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vi ABSTRACT

Damayanti, Josephine Fanny. (2015). ELESP Community Members’ Perception

of Blended Learning in Sanata Dharma University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Blended learning is an integration of online and traditional learning. Blended learning is not a new phenomenon in the education world. There are many similar names to this approach, such as hybrid learning, mixed method, or e-learning. Sanata Dharma University, especially English Language Education Study Program (ELESP) has also implemented this approach even though it is not applied in all courses yet. Therefore, the researcher was interested in knowing the

ELESP community members’ perception of this approach.

This research had two research questions. They were (1) What is the

ELESP community members’ perception of blended learning in Sanata Dharma University Yogyakarta? and (2) What are the ELESP community members’ suggestions to improve this approach in Sanata Dharma University Yogyakarta?

In order to answer those research questions, the researcher employed survey method. The researcher used questionnaire as the research instrument. The participants were five lecturers and forty students batches 2011-2014.

The results showed that the ELESP community members had a positive perception of blended learning in Sanata Dharma University Yogyakarta. Even though the participants did not know some of the statements, mostly they had good responses to the statements in the questionnaire. Blended learning was also

useful for them based on the second category’s result in the questionnaire. The

problem which was faced by them was the limited Internet access. Then the participants also liked the blended learning without reducing the face-to-face interaction. The suggestions from the participants were categorized into three categories, namely facilities, innovation, and human resources. Facilities refer to fixing and accelerating the Wi-Fi connection, and providing more computers. Innovations refer to designing better blended learning, updating the materials, and maintaining the blended learning. Human resources refer to giving the clear instruction, implementing the blended learning by lecturers, and learning more about the technology.

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vii

ABSTRAK

Damayanti, Josephine Fanny. (2015). ELESP Community Members’ Perception of Blended Learning in Sanata Dharma University Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Blended learning adalah sebuah integrasi antara pembelajaran online dan tradisional. Blended learning bukanlah sebuah fenomena baru di dunia pendidikan. Banyak sekali nama yang mirip dengan pendekatan ini, seperti hybrid learning, mixed method, atau e-learning,. Universitas Sanata Dharma, terutama Program Studi Pendidikan Bahasa Inggris (PBI) juga sudah mengimplementasikan pendekatan ini meskipun belum diaplikasikan di semua mata kuliah. Oleh karena itu, peneliti merasa tertarik untuk mengetahui persepsi dari anggota komunitas PBI tentang pendekatan ini.

Penelitian ini mempunyai dua rumusan pertanyaan. Rumusan-rumusan tersebut adalah (1) Apa persepsi anggota komunitas PBI tentang blended learning

di Universitas Sanata Dharma Yogyakarta? dan (2) Apa saran-saran dari anggota komunitas PBI untuk meningkatkan pendekatan ini di Universitas Sanata Dharma Yogyakarta?

Untuk menjawab rumusan-rumusan pertanyaan tersebut, peneliti mengadakan survei. Peneliti menggunakan kuesioner sebagai instrumen penelitian. Partisipan-partisipannya adalah lima dosen dan empat puluh mahasiswa angkatan 2011-2014.

Hasil menunjukkan bahwa anggota komunitas PBI memiliki persepsi yang positif tentang blended learning di Universitas Sanata Dharma Yogyakarta. Meskipun partisipan tidak tahu beberapa dari pernyataan, namun sebagian besar mereka memiliki respon yang baik terhadap pernyatan-pernyataan di kuesioner.

Blended learning juga bermanfaat bagi mereka berdasarkan hasil dari kategori kedua di kuesioner. Masalah yang dihadapi mereka adalah terbatasnya akses internet. Kemudian partisipan juga menyukai blended learning tanpa mengurangi interaksi tatap muka. Saran-saran dari partisipan dikelompokkan dalam tiga kategori, yaitu fasilitas, inovasi, dan sumber daya manusia (SDM). Fasilitas berkaitan dengan memperbaiki dan menambah kecepatan koneksi Wi-Fi, dan menyediakan banyak komputer. Inovasi berkaitan dengan mendesain blended learning yang lebih baik, memperbaharui materi, dan mengatur blended learning. SDM berkaitan dengan memberikan instruksi yang jelas, mengimplementasikan

blended learning oleh dosen-dosen, dan mempelajari lebih banyak tentang teknologi.

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ELESP

COMMUNITY MEMBERS’ PERCEPTION OF

BLENDED LEARNING IN SANATA DHARMA UNIVERSITY

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Josephine Fanny Damayanti Student Number: 111214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

ELESP

COMMUNITY MEMBERS’ PERCEPTION OF

BLENDED LEARNING IN SANATA DHARMA UNIVERSITY

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Josephine Fanny Damayanti Student Number: 111214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vi ABSTRACT

Damayanti, Josephine Fanny. (2015). ELESP Community Members’ Perception

of Blended Learning in Sanata Dharma University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Blended learning is an integration of online and traditional learning. Blended learning is not a new phenomenon in the education world. There are many similar names to this approach, such as hybrid learning, mixed method, or e-learning. Sanata Dharma University, especially English Language Education Study Program (ELESP) has also implemented this approach even though it is not applied in all courses yet. Therefore, the researcher was interested in knowing the

ELESP community members’ perception of this approach.

This research had two research questions. They were (1) What is the

ELESP community members’ perception of blended learning in Sanata Dharma University Yogyakarta? and (2) What are the ELESP community members’ suggestions to improve this approach in Sanata Dharma University Yogyakarta?

In order to answer those research questions, the researcher employed survey method. The researcher used questionnaire as the research instrument. The participants were five lecturers and forty students batches 2011-2014.

The results showed that the ELESP community members had a positive perception of blended learning in Sanata Dharma University Yogyakarta. Even though the participants did not know some of the statements, mostly they had good responses to the statements in the questionnaire. Blended learning was also

useful for them based on the second category’s result in the questionnaire. The

problem which was faced by them was the limited Internet access. Then the participants also liked the blended learning without reducing the face-to-face interaction. The suggestions from the participants were categorized into three categories, namely facilities, innovation, and human resources. Facilities refer to fixing and accelerating the Wi-Fi connection, and providing more computers. Innovations refer to designing better blended learning, updating the materials, and maintaining the blended learning. Human resources refer to giving the clear instruction, implementing the blended learning by lecturers, and learning more about the technology.

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vii

ABSTRAK

Damayanti, Josephine Fanny. (2015). ELESP Community Members’ Perception of Blended Learning in Sanata Dharma University Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Blended learning adalah sebuah integrasi antara pembelajaran online dan tradisional. Blended learning bukanlah sebuah fenomena baru di dunia pendidikan. Banyak sekali nama yang mirip dengan pendekatan ini, seperti hybrid learning, mixed method, atau e-learning,. Universitas Sanata Dharma, terutama Program Studi Pendidikan Bahasa Inggris (PBI) juga sudah mengimplementasikan pendekatan ini meskipun belum diaplikasikan di semua mata kuliah. Oleh karena itu, peneliti merasa tertarik untuk mengetahui persepsi dari anggota komunitas PBI tentang pendekatan ini.

Penelitian ini mempunyai dua rumusan pertanyaan. Rumusan-rumusan tersebut adalah (1) Apa persepsi anggota komunitas PBI tentang blended learning

di Universitas Sanata Dharma Yogyakarta? dan (2) Apa saran-saran dari anggota komunitas PBI untuk meningkatkan pendekatan ini di Universitas Sanata Dharma Yogyakarta?

Untuk menjawab rumusan-rumusan pertanyaan tersebut, peneliti mengadakan survei. Peneliti menggunakan kuesioner sebagai instrumen penelitian. Partisipan-partisipannya adalah lima dosen dan empat puluh mahasiswa angkatan 2011-2014.

Hasil menunjukkan bahwa anggota komunitas PBI memiliki persepsi yang positif tentang blended learning di Universitas Sanata Dharma Yogyakarta. Meskipun partisipan tidak tahu beberapa dari pernyataan, namun sebagian besar mereka memiliki respon yang baik terhadap pernyatan-pernyataan di kuesioner.

Blended learning juga bermanfaat bagi mereka berdasarkan hasil dari kategori kedua di kuesioner. Masalah yang dihadapi mereka adalah terbatasnya akses internet. Kemudian partisipan juga menyukai blended learning tanpa mengurangi interaksi tatap muka. Saran-saran dari partisipan dikelompokkan dalam tiga kategori, yaitu fasilitas, inovasi, dan sumber daya manusia (SDM). Fasilitas berkaitan dengan memperbaiki dan menambah kecepatan koneksi Wi-Fi, dan menyediakan banyak komputer. Inovasi berkaitan dengan mendesain blended learning yang lebih baik, memperbaharui materi, dan mengatur blended learning. SDM berkaitan dengan memberikan instruksi yang jelas, mengimplementasikan

blended learning oleh dosen-dosen, dan mempelajari lebih banyak tentang teknologi.

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viii

I dedicate to my life where I

had passed the difficult time

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ix

ACKNOWLEGDEMENTS

I would like to deliver my best gratitude to my Lord Jesus Christ and Mother Mary. I can finish my undergraduate thesis this year because of Their blessing. I thank Them for blessing on me.

I would express my special gratitude to my best thesis advisor, Fidelis Chosa Kastuhandani, S.Pd., M.Hum., who gave me support, suggestions, ideas, and guidance in finishing my thesis. He was the best advisor for me. Then, I thank my examiners, Yuseva Ariyani Iswandari, S.Pd., M.Ed., and Made Frida Yulia, S.Pd., M.Pd., who had asked me questions and given me suggestions to improve this thesis.

I deliver my gratitude to my proofreader, Paskalis Damar Aji, S.Pd., who had helped me in checking my undergraduate thesis during his busy day. His help was beneficial for my thesis revision. It is nice to know him before he went to Bali for a few months.

I deliver my gratitude to my beloved parents, Yohanes Lanjar and Bernadeta Sri Rejeki Agustini, S.Pd. Their support, attention, and prayer are precious to me in finishing this thesis. I am happy to have them in my life.

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x

I thank Pring-girls 10A, especially Agatha, Ensa, Mbak Puput, Dita, and Maria, who had lent me their bedrooms to work on my thesis, reminded me of the target, and supported me to graduate this year. Their help and care are meaningful for me. I also thank all my friends in Pringgodani 10 A whose names cannot be mentioned one by one. I am grateful to know them for these three years.

I thank all PBI students batch 2011 who always give support to each other to finish our undergraduate thesis. There were many students of PBI batch 2011 who had graduated in the previous months. Their graduations are my spirit to finish this thesis soon.

I thank all my questionnaire participants to fill my questionnaires. Hence, I can finish this thesis this year. Finally, I thank everyone who had helped me in finishing this thesis whose names cannot be mentioned one by one here.

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xi

TABLE OF CONTENTS

Page

TITLE PAGE ……… i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

DEDICATION PAGE ... viii

ACKNOWLEDGMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

LIST OF ABBREVIATIONS ... xvii

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 4

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Relevant Research Studies ... 8

2. Perception ... 9

a. Definitions of Perception ... 10

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xii

c. Factors that Influence the Perception ... 11

3. Technology in Education ... 12

a. Computer Literacy ... 12

b. Internet Literacy ... 13

c. Blended Learning ... 14

1) Definitions of Blended Learning ... 14

2) Components of a Blended Learning Arrangement... 16

3) Models of Blended Learning ... 17

4) Advantages and Disadvantages of Blended Learning ... 20

B. Theoretical Framework ... 24

CHAPTER III. RESEARCH METHODOLOGY ... 27

A. Research Method ... 27

B. Research Setting ... 28

C. Research Participants/Subjects ... 28

D. Instrument and Data Gathering Technique ... 29

E. Data Analysis Technique ... 49

F. Research Procedures ... 50

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 53

A. Participants’ Perception of Blended Learning in ELESP ... 53

1. Participants’ Further Information about Blended Learning Responses ... 53

2. Participants’ Blended Learning Implementation in ELESP Responses…….. ... 68

B. Participants’ Suggestions to Improve Blended Learning in ELESP ... 83

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 88

A. Conclusions ... 88

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xiii

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xiv

LIST OF TABLES

Table Page 2.1 Higher Education Blended Learning Models by Twigg (2003)

(as cited in Khosrow-Pour, 2015, p. 2474) ... 18

3.1 Sample of the Questionnaire Form ... 30

4.1 Participants’ Response to Computer Literacy ... 54

4.2 Participants’ Response to Internet Literacy ... 57

4.3 Participants’ Response to Background Knowledge of Blended Learning ... 60

4.4 Participants’ Response to Advantages of Blended Learning ... 63

4.5 Participants’ Response to Disadvantages of Blended Learning ... 65

4.6 Participants’ Response to Experience in Blended Learning ... 70

4.7 Participants’ Response to Higher Education Blended Learning Models ... 73

4.8 Participants’ Response to Advantages of Blended Learning Implementation in ELESP ... 75

4.9 Participants’ Response to Disadvantages of Blended Learning Implementation in ELESP ... 78

4.10 Participants’ Response to Personal Evaluation on Blended Learning Implementation in ELESP ... 80

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xv

LIST OF FIGURES

Figure Page 2.1 Process of Perception (Szilagyi & Wallace, 1980, p. 72) ... 10 2.2 Factors that Influence Perception (Robbins & Judge, 2012, p. 167) ... 11 2.3 Concept of Blended learning (Orange Charter School, 2014) ... 15 2.4 Components of a Blended Learning Arrangement (Kerres & de

Witt, 2003, p. 4) ... 16 3.1 Six Steps in the Survey Research (Ary, Jacobs, Sorensen, &

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xvi

LIST OF APPENDICES

Appendix 1. The Questionnaire Blueprint ... 96

Appendix 2. The Questionnaire ... 100

Appendix 3. The Raw Data ... 104

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xvii

LIST OF ABBREVIATIONS

ELESP : English Language Education Study Program BL : Blended Learning

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1 CHAPTER I INTRODUCTION

In this chapter, the researcher provides the information and rationale of the research. There are six subchapters, namely research background, research problems, problem limitation, research objectives, research benefits, and definition of terms. The research background shows the background information related to the issues which trigger the researcher to explore or improve the subject matter. The research problems formulate the questions to identify the problems. The problem limitation limits the scope and focuses of the research. The research objectives present the results of the research. The research benefits show the contribution of the research for some parties. The last, definition of terms define the keywords or phrases that are used in this research in order to avoid misinterpretation.

A. Research Background

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p. 18). From Thorne’s (2003) statement, the blended learning usage is very useful in giving the students an opportunity to have a new learning experience.

Nowadays, the existence of blended learning is known by many people. Blended learning also has several terms. One of them is hybrid learning. Watson (2008) adds “while some schools call this method of teaching “blended,” others call it “hybrid,” and others don’t bother naming it —they’re just implementing an

approach that they believe is helping their students” (p. 4). It means that the

blended and hybrid learning have the same meaning of terms. Therefore, no matter what names which are similar to the blended learning approach, they should be useful in helping the students to learn the materials.

Since blended learning can use any kinds of platforms to support the students’ learning, the researcher will review a student’s undergraduate thesis in

ELESP Yogyakarta. Mintarini (2014) writes her thesis entitled ELESP Students’

Perception on the Use of Blog in Creative Writing Class. Tutyandari, Prasetyo, Kristiyani, and Bram (2011) mention that creative writing will “introduce students to the process and techniques of creative writing” (p. 45), i.e., the students of this class can make magazine contents which are designed by themselves. In her thesis, the creative writing class uses a blog as the platform. Mintarini (2014) tries to discover the students’ perception and their suggestions on the use of blog in the creative writing class.

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students to develop their creativity, blog encourages the students to express their skill and learn more about creative writing, and the students feel interested, motivated, satisfied, and comfortable in using the blog (p. vi). Besides, Mintarini (2014) also mentions some problems which are faced by the students. She mentions the poor Internet connection, difficult to use the blog, late posting, and the students’ willingness to open the blog (p. vi). Those are the positive impacts

and the problems in using the blog in the creative writing class. Therefore, the students of this class also give the suggestions. Mintarini (2014) mentions the suggestions, namely the lecturer should explain the function and the use of blog, the lecturer revises the procedure, the lecturer develops the blog, and the students should motivate to practise the creative writings (p. vi). Her thesis is one of the examples of a course which applies the blended learning approach in ELESP.

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B. Research Problems

In this research, the researcher has two main questions:

1. What is the ELESP community members’ perception of blended learning in Sanata Dharma University Yogyakarta?

2. What are the ELESP community members’ suggestions to improve this approach in Sanata Dharma University Yogyakarta?

C. Problem Limitation

In conducting this research, the researcher focuses on and limits the scope of the study. The participants in this research are five lecturers and forty students batches 2011-2014. The researcher chooses them because they are parts of the ELESP community members in Sanata Dharma University. This research also focuses on the perception of blended learning in ELESP.

D. Research Objectives

Related to the research questions, this research has two objectives:

1. to discover the ELESP community members’ perception of blended learning in Sanata Dharma University Yogyakarta, and

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E. Research Benefits

This research has a contribution for ELESP, lecturers, students, and future researchers.

1. ELESP

This research gives a view about the ELESP community members’

perception of blended learning. After reading this thesis, hopefully ELESP will have a view on what blended learning is about. The result of this research can also be the consideration for ELESP in developing this approach.

2. English Lecturers

By conducting this research, ELESP lecturers will get the benefit of knowing the ELESP community members’ perception of blended learning.

Therefore the lecturers who have not applied the blended learning, they can consider again in applying this approach in ELESP. For those who have applied it, they can develop a better blended learning approach which is suitable for the students.

3. English Students

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students who have not experienced it, they can adapt and adjust their learning style to this approach if the lecturers apply it in the future.

4. Future Researchers

This research is about the ELESP community members’ perception of blended learning. If there are the future researchers who are interested in continuing this research, they can explore more by focusing on one subject, i.e., poetry or introduction to literature. Then they can also use the triangulation data to get the deeper result of the blended learning approach.

F. Definition of Terms

There are some terms which are used in this research. In avoiding the misinterpretation, the researcher provides the definitions, namely ELESP community members, perception, and blended learning.

1. ELESP Community Members

ELESP community members are members of a study program which prepares the students to be an English teacher. People usually call ELESP as

Pendidikan Bahasa Inggris (PBI). ELESP community members consist of ELESP lecturers and students. In this research, ELESP community members refer to ELESP lecturers and students batches 2011-2014.

2. Perception

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the general perception refers to the individual process to organize and interpret their sensory while the researcher uses the perception to refer to the ELESP community members’ opinion on blended learning as a teaching and learning

approach in this research. Looking for their perception is very important for the researcher because the students and lecturers have their own perception. From this reason, the ELESP lecturers and students can give some suggestions to make some improvements for blended learning in ELESP.

3. Blended Learning

Watson (2008) supports that “blended learning, combining the best

elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future” (p. 4). Some people know that blended

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the review of theoretical writings and relates to the study matter. There are two subchapters, namely theoretical description and theoretical framework. Theoretical description contains the relevant research studies and some theories which are reviewed by the researcher. The theoretical framework summarizes and synthesizes the relevant theories in solving the research problems.

A. Theoretical Description

In this section, the researcher provides three big parts, namely the relevant research studies, perception, and technology in education. For the perception, it consists of the definitions of perception, process of perception, and factors that influence the perception. Then, the technology in education consists of computer literacy, the Internet literacy, and blended learning. These parts are as follows. 1. Relevant Research Studies

The researcher presents the relevant research studies of blended learning from other researchers in Indonesia. The researcher presents two relevant research studies. The first is Elfurqaan (2014). In his paper entitled Blended Language Learning untuk Optimalisasi Pembelajaran Bahasa Inggris Tingkat Perguruan

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Internet. Elfurqaan (2014) mentions that learning the language for the university level can be more effective, efficient, and student-centered.

The second, the researcher also reviews Meliawati, Nitiasih, and Budasi (2014) e-journal entitled Developing Blended Learning Based Reading Materials for the Tenth Grade Multimedia Students of SMK Wira Harapan. In this e-journal, they define the blended learning as the application of ICT to integrate the face-to-face instruction and self-assisted learning. The results, Meliawati et al. (2014) mention:

The students need specific reading material based on their future job, the design of blended learning whose purpose was to make the teaching and learning process became student-centered activity and makes the students become self-assisted language learners, the developed blended learning based on reading material had a very high validity, the developed blended

learning based on reading material could improve the students’ reading

comprehension, and developing and implementing the blended learning based reading material, the technical problem was faced by the teacher (p. 1).

From two different examples of research on blended learning above, it shows that the blended learning can be defined differently. However, the researcher defines the blended learning that it is the technology integration in the classroom. The most important is the blended learning implementation gives the positive influence and it is very beneficial to the students. Next, the researcher explains the theories of perception.

2. Perception

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a. Definitions of Perception

There are many experts who talk about the perception. According to Rookes and Willson (2000), perception is “a process which involves the recognition and interpretation of stimuli which register on our senses” (p. 1). Kreitner and Kinicki (2008) state the “perception is a cognitive process that

enables us to interpret and understand our surroundings” (p. 183). Robbins and

Judge (2012) see the perception as “a process by which individuals organize and

interpret their sensory impressions in order to give meaning to their environment”

(p. 166).

Based on these definitions, the researcher concludes that the perception will include the process of recognizing and interpreting the information as the stimuli. Then, people will try to understand and organize the result of the interpretation. The result of their interpretation can affect their perception and how they give meaning to the environment.

b. Process of Perception

Szilagyi and Wallace (1980) show the process of perception. The process can be illustrated in Figure 2.1.

Figure 2.1 Process of Perception

(Szilagyi & Wallace, 1980, p. 72)

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incoming stimuli into some messages, and (3) deciding on the appropriate action or behavior in response the message (p. 72). From the process, people should be aware of the stimulus which is stimulated to the brain. Everything can be the stimulus, i.e., a person, an object, and a sound. Therefore, people will pay attention and recognize the stimulus which is input to the brain. Then, people will try to interpret the stimulus and translate it into the messages. The last, people will respond to the message and decide their action or behavior.

c. Factors that Influence the Perception

Robbins and Judge (2012) claim that there are factors which influence the people’s perception. There are three factors: the perceiver, situation, and target.

Figure 2.2 Factors that Influence Perception

(Robbins & Judge, 2012, p. 167)

From Figure 2.2, first Robbins and Judge (2012) mention the perceiver. It consists of the attitudes, motives, interests, experience, and expectations. Sometimes these elements affect a person’s perception of something at the first time. The researcher takes an example of the expectation. For example, when student A comes to a college library in another university, she expects that she will get good

Factors in the perceiver

 Attitudes, motives, interests, experience, expectations

Factors in the target

 Novelty, motion, sounds, size, background, proximity, similarity Factors in the situation

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service and some useful books. However, the reality reverses 360 degrees. Therefore, a high expectation can cause a different perception.

Second, Robbins and Judge (2012) mention the situation. It consists of the time, work setting, and social setting. The researcher takes an example of the time. For example, student B usually does his homework at night but student C can concentrate on doing his homework in the morning. This short example shows

that time can affect the students’ perception of the effective time in order to finish

the homework.

Third, Robbins and Judge (2012) mention the target. It consists of the novelty, motion, sounds, size, background, proximity, and similarity. The researcher takes an example of the background. For example, student C who comes from a broken home family is always considered as a naughty student since he or she cannot get the attention from their parents. Yet, it is only the people’s perception. Next, the researcher explains the theories of technology in education. 3. Technology in Education

In this part, the researcher explains the computer literacy, Internet literacy, and blended learning. The explanations are as follows.

a. Computer Literacy

In this research, the researcher needs the participants’ background

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possibilities after graduation” (p. 9). It means that the students who have the

computer and Internet literacy will be more needed in the future because their skills are useful in the career life. Moreover, in the 21st century technologies develop so fast. Therefore, if they have a better skill in the computer literacy, it is very possible to find some jobs easily.

Wilson (2010) also supports “many campuses now offer significant computer support programs that can help students acclimate to different types of

technology” (p. 26). The researcher agrees with his statement that in order to

support the students’ learning, the campus should participate in providing more computers, including in Sanata Dharma University. The computers in this university should be filled with the supported programs which can be used by the students or even lecturers. This kind of effort will help them in being familiar to good and useful programs especially for those who have not the computer yet. b. Internet Literacy

Besides need to have the computer literacy, people also need to have the Internet literacy. The Internet literacy is important because in this 21st century, all information can be accessed from the Internet. Even though some people who think that the Internet is not too important, at least they know how to access it. Livingstone, Bober, and Helsper (2005) indicate three important aspects of the Internet literacy, namely access, understanding, and creation (p. 6).

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(2005) mention that the Internet literacy is crucial in giving them the effectiveness and opportunity (p. 6). For example, the Internet is effective for sending email or CV. The last, Livingstone et al. (2005) mention that the Internet literacy allows the Internet users to be active (p. 6). For example, making some educational websites.

c. Blended Learning

Next, the researcher describes four parts of blended learning. They are the definitions of blended learning, components of a blended learning arrangement, models of blended learning, and advantages and disadvantages of blended learning.

1) Definitions of Blended Learning

There are some experts who talk about the blended learning. Yeh (2007) claims that there are many similar names to the blended learning. Yeh (2007) claims “blended learning (also referred to as flexible learning, e-learning, hybrid learning, mixed learning, or combined resource teaching) is transforming how

instructors view education” (p. 406). Sometimes the students are not too familiar

to the term of blended learning because they have their own term to say it in their campus or school.

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Thus, the students can feel a better integration by using the innovative and technological advances.

Bailey, Ellis, Schneider, and Ark (2013) claim that the blended learning is

“a formal education program in which a student learns at least in part through

online delivery of content and instruction with some element of student control

over time, place, path, and/or pace” (p. 1). Based on their statement, blended

learning has been a formal education where the students learn through the online delivery right now. It means that the students are also asked to learn independently by controlling their own time, place, path, and/ or pace.

Figure 2.3 Concept of Blended Learning

(Orange Charter School, 2014)

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learning through the online sites, i.e., the students can browse the materials independently. For the collaboration, it means that the students learn in the classroom with the use of online collaboration, i.e., a lecture opens the websites in the classroom and then the students and the lecturer can see the websites together.

Blended learning in Figure 2.3 is described between these three parts. The blended learning interacts the face-to-face and online learning. Therefore, the students collaborate on lessons which are learnt in the classroom and what they do themselves through the online sites. This Figure 2.3 is the simple concept of the blended learning.

2) Components of a Blended Learning Arrangement

Kerres and de Witt (2003) state the didactical components of a learning arrangement. These didactical components are classified into three components of the blended learning arrangement.

Figure 2.4 Components of a Blended Learning Arrangement

(Kerres & de Witt, 2003, p. 4)

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component “makes learning material available to a learner” (p. 3). For this content

component if the lecturers want to use the blended learning, the learning materials should be available to the learners, i.e., accessing the materials on websites easily, or distributing the materials.

Then, Kerres and de Witt (2003) describe the communication component

“offers interpersonal exchange between learners or learners and tutors” (p. 3). In

this statement, the communication lets the learners to communicate with the face-to-face interaction and the remote areas. Besides, the learners are able to communicate with peers. In the communication component, the learners are also able to communicate with the tutors, i.e., the assignments should be informed clearly. Therefore either the local (face-to-face) or remote areas, the communication with the peers or learners-tutor should be involved.

The last, Kerres and de Witt (2003) describe the constructive component

“facilitates and guides individual as well as cooperative learning activities to

actively operate on learning tasks (or assignments) with different degrees of complexity (from multiple-choices or problem based learning)” (p. 3). It means that the blended learning contains the constructive component which asks the learners to do any kinds of learning tasks on different complexity degrees.

Therefore, the students’ ability to think and complete their tasks will have better

improvements either individual or in groups. 3) Models of Blended Learning

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means the university level. Thus, the higher education blended learning models by Twigg (2003) are one of the models which can be used by the students and lecturers in applying the blended learning. The blended learning models by Twigg (2003) are as follows.

Table 2.1 Higher Education Blended Learning Models by Twigg (2003)

(as cited in Khosrow-Pour, 2015, p. 2474)

Model Description

Supplemental model  Intact lecture portion

 Supplemental online materials

 Online quizzes

 Additional online activities

 Online portion either at home or in on-campus computer lab Replacement model  Replacement of F2F class time online activities (reducing

in-class meeting time)

 Online activities either at home or in on-campus computer lab Buffet model Student chooses learning options

 Lecture Emporium model  No class meetings

 Online materials and on-demand personal assistance instead of learning resource center

Fully online*  All learning activities online

 No required F2F class meetings

 Optional F2F in some cases

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additional online materials which cannot be delivered in the classroom. Then, the students can fill the online quizzes and additional online activities which are given by their lecturers. The last, the students can do the online activities either in campus or at home.

The second model by Twigg (2003) is the replacement model. Twigg (2003) claims that this model consists of the “replacement of F2F class time online activities (reducing in-class meeting time), online activities either at home or in on-campus computer lab” (as cited in Khosrow-Pour, 2015, p. 2474). In this model, the students do not have full the face-to-face meetings in the classroom with their lecturers because this model reduces the face-to-face meetings. Hence, the students can learn the materials by themselves either at home or the campus laboratory.

The third model by Twigg (2003) is the buffet model. Twigg (2003) claims that this model consists of “lecture, online, discovery laboratories, individual projects, team/group activities, many others” (as cited in Khosrow-Pour, 2015, p. 2474). In this model, the students can choose the learning options which are suitable for them.

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personal assistance. Other learning resources center, such as textbooks or face-to-face meetings are not really needed.

The fifth model by Twigg (2003) is the fully online model. Twigg (2003) claims that this model consists of “all learning activities online, no required f2f class meetings, optional f2f in some cases” (as cited in Khosrow-Pour, 2015, p. 2474). In this model, the students have no class meetings because all activities are online. Hence, there is no face-to-face meeting except there are some cases, i.e., the lecturers ask the students to have a class on the certain day.

4) Advantages and Disadvantages of Blended Learning

There are some experts who mention the advantages and disadvantages of blended learning. Welker and Berardino (2005) state there are four advantages of blended learning in their findings, namely the ease of use, independence, advanced learning, and flexibility (p. 43 & 45). First, in the ease of use category, Welker and Berardino (2005) mention some advantages such as “easier to post an assignment compared to typing, printing, driving to campus and handing it in;

plenty of opportunity to interact with students and professor in class or online” (p.

43). The researcher agrees with Welker and Berardino’s (2005) explanation of the first advantage. Applying a blended learning approach will be useful for the students because they can post the assignments easily without spending much

money. By posting the students’ assignment, they do not have to go to campus to

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Second, in the independence category, Welker and Berardino (2005) mention some advantages such as “learning how self-motivated or self-disciplined one is; obtaining more computer experience” (p. 45). In this independence category, the students should motivate themselves to learn. A high motivation will build a good self independence. Since the blended learning involves the online learning, the students can have more the computer exercises by operating the computers and technologies independently.

Third, in the advanced learning category, Welker and Berardino (2005) mention some advantages such as the “ability to view/review (as allowed by the professor) assignments posted by classmates; use of classroom meetings as a workshop to clarify and develop concepts” (p. 45). This advanced learning category is also related to the independence category. When the students are asked to post their assignments on the websites and then the lecturers ask them to give some comments, the students will review other students’ assignments. Therefore, the students can enrich their knowledge by reviewing other students’ assignments. In the advanced learning category, the classroom meetings let the lecturers and the students clarify something what they misunderstand in the online delivery because it is possible to get the unclear instruction.

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anywhere. For those who cannot adjust their learning style in the classroom, the blended learning lets them apply their own learning pace. Applying blended learning also reduces the students’ expenditures, i.e., printing the assignments.

Then, Welker and Berardino (2005) also state four disadvantages, namely the confusion, social interaction, access, and more work (p. 45-46). First, in the confusion category, Welker and Berardino (2005) mention some disadvantages such as “unclear or incomplete instructions; not always being clear on when the professor has provided feedback” (p. 45). Applying the blended learning which involves the online usage is possible to get the unclear instruction because the individual’s understanding is different. Then, the assignments which are posted by the students in the websites will make them wait for the lecturers’ feedback. Therefore, the lecturers should inform the feedback to the students.

Second, in the social interaction category, Welker and Berardino (2005) mention some disadvantages such as “reduced face-to-face exposure with the professor, reduced class-to-teacher interaction and reduced number of team building activities” (p. 46). The blended learning approach which is applied by the lecturers will be different to other lecturers in other universities. Hence, reducing the face-to-face interaction with the lecturers or professors and reducing the number of team work are possible.

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integrates the online technology, the common problem which is faced by the lecturers and students is the access. They cannot access the websites by the limited Internet connection. Besides, the trouble in the websites or Internet also makes them cannot attach the assignments or have the discussions.

Fourth, in the more work category, Welker and Berardino (2005) mention some disadvantages such as “more assignments compared to the traditional classroom setting; consumption of more time to discuss a topic online than in the classroom; too much time expended with discussion group” (p. 46). Since the blended learning is the integration of online and traditional learning, the lecturers who do not have time to give the assignment to the students in the classroom can post it in the online sites. The number of assignments depends on each lecturer. Therefore, having the online discussion is also related to the access because the lecturers and the students should have a good Internet access and they need to spend more time to have the discussion.

Talking about the advantages and disadvantages, Jeffrey, Milne, and Suddaby (2014) state the advantages of blended learning. First, they mention the online environment does not suffer the time and space limitation (p. 133). It means that there is no limitation of online environment. For example, the lecturers and students can interact easily.

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students who are shy or afraid in asking the questions in the classroom, they can also ask the teacher privately. Hence, all the students can follow the course which is taught by the teacher.

Then, Jeffrey et al. (2014) also state the disadvantages. First, they mention the lack of time (p. 134). Using the online learning means that people use the technology. People cannot predict what will happen to the Internet. Therefore, they should be aware of spending their time to access the website.

Second, they mention that teachers feel frustrated to learn and use the system properly (p. 134). The system can refer to the programs or even the technology of the computer. If the teachers cannot use the technology or the Internet, they need more time to learn and practice. By using the online learning, all the teachers either old and young or junior and senior should be able to use the system properly.

B. Theoretical Framework

In this section, the researcher tries to answer two research questions by implementing the theories. The first research question is the ELESP community

members’ perceptions of blended learning in Sanata Dharma University

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All of these theories are divided into two categories in the questionnaire. For the first category, the researcher uses Wilson’s (2010) theory about the computer literacy, and Livingstone et al. (2005) theory about the Internet literacy. The researcher needs these theories because blended learning is part of the computer and Internet. Hence, the researcher needs to know the participants’ background information by relating to these literacies. The researcher also uses Yeh’s (2007), and Bailey et al. (2013) theories as the background knowledge of blended learning.

Then, the researcher also applies two theories to the first category. The researcher uses Welker and Berardino’s (2005), and Jeffrey et al. (2014) theories to give the participants view on the advantages and disadvantages of blended learning. The researcher tries to understand the participants’ knowledge whether they know the advantages and disadvantages of blended learning.

Next in the second category, the researcher uses Robbins and Judge’s (2012) theory about the perception. This theory will be used as the participants’ response to their experience in blended learning. The researcher relates this theory to the blended learning approach in ELESP. Hence, the researcher knows the

participants’ perception of blended learning in ELESP. The researcher also re-uses

Welker and Berardino’s (2005) theory about the advantages and disadvantages. This theory re-appears in the second category because the researcher wants to

know the participants’ answers which are related to the advantages and

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The next theories come from Twigg (2003) as cited in Khosrow-Pour (2015) and Szilagyi and Wallace (1980). The researcher uses Twigg’s (2003) theory as cited in Khosrow-Pour (2015) about the model of higher education of blended learning. This theory consists of five models in the higher education. The higher education means the university level so the researcher applies this theory to the questionnaire. The last, the researcher uses Szilagyi and Wallace’s (1980) theory about the final action or behavior. This theory will be used as the

participants’ personal evaluation on the blended learning implementation in

ELESP.

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27 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents a rationale for the methods of this research. There are six subchapters, namely research method, research setting, research participants/subjects, instrument and data gathering technique, data analysis technique, and research procedures. Research method contains the definition of type of research that is used. The research setting tells the readers where and when the research is conducted. The research participants/subjects elaborate on the participants/subjects of this research as well as the method of sampling. The instrument and data gathering technique explain the instrument which is used in this research and describe the techniques in collecting the data. The data analysis technique describes how the findings are analyzed. The last, research procedures summarize the steps in conducting this research.

A. Research Method

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know the participants‟ perception (opinion) of blended learning and summarize

the data.

The survey research here belonged to the quantitative research. Johnson and Christensen (2014) claim “pure quantitative research relies on the collection

of quantitative data (i.e., numerical data)” (p. 33). In this research, the researcher

used some numerical data in order to get the result of this research.

B. Research Setting

This research was conducted in ELESP of Sanata Dharma University Yogyakarta. The researcher conducted this research in May 2015. ELESP stands for English Language Education Study Program. People usually call ELESP as

Pendidikan Bahasa Inggris(PBI).

C. Research Participants/Subjects

The participants of this research were the ELESP community members, including five lecturers and ten students in each batch. The students who became the participants in this research were those who were studying in the second semester (2014), fourth semester (2013), sixth semester (2012), and eighth semester (2011). Hence, there were forty-five participants in this research.

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independent chance of being included in the random sample” (Ary et al., 2010, p.

150). The researcher used this method because the participants were chosen at that time. Thus everyone could be the participant in this research. The researcher did the random sampling by going to campus and then distributing the questionnaire to the ELESP lecturers and students who were encountered at that time.

D. Instrument and Data Gathering Technique

In this research, the researcher used the questionnaire as the instrument to collect the data from the participants. Gillham (2007) states “questionnaires are just one of a range of ways of getting information from people (or answers to our

research questions)” (p. 2). Gillham‟s (2007) statement also supported the

researcher‟s reason to use the questionnaire. The questionnaire was enough to

answer the research questions in this research because the researcher included these research questions in the questionnaire form. Using the questionnaire form is very effective to gather the data from all the participants quickly.

Before making the questionnaire, the researcher made a blueprint because

“ablueprint is required to guide the development of a questionnaire” (Anderson &

Morgan, 2008, p. 105). In a blueprint, the researcher gave a short view on the questionnaire‟s contents. For the researcher, making the blueprint was really useful (see the Appendix 1).

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it consisted of forty-seven statements which were related to the first research question. The researcher used Likert scale for the close-ended type because the researcher stated the statements in ranges of strongly agree, agree, undecided, disagree, and strongly disagree. Ary et al. (2010) state “strongly agree is scored 5, agree is scored 4, undecided is scored 3, disagree is scored 2, and strongly

disagree is scored 1” (p. 210). The reason behind the use of 5 scales was the

participants in this research at the university level where they had a broad perception in choosing the answer for each statement. Therefore, the researcher let the participants choose the answer.

A Likert scale (a summated rating scale) assesses attitudes toward a topic by presenting a set of statements about the topic and asking respondents to indicate for each whether they strongly agree, agree, are undecided, disagree, or strongly disagree (Ary et al., 2010, p. 209).

Here was the example of the questionnaire form. Description:

SA : Strongly Agree D : Disagree

A : Agree SD : Strongly Disagree

U : Undecided

Table 3.1 Sample of the Questionnaire Form

No Statements SA A U D SD

1 I think all the courses in ELESP have applied the BL.

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proper final questionnaire. Johnson and Christensen (2012) recommend “it is a cardinal rule in research that you must “try out,” or pilot test, your questionnaire to determine whether it operates properly before using it in a research study” (p. 183). In the pilot questionnaire, the researcher distributed to ten participants in T-Junction. Johnson and Christensen (2012) also support that “you should conduct

your pilot test with a minimum of 5 to 10 people” (p. 183). After distributing the

pilot questionnaire, the researcher observed the result. Finally, the researcher eliminated some statements and gave some changes to the final questionnaire.

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The researcher also used the positive and negative statements in this questionnaire. The calculation for the positive and negative statements would be different. Djaali and Muljono (2007) suggest that the positive statement is scored 5,4,3,2, and 1; while the negative statement is scored 1,2,3,4 and 5 or -2, -1, 0, 1, and 2 with the Likert scale form is strongly agree, agree, undecided, disagree, and strongly disagree (p. 28).

Since the questionnaire consisted of the positive and negative statements, the researcher would explain all of them. The questionnaire consisted of two big categories. The first category was about the further information about blended learning. Then, the second category was about the blended learning implementation in ELESP.

Category 1–Further Information about Blended Learning Statement 1: I have a computer or laptop.

This is a positive statement which is about the fact of having a computer or laptop. The participants who have the computer or laptop will agree on this statement. Meanwhile, those who do not have, they will reject it.

Statement 2: I do not know how to operate the computer or laptop

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they know how to operate them. Hence, their answers to this statement are the fact whether they can operate the computer or laptop.

Statement 3: I can use the technology, such as programs, or the Internet. This statement is related to statement 2. Agreeing on this statement means that the participants know the technology such as the programs, or the Internet. If they hesitate, it means that they do not really know about it.

Statement 4: My campus provides some computer labs for students.

Sanata Dharma University has some computer laboratories. One of them is in the Campus 1. There are two multimedia laboratories in the Campus 1 and one workstation in the Sanata Dharma‟s library. Even though there are some study programs which often use the multimedia laboratories, actually these rooms are available for the students or lecturers. Agreeing on this statement shows that the participants know the existence of these computer laboratories.

Statement 5: The computer skills are not needed in the future.

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computer literacy, such as programmer, or designer. Therefore, people do not only need the knowledge but they also need the computer skills.

Statement 6: I am an active user of the Internet

The Internet is used by many people, depending on their need. This statement confirms the participants‟ answer whether they like doing the online activities, such as browsing on the Internet, chatting, and looking for the information. If they think they are the active users of the Internet, they have the positive perception and agree on this statement. If they do not, they have the negative perception and reject the statement.

Statement 7: I cannot access the online contents, such as materials, handouts, and assignments.

Doing online does not only open the browsers or websites. There is much information which people can get, such as the materials, handouts, assignments, and job vacancies which are provided in the online sites. People can download them based on what they need. Sometimes people have the free access to download the information but sometimes they do not. If they succeed in downloading the information, they will disagree on this statement because they have the positive perception.

Statement 8: The Internet is important for me.

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Internet connection, people are easy to do the online activities such as keeping in touch with their family in other places, getting the information, and accessing the data. Agreeing on this statement shows that the participants are aware of the advantage of the Internet.

Statement 9: Being critical in absorbing the information from the Internet is not needed.

The online information contains the positive and negative contents. Even though it has the positive content, sometimes people also need to be critical in absorbing the information. For example, if people open the online contents which consist of the information, such as Google books, and Bookfi, they also need to be critical in selecting and absorbing the information. However, in answering statement 9 depends on the people‟s perception how they see the „critical‟ term in doing online.

Statement 10: The Internet gives disadvantages to me.

Giving the advantages or disadvantages depends on each person. For example, as long as there is the Internet connection and people are happy, it means that the Internet gives the advantages to them. If the participants agree on this statement, they will have the positive perception.

Statement 11: I know that BL is like e-learning

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e-learning. As stated by Yeh (2007), the “blended learning (also referred to as flexible learning, e-learning, hybrid learning, mixed learning, or combined

resource teaching)” (p. 406). If the participants know about the blended learning,

they will agree that blended learning is similar to the e-learning.

Statement 12: BL has been a formal education where the students can learn through the online delivery right now.

Bailey et al. (2013) say that blended learning is “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place,

path, and/or pace” (p. 1). They say that blended learning has been a formal

education, so the students can learn through the online delivery. The students will be familiar to the term of “blended learning” if the lecturers also apply it as an approach to their institutions or courses. If the students are not familiar to, it means that this approach has not applied by the lecturers or even the institutions yet.

Statement 13: Through BL, the students can control their own time, place, path, and/or pace.

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read and learn will be useful. Moreover, blended learning is very beneficial to the students because they will have a new experience and they do not only learn in the classroom environment.

For statements 14-17, the researcher made these statements which were based on the advantages of blended learning by Welker and Berardino (2005). The researcher transformed these advantages into the positive and negative statements. Statement 14: BL implementation makes the learning easier to use, such as posting the assignments easily, or interacting between the students and lecturers.

By applying the blended learning, the students do not have to go to campus to submit the assignment because blended learning lets the students post the assignment easily. By using the blended learning, the students are also easy to contact their lecturers. They can communicate with the lecturers through the online sites if the lecturers do not have time to meet the students.

Statement 15: BL does not give the independence to the students, such as

controlling the students’ learning, and being disciplined.

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Statement 16: BL gives more advanced learning to the students, such as ability to view/review the assignments which are posted by lecturers or other students.

If the lecturers ask the students to post the assignment, they will know who have or have not done posting it. This is the advantage of using the blended learning. If the students have posted it, sometimes the lecturers ask them to give some comments on other students‟ work. Therefore, at least the students can read

others‟ works which are posted.

Statement 17: BL is flexible, e.g. working the course anytime and anywhere, or saving time and expenditures.

Since blended learning uses the technology, such as the computer and Internet, the technology will give the students more access. For example, if the

students‟ houses are far, they do not have to go to campus. They can do their

assignment everywhere. It means that they will save their time, money, and also fuel for those who ride their own vehicle.

Statement 18: BL implementation can give the extra teaching notes to the students.

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lecturers do not have time to give the notes in the classroom, the online sites will be the media of delivering them. Hence, the students are free to download.

For statements 19-22, the researcher made these statements which were based on the disadvantages of blended learning by Welker and Berardino (2005). The researcher transformed these disadvantage points into the positive and negative statements.

Statement 19: BL does not create the confusion, e.g. unclear instructions and feedback.

The blended learning is not like the face-to-face learning where the students can ask the lecturers in the classroom directly. Therefore, in applying the blended learning, the unclear instructions and feedback should be minimized. However, using the blended learning has a disadvantage, i.e., creating the confusion for the students. For the lecturers who try to apply the blended learning, they should really know how to access and upload. Thus, they can reduce the

students‟ confusion if any.

Statement 20: BL reduces the social interaction, e.g. reducing the F2F interaction between the lecturers and students.

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building activities” (p. 46). Therefore, reducing the face-to-face meetings depend

on the lecturers and students.

Statement 21: BL relates to the Internet access, such as limited access to the websites, or slow loading connection.

Applying the blended learning will face some problems, such as the limited access to the websites, slow loading connection, technical problems, and difficulty in having a discussion. Hence, both of the lecturers and students should overcome these kinds of problems because they cannot be predicted.

Statement 22: BL does not have more work, e.g. more assignments compared to traditional classroom.

Welker and Berardino (2005) mention “more assignments compared to the traditional classroom” (p. 46). If the lecturers give the students the assignments through the online sites, it means that in the face-to-face meeting they do not have time to give the students assignments or the assignments will be the additional learning. The amount of assignments, either in the face-to-face meetings or online sites, depends on how many assignments will be given by each lecturer.

Statement 23: I feel frustrated in applying the BL, e.g. learning how to access the websites.

Gambar

Figure 2.1 Process of Perception
Figure 2.2 Factors that Influence Perception
Figure 2.3 Concept of Blended Learning
Figure 2.4 Components of a Blended Learning Arrangement
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