The effects of blended learning to students’ speaking ability

Abstract

This paper describes a structured attempt to investigate the effect of blended learning through the application of WebQuest project tasks embedded in a modified conventional teaching model to students' speaking ability in a vocational college. Participants were 51 (27 males and 24 females) thirdsemester students enrolled in a three-year diploma program in Tourism and Travel Business at one public higher education institution in Bali. Data was collected through the procedure of planning, action, observation, and reflection. Results from the pretest-posttest control group design were evaluated by paired t-tests and a mixed design ANCOVA (analysis of covariance) in order to identify any statistically significant improvements following the intervention. Meanwhile, qualitative data was analyzed based on the whole observation of the action and the result of the questionnaires. Findings revealed that the students participating in the treatment were significantly improved in terms of English speaking ability, and the improvement was also supported by their increased learning motivation and interest. Suggestions for successful online WebQuest-integrated instruction are provided.

Can the Modified-Conventional Teaching Method be Effective for Motivating Students’ Foreign Language Context?

“…According to Ali and Abdallaabdalganaem [1] integration of technology in education has increasingly become an important concern in education not only in developed countries, but in developing countries as well. Integrating technology to classroom instruction is in line with the research done by Ginaya et al [2] entitles the effects of blended learning to students' speaking ability as study of utilizing technology to strengthen conventional face-to-face instruction. Delors (1966) in Marhaeni [3] reported their results of investigation to the United Nations through the article entitles "Learning the Treasure Within".…”

“…In this 21 st century, the education is getting more and more important in order to assure the learner participants possess learning skill and to innovate, the competency in using technology and information media and are able to work and survive by utilizing the competencies (life skills) [3]). Therefore, the 21 century's competencies are including (1) life and career skills, (2) learning and innovation skills, and (3) information media and technology skills [3]. Trilling and Fadel, 2009 in Marhaeni [3] stated that the three skills are summarized into a scheme which is called the 21 st century knowledge-skills rainbow.…”

Application of self-evaluation and co-evaluation on learning processes

“…Is one of the main scenarios for promoting the development and implementation of communicative competences of an interpretative, argumentative and purposeful nature, as well as critical thinking, competencies that are related to Training citizen (González & González 2014;Ginaya et al, 2018) However, at the time of applying this coevaluative exercise with students and teachers, a positive attitude will be shown generating attitudes, criticisms of solidarity and dialogue where the end the primary of this working technique is to evaluate and rescue aspects that are relevant.…”

Teaching strategies and technology integration in developing blended learning of applied mathematics subject

“…E-learning is a learning media that utilizes the use of computers, or electronic equipment such as smartphones (Altbach & Knight, 2007;Laurillard, 2005). In the education process, the application of e-learning can be focused on the needs of students and not on the needs of instructors, or educational institutions (Pande et al, 2016;Subramanian, 2016;Ginaya et al, 2018). Unfortunately, e-learning only focuses on the presentation of physical classroom-based learning content via the Internet and tends to be a repetition or compilation of an online version of a class-based course (Singh, 2003).…”