PERCEIVED IMPACTS ON THE USE OF BLENDED LEARNING IN ENGLISH MATRICULATION CLASSES ON LEARNER'S WRITING PERFORMANCE

Derita Bologi (2022) PERCEIVED IMPACTS ON THE USE OF BLENDED LEARNING IN ENGLISH MATRICULATION CLASSES ON LEARNER'S WRITING PERFORMANCE. Final Year Projects (S1) thesis, Universitas Kristen Duta Wacana.

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Abstract

Penelitian ini bertujuan untuk menyelidiki penggunaan kegiatan blended learning di kelas matrikulasi bahasa Inggris dan untuk mengeksplorasi dampak yang dirasakan guru pada penggunaan blended learning pada kinerja menulis peserta didik. Penelitian ini melibatkan tiga guru matrikulasi bahasa Inggris dalam wawancara dan observasi kelas. Berdasarkan hasil wawancara dan observasi, dihasilkan lima tema berdasarkan analisis tematik. Pertama, kegiatan asinkron, dan sinkron dalam pengajaran di kelas. Kedua, penggunaan kegiatan asinkron dan sinkron untuk menilai kinerja menulis peserta didik. Ketiga, blended learning secara positif meningkatkan nilai menulis siswa. Keempat, blended learning meningkatkan perbendaharaan kosakata pelajar. Yang terakhir adalah blended learning mengembangkan pemikiran kritis peserta didik melalui tulisan mereka. Hasil penelitian menunjukkan bahwa blended learning dapat diimplementasikan dengan menggabungkan kegiatan asynchronous dan synchronous, blended learning dapat digunakan untuk menilai pemahaman peserta didik, dan blended learning memberikan dampak positif pada kinerja menulis peserta didik. Temuan penelitian ini memberikan saran untuk penelitian masa depan di bawah bidang yang sama dari penelitian ini. This study aimed to investigate the uses of blended learning activities in English matriculation classes and to explore teachers’ perceived impacts on the use of blended learning on learners’ writing performance. This study involved three English matriculation teachers in an interview and class observation. Based on the interview and observation results, five themes were generated based on thematic analysis. The First theme is asynchronous, and synchronous activities in class activities. The second theme is the use of asynchronous and synchronous activities to assess the learners’ writing performance. The third theme is blended learning positively improves the learners’ writing scores. The fourth theme is blended learning enhances the learners’ vocabulary repertoire. The last is in regard to blended learning to improve the learners’ critical thinking through their writing. The result of the study suggests that blended learning can be implemented by combining asynchronous and synchronous activities, blended learning can be used to assess the learners' understanding, and blended learning gives a positive impact on learners’ writing performance. This study also provides suggestions for future studies in the same areas.

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