Blended learning innovation of social media based active English during the COVID-19 pandemic

Abstract

This study aims to describe the implementation of blended learning innovation of social mediabased (sosmed-based) English teaching in improving students' active English skill during the Covid19 Pandemic. The innovation was made by implementing the Communicative Approach which integrated elearning platforms including Be-Smart, Zoom, and Google Classroom with social media (YouTube, Instagram, Facebook). The indicators of active English skill are: students' activeness, self-confidence, and creativity and innovation in producing and uploading the videos of English practice to the social media during English classes. This research used the qualitative approach with the case study type. The subjects were PTE students of classes 2A, B, C, and D, Faculty of Education, Yogyakarta State University in the academic year of 2019-2020. The subjects were one lecturer and eight students established by using the purposive sampling technique. This study was conducted from January to April 2020. The data were collected though observation, interviews, field notes, and documentation. The data analysis used the interactive analysis form Miles and Huberman. The result shows that the innovation of blended learning in sosmed-based active English class which used the Communicative Approach integrated e-learning platforms of Be-Smart, Zoom, and Google Classroom with social media (YouTube, Instagram, Facebook) could improve active English skill of the students in Covid19 pandemic. This can be seen from the students' activeness and self-confidence, creativity and innovation in producing and uploading the videos of English practice because they need a number of likes, views, and subscribers so it could naturally motivate them to do their best in order to improve their motivation and active English skill.

English language teaching and learning during Covid-19: A global perspective on the first year

“…In this regard, for the speaking skill to develop in emergency online teaching, synchronous online discussion sessions with proper task negotiation, task planning and other teaching methods such as question and answer sessions was reported to increase students' speaking skills (Rinekso & Muslim, 2020). Also, social media-based blended teaching contributed positively to improving the active English skills of the students during the pandemic (Mustadi et al, 2021).…”

“…The interactive course environment improved not only their language skills but also their ICT skills (Aji et al, 2020;Rahman, 2020). The students' tendency to adapt to online learning was also enhanced by social media; this helped to focus the online learning community, in which they reproduced linguistic content by making use of free online resources and were involved in social interaction with their peers and teachers (Krishan et al, 2020;Mustadi et al, 2021). It was also reported that another aspect the students regarded positively is that online learning was appropriate for visually-impaired students, who were learning English remotely at home (Hamid, 2020).…”

Elevating Language Acquisition through Deep Learning and Meaningful Pedagogy in an AI-Evolving Educational Landscape

“…AI provides personalized learning experiences, adapts to students' needs, and offers instant feedback . It enhances accessibility, making language learning available to a wider audience (Mustadi, Annisa, & Mursidi, 2021). AI can also analyze vast amounts of data to identify trends and areas where students struggle (Gruber, Matt, & Leier, 2023).…”

TV serials and movies to boost intercultural communicative competence in Turkish EFL context

“…As indicated in this study and as research in the field proves, a lot of students at the tertiary level usually prefer to watch popular American TV serials or soap operas as they are shorter than a movie. Needless to say, media that can be exploited as an audiovisual instructional material reflect real-life situations in which the real language is used in contextualized settings (Mustadi, Annisa, & Mursidi, 2021;Tomlinson, 2019;Wu, Lin, Marek, & Ou Yang, 2021).…”