Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Abstract

As the situation of the Covid-19 pandemic in Indonesia is gradually recovering, schools may reopen for limited face-to-face learning under particular measures during this transition period to the post-pandemic. This study aims to describe the implementation of blended learning and student motivation in secondary schools in limited face-to-face classes. This qualitative study collected the data through observation and questionnaires, involving two classes of junior high school students (N=70) of one urban public school in Sidoarjo, East Java, where blended learning was mandatory during the transition period. The results show a clear difference between the two modes; students who participated during the in-person learning session are more enthusiastic, engaged, and active during teaching and learning activities, while students who studied at home seemed quieter and less motivated to learn during the blended learning session. Students further considered blended learning as a way to increase their learning motivation. They were more interested in the subject and had an easier way to find material online. Furthermore, various types of activities such as group and pair work, collaborative learning, and individual learning can be used to increase students’ engagement and interests during communicative language practice. The extrinsic and intrinsic factors of students as learning drivers should be considered by the teacher before applying certain learning methods and learning approaches, especially for English learning after the pandemic.

Investigating Efl Students’ Satisfaction and Expectation in Virtual Learning Environments

“…Therefore, the students expect that in blended learning, the learning resources could be the same as in online learning, but the material should be more detailed. This was consistent with the statement from Abdillah and Sueb (2022) that the learning resources should be more detailed and appropriate. Thus, from this result, the students could get a better learning experience for blended learning, especially for online learning.…”

“…Therefore, the students expect blended learning to be more faceto-face with a more material explanation. It was supported by Abdillah and Sueb (2022) that the teacher should explain the material in more detail and be better (Rahmi et al, 2021).…”

“…Furthermore, the study conducted by Rahmi et al (2021) stated that students expect blended learning to be better for online discussion, lecturer's role, and facilitation, such as internet connection. The study by Abdillah and Sueb (2022) stated that students had high expectations of blended learning in the post-pandemic era, such as learning indicators and material development. Thus, based on previous studies, there is no study explained the EFL junior high school students' online learning satisfaction during the COVID-19 pandemic and the students' expectation of blended learning in the post-pandemic era using factors of students' satisfaction by Bolliger and Martindale (2004): instructor, interaction, technology, and learning resources.…”