5 CHAPTER 2 LITERATURE REVIEW 2.1 Blended Learning
Modern times now provide advances in learning methods such as technological advances and internet advancements that can provide convenience in education and provide a role for progress in changing the process of learning and teaching activities in the world of education (Ellis, Pardo, & Han, 2016). E-learning can provide convenience in the process of learning and teaching activities even for students who cannot go to school or teachers who cannot teach, E-learning can make it easier for students to send assignments remotely and teachers can provide material with distance and students can continue to study independently, therefore E-learning is a trend nowadays in the world of education, especially with the development of the internet which is getting better According to Yalçınkaya (2015), the use of e-learning technology makes it possible to tailor study programs and courses to the needs, desires, and abilities of each learner, resulting in a positive impact on academic grades and success.
Besides that, pure online learning also provides a criticism because not all can be able to meet the needs of purely online learning, and also the level of interaction between teachers and students can lead to low interaction and lack of approach between educators and students directly or in traditional teaching (face to face) (Güzer & Caner, 2014). Therefore, the differences that arise in these learning activities have different effects, so the differences that exist provide an approach to educators and students that combines online and offline instructional learning methods to keep the level of interaction between educators and students balanced and does not cause low interaction in learning and teaching activities for educators and students. Chaeruman (2013) argues four quadrants of learning settings in blended learning; they are live synchronous activities (lecture, presentation, laboratory practices, classroom, etc.), virtual synchronous activities (video conference, audio conference, and live chatting),
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collaborative asynchronous activities (discussion, project work, etc.), and self-directed asynchronous activities (learning an object from texts, audios, videos, and simulation).
Blended learning is a learning concept or method that is still relatively new in the world of education with the changes in the internet and technology, even though there are still not many researchers and scholars who are researching this because blended learning is still a new thing in the world of education. For example, stated by Stein and Graham (2022) defines blended learning as a combination of online and offline (face-to-face) learning that can provide an experience for educators and students that provides an efficient, effective, and flexible learning experience. The definition that has been given gives the main idea or main point in explaining the concept of blended learning but according to Boelens et al. (2018), This combined learning can be said as an online and offline instructional method that can provide flexible learning activities for teaching and learning activities. In addition to the flexibility of space and time, blended learning offers students many opportunities for truly personal teaching.
This blended learning concept method provides the possibility for educators and students to maintain teaching and learning interactions for educators and students because the level of socialization between educators and students must be maintained because this is a very important factor to influence learning and teaching performance even for their achievements (Yalçınkaya, 2015). Blended learning can be defined as the right definition in current research according to Young and Lee (2010) blended learning can provide an attribute that provides positive feedback in using online and offline learning including instructional modalities, in terms of delivering material to students, tools learning, in relation to approaches and methods of teaching and learning languages in order to improve the learning process to create optimal learners. Achieve performance and improve the quality of teaching and learning.
Before using the blended learning method if the teacher is physically absent in learning activities can be carried out properly, there are two things that must be considered according to Sriarunrasmee et al., (2015), (1) the design of the material given to students must be clear and directed so that students do not confusion in
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understanding the material even though students study independently and (2) the role of the teacher is very important to encourage and support students' decisions in the learning choices they have chosen. Therefore, the role of the teacher is not only in providing material to students but a teacher must be able to provide encouragement and motivation to students with student decisions in their learning activities.
As noted above, recent developments in technology in education have generated renewed interest in combining traditional teaching methods with technology that can improve language teaching and learning in Indonesia. This study examines the usefulness of blended learning in improving English language skills of high school students in Indonesia, and their perceptions of their learning activities, especially in English learning activities with blended learning. As blended learning is still in its infancy in the Indonesian education system, this study contributes to existing research and provides guidance for using blended learning to improve English as a foreign language in Indonesia.
2.2 Indonesian Students’ Perceptions
This section explains what is meant by perception, the importance of getting information from a student or investigating a student through his perception as a student's viewpoint or as a student's way of thinking in the development of existing education from the student's point of view, according to Cardwell (2010) perception can be defined as a combination of both psychological processes involved in the senses and brain processes that integrate and interpret sensory input from these systems.
Based on an understanding that has been written, perception can be considered as a consequence of a person's experience from his personal experience and communication with other people carried out with family, friends, and with people in the school environment, where we can formulate predictions that exist independently.
Therefore, in the case study in this study, investigating the perceptions of students as participants in this study allows for how students communicate with teachers in terms of providing material, assignments given, their feelings in blended learning activities and instructional media provided. by the teacher during learning activities using the
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blended learning method and how their experiences in accepting blended learning are carried out urgently in Indonesia.
From the definition that has been explained, there are several elements that are considered in a perception that are basically identical and have the same attitude component, which includes three main elements (1) cognitive aspects, this aspect explains how a person has a perception or point of view on a particular object; (2) the affective aspect, this aspect prioritizes a person's feelings in responding to certain objects; and (3) behavioral aspect, this aspect explains how a person behaves towards a certain object (Malim & Birch, 2005).
There are several types of perception according to Zaden (1984:109):
1. Person Perception
Person perception refers to the processes by which we learn about, including their characteristics, attributes, and inner state.
2. Situation perception
This category emphasizes that people's perceptions change depending on the situation. Students' attitudes in the past differ from students' attitudes currently. It is due to social factors influencing a person's behavior, as well as differences in knowledge among students, that information and technology flow, while also influencing the students' thought
3. Social Perception
Social perception is the identification and use of social cues to make judgments about social roles, rules, relationships, context, or the characteristics of others. This domain also includes social knowledge, which refers to one's understanding of social roles, norms, and schemas that surround social situations and interactions.
2.3 Blended learning in Indonesia
Blended learning has had an impact on learning methods, especially in Indonesia, from several existing studies Agus Rianto (2020) showing that blended learning can have a positive impact, especially in Indonesia, students give positive responses to blended learning as mixed learning between face to face and online,
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although there are some who giving negative responses especially to online learning about certain online techniques in terms of signal or internet connectivity is a major problem in online learning therefore internet connectivity is the main problem in online learning and can also be a solution to problems in online learning. From the research of Lestari Setyowati, et al (2021) in their research, it shows that blended learning is a method that has to be used due to the COVID-19 pandemic, not only in Indonesia, teachers and students around the world are forced to use blended learning as an urgency system for a pandemic, therefore This method provides a new challenge for teachers in how to convey material effectively and efficiently.
Therefore, the results of the study show that even though students are reluctant and feel uncomfortable at first in using the blended learning method, they can get used to it, but from using blended learning, they can provide an increase in digital technology skills despite internet quota and signal problems but they can have a positive impact on what they feel with a new way of learning. Nurmala Elmin (2021) shows the results of research that blended learning can provide positive student perception results in terms of their experience with learning in the use of blended learning in Indonesia but in this case, students also have concerns, especially in learning when online from signals and internet in clarity connection and instruction.
2.4 Blended learning and Hybrid Learning
This section explains the distinctions between blended learning and hybrid learning. Every year, new technologies enter the public domain at a rapid pace. Updates or newer versions of this technology are always available and have a large following.
Education is not immune to the effects. New technological learning modalities have been integrated into course settings in higher education. Hybrid courses take full advantage of these ongoing changes by incorporating both online and face-to-face interactions which is teacher and student had class activity interaction in the same time Sullivan and Freishtat (2013) and if Blended learning blended learning the teacher and students can choose their way of learning and interaction during learning activities, there are two concepts in blended learning namely Asynchronus where the teacher can
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only send learning material even though there is no direct interaction but students are still given independent learning activities and Synchronus where students and teachers there is direct interaction even if only online via zoom or virtual classroomAlexander Rahman et al., (2022).
It can be concluded that the most important thing in hybrid learning is the existence of direct interaction between students and students even though half of the students do not attend class physically but there is still direct interaction between teacher and students, if blended the teacher and students can choose to be asynchronus or synchronous even if students and the teacher does not choose direct interaction when learning takes place but students are still given independent learning activities by the teacher.
