A. Previous of Related Findings
4. Learning Outcomes
b. After that, click next, a variety of questions will appear.
Picture 2.16 Quiz Option.
c. After that a box will appear to enter the question.
Picture 2.17 Input question.
d. Determine the answer for the questions that have been made. After all, the questions have been inputted, click save. Questions are ready to be used for evaluation.
Learning outcomes itself can be explained by understanding the two words that make it up, namely "outcomes" and "learning". Understanding the outcome (product) refers to an acquisition as a result of doing an activity or process that outcomes in a functional change in input. While learning in a broad sense is all personal interactions with the environment that cause changes in behavior (Fadillah, 2016). Furthermore, learning is a process of changing behavior resulting from individual experience to gain skills, knowledge and attitude changes (Nurrita, 2018).
In the educational process, the competence of students is described in the form of indicators of achievement of competencies obtained through learning experiences, and formulated as learning objectives that are assessed and their achievement can be measured through the process of evaluating learning outcomes. Learning outcomes are abilities possessed by students after they receive knowledge during their studies (Subagia & Wiratma, 2016). Furthermore, Suprijono in Subagia and Wiratma (2016: 44) defines learning outcomes as patterns of actions, values, understanding, attitudes, appreciation and skills.
Learning outcomes are attitude changes that cause humans to change in their attitudes and behavior (Saputra et al., 2018). This aspect of change refers to the taxonomy of teaching objectives developed by Bloom, Simpson, and Harrow covering cognitive, affective, and psychomotor aspects (Arnesti & Hamid, 2015).
It can be concluded that learning outcomes are abilities possessed by students after they experience the learning process. In meaning of learning experiences in the form of cognitive, affective and psychomotor abilities.
b. Factors Affecting Learning Outcomes
In the learning process, not all students can properly capture all the information provided by the teacher, it is able to affect the learning outcomes of each individual student. The factors that affect learning outcomes include (Nurhasanah & Sobandi, 2016):
1) Internal Factors
a) Physiological Factors
In general, physiological conditions, such as good health, not in a state of fatigue and tiredness, not in a state of physical disability, and so on, will all help in the learning process and results. The fitness of students greatly affects the learning process, as well as students who are experiencing dizziness can reduce cognitive quality so that the material they learn is lacking or even without a trace.
In contrast to students who have perfect fitness, their cognitive, affective and psychomotor qualities will be more optimal.
The condition of the special organs of students, such as the level of health of the five senses, especially sight and hearing, also greatly affects the ability of students to absorb information and knowledge in the learning process. Students' low hearing and vision power will make it difficult to absorb information items that are echoes and images. The next negative result is the inhibition of information processing carried out by the student's memory system.
b) Psychological Factor
Many factors including psychological factors that can affect the quantity and quality of student learning outcomes. These factors are:
(1) Student Intelligence
Intelligence in general can be interpreted as a psycho-physical ability to react to stimuli or adjust to the environment in an appropriate way. The level of intelligence or intelligence of students will determine the level of success of student learning. The higher the level of intelligence of students, the greater the opportunity for students to get high learning outcomes, on the contrary, the lower the level of intelligence of students, the smaller the chances of getting high learning outcomes.
(2) Attention
Attention is an elevated activity of the soul, the soul is solely focused on an object or a collection of objects.
(3) Student Talent
Talent is the potential ability of a person to achieve success in the future.
Talent is then defined as the individual's ability to perform certain tasks without relying much on educational or training efforts.
(4) Student Interest
Interest is defined as a persistent tendency to pay attention and remember some activities. Interest affects the quality of student learning outcomes in certain fields.
(5) Student Motivation
Motivation is a psychological condition that encourages someone to do something. Research findings that learning outcomes generally increase when
motivation to learn increases. Therefore, increasing students' learning motivation plays an important role in achieving learning outcomes.
c) External Factors (1) Environment
Environmental conditions also affect the process and learning outcomes of students. The environment can be in the form of a physical or social environment.
The physical environment such as temperature, humidity, air stuffiness and pollution greatly affect comfort in the learning process so that it can affect student learning outcomes.
The social environment also has an influence on the process and learning outcomes of students. An environment that supports all forms of educational activities can have a positive influence on the learning development of students.
Likewise, the social environment of students who are indifferent to education will have an influence on students.
(2) Social
The effect can be positive (supportive), but can also be negative (inhibiting). Social factors are factors outside the individual in the form of humans. These factors include those from the family, school environment, and community environment.
(3) Family
The family is the first school for children. In the family children grow and learn many things. In the learning process, children need a supportive family environment to gain knowledge. Family conditions that are harmonious,
comfortable and peaceful and provide all the facilities needed by children in obtaining knowledge are the main supporting factors for children to obtain maximum knowledge.
c. Learning Outcomes Assess of the Study
Assessment is conducted to determine the level of learning success.
Assessment of student learning success can be done with the following various forms of tests (Nasution, 2017):
1) Oral Questions in Class
In this technique the teacher gives questions that are thrown to students.
Students are given the opportunity to think and then answer the question. If a student is wrong, then the question is thrown to another student, and stops at the student who answers correctly. The material asked is in the form of understanding concepts, principles or theories. With oral questions, students can be given the opportunity to express their ideas.
2) Quiz
Quizzes are questions posed to students in a limited time (less than 15 minutes). Questions in the assessment technique through quizzes can be in the form of choices or short answers. The timing of the quiz is generally done at the beginning of the lesson. Quizzes are used to get an overview of the previous material, namely whether students have mastered the previous material or not. If some students have not mastered it, the teacher can briefly explain again.
3) Daily Examination
The daily examination is a periodic test that can be done by the teacher every 1 or 2 subject matter has been taught. In the daily test the teacher can make questions in the form of objective and non-objective. The objective test can be in the form of multiple choice, true-false, or matchmaking. While the test in the form of non-objective can be in the form of short answers and descriptions.
4) Final Examination
Final examination is the test that is conducted at the end of the semester.
The scope of material in this test is wider than the daily test. The form of questions in this semester exam can be in the form of multiple choice or description.
5) Individual Task
Individual task are assignments given to each student to determine the level of understanding of the subject matter. These individual assignments can be given every week in the form of assignments for fieldwork or written questions.
Individual tasks in the form of work can be in the form of making something or field observation tasks. As for individual assignments in the form of written questions, they can be in the form of objective or non-objective description questions.
6) Group assignment
Group assignment is a task that is given to assess the ability of group work. The basic pattern of this task is almost similar to individual assignments, the difference is that in this task the work is carried out together with other
students in certain groups, namely the teacher can make groups and give them assignments to work on together.
Assessment of student learning outcomes in this research is an assessment that aims to determine the level of success of the learning process. Assessment of learning outcomes is very important to be carried out by every teacher at the end of the learning process. So that the results obtained from the assessment of learning outcomes can be used as material for evaluating the teaching and learning process and a reference for teachers to design the next learning process. Thus, it is expected that the learning process will increase.
This study focuses on improving students' reading skill by adjusting the material in the 2013 curriculum on basic competencies (KD) 3.1, 3.2, 3.4, 4.1, 4.2, 4.4, 4.3.1, 4.3.2, 4.4.1, and 4.4.2. The materials that will be studied in the basic competencies (KD) are asking and offering suggestions, asking and offering opinions, and analytical texts. Assessment of learning outcomes is ideally carried out at the end of each lesson by giving short questions to students regarding the material that has just been studied. There are several ways to conduct an assessment, including giving students an opportunity to ask questions that are not yet understood or giving short questions to students. In this study, the researcher will assess the students' reading ability at the end of the meeting by asking several questions through the Quizizz application regarding the material that has just been studied in multiple choice form.
d. Instruments in the Assessment of Learning Outcomes
Learning Evaluation states that there are two types of instruments that can be used to assess student learning outcomes, namely objective and non-objective test instruments (Nasution, 2017).
1) Objective Instruments a) Multiple Choice
Multiple-choice test questions can be used to measure more complex learning outcomes regarding aspects of memory, understanding, application, analysis, synthesis, and assessment. Multiple choice is the type of instrument most often used in educational evaluation. The form of the question consists of items (subject matter) and options (answer choices). The questions consist of incomplete questions, the possible answers to the questions are called choices. In the choice there is an answer consisting of an answer key and a distractor (dictator).
b) True-False
The form of the true-false test (T-F) is a statement that contains two possible answers, namely true or false. Examples of true-false questions such as
"we were watching a movie in the cinema are a form of past continuous tense”.
c) Matchmaking
The form of this instrument is suitable for knowing facts and concepts.
The scope of the material can be a lot but the level of thinking involved tends to be low because there are already answer choices without deceiving as in multiple
choice. The teacher makes a concept or statement with the same number of questions and answer choices.
2) Non-Objective Instruments a) Short Answer
Short answer test questions are usually presented in the form of questions, but some are in the form of completing or filling in. The short answer form test is made by providing an empty space provided for students to write down answers.
b) Objective Description
In the objective description, the questions commonly used are sort, conclude, interpret and so on. The step to make this objective description test is for the teacher to make questions based on the indicators on the grid. An example of an objective description question is "please state the structure of the recount text"
c) Free Description
The free description instrument requires students to remember and organize (describe and combine) personal ideas or things they have learned by expressing or expressing these ideas in the form of written descriptions so that in the scoring it is very possible to have an element of subjectivity.
C. Conceptual Framework 1. Input
At the time of pre-observation, the researcher found that the students' interest in learning was very low. This has an impact on student learning outcomes which are very low, especially in reading material. The lack of interest
in student learning is caused by various things, including models and learning methods that are still monotonous in this case the delivery of material is only in the form of worksheets delivered through the WhatsApp group. Besides that, Full online learning makes it difficult for teachers to control students in learning at home independently. In addition, there are some materials that are difficult for students to understand and require a detailed explanation from the teacher.
Therefore, one way to overcome the problems faced by students is the implementation of the blended learning model with Quizizz App. The application of the blended learning model has several advantages, including helping students develop in the teaching and learning process based on their respective learning styles, providing opportunities for students to be able to study independently, and flexible study schedules. In addition, by using the Quizizz application, the student learning experience will be more enjoyable. This is because the Quizizz application is a learning based game application. So that the combination of the blended learning model with Quizizz Application can make learning fun, help students learn independently, make it easier for teachers to control the teaching and learning process, and students can access wider learning resources via the internet.
2. Process
a. Experimental class
To overcome the problem of the student in input, the researchers applied a blended learning model that was combined with the Quizizz application. The Blended Learning model itself is a learning method where the face-to-face
learning process in the classroom is combined with the e-learning process in harmony (Margolis et al., 2017). Furthermore, blended learning is learning that is supported by an effective combination of different modes of delivery, teaching and learning styles as well as open communication between all parties involved with training (Albiladi & Alshareef, 2019). Because the blended learning model is a combination of online and face-to-face learning, blended learning requires online learning applications. In this study, researchers used the Quizizz application. The researcher chose the Quizizz application based on the problems that the researchers found in the pre-observation where students' interest in learning was very low so that it affected student learning outcomes, especially in reading material. Quizizz is a game-based educational app, which brings multiplayer activities to the classroom and makes classroom practice interactive and fun (Rahman et al., 2020). Thus, learning will be more fun and will increase student interest in learning. Thus, it is expected that student learning outcomes, especially in understanding reading material, will increase.
b. Control class
In the control class, the researcher carried out teaching and learning activities as previously done by the teacher, namely giving worksheets through the WhatsApp group with the same material.
3. Output
After applying the blended learning model with Quizizz application, the researcher hopes that students' understanding of reading material can increase.
As this point, the researcher draw the conceptual framework as follows.
Figure 2.1 Conceptual Framework D. Hypothesis
H0 = The implementation of blended learning model is not effective in improving English learning outcomes of the eleventh grade students of SMA Muhammadiyah Kalosi, Enrekang
Hi = The implementation of blended learning effectively improves English learning outcomes of the eleventh grade students of SMA Muhammadiyah Kalosi, Enrekang
Input
Teaching model and Student Learning Outcomes
Experimental Class The implementation of blended
learning with Quizizz App.
Process
Control Class
Teaching reading material by sharing worksheet via WhatsApp group
Output
Student learning outcomes in understanding reading material
38 CHAPTER III RESEARCH METHOD