The impact of hybrid learning in teaching English for Business Communication in Vocational Higher Education of Indonesia

Abstract

Some studies have been undertaken to decide the impact of hybrid learning on outcomes in higher education settings, with findings indicating that hybrid learning increases student performance more than distant learning or normal face-to-face instruction. This paper focuses on the students’ perspective on the impact of hybrid learning-based instruction in teaching English for Business Communication in Vocational Higher Education of Indonesia. This study is ex post facto research that aims to find the causes that allow changes in behavior, symptoms, or phenomena caused by an event, behavior, or things that cause changes in the independent variables which have occurred. This study employed a case study using students’ reflection journals and online questionnaires to seventy-five students of Business English for Communication class of the Vocational Higher Education in Makassar, South Sulawesi, Indonesia. Data were analyzed descriptively. In analyzing the data, the researcher used thematic analysis and content analysis. Data analysis steps are data familiarization, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. This study showed that students perceived the hybrid learning improved students’ technology competence, collaboration participation, and engagement, motivation, self-confidence. The impact of hybrid learning in teaching English for Business Communication can be categorized into three highly impacted, moderately impacted, and lowly impacted on students, attitude, skills and competence, and motivation. This study claims that the more positive students are toward hybrid learning education in the classroom, the higher their English for Business Communication performance. This research improves scholarly understanding of hybrid learning instruction in Indonesian Vocational Higher Education when teaching English for Business Communication.

The Correlation between Students' Preferences and English Achievement in Hybrid Learning during Covid-19 Pandemic

“…This finding also in line with the research done by Birbal et al (2018) that found teachers and students are satisfied with hybrid learning when they realize the environment, as a result it can improve their learning achievement since they more easily participate with their peers and teachers. Hybrid learning can enhance students' creativity, motivation, independent, confident, participation and engagement (Musdariah et al, 2021). In light with the findings, it could be summarized that most of the participants prefer to learn English in hybrid learning to fully online learning since they like the integration of limited face-to-face learning that used traditional methods and online learning that used modern tools in teaching and learning activities.…”

“…There are some studies related to hybrid learning have been conducted in learning English in the pandemic era context. The study done by Musdariah et al (2021) found that hybrid learning could improve not only the students' understanding of English materials, but also their collaboration, participation, technology competency, engagement, motivation and confident. Sukiman et al (2021) found that the application of hybrid learning in learning English is effective at the higher education level amid the pandemic.…”

DIY (Do-It-Yourself) English Language Learning and Practice at Universitas Negeri Makassar

“…In this globalization era, English is chosen as the international business language to reach business agreements. So that having good communication skills in English is considered to make it easier for them, especially business people and politicians, besides that English also has a central role in the intellectual and emotional development of students and is a supporter of success in studying various fields of study including English (Musdariah et al, 2021).…”

Blended-Learning Training and Evaluation: A Qualitative Study

“…In Indonesia, in the context of students, blended learning was adopted to investigate students' perception (Rianto, 2020), attitude (Muhayyang et al, 2021), responses (Tarihoran, 2020), its effectiveness for students (Rachmadtullah et al 2020), etc. Meanwhile, other studies implemented blended learning to find lecturers' perspectives (Mulyadi et al, 2020), participation (Shamad & Wekke, 2019), attitude (Musdariah et al, 2020), and so on. Others were concerned with blended learning instructional design, such as Chaeruman et al (2020), Munthe et al (2021) and Suartama et al (2019).…”