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All Journal RETORIKA: Jurnal Ilmu Bahasa Lingua Cultura Englisia Journal LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Jurnal Pengabdian Pada Masyarakat Dinamisia: Jurnal Pengabdian Kepada Masyarakat WIDYA LAKSANA VELES Voices of English Language Education Society Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies)
Sebastianus Menggo
Universitas Katolik Indonesia Santu Paulus Ruteng
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
BLENDED LEARNING IN ESL/EFL CLASS Sebastianus Menggo; Hieronimus Canggung Darong
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i1.4159

Abstract

Blended learning requires digital technology transformation for lecturers and students, up-to-date teaching methods, flexible learning processes, the effectiveness of time, space, budget, learning motivation, learning autonomy, all of which contribute to improving student learning achievement. However, current empirical research results do not support the claim that blended learning improves students' English proficiency and learning autonomy. Evidence shows that the blended learning has an effect on students' English competence, learning autonomy, motivation, and ICT literacy. For this article, the effect of blended learning in ESL/EFL was investigated and defined. This study is a quantitative explanatory research type with a pre-test and post-test design. The research participants were 198 students from the Department of Primary School Teacher Education, Universitas Katolik Indonesia Santu Paulus Ruteng. Seventy-four participants were chosen as samples using a random sampling method. Data was taken by test and non-test, and data was then analysed by a software program called SPSS 22.0. Twelve blended learning sessions, including six sessions in face-to-face settings and six sessions, are done virtually through the Zoom application. The results show that blended learning strengthens English student competence (the mean score on the post-test = 82.57), learning autonomy (88.57%), learning motivation (80%), and ICT literacy (71.43%).
Co-Authors Agnetis Basir Arnoldus Helmon Eliterius Sennen Fatmawati Fatmawati Hendrikus Midun Hieronimus Canggung Darong Inosensius Sutam Leonardus Par Mariana Jediut Ni Wayan Krismayani Pius Pandor Rizki Adiputra Taopan Robertus Ansi Sabina Ndiung Stanislaus Guna Tobias Gunas Yakobus Sandiawan Asman Yosefina Helenora Jem Yosefina Helenora Jem Yosefina Rosdiana Su Yustus Sentus Halum