The Effectiveness Of Blended Learning Strategy On Students’ Writing Competency Of The Tenth Grade Students

Authors

  • Gede Juni Arta Universitas Pendidikan Ganesha
  • Ni Made Ratminingsih English Language Department Universitas Pendidikan Ganesha Singaraja, Indonesia
  • Made Hery Santosa English Language Department Universitas Pendidikan Ganesha Singaraja, Indonesia

DOI:

https://doi.org/10.23887/jpi-undiksha.v8i1.13501

Keywords:

blended learning strategy, conventional writing technique, writing competency

Abstract

This research aimed at investigating whether or not there was a significant difference on writing competency of the tenth grade students at SMA Negeri 1 Singaraja. This research was experimental research with Pre-test and Post-test Only Control Group Design and used cluster random sampling technique to determine the samples. There were two classes chosen as samples in this study. The two groups were given treatments to obtain the required data. The experimental group was taught by using Blended Learning Strategy and the control group was taught by using conventional technique. The obtained data were analyzed descriptively and inferentially. The mean score of experimental group (81.10) was higher than the mean score of control group (78.83). Moreover, the result of inferential analysis showed that there was a significant difference on students’ writing competency between the students who were taught by using Blended Learning Strategy and those who were taught by conventional technique (Sig.(2-tailed) = 0.022, p < 0.05). The alternative hypothesis is accepted in which the students who are taught by using Blended Learning Strategy achieves better than those who are taught by using conventional technique.

Author Biography

Gede Juni Arta, Universitas Pendidikan Ganesha

English Language Department

References

Adas, D., & Bakir, A. (2013). Writing Difficulties and New Solutions : Blended Learning as an Approach to Improve Writing Abilities. International Journal of Humanities and Social Science, 3(9), 254–266.

Akkoyunlu, B., Soylu, M. Y. (2008). A Study of Student’s Perception in a Blended Learning Environment on Different learning style. Educational Technology & Society, 11(1): 183-193. Turkey. Department of Computer Education and Instructional Technology: Hacettepe University.

Al Fiky, A, I. (2011). Blended learning; Educational design, multi-media, creative thinking. Amman (Jordan): Dar Athaqafa for publishing and distribution.

Archibald, A. (2001). Targeting L2 Writing Proficiencies: Instructions and Areas of Change in Students Writing over time. International Journal of English studies. 1(2): 153-160

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL sucessfully through an online interactive multimedia environment. CALICO Journal, 23 (3), 533-550.

Baron, N. (2001). Alphabet to e-mail: How written English evolved and Where it’s Heading. London: Routledge.

Bath, D., & Bourke, J. (2010). Getting started with blended learning. Grifth: Grifth University GIHE.

Bates, A. W. (2000). Managing technological change: Strategies for college and university leaders. San Francisco: Jossey Bass.

Bonk, C. J., & Graham, C. R. (2004). Handbook of blended learning: Global Perspective, San Francisco, CA: Pfeiffer Publishing.

Bouhnik, D., & Carmi, G. (2012). E-learning Environments in Academy: Technology, Pedagogy and Thinking Dispositions. Journal of Information Technology Education, 11, 201–219. Retrieved from http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=87817147&site=ehost-live&scope=site

Brown, H. D. (2007). Teaching by principle: An interactive approach to language pedagogy. (2nd ed). New York: Longman

Cele-Murcia, M (Ed). (2001). Teaching English as a second language or foreign language (3rd ed.). United States: Heinle & Heinle.

Celce-Murcia, M., Brinton, D., & Snow, M. A. (2013). Teaching English as a Second Or Foreign Language, (2008), 176.

Chen, S., & Lu, Y. (2013). The Negative Effects and Control of Blended Learning in University, (Icetis), 28–31.

Chuo, T. I. (2007). The Effects of the WebQuest Writing Instruction Program on EFL Learners â€TM Writing Performance , Writing Apprehension , and Perception, 11(3), 1–27.

DeLacey, B. J., & D. A . Leonard. (2002). Case study in technology and distance in educa-tion at the Harvard Business School. Educational Technology and Society, 5(2): 13-28.

Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences, 206(November), 205–209. https://doi.org/10.1016/j.sbspro.2015.10.006

Graham, C.R., & Robinson, R. (2007). Realizing the transformational potential of blended learning. In Blended Learning Research Perspectives (83-110). Needham, MA: The Sloan Consortium.

Graham, C.R. (2004). Blended learning systems: Definition, current trends, and future directions. In the handbook of blended learning: Global perspective, local designs, ed. C.J.Bonk and C.R. Graham, 3-21. San Francisco: Pfeiffer. Retrieved.

Harb, I., I. (2013). The effectiveness of a blended learning program on developing and Retention of Palestina Tenth Graders’ English Writing Skill. Palestina: Islamic University.

Hermawan, A., H. (2006). Pengembangan Kurikulum dan Pembelajaran. UT Departemen. Jakarta: Pendidikan Nasional

Hameed, S., Badii, A., & Cullen, A. J. (2008). Effective e-learning integration with traditional learning in a blended learning environment. European and Mediterranean Conference on Information Systems, (May 2014), 1–16. Retrieved from http://centaur.reading.ac.uk/14697/

Huang, R. H., Zhou, Y. L., & Wang, Y. (2006). Blended Learning: Theory into Practice. Beijing: Higher Education Press

Isisag, K. U. (2012). The Positive Effects of Integrating ICT in Foreign Language Teaching. ICT for Language Learning, 5, 1–4. Retrieved from http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/235-IBT107-FP-Isisag-ICT2012.pdf

Johnson, K., M. (2002). Effects of repeated practice and contextual-writing experiences on college pupils’ writing skills. Journal of Educational psychology, 94(2), 305-313.

Keshta, A. S. (2013). The Effectiveness of a Blended Learning Program on Developing Palestinian Tenth Graders’ English Writing Skills. Education Journal (Vol. 2). Palestina. Retrieved from https://doi.org/10.11648/j.edu.20130206.12

Martyn, M. (2003). The hybrid online model: Good practice. Educause Quarterly, 26(1): 18-23.

Min, W., & Li, J., Z. (2007). Implicit part of process writing academic English writing. US-China Foreign Language, 5(8).

Monaghan, C. (2007). Effective Strategies for Teaching Writing. A Published M. A. Thesis. The Evergreen State College.

Muthoharoh, B., N. (2017). Pengaruh penggunaan teknologi pembelajaran blended learning terhadap hasil belajar menulis teks fungsional pendek bahasa Inggris. DEIKSIS. p-ISSN: 2085-2274, e-ISNN 2502-227X, 09(03),360-373.

Olshtain, E. (2001). Functional tasks for mastering the mechanics of writing and going just beyond. In Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., 207-217). United States. Heinle & Heinle.

Permana, G., Y. (2017). The effect of using blended learning strategy toward the 8 grade students’ writing competency. Journal of Educational Psychology, 1(2), 79-87. Undiksha Press. Retrieved from http://ejournal.undiksha.ac.id/index.php/JoPaI/

Rovai, A. P. (2004). “A constructivist approach to online college learning”. Internet and Higher Education, 7.

Sayed, E, A. A. (2012). The Effect of Using Electronic Portfolios on Developing the English Language Writing Skills for Second Grade Preparatory School Students.

Sayukti, N, K. H. (2014). The effect of guided writing strategy facilitated with short documentary film on writing competency of the eleventh grade students of SMA N 1 Singaraja in academic year 2014/2015. Educational Journal. Singaraja: Undiksha.

Shaykina, O. I (2014). To develop the competence upgrade for teaching English grammar students of technical university. Bulletin of Cheylabinsk State University. Education and Healthcare, 13(342-4), 106-109

Sun, T. (2013). Read me First! A style Guide for the computer industry, chapter one. Second Edition., New Jersey: Prentice Hall.

Tehudi.S.J & Tehudi,S.N. (1999). The English lamguage arts handbook: Classroom strategies for teachers. Portsmouth: Boynton/Cook Publisher,Inc. ERIC Digest, ERIC IDENTIFIER ED 442299.

Tsou, W. L., Wang , W. H., & Li, H.Y. (2002). How computers facilitate English foreign language learners acquire English abstract words. Computer and Education, 39(4): 415-428.

Zhang, W., & Zhu, C. (2017). Review on Blended Learning: Identifying the Key Themes and Categories. International Journal of Information and Education Technology, 7(9), Retrieved from 673–678. https://doi.org/10.18178/ijiet.2017.7.9.952

Downloads

Published

2019-06-18

Issue

Section

Articles