INVESTIGATING THE STUDENTS' PERCEPTION TOWARD …SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama : Sam Pravita Sari Nim : 10535629315 Jurusan : Pendidikan Bahasa Inggris

i

INVESTIGATING THE STUDENTS' PERCEPTION TOWARD BLENDED

LEARNING METHOD IMPLEMENTED IN TEACHING ENGLISH

AT SEVENTH SEMESTER ENGLISH STUDENTS OF

UNISMUH MAKASSAR

(A Descriptive-Qualitative Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfillment for the Degree of Education in

English Department

SAM PRAVITA SARI

10535 6293 15

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

vii

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Sam Pravita Sari

Nim : 10535629315

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Investigating the Students’ Perception Toward Blended

Learning Method Implemented in Teaching English at

Seventh Semester English Students of Unismuh Makassar

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan

menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan

pembimbing, yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam menyusun skripsi

saya.

4. Apa bila saya melanggar perjanjian saya seperti butir 1, 2, dan 3, maka saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2020

Yang membuat perjanjian

Sam Pravita Sari

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

viii

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : Sam Pravita Sari

Nim : 10535629315

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Investigating the Students’ Perception Toward Blended

Learning Method Implemented in Teaching English at

Seventh Semester English Students of Unismuh Makassar

Dengan ini menyatakan bahwa:

Skripsi yang saya ajukan di depan TIM Penguji adalah ASLI hasil karya

saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Januari 2020

Yang membuat pernyataan

Sam Pravita Sari

MOTTO AND DEDICATION

Motto:

So when you have finished (your duties), then

stand up (for worship).

―QS. Al Insyirah (94) : 7

And to your Lord direct (your) longing.

―QS. Al Insyirah (94) : 8

Dedication:

This Thesis for My Big Families

For My Beloved Parents

and also

My Own Self

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ABSTRACT

Sam Pravita Sari. 2020. Investigating the Students' Perception Toward

Blended Learning Method Implemented in Teaching English at Seventh

Semester English Student of Unismuh Makassar (A Descriptive-Qualitative

Research). Thesis of English Department. The Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar. Supervised by Radiah Hamid

and Firman.

This research aims to find out: (1) the benefits of Blended Learning

Method that implemented in teaching English at Seventh Semester English

Students of Unismuh Makassar (2) the weaknesses of Blended Learning Method

that implemented in teaching English at Seventh Semester English Students of

Unismuh Makassar, Academic Year 2019/2020 from BG VIIG.

The researcher used Descriptive Qualitative as research design. The data

analysis used descriptive percentage theory proposed by Sudjana. The sample of

this study was 22 students of English Department by using Purposive Sampling.

The instruments was used to collect the data was close ended questionnaire which

consist of 19 questions.

The findings indicated that the students gave their positive responses about

the benefits of Blended Learning based on the students’ perception. The positive

judgement from the student because they found it while they learning, and also it

can be seen from the result of the questionnaire answered by them. This research

also was revealing that Blended Learning had weaknesess that if the infrastucture,

internet access and network not support it was difficult to apply. In addition, the

knowledge of using technologies was needed.

Key words: Student’s Perceptions, Blended Learning, Descriptive Qualitative.

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ABSTRAK

Sam Pravita Sari. 2020. Investigating the Students' Perception Toward

Blended Learning Method Implemented in Teaching English at Seventh

Semester English Student of Unismuh Makassar (A Descriptive-Qualitative

Research). Skripsi Jurusan Bahasa Inggris. Fakultas Keguruan dan Ilmu

Pendidikan. Universitas Muhammadiyah Makassar. Dibimbing oleh Radiah

Hamid dan Firman.

Penelitian ini bertujuan untuk mengetahui: (1) kelebihan dari metode

Blended Learning yang diterapkan dalam pengajaran Bahasa Inggris pada siswa

Bahasa Inggris semester tujuh Unismuh Makassar (2) kelemahan Metode Blended

Learning yang diterapkan dalam pengajaran Bahasa Inggris pada siswa Bahasa

Inggris semester tujuh Unismuh Makassar, tahun akademik 2019/2020 dari BG

VIIG.

Peneliti menggunakan deskriptif kualitatif sebagai desain penelitian.

Analisis data menggunakan teori persentase deskriptif yang diusulkan oleh

Sudjana. Sampel penelitian ini adalah 22 mahasiswa Jurusan Bahasa Inggris

dengan menggunakan Purposive Sampling. Instrumen yang digunakan untuk

mengumpulkan data adalah Close-Ended kuesioner yang terdiri dari 19

pertanyaan.

Hasil menunjukkan bahwa siswa memberikan tanggapan positif mereka

tentang manfaat Blended Learning berdasarkan persepsi siswa. Penilaian positif

dari siswa karena mereka menemukannya saat mereka belajar, dan juga dapat

dilihat dari hasil kuesioner yang dijawab oleh mereka. Penelitian ini juga

mengungkapkan bahwa Blended Learning memiliki kelemahan bahwa jika

infrastruktur, akses internet dan jaringan tidak mendukung, sulit untuk diterapkan.

Selain itu, pengetahuan tentang penggunaan teknologi sangat dibutuhkan.

Kata kunci: Persepsi Siswa, Blended Learning, Deskriptif Kualitatif.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim. All praises be to Allah, the creator of the world

who always provides health and opportunities until this thesis can be completed.

Greetings and shalawat were bestowed upon the Prophet Muhammad, to his

family, friends, and the muslims who still uphold the religion of Allah.

The researcher would like to give her gratitude and appreciation to the

following people who have supported her until the thesis was finished, especially

for the researcher’s beloved parents, Dg. Siratang, S.Pd., M.M and Nuraeni, who

always love, care, support for financial and their pray for every success of the

researcher. They are follows;

1. Prof. Dr. H. Abd. Rahman Rahim, SE., MM. The Rector of University of

Muhammadiyah Makassar.

2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education

Faculty, University of Muhammadiyah Makassar

3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education

Department of Muhammadiyah University of Makassar. Her secretary, Ismail

Sangkala, S.Pd., M.Pd, the staff and all of the lecturer of FKIP Unismuh,

especially to the lecturers of English Education Department who taught the

researcher for many years.

4. The researcher’s high appreciation and great thankfullness are due to

consultans, Dra. Radiah, M.Pd as the first consultant and Firman, S.Pd.,M.Pd

as the second consultant, who have give the support, guidance, motivation,

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and their patience since the preliminary state until the completion of this

thesis

5. Muh. Zia Ul-Haq S.Pd., M.Ti as lecturer in class 7G has given his permission

to did this research and all of the respondents in this research that gave their

best time to answer the questionnaire at Seventh Semester English Students of

Unismuh Makassar

6. Special thanks for the big families of CHAZTALS (class C of English

Department 2015), especially Khairun Nisa, Khadijah, Mirdawaty, Emilia

Sianti, Sri Arna Nengsih, Tasmaniar Taiyyeb, Rika Afraini, and Suarni for

always gave the researcher support and motivation.

7. Everybody that could not be mentioned one by one, may Allah almight bless

us now and ever.

Makassar, January 2020

Sam Pravita Sari

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TABLE OF CONTENTS

Page

COVER PAGE ..................................................................................................... i

LEMBAR PENGESAHAN .................................................................................. ii

APPROVAL SHEET ........................................................................................... iii

COUNSELLING SHEET 1 ................................................................................. iv

COUNSELLING SHEET 2 ................................................................................. v

SURAT PERJANJIAN ........................................................................................ vii

SURAT PERNYATAAN ..................................................................................... viii

MOTTO AND DEDICATION ............................................................................ ix

ABSTRACT ......................................................................................................... x

ABSTRAK ............................................................................................................ xi

ACKNOWLEDGEMENT ................................................................................... xii

TABLE OF CONTENTS ..................................................................................... xiv

LIST OF FIGURE ............................................................................................... xvi

LIST OF TABLES ............................................................................................... xvii

LIST OF APPENDICES ...................................................................................... xix

CHAPTER 1. INTRODUCTION ........................................................................ 1

A. Background ................................................................................ 1

B. Problem Statements .................................................................... 5

C. Objective of the Research ........................................................... 5

D. Significance of the Research ....................................................... 6

E. Scope of the Research ................................................................. 6

CHAPTER II. REVIEW OF RELATED LITERATURE ................................. 8

A. Previous Research Findings ........................................................ 8

B. Some Pertinent Ideas .................................................................. 10

1. Concept of Conventional Learning ....................................... 10

2. Concept of E-Learning ......................................................... 12

3. Concept of Blended Learning............................................... 13

C. Conceptual Framework ............................................................... 17

CHAPTER III. RESEARCH METHOD ............................................................ 18

A. Research Design ......................................................................... 18

B. Population and Sample ............................................................... 19

C. Instrument of the Research ......................................................... 19

D. Data Collection ........................................................................... 20

E. Data Analysis ............................................................................. 21

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CHAPTER IV. FINDINGS AND DISCUSSION ................................................ 23

A. Findings...................................................................................... 23

B. Discussion .................................................................................. 38

CHAPTER V. CONCLUSION AND SUGGESTION ........................................ 44

A. Conclusion ................................................................................. 44

B. Suggestion .................................................................................. 45

BIBLIOGRAPHY ................................................................................................ 46

APPENDICES

CURRICULUM VITAE

xvi

LIST OF FIGURE

Page

Figure 2.1 Conceptual Framework .....................................................................17

xvii

LIST OF TABLES

Page

Table 4.1 Statement 1: Through Blended Learning, learning occurs independently

and conventionally, both of which have advantages that can

complement each other. ........................................................................... 23

Table 4.2 Statement 2: Blended Learning makes learning is more effective and

efficient ................................................................................................... 24

Table 4.3 Statement 3: By the existence, Blended Learning participants will find it

easier to access learning material.............................................................. 25

Table 4.4 Statement 4: Through Blended Learning, students are free to learn the

subject matter independently by utilizing the materials available online ... 26

Table 4.5 Statement 5: Through Blended Learning, students can hold discussions

with teachers or other students outside face-to-face .................................. 26

Table 4.6 Statement 6: By Blended Learning, learning activities carried out by

students outside of face-to-face hours can be managed and controlled

well by the instructor................................................................................ 27

Table 4.7 Statement 7: Through Blended Learning, teachers can add enrichment

material through internet facilities. ........................................................... 28

Table 4.8 Statement 8: Through Blended Learning, the teacher can ask students to

read the material or take a test that is conducted before learning. .............. 29

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Table 4.9 Statement 9: By Blended Learning, teachers can organize quizzes, give

feedback, and utilize test results effectively .............................................. 29

Table 4.10 Statement 10: Through Blended Learning, students can share files or

data with other students ............................................................................ 30

Table 4.11 Statement 11: Blended Learning can Broaden the range of learning /

training .................................................................................................... 31

Table 4.12 Statement 12: Blended Learning is ease of implementation ..................... 31

Table 4.13 Statement 13: Blended Learning is cost efficiency .................................. 32

Table 4.14 Statement 14: Blended Learning can make optimal results ...................... 33

Table 4.15 Statement 15: Blended Learning can adjust various learning needs ........ 33

Table 4.16 Statement 16: Blended Learning can increase the attractiveness of

learning .................................................................................................... 34

Table 4.17 Statement 17: The media needed is very diverse, so it is difficult to

apply if the facilities and infrastructure do not support. ............................ 35

Table 4.18 Statement 18: Blended Learning will make it difficult for students to

participate in learning if internet access and network needs are

inadequate ................................................................................................ 36

Table 4.19 Statement 19: Lack of knowledge of learning resources (instructors,

students and parents) towards the use of technology ................................. 37

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LIST OF APPENDICES

APPENDIX 1 Instruments

APPENDIX 2 The Result of Data Analysis

APPENDIX 3 The Answer of Respondents

APPENDIX 4 Documentation

APPENDIX 5 Curriculum Vitae

CHAPTER I

INTRODUCTION

This chapter consisted of general preview of the research. Those were

about background, problem statements, objective of the study, significant of the

research, and scope of the research.

A. Background

Information and communication technology that was growing rapidly

was increasingly becoming a necessity for people around the world. By

comunication and information tools such as mobile phones and computers were

getting sophisticated, could help someone to get what they want and need. In the

current technological era, almost all human activities need the help of

sophisticated devices that could easily help their activities, such as selling via

online, looking for references, even to find objects to be obtained, all can be found

through information and communication technology. In addition, by technology,

someone would easily carry out fun activities such as taking pictures, chatting,

listening to music or games. In fact, in the world of education, information and

communication technology had been used, both learning activities in formal, and

informal institutions. Thus, this technology could also to be used to study anytime

and anywhere. In addition Bendania (2011) is one of those who clarify positive

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attitudes and the factors related to attitudes; mainly experience, confidence,

enjoyment, usefulness, intention to use, motivation and whether students had

Information and Communication Technology (ICT) skills were all correlated.

Technological developments were increasingly rapid and affect the

education system in this country. Through this technological development, it was

expected that Indonesia will be better and more advanced following the developed

countries. Through the development of technology, the education system had

developed, which initially used a conventional system, then moved into digital. In

the beginning, the teaching and learning process only occurred in the classroom,

but in this area the teaching and learning process could be done anywhere and

everywhere, not bound by space and time.

Technological development had an impact on the world of education. In

the current era, there were many websites that provide various information about

student learning. This was the basis for students preferring to search for

information through the internet rather than going to the library to look for print

information in the form of books or magazine articles, most of the students did the

task with the help of the internet through a computer or smartphone. In addition

Teeter (1997) identified the impact of teaching with the Internet on the students’

motivation to learn and increase their ability to debate and resolve duties, the

results indicated to increase students’ motivation, and inform them of a lot of

sources, and improve their ability to debate and solve homework. Behjat, Yamini

and Bagheri (2012) showed that the Iranian tertiary education contexts that

blending traditional classroom instruction and technology can help learners excel

in their reading comprehension. In essence, education was an effort made to print

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quality human resources in accordance with the guidelines of the times. Education

plays an important role in shaping humans who can adapt to the surrounding

environment and can be sensitive to existing social changes.

For students who prefer to learn through the internet, they could get it

through Blended Learning because Blended Learning was internet-based learning

and face-to-face, so there are variations in learning that make students not feel

bored. Blended Learning is a mixture of face-to-face learning and online learning,

so that learning does not only occur in the classroom but can also be done outside

the classroom (Colis and Moonen, 2001). Blended Learning is learning that

combines the strategies of delivering learning using face-to-face activities,

computer-based learning (offline), and online computers (internet and mobile

learning). Blended Learning based learning developed around 2000 and is now

widely used in North America, Britain, Australia, universities and the world of

training (Wikibuku, 2016). Blended Learning is described by Thorne in

Akkoyunlu & Soylu (2008) as “a way of meeting the challenges of tailoring

learning and development to the needs of individuals by integrating the innovative

and technological advances offered by online learning with the interaction and

participation offered in the best of traditional learning”.

Through Blended Learning all learning resources that could facilitate

learning for people who are learning were developed. Blended Learning could

combine face-to-face learning with computer-based learning. That was, learning

with a learning technology approach with a combination of face-to-face learning

resources with instructors and those contained in computer media, cellular phones

or satellite television channels, video conferencing, and other electronic media.

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Students and instructors/facilitators work together to improve the quality of

learning. The main purpose of Blended Learning was to provide opportunities for

various characteristics of students so that independent, sustainable and lifelong

learning takes place, so that learning will be more effective, more efficient, and

more interesting.

Basically there were three basic stages in the Blended Learning model

that refer to ICT-based learning, as proposed by Grant as cited in Susandi (2017),

namely: (1) seeking of information, (2) acquisition of information, and (3)

synthesizing of knowledge. The stages of seeking of information, including

searching information from various sources of information available in ICT,

choose critically among sources of information providers based on content of

relevantion content of validity/reliability, and academic clarity. The teacher acts

as an expert who can provide input and advice to limit students from potential

information stacks in ICT. Also through Blended Learning, teachers could learn

with interactivity that approaches face-to-face learning. It could even be done

when teachers and students are thousands of kilometers apart on two different

continents. Not only that, someone could also arrange their own study schedule

according to the time they want.

In Muhammadiyah University of Makassar, especially for the Seventh

Semester, not all lecturers chose to use Blended Learning in the teaching and

learning process, especially in English Language Teaching. Whereas, Blended

Learning was very good for students because it provided a mixture of variations in

methods, and in that variation, lecturers could provide new alternatives to students

in learning. Blended Learnig could also be applied in all English subjects. Another

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reason researchers chose the Seventh Semester was to anticipate the possibility of

students not getting this method in the previous semester. From the above

statements, the researcher was interested in conducting a study about

“Investigating the Students' Perception Toward Blended Learning Method

Implemented in Teaching English at Seventh Semester English Student of

Unismuh Makassar”.

B. Problem Statements

Based on the background of the research above, the researcher

formulated the problem statements in questions forms as follows :

1. What are the benefits of Blended Learning Method that implemented in

teaching English at Seventh Semester English Students of Unismuh

Makassar based on the students’ perception?

2. What are the weaknesses of Blended Learning Method that implemented

in teaching English at Seventh Semester English Students of Unismuh

Makassar based on the students’ perception?

C. Objective of the Research

Based on the problem statement above, the objectives of the research

were to find out:

1. The benefits of Blended Learning Method that implemented in teaching

English at Seventh Semester English Students of Unismuh Makassar

based on the students’ perception.

2. The weaknesses of Blended Learning Method that implemented in

teaching English at Seventh Semester English Students of Unismuh

Makassar based on the students’ perception

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D. Significance of the Research

This research was expected to provide some benefits. It was hoped to

give theoritically and practically significance.

1. Theoritical Siginificance

This research was expected to add new insights about learning

development or learning methods, namely Blended Learning Method,

specifically about the benefits and weaknesses of a learning method.

2. Practical Significance

a. For the Next Researcher

It could help the next researcher as reference in the term of the

students’ perception toward Blended Learning Method.

b. For the lecturers

This research would provide information about students’ perceptions

toward Blended Learning. Thus, this would be an input and evaluation

for next learning.

c. For Students

They would know other alternative methods that could be used in the

teaching and learning process, namely Blended Learning. It also

expected, by knowing about that method, students can improve their

learning outcomes.

E. Scope of the Research

Based on the background above, to clarify research and to get focused

research result, it was necessary to limit the problem. This scope only focused on

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the benefits and weaknesses of Blended Learning Method based on the students’

perception at Seventh Semester English Students of Unismuh Makassar Academic

Year 2019/2020.

CHAPTER II

REVIEW OF RELATED LITERATURE

This research, the researcher would like to describe about review of related

literature. Those were previous research findings, some pertinent ideas, and the

last was conceptual framework.

A. Previous Research Findings

There were some researchers which attemp to study the topic related to

the Blended Learning Method, and it could support this research. First,

Setiyoningsih (2015) in her research entititled The Implemented of Blended

Learning in Teaching Listening to the First Year Students of English Education

Department at University of Nusantara PGRI Kediri Academic Year 2015-2016

conclude that through the Blended Learning method, listening activities are not

only done in the classroom, but also done outside the classroom. Thus, that

students can access their listening activities in their daily activities. In addition,

through the Blended Learning method, it brings a positive feeling to lecturers and

students, because they can be more effective in teaching and learning activities.

Second, Berrio (2017) in his research entitled Students’ Perception of A

Blended Learning Environment At Universidad De La Guajira concluded that

Blended Learning at Universidad de La Guajira showed that the delivery of

material through Blended Learning is considered a positive experience that can

9

improve the teaching and learning process. Students’ responses to the

questionnaire clearly showed that the bLearning mode of delivery is considered a

positive experience that enhances the process of learning. Although, Blended

Learning is effective, students thought it not very comfortable because facilities

are not always available in every student's home. He also found that the results of

his thesis clearly show positive perceptions as to the advantages of Blended

Learning in improving language skills, specially listening and vocabulary.

Third, Onta (2018) in her research entitled Efektifitas Pembelajaran

Model Blended Learning dengan Menggunakan Media Pembelajaran Quipper

School ditinjau dari Motivasi Belajar dan Hasil Belajar Siswa Kelas X TKJ-A

SMK Asisi Jakarta Tahun Ajaran 2017/2018 conclude that the application of

Blended Learning method using Quipper School media was considered ineffective

in terms of learning outcomes. This is caused by several factors, one of them in

terms of material that requires deeper concept reasoning, in terms of short time to

understand trigonometry, in terms of students who have not been able to

maximize the time given, and in terms of researchers who have not been able to

invite students to use gadgets wisely in learning.

Fourth, Kurniawati (2014) in her research entitled Pengembangan Model

Pembelajaran Blended Learning Pada Mata Pelajaran Keterampilan Komputer

dan Pengelolaan Informasi (KKPI) Kelas XI di SMK Negeri 2 Purwodadi

conclude that (1) learning planning using Blended Learning is appropriate to use

as a guideline for implementing classroom learning; (2) Blended Learning can be

implemented according to planning that includes orientation, organization,

10

investigation, presentation, analysis, and evaluation; (3) Blended Learning is

proven effective in terms of (a) learning outcomes using Blended Learning> 75

and there are significant differences between those who use Blended Learning and

those who do not use it; (b) increasing student activity and motivation for the

better.

Fifth, Achmadi (2015) in his research entitled Pengaruh Penerapan

Blended Learning Terhadap Prestasi Belajar Siswa Kelas XI Teknik Permesinan

SMK Muhammadiyah 3 Yogyakarta conclude that (1) There is a significant

increase in student learning achievement (t count = 16.60> t table = 2.002) on the

lathe machining engineering subjects at Muhammadiyah 3 Vocational School

Yogyakarta after the implementation of the Blended Learning method; (2) There

are significant differences in learning achievement (t count = 13.16> t table =

2.002) between class XI TP4 taught using the Blended Learning method with

class XI TP2 who do not use the Blended Learning method.

Based on the fifth previous findings above, the researcher got conclusion

about the sameness and the differences. The sameness for all the researches were

discusses about the Blended Learning Method. In addition, the differences for all

of the researches were discusses the aplication of Blended Learning on various

subjects and the results achieved through Blended Learning.

B. Some Pertinent Ideas

1. Concept of Conventional Learning

Achmadi (2015) in his thesis concluded that Conventional Learning is a

learning method used by a teacher in achieving learning objectives using

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ways of narrating, explaining, illuminating and presenting learning material

or material orally to a number of students. Conventional learning is learning

that is done face to face and is in the same learning space. As explained by

Kurniawati (2015) in her thesis defines that Face-to-face learning as a form of

conventional learning model that brings teachers and students together in one

room for learning.

Khoirullah (2016) in her thesis concluded that conventional learning is

a learning concept that is used by teachers in discussing a subject matter that

is commonly used in the learning process. In addition, Moestofa and Sondang

as cited in Kurniawati (2014) define conventional learning as one model

learning that only focuses on lecture learning methods. The conventional

learning stages are as follows:

a. The opening stage, where the teacher conditions students to enter the

learning atmosphere by conveying greetings and learning objectives;

b. The development stage is the stage in the implementation of the teaching

and learning process which is filled with the delivery of material orally

supported by the use of media;

c. The evaluation stage where the teacher evaluates student learning by

drawing conclusions or summaries of learning material, giving

assignments, and ending with a thank you for the seriousness of students

in learning.

From the understanding above, the researcher can conclude that

conventional learning is learning that involves social interaction between

12

teachers and students, and it is a planned learning process. So the teacher has

an important role because the teacher as a source of information. In addition,

Conventional Learning is still widely used by teachers as their learning

model.

2. Concept of E-Learning

Kurniawati (2015) in her thesis concluded that online learning (e-

learning) is learning that is carried out using internet, intranet, and web-based

technology that enables learning interactions between students and educators

by accessing information and subject matter anytime and anywhere.

Rosenberg as cited in Indrakusuma and Putri (2016), emphasizes that e-

learning refers to the use of internet technology to deliver a series of solutions

that can enhance knowledge and skills. Thus, E-learning is learning that

utilizes the internet network to access information related to material during

the teaching and learning process.

Rosenberg as cited in Rusman (2013: 349) categorizes three the basic

criterias contained in e-learning are as follows:

a. E-learning is network that makes it able to improve it fast, save or bring

back, distribute and share learning and information;

b. E-learning is sent to users via a computer with using internet technology

standards;

c. E-learning is focused on the broadest view of learning, the solution

learning that surpasses the paradigm in training.

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Rudi and Riyana in Indrakusuma and Putri (2016) states the

characteristics of E-Learning, as follows:

a. Students' comprehension of learning material does not depend on the

instructor / learner, because students construct their own knowledge

through teaching materials delivered through the website interface.

b. Sources of knowledge are everywhere and can be easily accessed by

everyone. This is due to the globalized nature of the Internet media and

can be accessed by anyone who is connected to it.

c. Learners / educational institutions function as mediators / mentors.

d. A restructuring of education system, curriculum and management

policies is needed that can support the optimal use of Information and

Communication Technology for education.

3. Concept of Blended Learning

a. Definition of Blended Learning

Thorne as cited in Adityawardhana (2015), “Blended Learning is a

combination of multimedia technology, CD ROM video streaming,

virtual classroom, voicemail, email, and telephone conferencing, online

text animation and video streaming. All of this is combined with

traditional forms of classroom training and one-on-one training”.

Blended Learning is one method that can be used by teachers by

utilizing information technology but does not eliminate conventional

methods (face to face). Blended Learning combines two or more

14

learning models that can be combined into learning models that can be

applied well (Adityawardhana: 2015).

Rusman as cited in Achmadi (2015) states that Blended Learning is

a combination of various approaches in learning. This can be concluded

that to achieve the objectives of the learning process can be used

Blended Learning which combines several methods of approach. for

example web based and conventional learning or face to face

simultaneously in the learning process. Leibling and Prior (2005: 24)

state that Blended Learning involves many media - eg combination of

classroom teaching with independent e-learning. Through a combination

of teaching, the use of Blended Learning can have effectiveness in the

teaching and learning process.

b. The Purpose of Blended Learning

The following is the purpose of using the learning model Blended

Learning according to Husamah (2013: 22)

1) Helping students to develop better inside learning process in

accordance with learning styles and inner preferences learn.

2) Provide practical-relational opportunities for teachers and

participants students for independent, useful and continuing

learning developing.

3) Increased scheduling improvement for students, with combining

the best realms of face to face and learning online. Face-to-face

classes can be used for involve people students in interactive

15

experiences, while serving online provide students with lots of

multimedia content will know whenever and wherever, as long as

students have internet access

c. Characteristics of Blended Learning

The characteristics of the Blended Learning according to Husamah

(2013: 16) are :

1) Learning that combines various ways of delivery teaching models,

learning styles, as well as various media-based diverse technology.

2) As a combination of direct teaching or face to face (face-to face),

independent study, and online learning.

3) Learning is supported by an effective combination of ways

delivery, teaching methods, and learning styles.

4) Teachers and parents of learning participants have the same role

importantly, teachers as facilitators, and parents as supporters.

d. The benefits and the weaknesses of Blended Learning

There are some benefits of Blended Learning Method according to

Husamah (2013: 231), as follows:

1) Learning occurs independently and conventionally, both of which

have advantages that can complement each other.

2) Learning is more effective and efficient

3) Improve accessibility. With the existence of Blended Learning

participants will find it easier to access learning material.

16

4) Students are free to learn the subject matter independently by

utilizing the materials available online.

5) Students can hold discussions with teachers or other students

outside face-to-face hours.

6) Learning activities carried out by students outside of face-to-face

hours can be managed and controlled well by the instructor.

7) Teachers can add enrichment material through internet facilities.

8) The teacher can ask students to read the material or take a test that

is conducted before learning.

9) Teachers can organize quizzes, give feedback, and utilize test

results effectively.

10) Students can share files or data with other students.

11) Broaden the range of learning / training.

12) Ease of implementation.

13) Cost efficiency.

14) Optimal results.

15) Adjust various learning needs.

16) Increase the attractiveness of learning.

There are some weaknesses of Blended Learning Method according

to Husamah (2013: 36-37), as follows:

1) The media needed is very diverse, so it is difficult to apply if the

facilities and infrastructure do not support.

17

2) Unequal facilities owned by students, such as computer and

internet access. In fact, Blended Learning requires adequate

internet access and if the network is lacking adequate, it will

certainly make it difficult for students to follow independent

learning via online.

3) Lack of knowledge of learning resources (instructors, students and

parents) towards the use of technology.

C. Conceptual Framework

Students’ Perception

Figure 2.1. Conceptual Framework

Figure 2.1 explained about the conceptual framework of this research. It

was mean that in learning English, the teacher used a method that combines

offline and online learning. The name of the method was Blended Learning. By

using Blended Learning Method, students provided perceptions related to the

method, especially on the benefits and weaknesses. Thus, the teacher could make

this an evaluation material for the upcoming teaching and learning process.

Learning

English Blended Learning Method

Benefits Weaknesses

CHAPTER III

RESEARCH METHODOLOGY

This chapter consisted of research method. Those were research design,

population and sample, and instrument of the research, data collection, and data

analysis.

A. Research Design

In this research, the researcher used Descriptive Qualitative Research.

Descriptive Qualitative Research was used to gain an understanding of the opinions,

motivations or reasons of someone. The researcher used Descriptive Qualitative

Research because the purpose of this research is to determine students' perceptions of

the Blended Learning Method especially benefits and weaknesses of it. This research

has two variables, there were variable X and variable Y. Varibale X in this research

was Blended Learning Method, while variable Y was benefit and weaknesses of

Blended Learning.

19

B. Population and Sample

1. Population

The population of this research was Seventh Semester English

Department Students of Unismuh Makassar, which consisted of 371 students

that divided into 10 classes. Each class consist around 30 to 40 students.

2. Sample

The process to get the sample of the research, the researcher used

Purposive Sampling Technique. The researcher’s purpose used Purposive

Sampling Technique because this research had some criterion to get the sample

objectively. Based on the explanation above, the sample of this research was

class G at Seventh Semester English Students that consist of 22 students.

C. Instrument of the Research

The researcher used two instruments in this research to collect data from the

samples.

1. Questionnare

The questionnare consisted of 19 questions. This researcher used close-ended

questions. Close-ended questions were also easy to analyze using percentages,

because we could predict the answer and the participants don’t need to write too

much. To find out the data questionnare from the sample, the researcher used

Likert Scale. Based on Wikipedia, Likert Scale was a psychometric scale that

was commonly used in questionnaires and was the scale most widely used in

research in the form of surveys. When answered questions from the Likert

20

Scale, the sample determined their level of agreement with a statement. Likert

Scale usually had five scale options, those were Strongly Agree (SA), Agree

(A), Undecided (Und), Disagree (D), and Strongly Disagree (SD).

2. Observation Checklist

Observation checlist was question and answer activity from researcher to class

samples, and this aims to find out whether the class has conducted a teaching

and learning process using the Blended Learning Method or not in the previous

semesters and to crosscheck the answers of students in questionnare.

D. Data Collection

There were several stages in the procedure of data collection used by the

researcher, which were as follows:

1. Questionnare

a. The researcher gave questionnare in the form of Close Ended Questionnare

consisted of 19 numbers

b. The researcher gave the time to answer the questionnare based on studenrts’

perception

c. The researcher collected the questionnare answered by the students

d. The researcher analyzed and classified the data systematically based on the

problem of the research

e. The researcher made a conclusion

21

2. Observation Checklist

The reseracher observed the class by giving some questions to students in the

class, such as whether the class had been taught by a lecturer who using Blended

Learning Method and to crosscheck the answers of the students from the

questionnaire.

E. Data Analysis

For data anaylisis, the analysis method used by the researcher in this research

was Percentage Descriptive analysis. Percentage Descriptive was obtained by

frequency divided by the number of respondents multiplied by 100%. The formula

are as follows:

P= F

N x 100%

Note :

P: Percentage of answers

F: Frequency of values obtained from all items

N: Number of respondents

(Sudjana, 2001)

22

Miles & Huberman (1994) analysis consists of three activities that occur

simultaneously: data reduction, data presentation, drawing conclusions/verification.

1. Data Reduction

Data reduction in this research was conducted by collecting data related to the

benefits and weaknesses of Blended Learning.

2. Data Display

Data display was present the data that had been reduced, thus the researcher

could draw conclusions. Data was usually presented in various forms, such as

tables, descriptions, or charts. In this research, the data presented in the form of

description and also tables.

3. Conclusion Drawing/Verification

The last step for analysis the data according to Miles and Huberman was

drawing conclusion/verification. The researcher concluded the data based on

the answer of the students from the questionnare.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consist of findings and discussion of the research as the result.

Findings showed the results from the data that had been collected and analysed from

the questionnaire. Discussion deals with the description and interpretation based on

the findings of the research.

A. Findings

In the findings, the researcher got the data from the questionnaire. The

researcher used questionnaire as intrument of the research. The questionnaire consist

of 19 item of Close Ended Questionnaire, and the participant were 22 students of

English Departement.

1. The Benefits toward Blended Learning Method Implemented in

Teaching English At Seventh Semester English Students of Unismuh

Makassar Based on the Students’ Perception.

a. Item 1

Table 4.1 Through Blended Learning, learning occurs independently

and conventionally, both of which have advantages that can

complement each other.

No. Classification Frequency Percentage

1 Strongly Agree 7 32%

24

2 Agree 13 59%

3 Undicided 2 9%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 100%

Table 4.1 indicated that 7 students or 32% said “strongly agree, 13

students or 59% said “agree”, 2 students or 9% said “Undecided”, 0 students

or 0% said “Disagree”, and 0 students or 0% said “Strongly Disagree”. Thus,

the researcher concluded that most students of Seventh Semester English

Students of Muhammadiyah University were agree that through Blended

Learning,learning occurs independently and conventionally, both of which

have advantages that can complement each other.

b. Item 2

Table 4.2 Blended Learning makes learning is more effective and

efficient.



2 Agree 11 50%

3 Undicided 4 18%

4 Disagree 1 5%


Total 100%


students or 50% said “agree”, 4 students or 18% said “Undecided”, 1students

25



Students of Muhammadiyah University were agree that Blended Learning

makes learning is more effective and efficient.

c. Item 3

Table 4.3 By the existence, Blended Learning participants will find it

easier to access learning material.



2 Agree 9 23%

3 Undicided 4 18%

4 Disagree 1 5%


Total 100%





Students of Muhammadiyah University were strongly disagree thatby the

existence, Blended Learning participants will find it easier to access learning

material.

26

d. Item 4

Table 4.4 Through Blended Learning, students are free to learn the

subject matter independently by utilizing the materials available

online.



2 Agree 12 54%

3 Undicided 1 5%

4 Disagree 1 5%


Total 100%






Learning, students are free to learn the subject matter independently by


e. Item 5

Table 4.5 Through Blended Learning, students can hold discussions

with teachers or other students outside face-to-face.



2 Agree 9 41%

27

3 Undicided 5 23%

4 Disagree 1 5%


Total 100%






Learning, students can hold discussions with teachers or other students

outside face-to-face.

f. Item 6

Table 4.6 By Blended Learning, learning activities carried out by

students outside of face-to-face hours can be managed and controlled

well by the instructor.



2 Agree 13 59%

3 Undicided 6 27%

4 Disagree 0 0%


Total 100%




28



Learning, learning activities carried out by students outside of face-to-face

hours can be managed and controlled well by the instructor.

g. Item 7

Table 4.7 Through Blended Learning, teachers can add enrichment

material through internet facilities.



2 Agree 12 54%

3 Undicided 1 5%

4 Disagree 1 5%


Total 100%






Learning, teachers can add enrichment material through internet facilities.

29

h. Item 8

Table 4.8 Through Blended Learning, the teacher can ask students to

read the material or take a test that is conducted before learning.



2 Agree 9 41%

3 Undicided 6 27%

4 Disagree 0 0%


Total 100%






Learning, the teacher can ask students to read the material or take a test that is

conducted before learning.

i. Item 9

Table 4.9 By Blended Learning, teachers can organize quizzes, give

feedback, and utilize test results effectively.



2 Agree 10 45%

3 Undicided 4 18%

4 Disagree 1 5%


30

Total 100%





Students of Muhammadiyah University were agree that By Blended Learning,

teachers can organize quizzes, give feedback, and utilize test results

effectively.

j. Item 10

Table 4.10 Through Blended Learning, students can share files or data

with other students.



2 Agree 7 32%

3 Undicided 2 9%

4 Disagree 1 5%


Total 100%





31

Students of Muhammadiyah University were strongly agree that through

Blended Learning, students can share files or data with other students.

k. Item 11

Table 4.11 Blended Learning can broaden the range of learning /

training.



2 Agree 12 54%

3 Undicided 2 9%

4 Disagree 1 5%


Total 100%





Students of Muhammadiyah University were agree that Blended Learning can

broaden the range of learning / training.

l. Item 12

Table 4.12 Blended Learning is easy of implementation.



2 Agree 11 50%

3 Undicided 4 18%

4 Disagree 2 9%

32


Total 100%





Students of Muhammadiyah University were agree that Blended Learning is

easy of implementation.

m. Item 13

Table 4.13 Blended Learning is cost efficiency.



2 Agree 13 59%

3 Undicided 3 14%

4 Disagree 2 9%


Total 100%





Students of Muhammadiyah University were agree that Blended Learning is

cost efficiency.

33

n. Item 14

Table 4.14 Blended Learning can make optimal results.



2 Agree 14 64%

3 Undicided 6 27%

4 Disagree 0 0%


Total 100%






make optimal results.

o. Item 15

Table 4.15 Blended Learning can adjust various learning needs.



2 Agree 15 68%

3 Undicided 3 14%

4 Disagree 0 0%


Total 100%

34






adjust various learning needs.

p. Item 16

Table 4.16 Blended Learning can increase the attractiveness of

learning.



2 Agree 5 23%

3 Undicided 5 23%

4 Disagree 0 0%


Total 100%





Students of Muhammadiyah University werestrongly agree that Blended

Learning can increase the attractiveness of learning.

35

Based on the explanation above, the researcher can concluded that

Blended Learning Method had a lot of benefits. For instance, it makes the

leaning efficient and effective, it easy to access the material and make the

students learn independently, make the students and teacher be able to

discussion and the teacher can controlled the learning activities, the teacher

can share the learning material before the learning, Blended Leaning is easy of

implementation and cost efficiency, and it can increase the atractiveness of

learning.

2. The Weaknesses toward Blended Learning Method Implemented in

Teaching English at Seventh Semester English Students of Unismuh

Makassar Based on the Students’ Perception.

q. Item 17

Table 4.17 The media needed is very diverse, so it is difficult to apply

if the facilities and infrastructure do not support.



2 Agree 13 59%

3 Undicided 3 14%

4 Disagree 0 0%


Total 100%




36


Students of Muhammadiyah University were agree that the media needed is

very diverse, so it is difficult to apply if the facilities and infrastructure do not

support.

r. Item 18

Table 4.18 Blended Learning will make it difficult for students to

participate in learning if internet access and network needs are

inadequate.



2 Agree 6 27%

3 Undicided 7 32%

4 Disagree 1 5%


Total 100%





Students of Muhammadiyah University were strongly agree that Blended

Learning will make it difficult for students to participate in learning if internet

access and network needs are inadequate.

37

s. Item 19

Table 4.19 Lack of knowledge of learning resources (instructors,

students and parents) towards the use of technology.



2 Agree 8 36%

3 Undicided 4 18%

4 Disagree 4 18%


Total 100%





Students of Muhammadiyah University were agree that lack of knowledge of

learning resources (instructors, students and parents) towards the use of

technology.

Based on the explanation above, the researcher can concluded that

besides Blended Learning had benefits, it also had some weaknesses. For

instance, Blended Learning do not support to apply if the facilities,

infrastructure, internet access and network are inadequate. In addition,

Blended Learning difficult to apply if the instructor, students, and parent lack

of the knowledge of learning resources toward the use of technology.

38

B. Discussion

As had been showed in findings, in this part the researcher explained the detail

answers from the questionnaire based on the students perceptions toward Blended

Learning implemented in teaching English at Seventh Semester Enlish students of

Unismuh Makassar.

1. The Benefits toward Blended Learning Method Implemented in


Makassar Based on the Students’ Perception

As had been showed in findings, the result showed that respondents

have positive perceptions toward Blended Learning Method. Firstly, in

question number 1, most of the students answered that ”through Blended

Learning, learning occurs independently and conventionally, both of which

have advantages that can complement each other”. Thus, it shows that the

students agree that even thought Blended Learning was mixing between

online and offline, the students believed that it can be complement each

other. In questions number 2, most of the students answered that ”Blended

Learning makes learning is more effective and efficient”. It means that the

students agree that Blended Learning makes learning is more effective and

efficient. In questions number 3, all of the students answered that “by the

existence, Blended Learning participants will find it easier to access

learning material”. It shows that the students strongly agree that by using

Blended Learning, the learning material is easy to access. This was the same

as the findings of Setiyoningsih (2015) that through the Blended Learning

39

method, it brings a positive feeling to lecturers and students, because they

can be more effective in teaching and learning activities.

Secondly, in questions number 4 and 5, the students answered that

“through Blended Learning, students are free to learn the subject matter

independently by utilizing the materials available online” and “students can

hold discussions with teachers or other students outside face-to-face.” It

means that the students agree that by using Blended Learning, students can

learn by their self and they can hold the discussions with the teacher and

other their friend. In questions number 6, the students answered that “by

Blended Learning, learning activities carried out by students outside of face-

to-face hours can be managed and controlled well by the instructor” It

shows that students agree that Blended Learning Method is easy to manage

and controlled the larning activities by the instructor or lecturer. This is the

same as the explanation from Husamah (2013) that some benefits of Blended

Learning there are through Blended Learning, students are free to learn the

subject matter independently by utilizing the materials available online,

students can hold discussions with teachers or other students outside face-to-

face, by Blended Learning, learning activities carried out by students outside

of face-to-face hours can be managed and controlled well by the instructor

At this time, in question number 7 and 8, most of the students

answered that “through Blended Learning, teachers can add enrichment

material through internet facilitie” and “the teacher can ask students to read

40

the material or take a test that is conducted before learning”. It means that

the students agree that by Blended Learning, teacher is easy to find the

material and share to the students and ask them to read the material before

learning. In question number 9, most of the students answered that “by

Blended Learning, teachers can organize quizzes, give feedback, and utilize

test results effectively”. It means that the students agree that it is easy for the

teacher to get the result effectively of the learning process. In question

number 10, all of the students answered that “through Blended Learning,

students can share files or data with other students”. It shows that the

students strongly agree that the students can discussion with their friend, by

sharing the files or data.

Subsequently, in question number 11 and 12, most of the students

answered that “Blended Learning can broaden the range of learning /

training” and “Blended Learning is ease of implementation” Thus, the

students agree that it is easy to realization of Blended Learning until it can

expand of the learning. In question number number 13 and 14, “most of the

students answered that Blended Learning is cost efficiency” and “Blended

Learning can make optimal results”. It shows that the students agree that

because the cost is efficient, so that the expected result can be optimal. In

question number 15, most of the students answered that “Blended Learning

can adjust various learning needs.” It means that the students agree that by

Blended Learning, learning needs can be widely available. In question

41

number 16, all of the students answered that “Blended Learning can increase

the attractiveness of learning”. Thus, it shows that the students strongly

agree that attractiveness of learning can be enhanced. This is the same as

explanation from Husamah (2013) states the were some benefits of Blended

Learning, for instance easy of implementation, cost efficiency, make the

optimal results, can adjust various learning and can increase the

attractiveness of learning.

2. The Weaknesses toward Blended Learning Method Implemented in


Makassar Based on the Students’ Perception

As had been showed in findings, the result showed that respondents

also gave their perceptions the weaknesses toward Blended Learning

Method. Husamah (2013) states that there are some weaknessess of Blended

Learning, the first is the media needed is very diverse, so it is difficult to

apply if the facilities and infrastructure do not support, the second Blended

Learning will make it difficult for students to participate in learning if

internet access and network needs are inadequate, and the last is lack of

knowledge of learning resources (instructors, students and parents) towards

the use of technology. In questions number 17, most of the students

answered that “the media needed is very diverse, so it is difficult to apply if

the facilities and infrastructure do not support”. It can be concluded that the

students agree that Blended Learning should be equipped with facilities and

42

infrastructure, because if both were not available it would be difficult to

implement.

Subsequently, In questions number 18, all of the students answered

that “Blended Learning will make it difficult for students to participate in

learning if internet access and network needs are inadequate.” Thus, it

means that the students strongly agree Blended Learning should be equipped

with internet access and network, because if both were not available it would

be difficult for the students to participate. In questions number 19, most of

the students answered that “lack of knowledge of learning resources

(instructors, students and parents) towards the use of technology”. It means

that if one of them lack of the use of technologies, it would be difficult to

apply it.

Based on the discussion above, the researcher can conclude that

Blended Learning has some benefits which can obtained when the lecturer

applies the method based on students’s perception. For instance, students can

learn independently. Be able to share the files to other between teacher and

students thus the teacher can controlled the learning activities, Blended

Learning easy of implementation, cost efficiency, and also can increase the

attractiveness of learning. Students gave positive responses related to the use

of Blended Learning. In addition, Blended Learning also has weaknesses

depending on the availability of facilities and infrastructure in implementing

43

Blended Learning. There are it will difficult to apply if the insfrastructure

and facilities do not support and the knowledge of technologies is important.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, the first section deals with the

conclusion of the research and the second deals with suggestion that related with

the conclusion.

A. Conclusions

Based on the findings and discussion, the researcher concludes that:

1. Mostly the students’ gave their positive responses about the benefits of

Blended Learning, there are the learning more efficient and effective, the

material can easy to access because teacher can share the material before

the learning, thus the students can learn independently. Be able to share

the files to other between teacher and students thus the teacher can

controlled the learning activities, Blended Learning easy of

implementation, cost efficiency, and also can increase the attractiveness

of learning.

2. The weaknesses of Blended Leaning based on the students’ perception

there were some. For instance, Blended Learning need the facilities and

infrastructure such as internet access and network to apply it. In addition,

the knowledge of learning resources of the use the technology was

45

needed, because it difficult to apply if the instructor, students, and parent

lack of technology.

B. Suggestions

Based on the result of the data analysis and conclusion, the researcher

suggested as follows:

1. For the lecturers who uses Blended Learning as their method, it would

help to improve the skill of the students. Because Blended Learning

had a lot of benefits when the lecturer apply it while the learning

activities. For instance, the lecturer can control the learning activities

and can share the files material to students. Besides the many

advantages of Blended Learning, there are also weaknesses that must

be anticipated. Those are Blended Learning requires facilities,

infrastructure such as internet access or networks, understanding

parents, teachers and students on technology is also needed.

2. For the next researcher, use this research as references about Blended

Learning to make the new research about it, but in the term of different

discussion.

46

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Susandi, Ari. 2017. The Influence Model Blended Learning of Social Sciences

Subjects Respecting Indonesian Ethnic and Cultural Diversity to

Increasing Activity and Learning Outcomes of Grade V Students in

Elementary School 1 Purwoharjo Banyuwangi Distric Lesson Year

2015/2016. Pancaran Pendidikan FKIP Universitas Jember Vol. 6, No. 3,

Page 45-53, August, 2017

48

Teeter, T. 1997. Teaching on the Internet. Meeting the Challenge of Electronic

Learning, ERIC: Document Reproduction Service.

Wikibuku. 2016. Pembelajaran Berbasis Blended Learning. Accessed on

Saturday 20 July, 2019.

Wikipedia. Online. https://id.wikipedia.org/wiki/Skala_Likert. Accessed on

Saturday 25 May 2019.

https://id.wikipedia.org/wiki/Skala_Likert

A

P

P

E

N

D

I

C

E

S

Close Ended Questionnaire

Name :

Class :

List Numb :

Give your assessment by putting a check mark (✓)on the statement in the

assessment column

No Statements

Answers

SA A Un

D D SD

1

Through Blended Learning, learning occurs

independently and conventionally, both of which

have advantages that can complement each

other.

2 Blended Learning makes learning is more

effective and efficient

3 By the existence, Blended Learning participants

will find it easier to access learning material.

4

Through Blended Learning, students are free to

learn the subject matter independently by


5

Through Blended Learning, students can hold

discussions with teachers or other students

outside face-to-face.

6

By Blended Learning, learning activities carried

out by students outside of face-to-face hours can

be managed and controlled well by the

instructor.

7 Through Blended Learning, teachers can add

enrichment material through internet facilities.

8

Through Blended Learning, the teacher can ask

students to read the material or take a test that is

conducted before learning.

9

By Blended Learning, teachers can organize

quizzes, give feedback, and utilize test results

effectively.

10 Through Blended Learning, students can share

files or data with other students.

11 Blended Learning can Broaden the range of

learning / training.

12 Blended Learning is ease of implementation.

13 Blended Learning is sost efficiency.

14 Blended Learning can make optimal results.

15 Blended Learning can adjust various learning

needs.

16 Blended Learning can increase the attractiveness

of learning.

17

The media needed is very diverse, so it is

difficult to apply if the facilities and

infrastructure do not support.

18

Blended Learning will make it difficult for

students to participate in learning if internet

access and network needs are inadequate

19

Lack of knowledge of learning resources

(instructors, students and parents) towards the

use of technology.

(Adapted from Husamah, 2013)

Note:

SA : Strongly Agree

A : Agree

UnD : Undecided

D : Disagree

SD : Strongly Disagree

OBSERVATON CHECKLIST

No Statements

ANSWER

Yes No

1

Through Blended Learning, learning occurs

independently and conventionally, both of which have

advantages that can complement each other.

2 Blended Learning makes learning is more effective and

efficient

3 By the existence, Blended Learning participants will

find it easier to access learning material.

4

Through Blended Learning, students are free to learn the

subject matter independently by utilizing the materials

available online.

5

Through Blended Learning, students can hold

discussions with teachers or other students outside face-

to-face.

6

By Blended Learning, learning activities carried out by

students outside of face-to-face hours can be managed

and controlled well by the instructor.

7 Through Blended Learning, teachers can add

enrichment material through internet facilities.

8

Through Blended Learning, the teacher can ask students

to read the material or take a test that is conducted

before learning.

9 By Blended Learning, teachers can organize quizzes,

give feedback, and utilize test results effectively.

10 Through Blended Learning, students can share files or

data with other students.

11 Blended Learning can Broaden the range of learning /

training.

12 Blended Learning is ease of implementation.

13 Blended Learning is sost efficiency.

14 Blended Learning can make optimal results.

15 Blended Learning can adjust various learning needs.

16 Blended Learning can increase the attractiveness of

learning.

17

The media needed is very diverse, so it is difficult to

apply if the facilities and infrastructure do not support.

18

Blended Learning will make it difficult for students to

participate in learning if internet access and network

needs are inadequate

19

Lack of knowledge of learning resources (instructors,

students and parents) towards the use of technology.

No.

Respondent

Questionnaire Items Total

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

1 4 4 4 2 4 4 4 4 4 4 4 3 4 4 4 4 4 3 3 71

2 5 4 5 4 5 5 4 5 5 4 4 3 4 4 4 4 4 3 3 79

3 5 4 4 5 4 4 4 4 4 5 5 2 2 5 4 4 3 4 4 76

4 4 3 4 4 4 4 4 5 4 5 4 4 4 4 4 3 4 4 4 76

5 4 3 3 4 2 4 3 3 2 3 4 2 2 3 5 5 4 3 3 62

6 4 4 3 5 4 4 5 5 5 5 4 4 4 5 4 3 5 4 4 81

7 5 5 5 4 4 4 4 4 5 5 4 5 5 3 4 3 5 5 5 84

8 4 3 5 4 5 4 5 5 5 4 4 5 4 3 4 5 4 5 4 82

9 4 2 5 4 5 4 5 5 5 4 4 5 4 3 4 5 4 5 4 81

10 4 5 4 5 5 3 5 5 5 5 5 5 4 4 5 5 5 5 2 86

11 4 5 4 5 5 3 5 5 5 5 5 5 4 4 5 5 5 5 2 86

12 4 4 4 5 4 4 4 3 4 4 4 4 5 3 4 5 4 4 2 75

13 5 4 4 4 3 4 4 4 3 3 3 4 4 4 4 5 4 5 5 76

14 3 4 5 5 3 3 4 4 3 5 5 3 3 4 3 5 4 5 5 76

15 3 4 2 5 3 3 4 4 3 5 5 3 3 4 4 4 3 5 5 72

16 5 5 3 3 3 4 4 4 4 2 2 4 4 4 4 3 4 2 4 68

17 4 3 3 4 4 3 4 4 4 4 3 4 3 3 3 3 3 3 3 65

18 4 5 4 4 5 4 5 3 3 4 5 4 4 4 4 4 5 3 5 79

19 4 4 5 4 4 5 5 3 4 5 4 4 5 4 4 5 4 3 4 80

20 4 4 5 4 4 5 5 3 4 5 4 4 5 4 4 5 4 3 2 78

21 5 4 5 5 5 4 4 4 4 5 5 4 4 4 5 5 5 4 4 85

22 5 5 4 4 3 3 2 3 4 5 4 4 4 4 3 5 4 4 1 71

TOTAL 1689

DOCUMENTATION

CURRICULUM VITAE

Sam Pravita Sari was born on 02nd November 1997 in

Maros. She is the only child from the marriage between of

her parents, Dg. Siratang and Nuraeni.

She began her elementary school in SDN 1 Benteng and

graduated in 2009. Then, she continued her study in SMPN 1

Benteng and graduated in 2012. Her Senior High School was SMAN 1 Benteng

and graduted in 2015. At the same year, she continued her study at the

Muhammadiyah University of Makassar as students of English Department,

Teacher Training and Education Faculty.

At the end of her study, she finished her thesis in 2019 entitle “Students’

Perception toward Blended Learning Method Implemented in Teaching English at

Seventh Semester English Students of Unismuh Makassar (A Descriptive

Qualitative Research)”

Documents

INVESTIGATING THE STUDENTS' PERCEPTION TOWARD …SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama : Sam Pravita Sari Nim : 10535629315 Jurusan : Pendidikan Bahasa Inggris