xiii ABSTRACT
Thomas Bayu Anggoro. 2015. The English Teachers’ Lived Experience in
Implementing Blended Learning. Yogyakarta: The Graduate Program in
English Language Studies, Sanata Dharma University.
The shift to digital era has brought effect in the field of ELT, including in Indonesia. This is because the invention of technology and its rapid development today. This leads to the different way of teaching and learning. Hence, the role of the teacher has been shifted as time goes by with the help of the invention of technology. It is the combination of online and face-to-face teaching. As teachers need to update their selves to the recent development, some have started to integrate the computer technology usage to their teaching in form of blended learning. As the one who is interested in the computer usage in language teaching, it has led me to conduct research in order to investigate further its implementation. The researcher chose to conduct the research in the context of university context because the teachers are demanded to fit their students who are digital native generation. Most of them are computer literate who like to always keep up to date with the technology development.
However, the researcher focused on the teachers‟ experience in implementing it. What is the English teachers‟ experience in implementing it is
the only research problem the researcher wanted to answer. In finding the answer, the researcher employed hermeneutics phenomenology approach that views human relation as the main value. In it, the research participants are the research subject instead of the object. Two participants in this research were two English teachers from two different institutions. They had unquestionable mastery on educational technology. Interviews and observations to their classes were done in order to gain their insight. Investigation on their teaching administrative things was also conducted.
The interviews to the participants during this research have showed their reflection. They reflected on what they have done in relation with the implementation of blended learning. Narrative data from the interview was then described. Based on the description, interpretation was conducted to gain the deeper, reflected meaning of their experience.
xiv
xv ABSTRAK
Thomas Bayu Anggoro. 2015. The English Teachers’ Lived Experience in
Implementing Blended Learning. Yogyakarta: The Graduate Program in
English Language Studies, Sanata Dharma University.
Peralihan ke era digital telah membawa dampak terhadap pengajaran bahasa Inggris termasuk di Indonesia. Hal ini terjadi terjadi karena penemuan di bidang teknologi dan perkembangannya yang cepat. Hal tersebut menyebabkan cara pengajaran dan pembelajaran yang berbeda. Dengan demikian seiring berjalannya waktu peran guru telah beralih dengan adanya penemuan di bidang teknologi. Karena guru harus selalu mengikuti perkembangan jaman, maka beberapa guru telah mulai mengintegrasikan penggunaan teknologi ke dalam pembelajaran dalam bentuk blended learning. Blended learning adalah kombinasi antara pembelajaran online dan pertemuan tatap muka. Sebagai seorang yang tertarik akan penggunaan computer dalam pembelajaran bahasa, hal tersebut telah membuat saya untuk melakukan penelitian lebih mendalam mengenai penerapannya. Peneliti memilih untuk melakukan penelitian di dalam konteks universitas karena dosennya sangat dituntut untuk selalu mengikuti perkembangan mahasiswanya yang merupakan generasi digital. Sebagian besar dari mereka adalah generasi sadar komputer.
Namun demikian, focus dari penelitian ini adalah pengalaman dosen dalam mengimplementasikan blended learning. Pertanyaan dalam penelitian ini
adalah: “Apakah pengalaman dosen bahasa inggris dalam mengimplementasikan blendd learning?” Untuk menemukan jawaban dari pertanyaan tersebut, peneliti menggunakan pendekatan hermeneutics phenomenology yang memandang relasi manusia sebagai nilai utama. Dalam pendekatan ini, responden berperan sebagai subyek, bukan obyek. Dua orang responden adalah dua orang dosen dari dua institusi yang berbeda. Penguasaan mereka di bidang teknologi pendidikan tidak diragukan. Wacancara dan pengamatan dilakukan untuk mendapatkan pemahaman. Penelitian terhadap administrasi mereka juga dilakukan.
Wawancara terhadap responden menunkjukkan refleksi mereka. Mereka merefleksi mengenai apa yang telah mereka lakukan di kelas sehubungan dengan implementasi blended learning. data naratif dari wawancara kemudian di deskripsikan. Berdasarkan deskripsi, interpretasi dilakukan untuk mendapatkan pemahaman yang lebih mendalam dan terefleksi mengenai pengalaman mereka.
xvi
i
THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING
BLENDED LEARNING
A Thesis Presented to
the Graduate Program in English language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum)
In English Language Studies
by
Thomas Bayu Anggoro Student Number: 136332034
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
ii A THESIS
THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING
BLENDED LEARNING
by
Thomas Bayu Anggoro Student Number: 136332034
Approved by
F.X. Mukarto, Ph.D.
iii A THESIS
THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING BLENDED LEARNING
by
Thomas Bayu Anggoro
Student Number: 136332034
Defended before the Thesis Committee
and Declared Acceptable
THESIS COMMITTEE
Chairman : Dr. J. Bismoko ________________
Secretary : F.X. Mukarto, Ph.D. ________________
Members : 1. Dr. B.B. Dwijatmoko, M.A. ________________
2. Dr. E. Sunarto, M.Hum. ________________
Yogyakarta, February 4, 2016 The Graduate Program Director Sanata Dharma University
iv
STATEMENT OF WORK’S ORIGINALITY
This is to certify that all ideas, phrases and sentences unless otherwise stated are
the ideas, phrases and sentences of the thesis writer. The writer understands the
full consequences including the degree cancellation if he took somebody else‟s
ideas, phrases and sentences without proper references.
Yogyakarta, 28 December 2015
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Sanata Dharma
Nama : Thomas Bayu Anggoro
NIM : 136332034
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING
BLENDED LEARNING
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin atau memberikan royalty kepada saya selama tetap
mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 28 Desember 2015
Yang menyatakan
vi
ACKNOWLEDGEMENTS
My gratitude is firstly and mainly addressed God the Father, Son and Holy
Spirit for overflowing me with blessing. I am also grateful for the blessing from
the Holy Mary. I have been blessed, guided and protected so that I can finish the
journey of my thesis writing.
I would like to express my deepest and sincere gratitude to my thesis
supervisor, F.X. Mukarto, Ph.D. I thank him for being an inspiring teacher, for
having given me an impressive example of a teacher academically and personally.
I do learn his way of educating, enlightening students since the lecture in class.
Being professional and warm in personality are among the lesson I learn from
him. I also would like to express my gratitude to Dr. J.Bismoko. I call him a
philosopher in disguise of a teacher. His way of thinking has led me to be as his
way. From him I learn that education is far beyond empirical things. It is about
transcendental ones. I also thank Dr. Dwijatmoko for lesson about educational
technology. I thank Dr. Fr.B. Alip who is known as a humorist teacher with
astonishing way of thinking. I will never forget his way of teaching his students. I
thank Paulus Sarwoto, Ph.D for insightful literature lecture. I thank Romo Dr.
Haryatmoko for his philosophical CDA lesson. I learn many things in designing
and developing material form pak Widya Kiswara, M.Hum class. I would like to
thank mbak Lely though she is no longer in secretariat, her successor and also pak
vii
I would not have been able to finish my thesis if I had not had research
participants. I thank Mr. Dedo from for being my research participant. I also thank
my another research participant, a coffee lover, pak Chelto. I learn a lot from them
especially from their experience in implementing blended learning. They have
been very helpful since I began my research until the end.
I certainly thank my father, Y. Sugiarto. He has tautght me to endlessly
work hard when I still can. I owe my late mother A. Titiek Haryati an unexpressed
love. I thank my big brother mas Wawa. They have given unutterable meaning in
my life.
My gratefulness also goes to my classmates in KBI 2013 especially class
A. I thank Desta, for having worked together several times during the lecture, Aik,
Tuti, ci Vivi, Levyn, Joan, bundo Wulan, Dian, mbak Nurul, mbak Yun, Dewi, bu
Sitta, Dina, Gaby, Anin, the shinning head Sir Ryan, Siwi, Amy for having
supported, shared ideas and spent great moments together. I thank Mona, and Ika
who can always be good friends.
The big family of SMP Kanisius Wates has given me a lot of things to
learn. I thank all the teachers, staff and students who have wished me best luck for
my study. At last, I thank all parties that I cannot mention here one by one. God
viii
TABLE OF CONTENT
TITLE PAGE ... i
APPROVAL PAGE ... ii
THESIS DEFENSE APPROVAL PAGE ... iii
STATEMENT OF WORK‟S ORIGINALITY ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ... viii
LIST OF FIGURES... x
LIST OF APENDICES ... xi
LIST OF ABREVIATION ... xii
ABSTRACT ... xiii
ABSTRAK ... xiv
CHAPTER I INTRODUCTION A. BACKGROUND OF THE STUDY ... 1
B. PROBLEM IDENTIFICATION ... 5
C. PROBLEM LIMITATION ... 7
D. PROBLEM FORMULATION ... 8
E. RESEARCH GOAL AND OBJECTIVE ... 8
F. RESEARCH BENEFIT... 9
CHAPTER II LITERATURE REVIEW A. THEORETICAL REVIEW 1. Lived Experience... 10
a. Field of Lived Experience 1) Understanding ... 11
2) Belief ... 12
3) Action... 13
4) Feeling... 13
5) Intention ... 14
b. Principle of Lived Experience 1) Turning to the Nature of Lived Experience ... 14
2) Investigating Experience as We Live It ... 15
3) Hermeneutics Phenomenological Reflection ... 16
4) Hermeneutics Phenomenological Writing ... 16
5) Maintaining a Strong Oriented Relation ... 17
6) Balancing the Research Context by Considering Parts and whole ... 17
2. Blended Learning a. Definition ... 17
b. Principles ... 18
c. Component ... 19
ix
3. Teacher ... 20
a. Definition ... 21
b. Qualified Teacher ... 23
4. Teaching English ... 25
a. Cycles and Stages ... 26
b. Presentation Practice and Production ... 28
B. FRAMEWORK OF UNDERSTANDING... 29
C. PREFIGURED THEMES ... 31
CHAPTER III METHODOLOGY A. RESEARCH METHOD ... 32
B. NATURE AND SOURCES OF DATA... 33
C. RESEARCH SETTING AND PARTICIPANT... 34
D. DATA GATHERING TECHNIQUES ... 35
E. RESEARCH PROCEDURE ... 36
F. TRUSTWORTHINESS ... 39
CHAPTER IV DESCRIPTION AND INTERPRETATION A. DESCRIPTION 1. Teachers‟ Personal Background a. Mr. Dedo‟s Background ... 41
b. Mr. Chelto‟s Background ... 42
2. Description a. Mr. Dedo‟s Lived Experience ... 43
b. Mr. Chelto‟s Lived Experience ... 49
B. INTERPRETATION 1. Prefigured Themes ... 56
2. Emerging Themes ... 68
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION A. CONCLUSION ... 78
B. IMPLICATION ... 81
C. SUGGESTION ... 82
BIBLIOGRAPHY ... 84
APENDICES ... 88
x
LIST OF FIGURES
FIGURE 1 Khan‟s Octagonal Framework ……… 19
FIGURE 2 Cycles and Stages of Learning ……… 26
FIGURE 3 Framework of Preunderstanding ……… 30
FIGURE 4 Research Procedure ………. 37
FIGURE 5 Bloom Digital Taxonomy ……… 74
xi
LIST OF APENDICES
Appendix 1 Transcript of interview Participant: Mr. Dedo ..……….….. 89
Appendix 2 Transcript of Interview Participant: Mr. Chelto ………….. 98
Appendix 3 Observation Note Participant: Mr. Dedo………. …. 106
Appendix 4 Observation Note Participant: Mr. Chelto………. 107
Appendix 5 Research Permission Inquiry Mr. Dedo………. 109
xii
LIST OF ABREVIATION
INT : Interaction GOA : Goal
MET : Methodology PBL : Project
SEL : Self-actualization TEA : Teacher Function PBL : Project based learning ELT : English Language Teaching LMS : Learning Management System App : Appendix
R : Researcher
xiii ABSTRACT
Thomas Bayu Anggoro. 2015. The English Teachers’ Lived Experience in
Implementing Blended Learning. Yogyakarta: The Graduate Program in
English Language Studies, Sanata Dharma University.
The shift to digital era has brought effect in the field of ELT, including in Indonesia. This is because the invention of technology and its rapid development today. This leads to the different way of teaching and learning. Hence, the role of the teacher has been shifted as time goes by with the help of the invention of technology. It is the combination of online and face-to-face teaching. As teachers need to update their selves to the recent development, some have started to integrate the computer technology usage to their teaching in form of blended learning. As the one who is interested in the computer usage in language teaching, it has led me to conduct research in order to investigate further its implementation. The researcher chose to conduct the research in the context of university context because the teachers are demanded to fit their students who are digital native generation. Most of them are computer literate who like to always keep up to date with the technology development.
However, the researcher focused on the teachers‟ experience in implementing it. What is the English teachers‟ experience in implementing it is
the only research problem the researcher wanted to answer. In finding the answer, the researcher employed hermeneutics phenomenology approach that views human relation as the main value. In it, the research participants are the research subject instead of the object. Two participants in this research were two English teachers from two different institutions. They had unquestionable mastery on educational technology. Interviews and observations to their classes were done in order to gain their insight. Investigation on their teaching administrative things was also conducted.
The interviews to the participants during this research have showed their reflection. They reflected on what they have done in relation with the implementation of blended learning. Narrative data from the interview was then described. Based on the description, interpretation was conducted to gain the deeper, reflected meaning of their experience.
xiv
xv ABSTRAK
Thomas Bayu Anggoro. 2015. The English Teachers’ Lived Experience in
Implementing Blended Learning. Yogyakarta: The Graduate Program in
English Language Studies, Sanata Dharma University.
Peralihan ke era digital telah membawa dampak terhadap pengajaran bahasa Inggris termasuk di Indonesia. Hal ini terjadi terjadi karena penemuan di bidang teknologi dan perkembangannya yang cepat. Hal tersebut menyebabkan cara pengajaran dan pembelajaran yang berbeda. Dengan demikian seiring berjalannya waktu peran guru telah beralih dengan adanya penemuan di bidang teknologi. Karena guru harus selalu mengikuti perkembangan jaman, maka beberapa guru telah mulai mengintegrasikan penggunaan teknologi ke dalam pembelajaran dalam bentuk blended learning. Blended learning adalah kombinasi antara pembelajaran online dan pertemuan tatap muka. Sebagai seorang yang tertarik akan penggunaan computer dalam pembelajaran bahasa, hal tersebut telah membuat saya untuk melakukan penelitian lebih mendalam mengenai penerapannya. Peneliti memilih untuk melakukan penelitian di dalam konteks universitas karena dosennya sangat dituntut untuk selalu mengikuti perkembangan mahasiswanya yang merupakan generasi digital. Sebagian besar dari mereka adalah generasi sadar komputer.
Namun demikian, focus dari penelitian ini adalah pengalaman dosen dalam mengimplementasikan blended learning. Pertanyaan dalam penelitian ini
adalah: “Apakah pengalaman dosen bahasa inggris dalam mengimplementasikan blendd learning?” Untuk menemukan jawaban dari pertanyaan tersebut, peneliti menggunakan pendekatan hermeneutics phenomenology yang memandang relasi manusia sebagai nilai utama. Dalam pendekatan ini, responden berperan sebagai subyek, bukan obyek. Dua orang responden adalah dua orang dosen dari dua institusi yang berbeda. Penguasaan mereka di bidang teknologi pendidikan tidak diragukan. Wacancara dan pengamatan dilakukan untuk mendapatkan pemahaman. Penelitian terhadap administrasi mereka juga dilakukan.
Wawancara terhadap responden menunkjukkan refleksi mereka. Mereka merefleksi mengenai apa yang telah mereka lakukan di kelas sehubungan dengan implementasi blended learning. data naratif dari wawancara kemudian di deskripsikan. Berdasarkan deskripsi, interpretasi dilakukan untuk mendapatkan pemahaman yang lebih mendalam dan terefleksi mengenai pengalaman mereka.
xvi
1 CHAPTER I
INTRODUCTION
This chapter discusses the background information of the thesis. It
presents the information of the study underlying the topic of the thesis so that the
readers will get a clear framework of the discussion. The subtopics of the chapters
are background of the study, problem identification, problem limitation, research
question, research goal and objective and research benefits.
A. BACKGROUND
Teaching English today is different from those in past decades. The
changes happen mainly because of the shift of paradigm. In the past, a teacher was
regarded as the source of information but now teachers facilitate the learning
process. This is because the invention of technology was not as rapid as today.
This invention leads to the easier of learning. In other words, the role of the
teacher has been shifted as time goes by with the help of the invention of
technology.
The invention of computer has brought a significant change in human life.
It enables people to do more for it has many programs. Things can easily be done
with the help of computer. It has slowly replaced the old method of doing
something. File, which was previously in form of hardcopy, is now digitalized and
of soft file. Books are now available in form of e-book that can easily be
accessed through gadget. Hence, a person can bring many easily accessed e-books
in the gadget.
Computer technology has developed widely and been explored and used
by many people to assist their jobs. In education field, it has been used to assist
teacher in conducting instructional activity. Moreover, the birth of internet in the
late 1990s has made blended learning getting more popular. There are some
computer programs that can be used as media for teaching. Consequently, teachers
are expected to be familiar with the use of computer-connected network.
To investigate the origin of blended learning, one needs to date back to
1999. Friesen (2012) states that origin of the term “blended learning” is uncertain.
One of the first occurrences that have been identified is its use in a 1999. An
Atlanta‐based computer skill certification and software training business, EPIC
Learning, released news saying that the company will begin to offer its internet
courseware using the company‟s blended learning methodology.
Clark (2003) in Friesen (2012) suggests a definition of blended learning.
According to him, blended learning is the use of two or more distinct methods of
training. This may include combinations such as: blending classroom instruction
with online instruction. In the working world it may be in form of blending
simulations with structured courses, blending on‐the‐job training with brownbag
informal sessions and blending managerial coaching with e‐learning activities
It developed further in the first decade of 21st and it shifted the use of the
term blended learning. In 2006, the publication of Blended Learning in Higher
Education: Framework, Principles, and Guidelines by Randy Garrison and
Norman Vaughan made blended learning position significant in higher education
(Friesen, 2012). It defines such systems that combine face‐to‐face instruction with
computer mediated instruction. It also emphasizes the central role of
computer‐based technologies in blended learning.
To use the computer in the teaching learning activity, there are some
teachers who apply blended learning. Blended Learning can be described as a
learning program where more than one delivery mode is being used with the
objective of optimizing the learning outcome and cost of program delivery (Singh
and Reed 2001). In it, a teacher administers synchronous and asynchronous ways.
It is the solution when an online class is needed but the limitation of the support
makes it impossible. The conventional class in form of face to face meeting is still
conducted in the blended learning.
By using bended learning, teachers and students can do many things to
support learning activity both online and offline. There are some computer
programs to design learning activity such as hot potato, vocabulary worksheet
factory, eclipse, etc. Some others can also be used in class to support the lesson in
class such as power point, mind map maker, etc. Moreover, when computers are
connected with the internet, students can surf to expose their selves more to the
lesson material. They can also find other abundant resources by downloading
simultaneously through chat room. By doing it they are not limited by space
(Warschauer & Healey, 1998).
For free services, Edmodo has been a familiar LMS (learning management
system) among teachers. It enables teachers and students to interact each other
using an online media. A teacher can set his/her own class then ask the students to
join by giving a sign up code. Therefore, it is a secure platform. If a student shares
the code, the teacher can simply change the code without affecting those who
have already joined. In this virtual class they can have a discussion. The
discussion is open to all members, since private message is not possible. The
assignment and quiz are also possible to be conducted through Edmodo
(Seamolec, 2013).
In this globalization era, technology usage is strongly advised to adopt by
Indonesian English teachers to adapt with the latest development of technology.
Teaching should develop to the technology-based teaching. By using technology
many teaching sources can be accessed online throughout the world. A student
will be enriched by many online sources that he can access at any moment. He can
get journals, articles, research papers online only by the help of technology. It also
promotes the interaction with some experts in English language from all over the
world which finally can help students to learn better.
Moreover, the recent time demands people to be multitasking. Their time
is divided tightly People might learn while they are working. To do so, they need
In Yogyakarta, a city known for its students, the writer is still doubtful that
English teachers are familiar with e-learning technology to administer blended
learning. Although the writer is sure that most of them are computer literate
enough, only a few of them have applied blended learning. In fact a teacher can
have more challenging and fun class using e-learning technology and face to face
setting. It will finally raise students‟ motivation and lead into better achievement.
This research attempts to discover the English teachers‟ lived experience
in implementing blended learning. Lived experience is the study of phenomena.
Creswell (2007) states that phenomenology study describes meaning for several
individual for their lived experience. It describes a phenomenon and interprets it.
English teachers‟ lived experience in implementing blended learning means the
description and interpretation of their meaningful experience.
B. PROBLEM IDENTIFICATION
The emergence of the technology, especially in education, has shifted the
method in teaching. Blended learning includes technology in its application. Since
blended learning has taken place for some times, a teacher may have his/her lived
experience of administering blended learning to teach English. To understand the
meaning of one‟s lived experience, it is important to have a clear definition of
lived experience. According to Murphy (1960:13 in Bradley 2002) the word lived
experience contains many aspects. They are understanding, desire, intention or
expectation, anticipation, relation with others, cultural patterns, feelings, beliefs,
Although many definitions are available, the definition of blended learning
used in this discussion is related to the combination between face to face and
online class (Graham 2006 in Stacey and Gerbic 2008). Stacey and Gerbic (2008)
state that there are many definitions of blended learning. The most common
definition is the one which recognizes some combination of virtual and physical
environments for example, Graham (2006). He argues that blended learning is the
combination of conventional face-to-face settings. It is characterized by
synchronous and asynchronous component.
Observing the implementation of the blended learning in Yogyakarta, the
writer discovers that there have been not many teachers applying it. Blended
learning is not new. According to Singh (2003), blended learning has some
benefits. They are: (1) blended learning may extend the reach. Students do not
have to be physically present. (2) Blended learning optimizes cost and time. (3)
Blended learning is the evidence that blending works. The research done by
Stanford University and the University of Tennessee has given insight that
blended learning is better that traditional method.
In applying blended learning program, a teacher may include several forms
of learning tools. Those tools enable students to interact both synchronously and
asynchronously. By applying blended learning, a teacher also mixes traditional
instructor-led training, synchronous online component and asynchronous
component (Singh, 2003).
Since the focus of this research is teachers‟ lived experience in
belief, intention, feeling and action of the teachers. The goals, process, content,
methodology, material and assessment related to blended learning will also be
discussed. One teacher‟s lived experience might be the same with another‟s. The
shared lived experience will be valuable for this research.
C. PROBLEM LIMITATION
In adopting blended learning, a teacher‟s lived experience may vary from
another‟s. It is due to the different understanding, desire, intention, expectation,
anticipation, relation, cultural pattern, belief, etc. must be different from one
teacher to another. Meanwhile, blended learning is related to the adoption of
e-learning or CALL and conventional face to face method. In a blended e-learning
class, the scope of the curriculum will include goal and objectives, content,
process and assessment.
To focus this study, the problem is limited only to the understanding,
belief, action, expectation and feeling of a teacher who adopts blended learning.
These aspects of lived experience are chosen because these are the underlying
feeling of a teacher in administering a class.
This study will deal more about action in the implementation of blended
learning. It will include the goal, process, content, methodology and assessment.
According to Nunan (2003) those are the basic component of a curriculum. The
D. PROBLEM FORMULATION
English teacher have their own lived experience in implementing blended
learning to teach English. The existence of blended learning is aimed at improving
the goal, process and content of teaching English. To investigate the teachers‟
lived experience in implementing blended learning to teach English the research
question is: what is the lived experience of English teachers in implementing
blended learning like?
E. RESEARCH GOAL AND OBJECTIVE
The research goal and objective of his study is aimed to answer the
question formulated above. Based on the problem formulated above, it can, then,
be formulated the research goal and objectives. The goal of this study is to
describe and interpret the lived experience of English teachers is in implementing
blended learning to teach English.
Following the research goal is the detailed objective. There are three
objective of this study. They are (1) to discover the teachers‟ lived experience of
the benefit of teaching English using blended learning, (2) to discover the
teachers‟ lived experience of the constraint of teaching English using blended
learning, (3) to discover the teachers‟ lived experience of the methodology of
teaching English using blended learning, (4) to discover the teachers‟ lived
experience of their function of teaching English using blended learning and (5) to
F. RESEARCH BENEFITS
This research is aimed at describing the teachers‟ lived experience in
implementing blended learning to teach English. The researcher believes that this
research will contribute some benefits.
First, it provides scientific benefit. The research finding in this study will
provide valuable information. It will serve as the feedback in implementation of
blended learning to teach English. It will be valuable for teachers, education
authorities and other parties in investigating the effect of implementing blended
learning. This research is beneficial for further research. Based on the information
this research can provide, the other researchers can choose or develop other
topics. Therefore, this research also contributes to the English language studies.
Second, this study also provides practical benefit for the researcher,
participants, and other parties related to the field of the research. For the
researcher, this study is beneficial because the researcher gain more understanding
in the implementation of blended learning. For the research participants, they also
get some benefit. They gain more understanding in implementing blended
learning to teach English. During this research, the participants explore their
experiences. It is expected that after this research, they can judge their experience
and then improve it. For other parties related to this field, this research provides
10 CHAPTER II
LITERATURE REVIEW
This chapter is aimed at giving clarification of the underlying theories used
in this thesis. It consists of two major parts namely, theoretical review and
theoretical framework. Theoretical review presents the construct and concepts of
this thesis. Included in this part are review of lived experience, blended learning
and teacher. The second part reveals the theoretical framework.
A. THEORETICAL REVIEW
The subtopics of this part are the review on lived experience, blended
learning and teacher. Those are the key words in this thesis.
1. Lived Experience
This thesis adopts hermeneutics phenomenology of a lived experience. The
object of phenomenology is human experience. Van Manen (1990) provides an
example of the difference between experience and lived experience. When a
student learns a particular material, it belongs to the field of experience.
Meanwhile, lived experience pays more attention on the essence of the learning.
He also stated that lived experience can be seen from a phenomenological
perspective by questioning what the meaning of phenomena is or what the essence
the essence of teaching using. It does not pay much attention on how a
teacher administers a class. It pays more attention on the understanding, and
feeling.
Bradley (2002) argues that the word lived-experience covers two senses.
First, it refers to those key events in the past which have made him what he is.
The second sense of the word lived experience is what happening here and now.
Murphy (1960: 13) in Bradley (2002) states that lived experience is the process
that mixes memory including desire, intention or expectation, anticipation and
relation with others, cultural pattern, feeling, belief or sight, behavior, etc. Hence,
English teachers‟ lived experience in implementing blended learning is the mixed
of the experience happened in the past and what a teacher is trying to formulate a
meaning now. After a teacher started teaching using blended learning, he had an
understanding of teaching using blended method. The experience of teaching
using blended method also shaped his belief toward it. Then, his belief was
articulated into implementation or action in class. During his action of teaching,
he must have some kind of feeling toward his method and wanted to do something
related to blended learning.
a. Fields of Lived Experience
Here, this study focuses on the field of lived experience, namely
understanding, belief, action, feeling and intention.
1. Understanding
According to Oxford Advanced Learner‟s Dictionary (2011), to
somebody say, etc. A teacher‟s understanding of blended learning means his
knowledge about it. It includes all the information he has acquired about blended
learning. His understanding helps him to judge possible responses that come to
mind and reject those that are inconsistent with some of the fact. Understanding
will affect belief. Belief is the expression of value and feeling of people toward
something (Cornbach, 1963: 350).
Related to a teacher‟s understanding of blended learning, it is the teacher‟s
knowledge in teaching using blended learning from all information he/she
acquired. This knowledge is used to decide what to do or reject in teaching using
blended learning. In the understanding, a teacher maintains his/her awareness.
This awareness connects all pieces of information. It this the teacher‟s acquired
understanding from all information that is articulated into action so that makes it
he/she is skillful in teaching.
2. Belief
The second aspect of lived experience discussed in this research is belief.
It plays a significant role in education. It is also involved in helping individuals
make sense of the world. The way people perceive and process information is
strongly influenced by belief. It serves as the color of memories with their
evaluation and judgment, and it frames our understanding of events (Xu, 2012).
Teacher‟s belief has greater influence than teacher‟s knowledge.
Related to blended learning, the teachers‟ belief is translated into teachers‟
judgment or opinion about teaching using blended learning. The syllabus design
Teachers‟ actions will refer to their beliefs. Beliefs serve as reference when
teachers design their instructional activities. Hence, they are crucial in defining
approach, method, technique and task in class.
3. Action
Action is a process of doing something. It is also related to human bodily
movement. Lonergan (1985) stated that action is a part of experience which
involves the uses of senses in human body, for example seeing, hearing, touching,
tasting, and smelling. In its relation to lived experience, action is derived from
belief and also intention. In other words, action is the manifestation of human
will.
Related to blended learning, a teacher‟s action in implementing blended is
what he does in the learning process while implementing it. Before the class
begins he decides the LMS that he will use, the syllabus, assessment, etc. When
he is teaching using blended learning he decide when to use online method, what
to discuss and deliver in classroom, how to present something etc.
4. Feeling
Pierce (2004) defines that a feeling is a state in which its entirety in every
moment of time as long as it endures. Feelings are closely related to emotions.
They occur in the affective dimension of human life. When one is asked how one
feels about something, the answer needs adjective responses such as happy, afraid,
disappointed, anxious, etc (Patton, 2001:350)
In this study, teachers‟ feeling about implementing blended learning is also
implementation of the goals, content, process, methodology and learning material.
The researcher also attempted to explore the teachers‟ feeling when they are doing
teaching- learning activities.
5. Intention
In a broad sense, intention is the consciousness of something. It cannot be
separated from action. Intention is defined as a plan or goal. It is what people
intend to do or achieve. Intention is almost similar with expectation. Expectation
is a prediction or an estimate or subjective probability that a behavior will actually
be performed (Warshaw and Davis, 1985). It is the wish in the future that the
teacher wants to do.
Related to blended learning, the teacher intention in implementing it was
also investigated. It can be identified from what the teacher wants or expects to do
to make the class performance better by implementing blended learning. Goals,
content, process, methodology and learning material are the tools to identify the
teachers‟ intention.
b. The Principles of Lived Experience
There are six principles of lived experience. The main source of the
principles was taken from van Manen (1990). The description of the six principles
will follow.
1) Turning to the nature of lived experience
Van Manen (1990) argues that lived experience is the starting point and
the end point is the phenomenological research. Furthermore, he added the aim of
that the effect of the text is at once a reflective reliving and a reflective of
appropriation of something meaningful.
Lived experience is not an ordinary experience but the meaningful one.
Dilthey as cited by van Manen (1990) states that lived experiences are related to
each other like motifs in andante of a symphony. He adds that the meaning is
discovered in which it can make “the structure of lived experience is revealed to
us in such a fashion that we are now able to grasp the nature and significance of
this experience in a hitherto unseen way.” The meaning contains the meaningful
experience.
To get the meaning, phenomenological question is formulated. To do
phenomenological research is to question something phenomenologically and,
also, to be addressed by the question of what something is “really” like (Manen,
1990). According to Gadamer (1975) in van Manen (1990) the essence of the
question is the opening up and keeping open of possibilities. The researcher must
live the question, become the question.
2) Investigating Experience as We Live It
To investigate lived experience is to gather the data. To get the data,
interview and observation are done. Manen (1990) argues that all the recollection
of experiences, reflection on experiences, description of experiences, taped
interview about experiences are already transformation of those experiences.
It is then transformed into lived experience description. The descriptions
of lived experience are data for the researcher to work on. Van Manen (1990)
uses “I” form or the “we” form. Phenomenology always addresses any
phenomenon as a possible human experience. It is in this sense that
phenomenological descriptions have a universal (intersubjective) character.
3) Hermeneutics Phenomenological Reflection
According to van Manen (1990) the purpose of phenomenological
reflection is to grasp the essential meaning of something. The meaning or essence
of a phenomenon is never simple. It is multidimensional and multi-layered. To get
the meaning theme analysis is conducted. Theme is an element which frequently
occurs in the text. He also suggests that phenomenological themes may be
understood as the structure of experience. Therefore, when we analyze a
phenomenon, we are trying to determine what the themes are, the experiential
structures that make up that experience (Manen, 1990). Theme is actually the
highlight of a phenomenon.
4) Hermeneutics Phenomenological Writing
In hermeneutics phenomenology, anecdote serves as a methodological
device. It is meant to make comprehensible some notion that easily eludes us.
Anecdote can be understood as a usually short narrative of an interesting,
amusing, or biographical incident. The significances of anecdotal note in
phenomenological research are: (1) to compel or to draw our attention, (1) to lead
us to reflect, (3) to involve us to search meaning, (4) to transform us and (5) to
5) Maintaining a Strong and Oriented Relation
In researching lived experience, our texts need to be oriented, strong, rich
and deep. A rich and thick description is concrete, exploring a phenomenon in all
its experiential ramification. Depth is what gives phenomenon or lived experience
to which we orient ourselves its meaning and its resistance to our fuller
understanding (Manen, 1990)
6) Balancing The Research Context by considering Parts and Whole
To grasp the meaning of a lived experience the text needs to be written in
balance thematically, analytically, exemplificatively, exegetically and existentially
(Manen, 1990). It is written based on the theme. It is analyzed through anecdotes.
It is exemplificatively through rendering the nature of phenomenon and filling out
the nature of description by examples. It is exegetically through comparing to
other work. It is existentially through lived time, lived body, lived shape and lived
relationship to other (Manen, 1990).
2. Blended learning
The next keyword the researcher needs to review is blended learning. there
are some definitions about it but significantly they share the same underlying
thing.
a. Definition
Blended learning can be described as a learning program where more than
one delivery mode is being used with the objective of optimizing the learning
Reed (2001) blended learning focuses on optimizing achievement of learning
objectives by applying the appropriate learning technologies. It is done also to fit
the right learner‟s personal learning style.
On the other hand, debates are still going on over the definition of blended
learning (Whittaker, 2013). It is due to the consensus that is hard to achieve.
According to him, there are also other terms such as hybrid or mixed learning as
coined by Stracke (2007). However, he suggests Banados (2006) definition. It
says that blended learning can be defined as: a combination of technology and
classroom instruction in a flexible approach to learning.
b. Principles
The followings are the principles of blended learning. They are: (1) it
focuses on the learning objective instead of the method of delivery; (2) student‟s
learning styles need to be supported; (3) each of learners brings different
knowledge into the learning experience. The experience in blended learning
shows that applying these principles can result in significant improvements in the
effectiveness of the learning (Singh and Reed, 2001).
Blended learning framework, refers to Khan‟s Octagonal Framework (see
Figure 1), enables one to select appropriate ingredients. Khan‟s framework serves
as a guide to plan, develop, deliver, manage, and evaluate blended learning
[image:38.596.98.515.240.574.2]
Figure 1. Khan‟s Octagonal Framework (Singh, 2003).
c. Components
To create a meaningful learning environment a variety of factors needs to
be accommodated. Many of these factors are related each other. The framework
has eight dimensions: institutional, pedagogical, technological, interface design,
evaluation, management, resource support, and ethical (see Figure 1). Each
dimension in the framework represents a category of issues that need to be
addressed. These issues help us organize thinking, and ensure that the resulting
learning program creates a meaningful learning experience.
The institutional dimension deals with issues from the institutional matters.
The Pedagogical dimension is concerned with the combination of learning
content, the learner needs and learning objectives. Technological dimension is
related to technological support. This dimension includes the need for the most
suitable learning management system (LMS) (Marsh, 2012). The interface design
dimension is related to factors the user interface of each element in the blended
learning program. The evaluation dimension is concerned with the usability of a
to the management of a blended learning program, such as infrastructure and
logistics to manage multiple delivery types. The resource support dimension deals
with making different types of resources (offline and online) available for learners
as well as organizing them. The ethical dimension identifies the ethical issues that
need to be addressed when developing a blended learning program (Singh, 2003).
d. Strategy
Creating a blended learning strategy is an endless process. Once a teacher
has built experience and confidence using the key tools available to the learners, it
is appropriate to give more effort for maximum learning outcome. What the
learner should be able to do in the end of the class must be set clearly. With that
goal in mind, a teacher needs to perform an instructional design analysis (Singh
and Reed, 2001).
However, as suggested by Whittaker (2013) the flexibility becomes the
underlying principles in it. Maximum learning outcome and cost minimization
should be addressed as the goal. To achieve it, one‟s strategy should consider the
existing ones. Moreover, Singh and Reed (2001) also suggest that in
implementing it, goal should be the major consideration.
3. Teacher
Teacher becomes the next concepts to clarify in this thesis. To do the
clarification, the researchers based on the regulation applied in Indonesia and an
a. Definition
In a basic way, a teacher can be defined as the one whose work is to teach
either in a formal institution or non formal one. In a broader sense, a teacher can
also be defined as the one who educates others, touches students‟ life and help
them prepare their future.
In this study, the narrow definition of a teacher was used to identify
teacher. In Act 14 2005 on Teacher and Lecturer, teachers definition can be
identified.
Guru adalah pendidik profesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah. (Teacher is professional educator whose main duty is to educate, teach, guide, direct, train, judge and evaluate learners in formal early childhood education, primary and secondary education.)
Using the Act, the main duties of a teacher as an educator is to teach,
guide, direct, train, assess and evaluate learners in formal education. From this
definition, it is clear that a word teacher refers to an educator who works in a
formal education institution.
On the other hand, according to the National Education System Act
number 20, a teacher is an educator whose main duties are to plan and implement
teaching learning process, assess or evaluate learning outcomes and conduct
guidance and trainings. For an educator who teacher in a university, called
Teaching is the special career as it gives rise to other professions. All other
professions originate from the teaching profession as one cannot acquire
knowledge and specific skill without a teacher. The teaching profession is special
in many aspects, some being that; a teacher is responsible for the provision of
knowledge and skills in society. The teacher is also responsible for nurturing
human beings with different manners and attitudes so that they can live well in the
society. He uses Educational psychology in creating behavioral change to the
learners. Unlike an engineer who deals with the machines, a teacher uses
Education psychology to determine the learning behaviors of children according
to their age.
Also the teacher uses his knowledge of the curriculum to provide
appropriate knowledge to the target learners. In addition to that, a teacher is a
special person in that she/he is capable of interpreting education philosophy and
policy into real life. If the teacher wrongly interprets the national educational
philosophy and policy, the expected output will not be realized. The teaching
profession should be handled with care so as to avoid putting the nation into a
mess. Uneducated nation will also remain ignorant.
The fruits of the teaching profession differ from others in that, the teacher
deals with three human aspect namely cognitive, attitudes and ethics. The teaching
profession for that matter is essentially based on knowledge, teaching strategies,
education psychology, care, ethics and general conduct. A teacher has knowledge
and skills that other people do not have. It is only the teacher who can justify as to
and why a certain pupil has understood and the other has not. A layman cannot
tell on the teaching and learning situations.
b. Qualified teacher
Qualities of a good teacher are universal. Every teacher is expected to have
such qualities in order for him/her to be regarded as a true teacher. Throughout the
world, a successful teacher is expected to have qualities. He/she should be
knowledgeable in terms of what he/she is teaching A good teacher is the one who
knows exactly what he is teaching. The teacher who is knowledgeable will be able
to teach confidently. A teacher who is well-qualified and knowledgeable does
well in the learning and teaching process as opposed to one who does not know
the subject matter.
A teacher must also be knowledgeable in the teaching methodologies as
well as education psychology Apart from possessing the knowledge of the subject
matter/lesson, a teacher is also expected to have skills that will enable him/her to
administer the teaching and learning process without any problem. Also the
teacher is expected to promote and nurture different potentials among pupils. The
teaching theories help the teacher to open learning opportunities to the pupils.
Therefore a teacher should effectively use the psychology of education to
facilitate the teaching/learning process. Having the knowledge of education
matters, is one thing but how to transmit skills to the learners is another thing. The
correlation between knowledge and ability is not always direct. It is a fallacy to
claim that every knowledgeable person can teach. This is the difference between
teaching profession and other professions. A teacher is supposed to teach what is
Nowadays teachers should have a sense of humor and love to the pupils.
Having a sense of humor will make someone a successful teacher. If a teacher has
a sense of humor, the class will be peaceful and there will unnecessary conflict
between pupils. A sense of humor will attract the pupils to love the subject and a
teacher as well. Pupils will be interested to listen to a serious teacher. The most
important thing is for the teacher to love his job despite the fact that sometimes
the teaching job is associated with stress or depression. The teacher should
overcome all of these. The teacher‟s love to pupils will facilitate creation of the
democratic teaching and learning process. At the same time learning will be more
interactive and natural. Also there will be no any humiliation or victimization in
the class. Love will help the teacher to create effective teaching/learning process.
A teacher is expected to have positive attitude. A positive attitude is the
most important thing in the teaching profession as well as life in general. In the
teaching profession there are many challenges that a teacher is expected to face.
Having positive attitude will enable a teacher to overcome all the problems that
occur in the course of teaching. For example in the first day of teaching, one may
find the teacher teaching what they did not expect to teach and therefore not
being able to teach as was expected. The teacher should be calm and try to
overcome anxieties so that his/her teaching does not affect the pupils. Despite all
these challenges, a teacher is expected to go on improving the teaching strategies.
A teacher should be a role model (Missokia, 2010).
A good teacher should be a role model to the pupils. The teacher should
have a hard working spirit, should be diligent, honest and should have good
produce the half baked pupils while the qualified ones will be able to produce
learners with true vision about life. For example, we do not expect a teacher to be
lazy, an alcoholic, a thief, brutal, harsh and a dictator. In terms of decision making
the person demonstrating the above named manners does not qualify to be called a
teacher because she/he will do nothing other than producing dictators and robbers
in the society. Always pupils tend to emulate what the teacher does rather than
what is said in the class
3. Teaching English
The last concept the researcher clarifies is teaching English. In this
subchapter, the clarification is based on the current curriculum in Indonesia,
cycles and stages and PPP concept.
English is the world‟s lingua franca used by more than half of people in
the world. It also used in the language of science, technology and art. In social
relation, it is widely used in the world trade, social and cultural relation, education
and so on. The English language mastery is a significant requirement for one‟s
and people of Indonesia‟s success in facing global challenges. Learning in school
is the main way for most Indonesian people in acquiring knowledge and skill in
English. English, as a school subject, has different characteristics from science or
social subjects. The difference is that English functions as a mean of
communication. It indicates that learning English only deals with learning its
grammar but the mastery also deals with the daily communication usage. A learner
although having satisfactory grammar mastery. On the other way around, a learner
cannot be said to be able to communicate well unless he/she master adequate
vocabulary level. Therefore, vocabulary mastery is still a significant factor in
learning English.
The English teaching in Indonesia is based on the Education System Act
No. 20/2003. It states that education is a conscious and planned effort to create
learning atmosphere and process so that learners actively develop the potentials to
possess religious spiritual power, self control, personality, competence,
conscience and skill he/she, the community, country and nation need. To achieve
the goal, national education standard is set, consisting of: standard of competence,
standard of content, standard of process, standard of facility, standard of educators
and administrators, standard of management, standard of funding and standard of
assessment (Ditjen Pendidikan Menengah Depdiknas, 2014).
a. Cycles and Stages
Cycles and stages is suggested by Hammond et al (1992). Figure 2 below
Figure 2: Cycles and Stages of Learning (Hammond et al. 1992:17)
Helena (2006) suggests that in planning lessons in foreign language
education context, the teacher needs to go over cycles twice. The first cycle
involves four stages. The first stage is Building Knowledge of the Field (BKOF).
In this step, both teacher and students build cultural context, share experiences,
discuss vocabulary, language features, etc.
The second stage is Modeling of Text. This is when students are exposed
to functional text, conversations and monologues. This is all done through
listening. Communicative purpose becomes the basis of the content. It means that
if students are expected to produce a procedure text, then, the functional text,
conversation and monologues are developed with one main communicative
purpose i.e. giving instruction
Third, students are in the stage of Joint Construction of Text (JCT). At this
[image:47.596.100.509.84.577.2]they write different announcements, monologues or conversations on how to do
something. They then can perform their speaking ability.
The last stage is called Independent Construction of Text (ICT). Students
are expected to be able to speak spontaneously about how to do things. Thus, the
first cycle integrates students‟ speaking and listening skills.
The second cycle is related to the developing of the ability to use written
language. The teacher and students go through all the stages once again. This
time, in Modeling of Text, students are exposed to written text. They develop their
reading skill. Then, they continue with joint construction in writing texts and
finally they write their own text independently.
b. Presentation Practice and Production
Harmer (2007) formulates procedures to conduct presentation, practice and
production. They are: (1) Presentation; it is the process of exposure by presenting
the lesson. The purpose of this step is to introduce students to new lesson material.
In presentation a teacher can use teaching aids such as clip art, flash card or even
video. (2) Practice; this step is focused on the cooperation of students and teacher
to put the new lesson into practices. It can be in form of question and answer,
worksheet exercise, game, mechanical and meaningful drill, etc.
(3) Production; it focuses on the students‟ demonstration of ability to
implement what they have learned. For example, a teacher can ask student to
B. Framework of Pre-understanding
Some teachers have started to apply blended learning in teaching English.
Before applying it, they must have some belief about learning. Learning a foreign
language presents different challenges for different people in different contexts.
The reasons for learning a foreign language are as diverse as the ways different
individuals approach the task of learning new vocabulary, figuring out new
grammar rules, listening, reading, and speaking in a language other than their
native language. A range of methods and approaches are often used to introduce
new language, and a variety of classroom management techniques are employed
to maximize practice opportunities. In short, there is no one way to learn a
language, just as there is no one way to teach it.
Language teachers, although they may not have been aware of the term,
have always used a “blend” of teaching approaches in order to provide as rich a
learning environment as possible for our learners. Blended learning is therefore
not a new concept. What is new is the range of different learning opportunities
and environments made possible today through the use of technology to support
learning and teaching. What is also new is the “expectation” of our learners to use
technology in and out of the classroom as part of the learning process.
This study attempted to investigate the teachers‟ lived experience in
implementing blended learning. Teachers here means the ones whose duties are to
plan, execute, evaluate, teaching learning process, giving academic advices,
guidance and also conducts the administrative things such as designing syllabus,
To discover the teachers‟ lived experience in implementing blended
learning, the researcher need to know their stories related to the implementation.
Blended learning is probably viewed differently by different teachers. To get the
stories, the researchers conduct interview and observation. The teachers, as
participants, need to express their interpretation toward blended learning.