B. Discussion
1. Student learning outcomes of implementation blended learning with Quizizz App of Eleventh Grade Student Of SMA Muhammadiyah Kalosi,
Enrekang.
Learning activities are activities carried out in the learning process, namely between teachers and students in order to achieve learning goals (Hasibuan, 2019). The activities carried out must focus on students, because learning will be
more meaningful if students are more active in each learning process. The measure of success in the learning process is the ability to master knowledge, skill development and attitudes that lead to a better direction (Hapnita et al., 2018). So that this learning activity is important to involve all components in the educational process, including the use of information technology as a medium in learning. In other words, the use of technology in learning as a tool to facilitate the achievement of goals in learning itself in traditional learning.
The emergence of technology in the field of information and communication has brought great benefits to human life, including in the education field so that it is benefited by advances in the field of learning technology because of its extraordinary benefits. One that has received important attention along with the development of IT (Information Technology) is a learning system that develops multimedia-based learning both online and offline. Through multimedia, learning is no longer monotonous, teacher-centered and occurs only when face-to-face or conventionally, but is more varied through the use of varied learning resources and attracts more attention to students. The form of the development of information and communication technology that has been implemented in the education field is Electronics learning or commonly abbreviated as e-learning.
E-learning is an innovation that has a big role in the learning process, where the learning process not only helps in understanding the material comprehensively in learning, but makes learning more effective, fun and makes students more active in learning that is not only choosing menus in icon form,
teaching materials can be quickly displayed (Oktarika, 2015). Teaching materials can be visualized in various dynamic and interactive formats and forms. Students will be motivated in participating in the learning process starting from the beginning of learning, providing material interactively to the evaluation stage involving the role of technology in it. Furthermore, learning by utilizing a variety of media (multimedia) with interesting materials can increase the enthusiasm of students in the learning process.
E-learning is an online learning model (distance learning) which is expected to be able to shift the conventional learning model which is considered to have various shortcomings. However, in implementation of the e-learning model has a series of limitations compared to face-to-face learning. These limitations include; Weak control is caused by the lack of mastery of the concept of using e-learning application methods by both educators and students, limited internet network access, availability of learning modules and the lack of infrastructure. Therefore, various compromises are offered as alternative solutions, namely by combining a face-to-face learning model with e-learning-based learning.
According to Bonk and Graham (2012), the blended learning model is basically a combination of the advantages of learning that is carried out face-to-face (face-to-face-to-face-to-face learning) and virtually (e-learning) (Albiladi & Alshareef, 2019). For more, blended learning is combination of the best component of face-to-face learning, online learning, and practice in order to provide opportunities for various learning characteristics so that independent, sustainable, and lifelong
learning occurs, so that learning will be more effective, more efficient, and more interesting (Suprijono et al., 2020). Online learning or e-learning in blended learning is a natural extension of traditional classroom learning that uses a face-to-face learning model. Through the blended learning model, the learning process will be more effective because the usual (conventional) teaching and learning process will be assisted by e-learning learning which in this case stands on information technology infrastructure and can be done anytime and anywhere, blended learning not only reduces the distance that has existed between students and teachers, it can even increase interaction between the two parties (Arta et al., 2019). Based on this description, the researcher is interested in finding more about the application of the blended learning model in learning English. In this study, the researcher implemented a blended learning model with Quizizz App. of the Eleventh Grade Student of SMA Muhammadiyah Kalosi, Enrekang in learning reading text.
This research was planned to be carried out for 1 month or 12 hours of lessons in 6 meetings, namely in November. At the first meeting, the researcher conveyed the aims and objectives of the research to the research sample and also introduced the blended learning model with Quizizz App and explained technically the learning steps to be carried out in this study. Also at the first meeting, the researcher gave pre-test questions to measure students' ability to understand English reading texts. The data obtained from the pre-test showed that the students' ability to understand reading text was still very weak. This can be seen in table 4.3 above, where the average score obtained by students is only 68 in
the experimental class and the average score obtained in the control class is only 64 as shown in table 4.4 above. Furthermore, based on table 4.5 above, namely the frequency distribution table, only 32% of students scored above the passing standard (KKM) and 68% of students scored below the KKM in the experimental class. In the control class, only 25% of students scored above the KKM, 75% of students scored below the KKM.
The low scores obtained by students in the pre-test, researchers tried to find out the questions that were most often answered incorrectly by the students.
This aims to find out what material is not understood by students and needs to be further improved. Based on the results of the researcher's analysis, the students' answers with the most errors were questions number 17, 18, 19, and 20. These questions were related to Analytical Exposition Text. Furthermore, in question number 20 only 7 or 20% of students answered correctly. In addition, on questions number 12, 13, 14, 15, and 16, many students answered incorrectly.
These questions are questions about the Invitation material. Even in the control class, the majority of students answered incorrectly on long text questions. The results of the data analysis showed that the ability of students to understand reading material in the form of long texts was still very low. Meanwhile, the students' ability to understand the material about Asking and Offering Suggestion and Asking and Giving Opinion material is quite good but still needs to be improved.
Knowing the condition of students' ability to understand reading text in English which is still lacking, the researchers tried to improve students' abilities.
In improving students' ability to understand reading text in English, the researcher implemented a blended learning model with Quizizz App. Implementation of blended learning model with Quizizz App. In this study, it was carried out in 4 meetings with 4 reading text materials. The reading text materials include Expression of Asking and Offering Suggestion at the first meeting, Expression of Asking and Giving Opinion at the second meeting, Invitation at the third meeting, and Analytical Exposition Text at the fourth meeting. Each meeting lasts 2x45 minutes which is divided into 70% online learning and 30% offline learning. The implementation of blended learning in this study was adopted from Elaine Allen, Jeff Seaman, and Richard Garrett (2007) in Istiningsi and Hasbullah (2015) that was published by the Journal of Elements (Istiningsih & Hasbullah, 2015).
Furthermore, to determine the effectiveness of the implementation of the blended learning model, the researchers carried out a post-test.
The data obtained in the post-test as shown in table 4.3 above, that students' ability to understand reading text in English has increased. The average score obtained by students in the post-test has passed the KKM score, which is 90.
Furthermore, in table 4.5 above or the frequency distribution table, the number of students who scored with the predicate of Excellent was 36% or 9 students. There were 16 students who got the Very Good predicate or 64%. In fact, none of the students scored below the KKM score. Even the standard deviation has been reduced from 8.16 to 6.12. this means, the ability of students after the implementation of the blended learning model with Quizizz App. equally.
Furthermore, students' answers to questions in the form of long texts have
increased. The number of students who answered correctly on the questions about Analytical Exposition Text material has increased from 7 students to 18 students or from 20% to 72%.
So, it can be concluded that the implementation of the blended learning model with Quizizz App. can improve students' ability to understand English reading text. This is in line with the results obtained by Enden Ratnasari, Rani Hikmawati, and Rafi Nizam Ghifar from Majalengka University with the research title "Quizizz Application as Gamification Platform to Bridge Students in Teaching Reading Comprehension" (Ratnasari et al., 2019). In this study, Enden Ratnasari and colleagues found that the application of the Quizizz App. can improve students' reading comprehension skills.
The results of the post-test after the implementation of learning on the control class, the average score obtained by students is 73. This means, after the implementation of learning in the control class with the conventional model, namely the assignment or worksheet is still low. Furthermore, table 4.4 above shows that the maximum score obtained by students is 90 and there are even students who get a score of 60. For more details, in table 4.6 or the frequency distribution table above shows that only 12 or 46% of students get KKM pass grade. Then, there are 13 or 54% of students who get scores below the KKM score. Even the value of the standard deviation only decreased slightly, from 9.70 to 9.44 or only decreased by 0.26. This means that students' ability to understand English reading text is not evenly distributed.
Of the 20 questions given in the post-test, only about 73% of students' answers were correct. Similar to the implementation of the pre-test, questions about the text were the questions most students answered incorrectly. This means that students' ability to understand functional texts has not increased after the application of the conventional learning model, namely the provision of worksheets. In fact, there are still many students who answered wrongly on the questions about Asking and Offering Suggestion and Asking and Giving Opinion.
Thus, it can be concluded that the ability of students in the control class in understanding English reading text after the implementation of learning by giving online worksheets is still low.
Based on the results of the study which showed that there was an increase in students' ability to understand English reading texts after the implementation of learning using the blended learning model with the Quizizz application. These results are in line with the theory that has been conveyed by scientists regarding the primacy of the blended learning model. Furthermore, Marsh (2012) in Albiladi
& Alshareef (2019), reveals several advantages of blended learning, namely, developing autonomous language learners, helping learners develop themselves independently, enhancing collaborative learning, increasing student interaction and engagement, providing opportunities to practice the language outside the classroom and improve students' language skills (Albiladi & Alshareef, 2019). In addition, Dwiyogo (2018) in Ghofur et al., (2019), stated that the advantages of the blended learning model are expanding the range of learning/training, ease of implementation, cost efficiency, optimal results, adapting various learner needs,
increasing learning attractiveness (Ghofur et al., 2019). The same opinion was also conveyed by Graham (2008) in Milya Sari, who said that there were 6 reasons why using the blended learning model, namely (1) rich in teaching, (2) access to knowledge, (3) social interaction, (4) personal institutions. , (5) cost effectiveness, and (6) ease of revision (Sari, 2014).
2. Student learning interest in implementing blended learning with Quizizz