CHAPTER VI FINDINGS AND DISCUSSION
B. Discussion
This part presents a discussion dealing with the interpretation of the research findings derived from the result of respondents when used Blended Learning method in ELT.
Buket and Meryem (2008) in their research about students‟ perceptions in a Blended Learning environment based on different learning style. They found
that as evaluation of the students‟ perceptions in learning style and blended learning environment are relatively new field. The result showed that significant differences in students‟ views on blended learning styles. It should not mean that
“anything will do” but the online course must be developed well in order to enable learning occur.
Pardede (2012) in Universitas Kristen Indonesia, his research about Blended Learning in English language teaching. He found that most English Language Teaching lecturers agree that students do not have opportunities to practice the skills and language components they just learned in different and varied contexts due to the limited time they have in the classroom. Various current studies revealed that blended learning systems could effectively tackle this problem. Blended learning provides English Language Teaching students with recording devices, video players, newspapers, and language laboratories.
A variety of activity types with group work and pair work, collaborative learning and independent learning could be employed to engage the learners in communicative language practice. In addition, the inclusion of the online element in blended learning also enables the use of the foreign language in real communicative acts (through forums, chats, emails, etc.) and provided students with authentic learning material. What‟s more, it allows for the diversity of English Language Teaching students learning styles to be catered for, perhaps more easily than in face-to-face settings.
Samuel and Patrick (2015) in their research about Blended Environment, and they found that the use of web-based materials for blended learning
program was problematic giving that some students encountered problems with internet access and the slow speed of the connectivity on the university campus. And the result of the classroom observation, informal conversational interviews of the students and the survey of the students indicated that when students were provide with capable and appropriate communication tools in BL environments it could enhance interaction and collaboration with their peers and instructors and there by enhance their development knowledge and skills in the course.
Arina istina (2017) her reseach entited the Effect of Blended learning to The Students Achievement in grammar Class. Blended learning is believed to improve students understanding inlearning second language. The employment of offline and online activities activities expected to give better outcome then he traditional face to face activities. In this research blended learning was applied in an English grammar class and whether it significantly improved students achievement after the treatment. The participants involve I this research were 26 students of the second semester. A pre-experimentl research was conducted by comparing the means of the participats score in both pre-tet and post-test .
In addition, the result of the previous finding similar with the research finding. In this research The researcher had positive perception towards the implementation blended learning method in english language teaching It can be seen from the result of questionnaires. The answer the first research question Below are the detail answers of the research questions.
The answer the first research question “what are the students‟ perceptions toward implemention blended learning method used by the english teacher at SMAN 9 Luwu Timur?” is positive. The positive responses came from the students‟ perception about their feeling when receiving blended lesarning method in their learning process. Based on the questionnaire most of students is fine and even grateful when receiving blended learning method method.
Moreover, they also got new experience in learning, because not just in face- to-face learning but also in online learning.
Students also stated that perceive that presenting the course in blended format made it easy to follow and enhanced their learning. The online content was well illustrated and easy to understand and got the materials. The online activities increased interactions and were well framed with regards to their objectives and duration. It is of importance that the intended learning objectives of the course correspond with the online activities so as to ensure a connection between the two components. In addition, the result of the students perception similar with the previous finding, Nisha and Priya (2014), stated that blended learning requires an intentional approach to instructional design so that the program is blended in design, not just in deliver.
The answer for the second research question “what are the benefits of blended learning method used by the english teacher for the students at SMAN 9 Luwu Timur?” The students gave positive responses to answer the second research question. Blended learning method gave several benefits for the students such as they more interested in learning, because they can learned
anytime and anywhere, and it can help the students to manage their time better.
The teacher also gave positive respond It is easy for the students to collected the assignment and can motivated the students to explore content related materials, the students not only used their smartphone for youtube, instagram, facebook, or whatsapp but also can be tool of learning. the students more economical, because the students did not need to write down her task on the paper and, it is extravagant of paper. The students just type their task in the smartphone or laptop and send it to the teacher by use edmdo application, This metode also makes the students more likely to be interested in learning.
Melbourne (2012) also stated that for the students, the appeal of blended learning is flexibility and the freedom to learn anytime, anywhere.
In addition, it is also made the students more active and became self- driven and responsible over learning. For example in online learning when the techer gave them task and the time was limited, the students have responsible to finish their task suitable with the time limitation. It is can be one of way to make the students become responsible and discipline.
BAB V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the conclusion of findings of the research and the other one deal with suggestion.
A. Conclusion
Based on the findings and discussion, it can be concluded that the respondents of this study gave their positive perception toward the implementation of blended learning method by used the english teacher . The positive judgment from the respondents came from their experience in learning by received blended learning method. It can be seen from the students questionnaire, their agreement was showed that they enjoy in learning when the teacher implementing blended learning method.
Besides that, the benefit of blended learning method for the students made them more interested in learning. It is also can be seen from students questionnaire that they got some benefits from the method, one of them was the students become more active and responsible in learning.
The implementing of this method can receive by the students and they got several benefits of blended learning method. So that, the teacher can see that the students need more variation in learning, such as used blended learning method.
B. Suggestion
Based on the result of the data analysis and conclusion, the researcher
a consideration to develop the teacher and students on teaching and learning process.
1. For the teacher
The teacher give the student material that can be make the students more challenging in learning so that the students can improve their skill in learning by receiving blended learning method
2. For students
The students more active and using their smartphone not only for youtube, instagram, facebook, or whatsapp but also can be tool of learning.
`
BIBLIOGRAPHY
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LEARNING OLEH GURU BAHASA INGGRIS DI SMA NEGERI 9 LUWU TIMUR
Nama Kelas Petunjuk :
1. Bacalah pernyataan dibawah ini dengan cermat dan pilihlah jawaban yang benar benar cocok dengan piihanmu.
2. Jawablah dengan memberi tanda ( ) pada kolom jawaban yang telah tersdia
Keterangan :
SS : Sangat Setuju S : Setuju R :Rgu-ragu TS : Tidak Setuju
STS : Sangat Tidak Setuju
No Pernyataan SS S R TS STS
1 Saya lebih senang saat belajar bahasa inggris menngunakan metode pembelajaran campuran online dan tatap muka (blended learning) 2 Saya bosan saat belajar bahasa inggris
menngunakan metode pembelajaran campuran online dan tatap muka (blended learning) 3 Saya lebih tertarik belajar menggunakan
pembelajaran campuran online dan tatap muka (blended learning)
4 Saya lebih termotivasi saat belajar bahasa inggris menngunakan metode pembelajaran campuran online dan tatap muka (blended learning)
5 Saya lebih mudah memahami pelajaran saat belajar bahasa inggris menngunakan metode pembelajaran campuran online dan tatap muka (blended learning))
6 Saya lebih sulit memahami pelajaran saat belajar bahasa inggris menngunakan metode pembelajaran campuran online dan tatap muka (blended learning)
7 Saya lebih mudah mengumpulkan tugas saat menggunakan metode pembelajaran campuran online dan tatap muka (blended learning) 8 Saya lebih kesulitan mengumpulkan tugas saat
menggunakan metode pembelajaran campuran online dan tatap muka (blended learning) 9 Proses belajar mengajar lebih efisien
menggunakan pembelajaran campuran online dan tatap muka (blended learning)
10 Saya lebih aktif dalam belajar menggunakan metode pembelajaran campuran online dan tatap muka (blended learning )
11 Saya dapat menyelesaikan tugas dimanapun menggunakan metode pembelajaran camuran online dan tatap muka (blended learning) 12 Saya dapat menyelesikan quis dimanapun
menggunakan pembelajaran campuran online dan tatap muka (blended learning)
13 Saya bisa belajar dimanapun dan kapanpun menggunakan pembelajaran campuran online dan tatap muka (blended learning)
14 Saya lebih mandiri dan bertanggung jawab terhadap belajar menggunakan pembelajaran campuran online dan tatap muka (blended learning)
15 Pembelajaran campuran online dan tatap muka (blended learning) memberi dampak positive bagi saya
campuran (blended learning) ?
2. Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
3. Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning
Informant : Bagus iyah kak cukup membantu. Apalagi bisa juga orangtua ta pantau ki karena ada kode aksesnya orangtua di edmodo.
3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : Eeee waktunya ji pertama kak bingung ka bagaimana caranya kerjakan quiznya kan pake aplikasi
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye suka karena lebih menarik, kaya mudah ki juga kumpul tugas ndak perlu mi lagi pake kertas atau buku
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
Informant : iye kalau saya rasa ada sih kak, misalnya kalau ada tugas lebih termotivasi ki cepat cepat selesaikan. Karena kala sudah lewat waktu yang diberikan ndak bisa maki kumpul
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : itu tadi kak kaya lebih aktif ka kumpul tugas
Informant : Aplikasi kak ? Eee edmodo.
2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut, apakah cukup membantu dalam proses belajar?
Informant : Eee.. Menurut ku cukup membantu kak..
3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : tidak ada ji kak. Kalau mengajarkan seperti biasa ji hanya masalahnya kalau kumpul tugas kadang jelek jaringan dirumah
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye, karena eee lebih mempermudahh misalnya kalau ada quiz
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampalk n k positif bagi siswa?
Informant : menurut ku iye kak karena bisa ki belajar dimana saja
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : ee lebih mandiri ki kak, lebih aktif dalam belajar
Informant : Aplikasi kak ? Eee edmodo.
2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut, apakah cukup membantu dalam proses belajar?
Informant : iye kak lebih mempermudah menurut ku.‟
3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : tidak ada ji kak. Kalau mengajarkan seperti biasa ji hanya masalahnya kalau kumpul tugas kadang jelek jaringan dirumah
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye, karena eee lebih mempermudahh misalnya kalau ada quiz
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
Informant : menurut ku iye kak karena bisa ki belajar dimana saja
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : ee lebih mandiri ki kak, lebih aktif dalam belaja
Informant : Aplikasi edmodo kak.
2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut, apakah cukup membantu dalam proses belajar?
Informant : iye kak membantu, lebih mudah ki kumpul tugas.
3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : masalahnya ? eee menurut ku ndak adaji kak.
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye, karena menurut ku lebih menarik juga kak
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
Informant : Eee…berdampak positif kak. Ndak bosan ki belajar karena bisa bpakai hp
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : ee lebih tertarik ki belaajar kak jadi lebih aktif kalau ada quiz
Informant : Aplikasi edmodo kak.
2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut, apakah cukup membantu dalam proses belajar?
Informant : fitur fitur di edmodo kak ? menurut ku cukup membantu kak.
Ada fitur quiz jadi bisa ki kerja tugas disana
3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : masalahnya kalau ada tugas terus habis kuota internetku kak.
Karena biasanya tugasnya dikerja secara online
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye, karena kita bisa kerja tugas dimanapun
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
Informant : menurut ku iye kak karena bisa ki belajar dimana saja
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : ee lebih mandiri ki kak, lebih aktif dalam belajar
Informant : Edmodo kak.
2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut, apakah cukup membantu dalam proses belajar?
Informant : fitur fiturnya eee..cukup membantu kak
3. Interviewer : Apakah kamui mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : Eee…sejauh ini tidak ada masalah kak.
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye, karena cukup mengefisenkan waktu proses belajar
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
Informant : kalau saya iye kak karena bisa ki belajar dan kerja tugas dimana saja
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : Eeee… Lebih aktif dalam menyelesaikan tugas kakk
Informant : Edmodo kak.
2. Interviewer : Bagaimana menurutmu fitur fitur dalam aplikasi tersebut, apakah cukup membantu dalam proses belajar?
Informant : fitur fitur di edmodo cukum membantu kak, kalau kerja tugas atau quiz di fiturnya cepat ki langsung tau nilai dari guru
3. Interviewer : Apakah kamu mempuyai masalah ketika guru menggunakan metode pembelajaran campuran (blended learning) ?
Informant : kalau masalah dalam belajar tidak ad aka, mungkin hanya masala jaringan biasa jelek kalau kerja tugas karena kan kalau menjelaskan guru biasanya ngajar seperti biasa ji kak.
4. Interviewer : Apakah kamu suka jika guru mengajar menggunakan pembelajaran campuran (blended learning) ?
Informant : iye, menurut lebih menarik ih daripada biasanya.
5. Interviewer : Apakah metode pembelajaran campuran (blended learning) memberi dampak positif bagi siswa?
Informant : iye, berdampak positif. Kita bisa belajar dimana saja meskipun bukan dalam kelas atau sekolah.
6. Interviewer : Apa manfaat yang kamu rasakan selama belajar menggunakan metode pembelajaran campuran (blended learning)
Informant : manfaatnya. Eeee..saya bisa belajar dimana saja kak.