Hybrid learning of ESP in Agriculture field: Students’ perceptions and learning experiences
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Published:
Apr 6, 2023
Keywords:
hybrid learning, perception, agriculture, ESP, experience, post pandemic
Main Article Content
(1) * Sugeng Susilo Adi
Universitas Brawijaya
Indonesia
(*) Corresponding Author
Abstract
This research has the objective of describing the learning perceptions and experiences of students of the Agro Eco Technology Study Program while attending the English for Specific Purposes (ESP) course that is organized with the mode of hybrid learning. The students who became the subject of this research were those who study at the Kediri campus of Universitas Brawijaya. They are freshmen who had previously for two years experienced full online learning while studying in senior high school. This research used a mixed method, meaning applying both quantitative and qualitative approaches. Data are in the form of survey results and of interview results with several related parties, observations, and other relevant documents. Research results indicated that student perceptions regarding ESP learning were that it is able to improve the English language competence of students. Students found that the learning environment of ESP with hybrid learning was interesting, encouraging, enjoyable, accommodating of active participation, and not at all awkward. In addition, the opportunity given by the lecturer to students to show their work orally by uploading videos to a YouTube channel with the ‘everybody is a YouTuber’ program became a point that is perceived as able to encourage the students. They have positive responses about statements on the issues of attitude, of ease, of aspects of benefits, and of English language skills. The Internet connection that is sometimes unstable only became a minor hindrance.
HIGHLIGHTS:
- In hybrid learning, the group of students who learned in the synchronous online class were all actively participating in learning by always turning on their cameras. They were proud when the lecturer compared them to the students of the main campus of Universitas Brawijaya at City of Malang.
- Students had the opinion that hybrid learning for ESP was conducted in a quite relaxed and not awkward manner. This was even perceived to be easygoing at times.
- The lecturer initiated the ‘everybody is a YouTuber’ program for the students to take advantage of YouTube to show their oral work for the course in the form of a video recording, for which the link was posted on Google Classroom.
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How to Cite
Adi, S. S. (2023). Hybrid learning of ESP in Agriculture field: Students’ perceptions and learning experiences. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1725
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Copyright (c) 2023 Sugeng Susilo Adi
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Farahsani, Y., & Harmanto, M. D. (2022). Teaching Esp Using Myklass in Universitas Muhammadiyah Yogyakarta: Students’ Perception. LLT Journal: A Journal on Language and Language Teaching, 25(2), 639–650. https://doi.org/10.24071/llt.v25i2.2994
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Kern, N. (2013). Technology-integrated English for Specific Purposes lessons: real-life language, tasks, and tools for professionals (p. 87). https://www.academia.edu/4368727/Technology_integrated_English_for_Specific_Purposes_lessons_real_life_language_tasks_and_tools_for_professionals
Leh, A. S. (2002). Action Research on Hybrid Courses and their Online Communities. Educational Media International, 39(1), 31–38. https://doi.org/10.1080/09523980210131204
Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning (1st ed.). Routledge Taylor & Francis Group. connecting-with-elearning.com
López-Zurita, P. (2022). Impact of COVID-19 in an ESP course: An unforeseen adaptation to distance teaching. Didacticae: Revista de Investigación En Didácticas Específicas, 11, 42–58. https://doi.org/10.1344/did.2022.11.42-58
Ngo, H. T. P. (2010). Introduction to Establishing a Hybrid Learning Course: An Interactive PDF Module for the Vietnamese Teachers of English at CEFALT 1. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/40e8f96e-0760-40f1-8f4f-48a1decf03fd/content
Pesen, A., & Oral, B. (2016). The effect of blended learning approach on academic success and motivation of teacher candidates. Elektronik Sosyal Bilimler Dergisi, 15(58). https://doi.org/10.17755/esosder.85356
Priess-Buchheit, J. (2020a). Synchronous hybrid learning in times of social distancing: A report and case study on benefits, trainer’s challenges, and guidelines. 356–364. www.ijier.net
Qanash, S., Al-Husayni, F., Alemam, S., Alqublan, L., Alwafi, E., Mufti, H. N., Qanash, H., Shabrawishi, M., & Ghabashi, A. (2020a). Psychological Effects on Health Science Students After Implementation of COVID-19 Quarantine and Distance Learning in Saudi Arabia. Cureus. https://doi.org/10.7759/cureus.11767
Rao, P. S. (2019). The Importance of Speaking Skills in English Classrooms. www.acielj.com
Ricee, S. (2020, August 18). Why is Learning Experience Important? Diversity for Social Impact. https://diversity.social/learning-experience-important
Robinson, P. C. (1980). ESP (English for Specific Purposes): the present position. Pergamon. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55.))/reference/referencespapers.aspx?referenceid=2487135
Rochman, C., Nasrudin, D., Rokayah, R., Mulyani, S., Pertiwi, C. S. R., & Ginanjar, G. (2020a). Distance Learning During the Covid-19 Pandemic: Strengthening of Character, Productivity, and Stem Competency. Jurnal Pena Sains, 7(2), 130–140. https://doi.org/10.21107/jps.v7i2.8261
Rusman, Amali, N., & Rahmayani, R. F. I. (2020). Does the hybrid learning model affect student outcomes in thermochemistry? Journal of Physics: Conference Series, 1460(1), 012097. https://doi.org/10.1088/1742-6596/1460/1/012097
Sahar, N. E. (2020). COVID-19 Pandemic and Hybrid Learning System. www.educcon.org
Sammons, P., & Davis, S. (2017). Mixed Methods Approaches and their Application in Educational Research Chapter. The BERA/Sage Handbook of Educational Research (Vol. 1). Sage. https://ora.ox.ac.uk/objects/uuid:911edb21-8f0a-455c-93cb-f35da23b8fc8/download_file?file_format=application%2Fpdf&safe_filename=Mixed%2BMethods%2BApproaches%2Band%2Btheir%2BApplication%2Bin%2BEducational.pdf&type_of_work=Book+section
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Skill, T. D., & Young, B. A. (2002). Embracing the Hybrid Model: Working at the Intersections of Virtual and Physical Learning Spaces. ERIC. https://eric.ed.gov/?id=EJ661306
Tabor, S. W. (2007). Narrowing the Distance: Implementing a Hybrid Learning Model for Information Security Education. ERIC, 8(1), 47–57. https://eric.ed.gov/?id=EJ875051
Takino, M. (2020). Power in International Business Communication and Linguistic Competence: Analyzing the Experiences of Nonnative Business People Who Use English as a Business Lingua Franca (BELF). International Journal of Business Communication, 57(4), 517–544. https://doi.org/10.1177/2329488417714222
Terrell, S. (2015). Mixed-Methods Research Methodologies. The Qualitative Report. https://doi.org/10.46743/2160-3715/2012.1819
Thurston, W. E., Cove, L., & Meadows, L. M. (2008). Methodological congruence in complex and collaborative mixed method studies. International Journal of Multiple Research Approaches, 2(1), 2–14. https://doi.org/10.5172/mra.455.2.1.2
Tuckman, B. W. (2002). Evaluating ADAPT: a hybrid instructional model combining Web-based and classroom components. Computers & Education, 39(3), 261–269. https://doi.org/10.1016/S0360-1315(02)00045-3
Agosto, D. E., Copeland, A. J., & Zach, L. (2013). Testing the benefits of blended education: Using social technology to foster collaboration and knowledge sharing in face-to-face LIS courses. Journal of education for library and information science, 94-107. https://files.eric.ed.gov/fulltext/EJ1074116.pdf
AlNajdi, S. (2014, March). Hybrid learning in higher education. In Society for Information Technology & Teacher Education International Conference (pp. 214-220). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/130744/
Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300
Beer, T. (2021). Developing a hybrid model for ESL learners in HEIs in the UAE. https://bspace.buid.ac.ae/handle/1234/1902
Bozdo, R., & Banushi, X. (2022a). Post-pandemic students’ behavior in HEIs. https://www.researchgate.net/publication/363107089
Caruth, G. D. (2013). Demystifying Mixed Methods Research Design: A Review of the Literature. Mevlana International Journal of Education (MIJE), 3(2), 112–122. https://doi.org/10.13054/mije.13.35.3.2
Doering, A. (2006). Adventure Learning: Transformative hybrid online education. Distance Education, 27(2), 197–215. https://doi.org/10.1080/01587910600789571
Dooly, M., & Moore, E. (2017). Introduction: qualitative approaches to research on plurilingual education. In Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 1–10). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.emmd2016.618
Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher Education, Blended Learning and The Generations: Knowledge is Power¬ No More. https://www.e-teaching.org/materialien/literatur/dziubanmoskalhartman2005
Mansour, B., & Mupinga, D. M. (2007). Students’ Positive and Negative Experiences in Hybrid and Online Classes. ERIC, 41(1), 7. https://eric.ed.gov/?id=EJ765422
Eliveria, A., Serami, L., Famorca, L. P., & Cruz, J. S. D. (2019). Investigating students’ engagement in a hybrid learning environment. IOP Conference Series: Materials Science and Engineering, 482(1). https://doi.org/10.1088/1757-899X/482/1/012011
Ellis, A. K. (2017). Teaching, Learning, & Assessment Together. Routledge. https://doi.org/10.4324/9781315854366
Eyal, L. (2021). Hybrid learning spaces-a three-fold evolving perspective Teacher education of excellent students View project The Connections project View project Hybrid learning spaces-a three-fold evolving perspective. https://doi.org/10.13140/RG.2.2.30059.26407
Fallatah, S. A. (2021). Senior interior design students’ perceptions about distance learning in the shadow of COVID-19. Journal of Public Health Research, 9(s1). https://doi.org/10.4081/jphr.2020.1914
Farahsani, Y., & Harmanto, M. D. (2022). Teaching Esp Using Myklass in Universitas Muhammadiyah Yogyakarta: Students’ Perception. LLT Journal: A Journal on Language and Language Teaching, 25(2), 639–650. https://doi.org/10.24071/llt.v25i2.2994
Garnham, C., & Kaleta, R. (2002). Introduction to Hybrid Courses. http://www.uwm.edu/Dept/LTC/hybridcourses.html.
Goldhaber, D., Kane, T. J., Mceachin, A., Morton, E., Patterson, T., & Staiger, D. O. (2022). The Consequences of Remote and Hybrid Instruction During the Pandemic. https://cepr.harvard.edu/files/cepr/files/5-4.pdf?m=1651690491
Gyamfi, G., & Sukseemuang, P. (2018). EFL learners’ satisfaction with the online learning program, Tell Me More. Turkish Online Journal of Distance Education, 19(1), 183-202. https://doi.org/10.17718/tojde.382798
Hazari, A. (2014, January 20). Learning Curve: student perceptions have a huge impact on understanding. South China Morning Post. https://www.scmp.com/lifestyle/family-education/article/1407745/learning-curve-student-perceptions-have-huge-impact?module=perpetual_scroll_0&pgtype=article&campaign=1407745
Javid, Z. C. (2013). English for Specific Purposes: Its Definition, Characteristics, Scope and Purpose. European Journal of Scientific Research (Vol. 112). http://www.europeanjournalofscientificresearch.com
Kern, N. (2013). Technology-integrated English for Specific Purposes lessons: real-life language, tasks, and tools for professionals (p. 87). https://www.academia.edu/4368727/Technology_integrated_English_for_Specific_Purposes_lessons_real_life_language_tasks_and_tools_for_professionals
Leh, A. S. (2002). Action Research on Hybrid Courses and their Online Communities. Educational Media International, 39(1), 31–38. https://doi.org/10.1080/09523980210131204
Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning (1st ed.). Routledge Taylor & Francis Group. connecting-with-elearning.com
López-Zurita, P. (2022). Impact of COVID-19 in an ESP course: An unforeseen adaptation to distance teaching. Didacticae: Revista de Investigación En Didácticas Específicas, 11, 42–58. https://doi.org/10.1344/did.2022.11.42-58
Ngo, H. T. P. (2010). Introduction to Establishing a Hybrid Learning Course: An Interactive PDF Module for the Vietnamese Teachers of English at CEFALT 1. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/40e8f96e-0760-40f1-8f4f-48a1decf03fd/content
Pesen, A., & Oral, B. (2016). The effect of blended learning approach on academic success and motivation of teacher candidates. Elektronik Sosyal Bilimler Dergisi, 15(58). https://doi.org/10.17755/esosder.85356
Priess-Buchheit, J. (2020a). Synchronous hybrid learning in times of social distancing: A report and case study on benefits, trainer’s challenges, and guidelines. 356–364. www.ijier.net
Qanash, S., Al-Husayni, F., Alemam, S., Alqublan, L., Alwafi, E., Mufti, H. N., Qanash, H., Shabrawishi, M., & Ghabashi, A. (2020a). Psychological Effects on Health Science Students After Implementation of COVID-19 Quarantine and Distance Learning in Saudi Arabia. Cureus. https://doi.org/10.7759/cureus.11767
Rao, P. S. (2019). The Importance of Speaking Skills in English Classrooms. www.acielj.com
Ricee, S. (2020, August 18). Why is Learning Experience Important? Diversity for Social Impact. https://diversity.social/learning-experience-important
Robinson, P. C. (1980). ESP (English for Specific Purposes): the present position. Pergamon. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55.))/reference/referencespapers.aspx?referenceid=2487135
Rochman, C., Nasrudin, D., Rokayah, R., Mulyani, S., Pertiwi, C. S. R., & Ginanjar, G. (2020a). Distance Learning During the Covid-19 Pandemic: Strengthening of Character, Productivity, and Stem Competency. Jurnal Pena Sains, 7(2), 130–140. https://doi.org/10.21107/jps.v7i2.8261
Rusman, Amali, N., & Rahmayani, R. F. I. (2020). Does the hybrid learning model affect student outcomes in thermochemistry? Journal of Physics: Conference Series, 1460(1), 012097. https://doi.org/10.1088/1742-6596/1460/1/012097
Sahar, N. E. (2020). COVID-19 Pandemic and Hybrid Learning System. www.educcon.org
Sammons, P., & Davis, S. (2017). Mixed Methods Approaches and their Application in Educational Research Chapter. The BERA/Sage Handbook of Educational Research (Vol. 1). Sage. https://ora.ox.ac.uk/objects/uuid:911edb21-8f0a-455c-93cb-f35da23b8fc8/download_file?file_format=application%2Fpdf&safe_filename=Mixed%2BMethods%2BApproaches%2Band%2Btheir%2BApplication%2Bin%2BEducational.pdf&type_of_work=Book+section
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Skill, T. D., & Young, B. A. (2002). Embracing the Hybrid Model: Working at the Intersections of Virtual and Physical Learning Spaces. ERIC. https://eric.ed.gov/?id=EJ661306
Tabor, S. W. (2007). Narrowing the Distance: Implementing a Hybrid Learning Model for Information Security Education. ERIC, 8(1), 47–57. https://eric.ed.gov/?id=EJ875051
Takino, M. (2020). Power in International Business Communication and Linguistic Competence: Analyzing the Experiences of Nonnative Business People Who Use English as a Business Lingua Franca (BELF). International Journal of Business Communication, 57(4), 517–544. https://doi.org/10.1177/2329488417714222
Terrell, S. (2015). Mixed-Methods Research Methodologies. The Qualitative Report. https://doi.org/10.46743/2160-3715/2012.1819
Thurston, W. E., Cove, L., & Meadows, L. M. (2008). Methodological congruence in complex and collaborative mixed method studies. International Journal of Multiple Research Approaches, 2(1), 2–14. https://doi.org/10.5172/mra.455.2.1.2
Tuckman, B. W. (2002). Evaluating ADAPT: a hybrid instructional model combining Web-based and classroom components. Computers & Education, 39(3), 261–269. https://doi.org/10.1016/S0360-1315(02)00045-3