the

length of the subject and the planned activities, as well as other factors

related to the infrastructure and the institutional context.

4. Assessment. It refers to the way in which the teaching-learning

process is controlled and students learning results are measured.

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In English Language Teaching, there are some methods that

the teacher may implementing in the classroom based on the students

need, and it may use in teaching engages students in learning process

and helps them develop critical thinking skills and also language

skills. Eric (2013) state that some of method teacher may use in

English Language Teaching, those are authority, demonstrator,

facilitator, delegator and hybrid or blended. In English Language

Teaching, there are several methodologies Osguthorpe and Graham

(2003) in Larsen (2012), identified six reasons for using Blended

learning :

1. Pedagogical richness

2. Access to knowledge

3. Social interaction

4. Personal agency

5. Cost-effectiveness

6. Ease of revision

In separate studies, Graham, Allen and Ure (2003, 2005) in

Larsen (2012) found that, by a great majority, Blended learning was

implemented for the reasons of (1) improved pedagogy, (2) increased

access and flexibility, and (3) increased cost-effectiveness.

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C. Conceptual Famework

SMAN 9 LUWU TIMUR

TEACHER

ENGLISH LANGUAGE

TEACHING

BLENDED LEARNING

ONLINE

(Edmodo)

OFFLINE

( Face to face learning)

STUDENTS

STUDENTS PERCEPTION THE BENEFIT OF BLENDED

LEARNING

Figure 2.1 : Conceptual Famework

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The conceptual framework above describes the research which will

be conducted by the researcher. The research is descriptive qualitative

research which will be describe about the students‟ perception toward

implementing blended learning method in english language teaching and

also the benefit of it.

At SMAN 9 Luwu Timur. In english language teaching, the teacher

as facilitator. The teacher used blended learning method that is online

using edmodo application and offline (face-to-face) learning. And the

research will describe the students perception of that blended learning that

the teachers use as a method in teaching.

The students perception can be as evaluation for the teachers, so

that the teachers can apply new method or the best based on the students

need, such as blended learning method.

28

CHAPTER III

RESEARCH METHOD

In this part, the researcher explain about research design, research

variables, research setting and research subject, instrument, data collection and

data analysis.

A. Research Design

Based on the title, The researcher used descriptive qualitative research

method as design method because comparable to collected the data from the

students perception. Qualitative descriptive method is understanded human

behavior from the informans perspective assumes.

Today our world is more complicated and it is difficult to understanded

what people think and perceive. Qualitative research methods make it easy to

understanded that as it was more comunicative and descriptive.

The characteristics of qualitative research methods there were :

1. Qualitative method usually collected data at the sight

2. ualitative research typicaly gather multiple forms of data, such as

interviews, observations and documents, rather than a single data

source.

3. This type of research method works towards solving complex

4. Communicative method, people can build their trust on the researcher.

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B. Research Setting and Research Subject

Subject of this research was the eleventh grade at SMAN 9 Luwu

Timur. There were seven classes which consisted of around 25 students each

class. Total number of the students were 175 students. However, the

researcher only took one class as the subject in this research.

The participants was selected used quota sampling method. Quota

sampling is one of the suitable method for this research, because quota

sampling took sample based on the number of samples that the researcher

need. The sample of his reseach took one of seven classes to be the sample of

this research and the number of sample was 10 students.

C. Research Variable

Variables were anything can effect or change the result of study. Every

study has variables as these are needed in order to understand differences.

The Variable of this research consisted of students perception toward

implementation of blended learning method used by the english teacher . In

this descriptive research consisted on the students perception about blended

learning itself and the benefit of it for the students.

D. Instrument

In this research, the researcher used questionnaire and interview as a

technique in collected the data.

1. Questionnaire

In this research, the researcher used the questionnaire as the first

instrument. Based on the question of the research, the researcher want to

know about the students perceptions toward impementation of blended

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learning method used by english teacher. A questionnaire was used for

collected the data from the students or participants. The questionnaire

composed in close-ended question.

For close-ended questionnaire the researcher use Likert Scale to

got data questionnaire from the students. There were five potential choices

(strongly agree, agree , undicided, disagree, strongly disagree). It consisted

of 15 numbers statements of close-ended question.

2. Interview

In this research, the researcher used the interview as the second

instrument. This interviewed consisted of five questions. An interviewed

in qualitative research was conversation to got the information. For this

case, the researcher interviewed the students who used blended learning

method to in the class to know the benefits of it and to compared the data

from the questionnaire.

3. Recorder

The researcher would record all the interview session used voice recorder

after that transcribe the result of the interview

E. Data Collection

For data collection, the researcher used questionnaire and interview as

instruments to collected the data. Before distributed the questionnaire to the

participants, the researcher explain the questionnaire aspects to participants

to ensured that the participants understanded what the mean and purpose of

the questionnaire itself. There were six steps in collected the data for the

questionnaire:

a) The researcher given the questionnaire to the participants.

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b) The researcher collected the questionnaire

c) The researcher also interviewed the students

d) The researcher analyzed the data

e) The researcher classified the answers based on the questions.

f) The researcher make conclusion.

The researcher given questionnaire for the sample that consisted of 15

close-ended question , the researcher given 20 minutes for the students to

answer the question based by their own word. The researcher also interviewed

the students to know the benefits of Blended Learning method

F. Data Analysis

There were several procedures in analysis of data in this research.

Firstly, collected the data which to be analyzed. Secondly, classified the answer

based on the questions. The researcher also compared with the students

interviewed.

1. Data from questionnaire

Data from questionnaire obtained from this research used Likert scale

procedure that indicated wheter strongly agree, agree, undecided, disagree and

strongly disagree from each statement. From this questionnaire, researcher used

percentage, and to analyzed it, used the formula as follow:

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Note : X = Part

Y = Whole

(Sudjana,2001:128)

After this step we maked conclusion

2. Data from interview

a. Transcribe

Transcribe was the process of converting data from the recording into

the sentence form. So, the researcher have listened to the result of the

interview and wrote down what the students said.

b. Concluding/ interpreting

The last step. The researcher concluded the result of the interview

that already transcribe by the researcher. The researcher made the

summary from the result of the interview to know what is the students

perception of blended learning method and the benefit of it for students.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter particularly presents the findings of the research an

discussions. The findings presented the result of data analysis collected through

questionnaire about the students‟ perception toward implementation of blended

learning method used by the English teacher at SMAN 9 Luwu Timur. The

discussion deals with the interpretation of the findings in the research.

A. Previous Related Findings

In this section presents the student perception toward implementation of

blended learnig mehod in english language teaching at SMAN 9 Luwu Timur.

The data collected used close-ended questionnaire that consisted of 15

numbers. The participants of this study were 10 students at eleventh grade who

were chosen by used quota sampling.

1. The Students’ Perception Toward The Implementaion of Blended

Learning Method Used By The English Teacher

The result of this aspect to answer the first research question “what

are the students’ perceptions toward the implementation of blended ,earning

method used by the english teacher at SMAN 9 Luwu Timur”. It consisted of

7 items of close-ended questionnaire.

34

3535

a. Learning English in a Blended learning is more enjoyable

Tabel 3.1 Blended learning is more enjoyable

No Classification Frequency Percentage %

1 Strongly Agree 6 60%

2 Agree 4 40%

3 Undecided 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 10 100%

Table 3.1 showed that 6 students (60%) said “strongly

agree”, 4 students (40%) said “agree”, 0 students (0%) said

“undecided”, 0 student (0%) said “disagree”, and 0 student (0%) said

“strongly disagree”. So, we can conclude that mostly students who

used Blended Learning method at eleventh grade SMAN 9 Luwu Timur

strongly agree that Learning English in a Blended learning is more

enjoyable

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b. Learning English in a Blended learning is boring

Table 3.2 Blended learning method is boring



2 Agree 0 0%

3 Undecided 0 0%

4 Disagree 3 30/%


Total 10 100%

Table 3.2 showed that 0 student (0%) said “strongly agree”,

students (0%) said “agree”, 0 students (0%) said “undecided”, 3 student

(30%) said “disagree”, and 7 students (70%) said “strongly disagree”.

So, we can conclude that mostly students who used blended learning

method at SMAN 9 Luwu Timur strongly disagree that learning english

in a blended learning is boring

.

3737

c. Learning English in a Blended learning is more interesting

Tabel 3.3 Blended learning method is more interesting



2 Agree 2 20%

3 Undecided 0 0%

4 Disagree 0 0%


Total 10 100%


agree”,. 2 students (20%) said “agree”, 0 students (0%) said

“undecided”, 0 student (0%) said “disagree”, and 0 student (0%) said

“strongly disagree”. So, we can conclude that mostly students who

used Blended Learning method at SMAN 9 Luwu Timur strongly agree

if learning english in a blended learning is more interesting.

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d. Learning in blended learning is easier to understand

Table 3.4 Blended learning method is easier to understand



2 Agree 5 50%

3 Undecided 2 20%

4 Disagree 0 0%


Total 10 100%



“undecided”, 0 students (0%) said “disagree”, and 0 students (0%) said

“strongly disagree”. So, we can conclude that mostly students. students

who used blended learning method at SMAN 9 Luwu Timur agree

blended learning method is easier to understand.

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e. Learning in blended learning is difficult to understand

Tabel 3.5 Blended learning is difficult to understand



2 Agree 0 0%

3 Undecided 1 20%

4 Disagree 5 50%


Total 10 100%



“undecided”, 5 students (50%) said “disagree”, and 4 student (40%)

said “strongly disagree”. we can conclude that mostly students who

used Blended Learning method at SMAN 9 Luwu Timur disagree that

blended learning is difficult to understand.

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f. Learning blended learning is easier to collect asssignments

Table 3.6 Blended learning is easier to collect asssignments



2 Agree 2 20%

3 Undecided 0 0%

4 Disagree 0 %


Total 10 100%

Table 3.6 showed that 8 students (80%) said “strongly agree”, 2

students (20%) said “agree”, 0 students (0%) said “undecided”, 0

students (0%) said “disagree”, and 0 student (0%) said “strongly

disagree”. So, we can conclude that mostly students. students who

used Blended Learning method at SMAN 9 Luwu Timur strongly agree

that blended learning is easier to collect asssignments

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g. Learning blended learning is difficult to collect asssignments

Table 3.7 Blended learning is difficultt to collect asssignments



2 Agree 0 0%

3 Undecided 0 0%

4 Disagree 2 20%


Total 10 100%


students (0%) said “agree”, 0 students (0%) said “undecided”, 2 students

(20%) said “disagree”, and 8 student (80%) said “strongly disagree”. So,

we can conclude that mostly students who used blended learning method

at SMAN 9 Luwu Timur strongly disagree that blended learning is difficult

to collect asssignments.

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2. The Benefits of Blended Learning Method Used The English Tacher

For The Students

The result of this aspect has aimed to answer the first subsidiary

research question “What are the benefits of blended learning Method by

used the english tacher for the students”. It consisted of 8 items of close-

ended questionnaire.

a. Blended learning method students felt motivated to explore content

related materials

Table 3.8 Students felt motivated to explore content related

materials



2 Agree 5 50%

3 Undecided 2 20%

4 Disagree 0 0%


Total 10 100%




disagree”. So, we can conclude that mostly students who used Blended

Learning method at SMAN 9 Luwu Timur agree that with blended

4343

learning method, the students felt motivated to explore content related

materials.

.

b. Blended learning method makes students more active

Table 3.9 Students more active in learning



2 Agree 5 50%

3 Undecided 2 2%

4 Disagree 0 0%


Total 10 100%



student (0%) said “disagree”, and 0 student (0%) said “strongly

disagree”. So, we can conclude that mostly students who used blended

Learning method at SMAN 9 Luwu Timur agree that students more

active in learning.

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c. Blended learning can make complet their assignments anyplace

Table 3.10 Students can complete assignment anyplace



2 Agree 4 40%

3 Undecided 0 0%

4 Disagree 0 0%


Total 10 100%

Table 3.10 showed that 3 students (12%) said “strongly agree”,

7 students (28%) said “agree”, 15 students (60%) said “undecided”, 0


disagree”. So, students who used blended learning method at SMAN 9

Luwu Timur undecided that blended learning method can make students

complee assignment anyplace.

.

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d. Blended learning can make students complete their quizz anyplace

Table 3.11 Students can complete their quiz anyplace



2 Agree 4 40%

3 Undecided 0 0%

4 Disagree 0 0%


Total 10 100%





learning method at SMAN 9 Luwu Timur strongly agree that with

blended learning method students can complete their quizz.

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d. Blended learning make students can learn

anyplace or anytime

Table 3.12 Students can learn anyplace or anytime



2 Agree 3 30%

3 Undecided 0 0%

4 Disagree 0 0%


Total 10 100%

3.12 showed that 7 students (70%) said “strongly agree”, 3




learning method at SMAN 9 luwu timur agree that with blended

learning method, the students can learn anyplace or anytime.

4747

e. Learning English in a Blended learning makes me more active in.

. learning

Table 3.13 makes students more active in learning



2 Agree 5 50%

3 Undecided 1 10%

4 Disagree 0 0%


Total 10 100%

Table 3.13 showed that 4 student (40%) said “strongly agree”, 5



disagree”. So, we can conclude that mostly students who used Blended

Learning method at SMAN 9 Luwu Timur agree that learning english in

Blended learning made them more active in learning.

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f. Blended learning method makes teaching and learning process

more

Table 3.14 makes teaching and learning process more efficient



2 Agree 3 30 %

3 Undecided 1 10%

4 Disagree 0 0%


Total 10 100%


students (30 %) said “agree”, 0 students (0%) said “undecided”, 0 student

(0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we

can conclude that mostly students who used blended learning method at

SMAN 9 Luwu Timur agree that Blended learning method makes

teaching and learning process more efficient

.

4949

g. Learning English in a Blended learning makes me become self-driven

and responsible over learning

Table 3.15 makes students become self-driven and responsible over

learning



2 Agree 5 50%

3 Undecided 2 20%

4 Disagree 0 0%


Total 10 100%

Table 3.15 showed that 3 student (30%) said “strongly agree”,

50 students (50%) said “agree”, 2 students (20%) said “undecided”, 0



learning method at SMAN 9 Luwu Timur agree that learning english in

Blended learning made them become self-driven and responsible over

learning.

5050

In order to get the real data, here is the result of interview that showed the

students answers:

1. How are the features in the online application, does it help you

in the learning process? shown below. Most of the students

answered as follows:

Student 1:

“ Bagus iyah kak cukup membantu. Apalagi bisa juga orangtua

ta pantau ki karena ada kode aksesnya orangtua di edmodo” (

Very nice and quite helpful especially parents can monitor their

children because they also get an access code in edmodo)

Student 5:

“ada fitur quiz jadi bisa ki kerja quiz atau tugas ta disana jadi

menurutku lebi muda ki kumpul tugas. (future quiz so make it

easier to collected the assignment)

2. Do you have problem when the teacher use blended learning

method? shown below. Most of the students answered as follows:

Student 4 :

“masalah….tidak adaji kayanya kak, ituji kalau habis kuotaku

terus ada tugas jadi tidak bisa ka kumpul tugas” (problem..no

problem. Only if my intenet quota exhausted so I can not collect

my assignment)

Student 10 :

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“masalahnya, kalau ada PR kak baru jelek jaringan di rumah ku‟‟

(The prolem if the network at home was bad)

3. Do you like it if the teacher teaches used blended learning mehod?

shown below. Most of the students answered as follows:

Student 6 :

“iye, karena lebih mengefisenkan waktu proses belajar” (yes

because it makes the study time more efficient)

Student 7 :

“iye, menurut ku lebih menarik ih daripada biasanya” ( yes,

more

interested than usual)

4. Does the blended learning method has a positive impact for

students?

Student 3 :

“menurut ku iye kak karena bisa ki belajar dimana saja” ( in my

opinion yes, because we can learn anywhere)

Student 10 :

“kalau saya iye kak lebih interesting untuk belajar” (yes, I was

more inetersted in learning)

5. What are the benefits thatyou feel while learn used blended

learning method?

Student 1:

“itu tadi kak kaya lebih aktif ka kumpul tugas” ( I was moe

active to collected my assignment)

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Student 7 :

“Manfaatnya. Eeee..saya bisa belajar dimana saja kak”( I can

study anywhere).

Based on the students interview that has done , the researcher

found that , there are some benefits of blended learning for the students,

such as:

1. It is easy for the students to collected the assignment and can

motivated the students to explore content related materials

2. The students not only used their smartphone for youtube, instagram,

facebook, or whatsapp but also can be tool of learning.

3. The students more economical, because the students did not need to

write down her task on the paper and, it is extravagant of paper. The

students just type their task in the smartphone or laptop and send it

to the teacher by use edmdo application.

4. This metode also makes the students more likely to be interested in

learning.

B. Discussion

This part presents a discussion dealing with the interpretation of the

research findings derived from the result of respondents when used Blended

Learning method in ELT.

Buket and Meryem (2008) in their research about students‟ perceptions in

a Blended Learning environment based on different learning style. They found

5353

that as evaluation of the students‟ perceptions in learning style and blended

learning environment are relatively new field. The result showed that significant

differences in students‟ views on blended learning styles. It should not mean that

“anything will do” but the online course must be developed well in order to enable

learning occur.

Pardede (2012) in Universitas Kristen Indonesia, his research about

Blended Learning in English language teaching. He found that most English

Language Teaching lecturers agree that students do not have opportunities to

practice the skills and language components they just learned in different and

varied contexts due to the limited time they have in the classroom. Various

current studies revealed that blended learning systems could effectively tackle

this problem. Blended learning provides English Language Teaching students

with recording devices, video players, newspapers, and language laboratories.

A variety of activity types with group work and pair work, collaborative

learning and independent learning could be employed to engage the learners in

communicative language practice. In addition, the inclusion of the online

element in blended learning also enables the use of the foreign language in real

communicative acts (through forums, chats, emails, etc.) and provided students

with authentic learning material. What‟s more, it allows for the diversity of

English Language Teaching students learning styles to be catered for, perhaps

more easily than in face-to-face settings.

Samuel and Patrick (2015) in their research about Blended Environment,

and they found that the use of web-based materials for blended learning

5454

program was problematic giving that some students encountered problems with

internet access and the slow speed of the connectivity on the university

campus. And the result of the classroom observation, informal conversational

interviews of the students and the survey of the students indicated that when

students were provide with capable and appropriate communication tools in BL

environments it could enhance interaction and collaboration with their peers

and instructors and there by enhance their development knowledge and skills in

the course.

Arina istina (2017) her reseach entited the Effect of Blended learning to

The Students Achievement in grammar Class. Blended learning is believed to

improve students understanding inlearning second language. The employment

of offline and online activities activities expected to give better outcome then

he traditional face to face activities. In this research blended learning was

applied in an English grammar class and whether it significantly improved

students achievement after the treatment. The participants involve I this

research were 26 students of the second semester. A pre-experimentl research

was conducted by comparing the means of the participats score in both pre-tet

and post-test .

In addition, the result of the previous finding similar with the research

finding. In this research The researcher had positive perception towards the

implementation blended learning method in english language teaching It can be

seen from the result of questionnaires. The answer the first research question

Below are the detail answers of the research questions.

5555

The answer the first research question “what are the students‟ perceptions

toward implemention blended learning method used by the english teacher at

SMAN 9 Luwu Timur?” is positive. The positive responses came from the

students‟ perception about their feeling when receiving blended lesarning

method in their learning process. Based on the questionnaire most of students

is fine and even grateful when receiving blended learning method method.

Moreover, they also got new experience in learning, because not just in face-

to-face learning but also in online learning.

Students also stated that perceive that presenting the course in blended

format made it easy to follow and enhanced their learning. The online content

was well illustrated and easy to understand and got the materials. The online

activities increased interactions and were well framed with regards to their

objectives and duration. It is of importance that the intended learning

objectives of the course correspond with the online activities so as to ensure a

connection between the two components. In addition, the result of the students

perception similar with the previous finding, Nisha and Priya (2014), stated

that blended learning requires an intentional approach to instructional design so

that the program is blended in design, not just in deliver.

The answer for the second research question “what are the benefits of

blended learning method used by the english teacher for the students at SMAN

9 Luwu Timur?” The students gave positive responses to answer the second

research question. Blended learning method gave several benefits for the

students such as they more interested in learning, because they can learned

5656

anytime and anywhere, and it can help the students to manage their time better.

The teacher also gave positive respond It is easy for the students to collected

the assignment and can motivated the students to explore content related

materials, the students not only used their smartphone for youtube, instagram,

facebook, or whatsapp but also can be tool of learning. the students more

economical, because the students did not need to write down her task on the

paper and, it is extravagant of paper. The students just type their task in the

smartphone or laptop and send it to the teacher by use edmdo application, This

metode also makes the students more likely to be interested in learning.

Melbourne (2012) also stated that for the students, the appeal of blended

learning is flexibility and the freedom to learn anytime, anywhere.

In addition, it is also made the students more active and became self-

driven and responsible over learning. For example in online learning when the

techer gave them task and the time was limited, the students have responsible

to finish their task suitable with the time limitation. It is can be one of way to

make the students become responsible and discipline.

57

BAB V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, the first section dealt with the

conclusion of findings of the research and the other one deal with suggestion.

A. Conclusion

Based on the findings and discussion, it can be concluded that the

respondents of this study gave their positive perception toward the

implementation of blended learning method by used the english teacher . The

positive judgment from the respondents came from their experience in

learning by received blended learning method. It can be seen from the

students questionnaire, their agreement was showed that they enjoy in

learning when the teacher implementing blended learning method.

Besides that, the benefit of blended learning method for the students

made them more interested in learning. It is also can be seen from students

questionnaire that they got some benefits from the method, one of them was

the students become more active and responsible in learning.

The implementing of this method can receive by the students and they

got several benefits of blended learning method. So that, the teacher can see

that the students need more variation in learning, such as used blended

learning method.

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher

would like to give suggestion for the teacher, and students. Hopefully can be

a consideration to develop the teacher and students on teaching and learning

process.

1. For the teacher

The teacher give the student material that can be make the students

more challenging in learning so that the students can improve their skill

in learning by receiving blended learning method

2. For students

The students more active and using their smartphone not only

for youtube, instagram, facebook, or whatsapp but also can be tool of

learning.

`

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Appendix 1

ANGKET RESPON

PRESEPSI SISWA TERHADAP PENERAPAN METODE BLENDED

LEARNING OLEH GURU BAHASA INGGRIS DI SMA NEGERI 9 LUWU

TIMUR

Nama

Kelas

Petunjuk :

1. Bacalah pernyataan dibawah ini dengan cermat dan pilihlah jawaban yang benar benar cocok dengan piihanmu.

2. Jawablah dengan memberi tanda ( ) pada kolom jawaban yang telah

tersdia

Keterangan :

SS : Sangat Setuju S : Setuju

R :Rgu-ragu

TS : Tidak Setuju

STS : Sangat Tidak Setuju

No Pernyataan SS S R TS STS

1 Saya lebih senang saat belajar bahasa inggris menngunakan metode pembelajaran campuran

online dan tatap muka (blended learning)

2 Saya bosan saat belajar bahasa inggris menngunakan metode pembelajaran campuran


3 Saya lebih tertarik belajar menggunakan pembelajaran campuran online dan tatap muka

(blended learning)

4 Saya lebih termotivasi saat belajar bahasa

inggris menngunakan metode pembelajaran

campuran online dan tatap muka (blended

learning)

5 Saya lebih mudah memahami pelajaran saat

belajar bahasa inggris menngunakan metode

pembelajaran campuran online dan tatap muka

(blended learning))

6 Saya lebih sulit memahami pelajaran saat



(blended learning)

7 Saya lebih mudah mengumpulkan tugas saat

menggunakan metode pembelajaran campuran


8 Saya lebih kesulitan mengumpulkan tugas saat



9 Proses belajar mengajar lebih efisien menggunakan pembelajaran campuran online

dan tatap muka (blended learning)

10 Saya lebih aktif dalam belajar menggunakan metode pembelajaran campuran online dan

tatap muka (blended learning )

11 Saya dapat menyelesaikan tugas dimanapun menggunakan metode pembelajaran camuran


12 Saya dapat menyelesikan quis dimanapun menggunakan pembelajaran campuran online


13 Saya bisa belajar dimanapun dan kapanpun menggunakan pembelajaran campuran online


14 Saya lebih mandiri dan bertanggung jawab terhadap belajar menggunakan pembelajaran


learning)

15 Pembelajaran campuran online dan tatap muka (blended learning) memberi dampak positive

bagi saya

Appendix 2

INTERVIEW QUESTIONS

.

1. Apakah kamu suka jika guru mengajar menggunakan pembelajaran

campuran (blended learning) ?

2. Apakah metode pembelajaran campuran (blended learning) memberi

dampak positif bagi siswa?

3. Apa manfaat yang kamu rasakan selama belajar menggunakan metode

pembelajaran campuran (blended learning

Appendix 2

Informant : Bagus iyah kak cukup membantu. Apalagi bisa juga orangtua

ta pantau ki karena ada kode aksesnya orangtua di edmodo.

3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan

metode pembelajaran campuran (blended learning) ?

Informant : Eeee waktunya ji pertama kak bingung ka bagaimana

caranya kerjakan quiznya kan pake aplikasi

4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan

pembelajaran campuran (blended learning) ?

Informant : iye suka karena lebih menarik, kaya mudah ki juga kumpul

tugas ndak perlu mi lagi pake kertas atau buku

5. Interviewer : Apakah metode pembelajaran campuran (blended learning)

memberi dampak positif bagi siswa?

Informant : iye kalau saya rasa ada sih kak, misalnya kalau ada tugas

lebih termotivasi ki cepat cepat selesaikan. Karena kala sudah lewat waktu

yang diberikan ndak bisa maki kumpul

6. Interviewer : Apa manfaat yang kamu rasakan selama belajar

menggunakan metode pembelajaran campuran (blended learning)

Informant : itu tadi kak kaya lebih aktif ka kumpul tugas

STUDENT 3

selain tatap muka dalam mengajar campuran (blended learning) ?

Informant : Aplikasi kak ? Eee edmodo.

2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut,

apakah cukup membantu dalam proses belajar?

Informant : Eee.. Menurut ku cukup membantu kak..



Informant : tidak ada ji kak. Kalau mengajarkan seperti biasa ji hanya

masalahnya kalau kumpul tugas kadang jelek jaringan dirumah



Informant : iye, karena eee lebih mempermudahh misalnya kalau ada

quiz


memberi dampalk n k positif bagi siswa?

Informant : menurut ku iye kak karena bisa ki belajar dimana saja



Informant : ee lebih mandiri ki kak, lebih aktif dalam belajar

STUDENT 3


Informant : Aplikasi kak ? Eee edmodo.



Informant : iye kak lebih mempermudah menurut ku.‟



Informant : tidak ada ji kak. Kalau mengajarkan seperti biasa ji hanya

masalahnya kalau kumpul tugas kadang jelek jaringan dirumah



Informant : iye, karena eee lebih mempermudahh misalnya kalau ada

quiz






Informant : ee lebih mandiri ki kak, lebih aktif dalam belaja

STUDENT 5

1. Interviewer : Apa aplikasi yang digunakan guru dalam mengajar online


Informant : Aplikasi edmodo kak.



Informant : iye kak membantu, lebih mudah ki kumpul tugas.



Informant : masalahnya ? eee menurut ku ndak adaji kak.



Informant : iye, karena menurut ku lebih menarik juga kak



Informant : Eee…berdampak positif kak. Ndak bosan ki belajar karena

bisa bpakai hp



Informant : ee lebih tertarik ki belaajar kak jadi lebih aktif kalau ada quiz

STUDENT 5



Informant : Aplikasi edmodo kak.



Informant : fitur fitur di edmodo kak ? menurut ku cukup membantu kak.

Ada fitur quiz jadi bisa ki kerja tugas disana



Informant : masalahnya kalau ada tugas terus habis kuota internetku kak.

Karena biasanya tugasnya dikerja secara online



Informant : iye, karena kita bisa kerja tugas dimanapun






Informant : ee lebih mandiri ki kak, lebih aktif dalam belajar

STUDENT 7



Informant : Edmodo kak.



Informant : fitur fiturnya eee..cukup membantu kak

3. Interviewer : Apakah kamui mempuyai masalah ketika guru

menggunakan metode pembelajaran campuran (blended learning) ?

Informant : Eee…sejauh ini tidak ada masalah kak.



Informant : iye, karena cukup mengefisenkan waktu proses belajar



Informant : kalau saya iye kak karena bisa ki belajar dan kerja tugas

dimana saja



Informant : Eeee… Lebih aktif dalam menyelesaikan tugas kakk

STUDENT 7



Informant : Edmodo kak.



Informant : fitur fitur di edmodo cukum membantu kak, kalau kerja tugas

atau quiz di fiturnya cepat ki langsung tau nilai dari guru



Informant : kalau masalah dalam belajar tidak ad aka, mungkin hanya

masala jaringan biasa jelek kalau kerja tugas karena kan kalau

menjelaskan guru biasanya ngajar seperti biasa ji kak.



Informant : iye, menurut lebih menarik ih daripada biasanya.



Informant : iye, berdampak positif. Kita bisa belajar dimana saja

meskipun bukan dalam kelas atau sekolah.



Informant : manfaatnya. Eeee..saya bisa belajar dimana saja kak.

STUDENT 8



Informant : Anu ksk, Edmodo.



Informant : Kalau fiturnya cukup membantu kak. Kadang guru kirim file

untuk kita baca di rumah sebelum sebelum guru menjelaskan di sekolah



Informant : Eee…masalah ada ji kak. Mungkin waktu pertama tama ji

Karena belum pernah belajar dan kerja tugas begitu.



Informant : iye, karena lebih menarik ndak bosan ki



Informant : emm iye kak, lebih termotivasi untuk cari cari materi terkait

kalau ada nakirim guru file nya



Informant : Eeee…manfaatnya lebih semangat kerja quiz kak.

STUDENT 9



Informant : Aplikasi Edmodo kak.



Informant : fiturnya cukup membantu kak baru orangtua juga ada kode

aksesnya di grup



Informant : kalau masalah selama belaar ndak ada kak.



Informant : iye, suka kak kita tidak cma bisa belajar di dalam kelas tapi

juga diluar jam sekolah.



Informant : menurut ku iya kak



Informant : lebih aktif menyelesaikan quiz dan tugas kak dan ndk perlu

mi lagi buku tugas

STUDENT 9



Informant : Eee..Edmodo kak.



Informant : fitur fiturnya eee..cukup membantu kak



Informant : Eee…sejauh ini tidak ada masalah kak.



Informant : iye, karena cukup mengefisenkan waktu proses belajar



Informant : kalau saya iye kak karena bisa ki belajar dan kerja tugas

dimana saja



Informant : Eeee… Lebih aktif dalam menyelesaikan tugas kakk

STUDENT 10



Informant : Eee..Edmodo kak.



Informant : fitur fiturnya cukup membantu kak seperti dalam kerja tugas

dan quiz



Informant : Masalahnya, kalau ada PR kak baru jelek jaringan di rumah

ku terus ada batasan waktunya itu tugas dikumpul



Informant : iye, karena menurutku cukup mengefisenkan waktu proses

belajar



Informant : kalau saya iye kak lebih interesting untuk belajar



Informant : Eeee… itu tadi kak lebih interesting untuk kerja tugas atau

belajar. Hp tidak Cuma di pakae nontn youtube tapi bisa di pake belaar

juga.

ANGKET RESPON

PRESEPSI SISWA TERHADAP PENERAPAN METODE BLENDED

LEARNING OLEH GURU BAHASA INGGRIS DI SMA NEGERI 9 LUWU

TIMUR

Nama

Kelas

Petunjuk :

1. Bacalah pernyataan dibawah ini dengan cermat dan pilihlah jawaban yang benar benar cocok dengan piihanmu.

2. Jawablah dengan memberi tanda ( ) pada kolom jawaban yang telah

tersdia

Keterangan :

SS : Sangat Setuju S : Setuju

R :Rgu-ragu

TS : Tidak Setuju STS : Sangat Tidak Setuju

No Pernyataan SS S R TS STS

1 Saya lebih senang saat belajar bahasa inggris menngunakan metode pembelajaran campuran


2 Saya bosan saat belajar bahasa inggris

menngunakan metode pembelajaran campuran online dan tatap muka (blended learning)

3 Saya lebih tertarik belajar menggunakan pembelajaran campuran online dan tatap muka

(blended learning)

4 Saya lebih termotivasi saat belajar bahasa

inggris menngunakan metode pembelajaran


learning)

5 Saya lebih mudah memahami pelajaran saat



(blended learning))

6 Saya lebih sulit memahami pelajaran saat



(blended learning)

7 Saya lebih mudah mengumpulkan tugas saat



8 Saya lebih kesulitan mengumpulkan tugas saat



9 Proses belajar mengajar lebih efisien menggunakan pembelajaran campuran online


10 Saya lebih aktif dalam belajar menggunakan metode pembelajaran campuran online dan

tatap muka (blended learning )

11 Saya dapat menyelesaikan tugas dimanapun menggunakan metode pembelajaran camuran


12 Saya dapat menyelesikan quis dimanapun menggunakan pembelajaran campuran online


13 Saya bisa belajar dimanapun dan kapanpun menggunakan pembelajaran campuran online


14 Saya lebih mandiri dan bertanggung jawab terhadap belajar menggunakan pembelajaran


learning)

15 Pembelajaran campuran online dan tatap muka (blended learning) memberi dampak positive

bagi saya

CURRICULUM VITAE

MEGAWATI was born in Kalaena on 19th

October 1997,

as the only daughter. Her father‟s name is Ambo Abang

and her mother‟s name is Sitti Nurhayati. She began her

study at SDN 156 Kalaena and graduated in 2009. Then

she continued her education at SMPN 1 Kalaena and graduated in 2012.

Afterwards, she continued her study at SMAN 1 Kalaena and graduated in 2015.

In the same year, she was registered as a student of English Education

Department, Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar. At the end of her study , she could finish her thesis

entiteld The Students Perception Toward The Implementation Of Blended

Learning Method Used By The English Teacher At SMAN 9 Luwu Timur.

Appendix 4

Documentation