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.
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References
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Gusdiyanto, H., Dwiyogo, W. D., & Adi, S. (2020). Pembelajaran Blended Learning Sosio Antropologi Olahraga untuk Mahasiswa Pendidikan Jasmani dan Kesehatan. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(1), 7. https://doi.org/10.17977/jptpp.v5i1.13115
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Heo, H., Bonk, C. J., & Doo, M. Y. (2022). Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. The Internet and Higher Education, 54(October 2021), 100856. https://doi.org/10.1016/j.iheduc.2022.100856
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Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary School Language Teachers’ Online Learning Engagement During the Covid-19 Pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803–832. https://doi.org/10.28945/4626
Lim, D. H., Morris, M. L., & Kupritz, V. W. (2019). Online Vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Online Learning, 11(2), 809–816. https://doi.org/10.24059/olj.v11i2.1725
Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13(3), 251–258. https://doi.org/10.1016/S1041-6080(02)00092-4
Manurung, G. N., Manurung, K., Mertosono, S. R., & Kamaruddin, A. (2020). Perceptions of efl learners in the implementation of blended learning post-natural disaster at a university in indonesia. Theory and Practice in Language Studies, 10(8), 959–968. https://doi.org/10.17507/tpls.1008.15
Meltem Eryilmaz. (2015). The Effectiveness Of Blended Learning Environments. 8(4), 251–256.
Meşe, E., Sevilen, Ç., & Info, A. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22. http://dergipark.org.tr/jetolDoi:http://doi.org/10.31681/jetol.817680
Navickienė, V., Kavaliauskienė, D., & Pevcevičiūtė, S. (2021). Aspects of Esp Learning Motivation in Tertiary Education. Tiltai, 71(2), 97–108. https://doi.org/10.15181/tbb.v71i2.1103
Pardede, P. (2012). Pardede, Blended Learning for ELT Blended Learning for ELT. Journal of English Teaching, 2(3), 165–178. https://www.researchgate.net/publication/330834033_Blended_Learning_for_ELT
Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2016). The effect of blended instruction on accelerated learning. Technology, Pedagogy and Education, 25(3), 269–286. https://doi.org/10.1080/1475939X.2015.1013977
Patra, I., Hashim Alghazali, T. A., Sokolova, E. G., Prasad, K. D. V., Pallathadka, H., Hussein, R. A., Shanan, A. J., & Ghaneiarani, S. (2022). Scrutinizing the Effects of e-Learning on Enhancing EFL Learners’ Reading Comprehension and Reading Motivation. Education Research International, 2022. https://doi.org/10.1155/2022/4481453
Peng, R., & Fu, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6), 61–74. https://doi.org/10.14742/ajet.6235
Priego, R. G., & Peralta, A. G. (2013). Engagement factors and Motivation in E-Learning and Blended-Learning Projects. ACM International Conference Proceeding Series, 453–460. https://doi.org/10.1145/2536536.2536606
Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71–82. https://doi.org/10.3991/ijet.v15i08.12525
Rahmawan, A. D., & Perianto, E. (2021). Identifying Students’ Problems on Critical Thinking as a Way to Foster Higher Order Thinking Skills. PIONEER: Journal of Language and Literature, 13(2), 260. https://doi.org/10.36841/pioneer.v13i2.1288
Rianto, A. (2020). Blended Learning Application in Higher Education: EFL Learners’ Perceptions, Problems, and Suggestions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(1), 55. https://doi.org/10.21093/ijeltal.v5i1.574
Risten, R., & Pustika, R. (2021). Exploring students’ attitude towards English online learning using MOODLE during COVID-19 pandemic at SMK Yadika Bandarlampung. Journal of English Language Teaching and Learning, 2(1), 8–15. http://jim.teknokrat.ac.id/index.php/english-language-teaching/indeks
Saepul, U., & Manshur, S. (2020). Efektivitas pembelajaran di era new normal terhadap hasil belajar mahasiswa pada mata kuliah matematika diskrit (Effectiveness of Discrete Mathematics Learning in New Normal Era on Student’s Learning Achievement). Uniqbu Journal Of Exact Sciences (UJES), 1(1), 41–45.
Saputri, T., Khan, A. K. B. S., & Kafi, M. A. (2020). Comparison of Online Learning Effectiveness in the Ele During Covid-19 in Malaysia and Indonesia. PIONEER: Journal of Language and Literature, 12(2), 103. https://doi.org/10.36841/pioneer.v12i2.700
Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia - Social and Behavioral Sciences, 32(2010), 321–328. https://doi.org/10.1016/j.sbspro.2012.01.047
Sucaromana, U. (2013). The effects of blended learning on the intrinsic motivation of Thai EFL students. English Language Teaching, 6(5), 141–147. https://doi.org/10.5539/elt.v6n5p141
Surjono, H. D., Muhtadi, A., & Wahyuningsih, D. (2017). The Implementation of Blended Learning in Multimedia Courses for Undergraduate Students in Indonesia. International Journal of Information and Education Technology, 7(10), 783–786. https://doi.org/10.18178/ijiet.2017.7.10.972
Ulfa, M., & Bania, A. S. (2019). EFL student’s motivation in learning English in Langsa, Aceh. Studies in English Language and Education, 6(1), 163–170. https://doi.org/10.24815/siele.v6i1.12860
Van Laer, S., & Elen, J. (2019). The effect of cues for calibration on learners’ self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers and Education, 135(July 2018), 30–48. https://doi.org/10.1016/j.compedu.2019.02.016
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Aleksandra Oletić. (2006). Intrinsic Motivation, Extrinsic Motivation, and Learning English As a Foreign Language. Psychological Reports, 99(7), 813. https://doi.org/10.2466/pr0.99.7.813-818
Alnoori, B., & Obaid, S. (2017). The Effectiveness of 50-50 Blended Learning Method on Teaching Reading Skills in ESL Classroom. International Journal Of Language Academy, 5(8), 288-303.https://doi.org/10.18033/ijla.3805
Anis Chaeruman, U., Wibawa, B., & Syahrial, Z. (2018). Creating a Blended Learning Model for Online Learning System in Indonesia. International Journal of Engineering & Technology, 7(3.36), 156. https://doi.org/10.14419/ijet.v7i3.36.29098
Aristika, A., Darhim, Juandi, D., & Kusnandi. (2021). The effectiveness of hybrid learning in improving of teacher-student relationship in terms of learning motivation. Emerging Science Journal, 5(4), 443–456. https://doi.org/10.28991/esj-2021-01288
Ayu Suci Lestari. (2020). The Impact of Covid-19 Pandemic on Learning Implementation of Primary and Secondary School Levels. 22(7), 117–122.
Buckley, S., Hasen, G., & Ainley, M. (2004). Affective engagement: A person-centred approach to understanding the structure of subjective learning experiences. … for Research in …, January, 1–20. http://publications.aare.edu.au/04pap/buc04762.pdf
Burston, J. (2013). Proving IT Works. CALICO Journal, 20(2), 219–226. https://doi.org/10.1558/cj.v20i2.219-226
Creswell, J. (2002), Educational Research: Planning,Conducting, and Evaluating Quantitative and Qualitative Research, Merrill Prentice-Hall, Upper Saddle River, NJ.
Gusdiyanto, H., Dwiyogo, W. D., & Adi, S. (2020). Pembelajaran Blended Learning Sosio Antropologi Olahraga untuk Mahasiswa Pendidikan Jasmani dan Kesehatan. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(1), 7. https://doi.org/10.17977/jptpp.v5i1.13115
Harandi, S. R. (2015). Effects of e-learning on Students’ Motivation. Procedia - Social and Behavioral Sciences, 181, 423–430. https://doi.org/10.1016/j.sbspro.2015.04.905
Heo, H., Bonk, C. J., & Doo, M. Y. (2022). Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. The Internet and Higher Education, 54(October 2021), 100856. https://doi.org/10.1016/j.iheduc.2022.100856
Ikhwan, E. J., & Widodo, P. (2019). Attitude Conception: The Role of Blended Learning in Environmental Education. Online Submission, 2(6), 53–62. https://doi.org/10.32996/ijllt.2019.2.6.7
Jou, M., Lin, Y. T., & Wu, D. W. (2016). Effect of a blended learning environment on student critical thinking and knowledge transformation. Interactive Learning Environments, 24(6), 1131–1147. https://doi.org/10.1080/10494820.2014.961485
Keller, J. M. (2016). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model. Participatory Educational Research, 3(2), 1–15. https://doi.org/10.17275/per.16.06.3.2
Kirna, I. M., Sudria, I. B. N., & Tegeh, I. M. (2015). Apa Respons Dan Harapan Siswa Sma Tentang Blended Learning? Jurnal Pendidikan Dan Pengajaran, 48(1–3), 15–25. https://doi.org/10.23887/jppundiksha.v48i1-3.6914
Laksana, D. N. L. (2021). Implementation of Online Learning in The Pandemic Covid-19: Student Perception in Areas with Minimum Internet Access. Journal of Education Technology, 4(4), 502. https://doi.org/10.23887/jet.v4i4.29314
Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary School Language Teachers’ Online Learning Engagement During the Covid-19 Pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803–832. https://doi.org/10.28945/4626
Lim, D. H., Morris, M. L., & Kupritz, V. W. (2019). Online Vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Online Learning, 11(2), 809–816. https://doi.org/10.24059/olj.v11i2.1725
Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13(3), 251–258. https://doi.org/10.1016/S1041-6080(02)00092-4
Manurung, G. N., Manurung, K., Mertosono, S. R., & Kamaruddin, A. (2020). Perceptions of efl learners in the implementation of blended learning post-natural disaster at a university in indonesia. Theory and Practice in Language Studies, 10(8), 959–968. https://doi.org/10.17507/tpls.1008.15
Meltem Eryilmaz. (2015). The Effectiveness Of Blended Learning Environments. 8(4), 251–256.
Meşe, E., Sevilen, Ç., & Info, A. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22. http://dergipark.org.tr/jetolDoi:http://doi.org/10.31681/jetol.817680
Navickienė, V., Kavaliauskienė, D., & Pevcevičiūtė, S. (2021). Aspects of Esp Learning Motivation in Tertiary Education. Tiltai, 71(2), 97–108. https://doi.org/10.15181/tbb.v71i2.1103
Pardede, P. (2012). Pardede, Blended Learning for ELT Blended Learning for ELT. Journal of English Teaching, 2(3), 165–178. https://www.researchgate.net/publication/330834033_Blended_Learning_for_ELT
Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2016). The effect of blended instruction on accelerated learning. Technology, Pedagogy and Education, 25(3), 269–286. https://doi.org/10.1080/1475939X.2015.1013977
Patra, I., Hashim Alghazali, T. A., Sokolova, E. G., Prasad, K. D. V., Pallathadka, H., Hussein, R. A., Shanan, A. J., & Ghaneiarani, S. (2022). Scrutinizing the Effects of e-Learning on Enhancing EFL Learners’ Reading Comprehension and Reading Motivation. Education Research International, 2022. https://doi.org/10.1155/2022/4481453
Peng, R., & Fu, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6), 61–74. https://doi.org/10.14742/ajet.6235
Priego, R. G., & Peralta, A. G. (2013). Engagement factors and Motivation in E-Learning and Blended-Learning Projects. ACM International Conference Proceeding Series, 453–460. https://doi.org/10.1145/2536536.2536606
Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71–82. https://doi.org/10.3991/ijet.v15i08.12525
Rahmawan, A. D., & Perianto, E. (2021). Identifying Students’ Problems on Critical Thinking as a Way to Foster Higher Order Thinking Skills. PIONEER: Journal of Language and Literature, 13(2), 260. https://doi.org/10.36841/pioneer.v13i2.1288
Rianto, A. (2020). Blended Learning Application in Higher Education: EFL Learners’ Perceptions, Problems, and Suggestions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(1), 55. https://doi.org/10.21093/ijeltal.v5i1.574
Risten, R., & Pustika, R. (2021). Exploring students’ attitude towards English online learning using MOODLE during COVID-19 pandemic at SMK Yadika Bandarlampung. Journal of English Language Teaching and Learning, 2(1), 8–15. http://jim.teknokrat.ac.id/index.php/english-language-teaching/indeks
Saepul, U., & Manshur, S. (2020). Efektivitas pembelajaran di era new normal terhadap hasil belajar mahasiswa pada mata kuliah matematika diskrit (Effectiveness of Discrete Mathematics Learning in New Normal Era on Student’s Learning Achievement). Uniqbu Journal Of Exact Sciences (UJES), 1(1), 41–45.
Saputri, T., Khan, A. K. B. S., & Kafi, M. A. (2020). Comparison of Online Learning Effectiveness in the Ele During Covid-19 in Malaysia and Indonesia. PIONEER: Journal of Language and Literature, 12(2), 103. https://doi.org/10.36841/pioneer.v12i2.700
Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia - Social and Behavioral Sciences, 32(2010), 321–328. https://doi.org/10.1016/j.sbspro.2012.01.047
Sucaromana, U. (2013). The effects of blended learning on the intrinsic motivation of Thai EFL students. English Language Teaching, 6(5), 141–147. https://doi.org/10.5539/elt.v6n5p141
Surjono, H. D., Muhtadi, A., & Wahyuningsih, D. (2017). The Implementation of Blended Learning in Multimedia Courses for Undergraduate Students in Indonesia. International Journal of Information and Education Technology, 7(10), 783–786. https://doi.org/10.18178/ijiet.2017.7.10.972
Ulfa, M., & Bania, A. S. (2019). EFL student’s motivation in learning English in Langsa, Aceh. Studies in English Language and Education, 6(1), 163–170. https://doi.org/10.24815/siele.v6i1.12860
Van Laer, S., & Elen, J. (2019). The effect of cues for calibration on learners’ self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers and Education, 135(July 2018), 30–48. https://doi.org/10.1016/j.compedu.2019.02.016
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Published
2022-06-30
How to Cite
ABDILLAH, Jibriil Ahmad; SUEB, Sueb.
Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom.
Pioneer: Journal of Language and Literature, [S.l.], v. 14, n. 1, p. 278-297, june 2022.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1706>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v14i1.1706.
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