Blended learning intervention on the students’ reading comprehension achievement with different personality traits
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(1) * Balqis Husain
Universtias Pendidikan Indonesia
Indonesia
(2) Sri Setyarini Wardiman Universitas Pendidikan Indonesia
Indonesia
(3) Pupung Purnawarman Universitas Pendidikan Indonesia
Indonesia
(4) Zulhasmi Abasa Universitas Pasifik Morotai
Indonesia
(*) Corresponding Author
Abstract
Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.
HIGHLIGHTS :
- The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models
- Blended learning model was generally regarded as ineffective due to the N gain score less than 40%
- Blended learning model as a multi-way instructional models that accommodate students’ needs.
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References
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Daughenbaugh, R., Daughenbaug, L., Surry, D., & Islam, M. (2002). Personality type and online versus in-class course satisfaction: A study of student personality types showed surprising preferences for the medium of instruction. EDUCAUSE Quarterly, 25(3), 71–72.
Ehrman, M., & Oxford, R. (1990). Adult Language Learning Styles and Strategies in an Intensive Training Setting. The Modern Language Journal, 74(3), 311–327. https://doi.org/10.1111/j.1540-4781.1990.tb01069.x
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Mofrad, E. Z. (2017). Enhancing EFL Learners’ Writing Capability in a Blended Learning Environment: The Effects of Learning Styles. International Journal of English Language & …, 5(3), 201–209. https://www.academia.edu/download/55545232/23-5-3-17.pdf
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
Rybushkina, S., & Krasnova, T. (2015). Key Factors to Use Blended Learning in Teaching Foreign Languages in Russian Engineering Universities. EDULEARN15 Proceedings. http://library.iated.org/view/RYBUSHKINA2015KEY
Saeheng, P. (2017). A Study of e-Learning, Blended learning, and Traditional Teaching Methods to Motivate Autonomous Learning in English Reading Comprehension of Thais Learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 1. https://doi.org/10.21093/ijeltal.v2i1.36
Schechter, R. L., Kazakoff, E. R., Bundschuh, K., Prescott, J. E., & Macaruso, P. (2017). Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program. Reading Psychology, 38(6), 553–579. https://doi.org/10.1080/02702711.2017.1306602
Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education, 49, 396–413. https://doi.org/10.1016/j.compedu.2005.09.004
Smaldino, S. E., Lowther, D. L., & Mims, C. (2018). Instructional Technology and Media for Learning (12th Editi). Pearson Education, Inc.
Sulisworo, D., Ishafit, & Firdausy, K. (2016). The Development of Mobile Learning Application Using Jigsaw Technique. International Journal of Interactive Mobile Technologies, 10(3), 11–16. https://doi.org/10.3991/ijim.v10i3.5268
Tsai, C. C. (2008). The preferences toward constructivist Internet-based learning environments among university students in Taiwan. Computers in Human Behavior, 24(1), 16–31. https://doi.org/10.1016/j.chb.2006.12.002
Varela, O. E., James, J., & III, C. (2012). Online learning in management education : an empirical study of the role of personality traits. Journal of Computing in Higher Education, 24(3), 209–225. https://doi.org/10.1007/s12528-012-9059-x
Vaughan, N. (2014). Student engagement and blended learning: Making the assessment connection. Education Sciences, 4(4), 247–264. https://doi.org/10.3390/educsci4040247
Watson, J., Powell, A., Staley, P., Patrick, S., Horn, M., Fetzer, L., Hibbard, L., Oglesby, J., & Verma, S. (2020). Teacher education and K-12 online learning. In The International Association for K–12 Online Learning (Issue July). http://files.eric.ed.gov/fulltext/ED560788.pdf
Wilz, B. (2000). Relationship between Personality Type and Grade Point Average of Technical College Students [University of Wisconsin-Stout]. https://minds.wisconsin.edu/bitstream/handle/1793/39781/2000wilzb.pdf?sequence=1
Zhao, Y., Lei, J., Yan, B.,& Tan, S. (2004). What makes the difference? A practical analysis of research on the effectiveness of distance education. Available online at http://ott.educ.msu.edu/literature/report.pdf. Teachers College Record, 107(8), 1836–1884.
Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On’, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. SSRN Electronic Journal, 4(2), 501–519. https://doi.org/10.2139/ssrn.3555520
Zhou, R., & Chen, D. (2021). Assessing Students ’ Perceptions of Blended Learning during the COVID-19 Pandemic1 Pandemic 1. NACTA Journal, 65(936), 50–56. https://www.researchgate.net/profile/Danhong-Chen-2/publication/355378429_Assessing_Students’_Perceptions_of_Blended_Assessing_Students’_Perceptions_of_Blended_Learning_during_the_COVID-19_Pandemic/links/616d81d3b90c51266263f7bc/Assessing-Students-Percept
Anders, V. D. (2002). The influence of affective variables on ESL/EFL learning and teaching. The Journal of the Imagination in Language Learning and Teaching, 7, 1–5.
Basri, M., Husain, B., & Modayama, W. (2020). University Students ’ Perceptions in Implementing Asynchronous Learning During Covid-19 Era. METATHESIS Journal of English Language, Literature, and Teaching, 4(3), 263–276. https://doi.org/10.31002/metathesis.v4i3.2734
Berenson, R., Boyles, G., & Weaver, A. (2008). Emotional Intelligence as a Predictor for Success in Online Learning. International Review of Research in Open and Distance Learning, 9(2), 1–17.
Birgani, M. B., & Kheirzadeh, S. (2018a). Exploring the Effectiveness of Blended Learning in Improving Reading Comprehension among Iranian EFL Students. Journal of Applied Linguistics and Language Research, 5(1), 106–120.
Birgani, M. B., & Kheirzadeh, S. (2018b). Exploring the Effectiveness of Blended Learning in Improving Reading Comprehension among Iranian EFL Students. Journal of Applied Linguistics and Language Research, 5(1), 106–120. www.jallr.com
Bolliger, D. U., Elizabeth, W., & Erichsen, A. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type. Canadian Journal of Learning and Technology, 39(1), 1–23. https://doi.org/https://doi.org/10.21432/T2B88W
Daughenbaugh, R., Daughenbaug, L., Surry, D., & Islam, M. (2002). Personality type and online versus in-class course satisfaction: A study of student personality types showed surprising preferences for the medium of instruction. EDUCAUSE Quarterly, 25(3), 71–72.
Ehrman, M., & Oxford, R. (1990). Adult Language Learning Styles and Strategies in an Intensive Training Setting. The Modern Language Journal, 74(3), 311–327. https://doi.org/10.1111/j.1540-4781.1990.tb01069.x
Ellis, R. (2004). 21 individual differences in second language learning. The handbook of applied linguistics (p. 525).
Graff, M. (2003). Individual Differences in Sense of Classroom Community in a Blended Learning Environment. Journal of Educational Media, 28(2–3), 203–210. https://doi.org/10.1080/1358165032000165635
Hamilton, V. R. (2018). Blended learning and second language acquisition in the classroom. University of Northern Iowa.
Harrington, R., & Loffredo, D. A. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. Internet and Higher Education, 13(1–2), 89–95. https://doi.org/10.1016/j.iheduc.2009.11.006
Hilliard, A. T. (2015). Global Blended Learning Practices For Teaching And Learning, Leadership, And Professional Development. Journal of International Education Research (JIER), 11(3), 179–188. https://doi.org/10.19030/jier.v11i3.9369
Horn, B. M. B., & Staker, H. (2011). The Rise of K – 12 Blended leaRning. In Most (Vol. 21, Issue January). http://www.innosightinstitute.org
Keller, H., & Karau, S. J. (2013). The importance of personality in students ’ perceptions of the online learning experience. Computers in Human Behavior, 29(6), 2494–2500. https://doi.org/10.1016/j.chb.2013.06.007
Kelly, K. L., & Schorger, J. (2002). Online Learning : Personalities , Preferences and Perceptions School of Education.
Krasnova, T., & Ananjev, A. (2015). Students’ Perception of Learning in the Online Discussion Environment. Mediterranean Journal of Social Sciences, 6(6), 202–207. https://doi.org/10.5901/mjss.2015.v6n6s1p202
Lee, J., & Lee, Y. (2006). Personality Types and Learner’s Interaction in Web-Based Threaded Discussion. Quarterly Review of Distance Education, 7(1), 83–94.
Lee, M. K. O., Cheung, C. M. K., & Chen, Z. (2005). Acceptance of Internet-based learning medium: The role of extrinsic and intrinsic motivation. Information and Management, 42(8), 1095–1104. https://doi.org/10.1016/j.im.2003.10.007
Mazizah, C., Suwandi, S., & Hartono, R. (2021). The Effectiveness of Team Teaching and Blended Learning Strategies in Speaking Class to Students with Different Personalities. English Education Journal, 11(1), 17–26. https://doi.org/10.15294/eej.v11i1.42163
Meredith, B. P. (2011). Personality Types as an Indicator of Online Students Success and Retention (Doctoral Disertation). niversity ProQuest Dissertations Publishing No 3449391.
Mofrad, E. Z. (2017). Enhancing EFL Learners’ Writing Capability in a Blended Learning Environment: The Effects of Learning Styles. International Journal of English Language & …, 5(3), 201–209. https://www.academia.edu/download/55545232/23-5-3-17.pdf
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
Rybushkina, S., & Krasnova, T. (2015). Key Factors to Use Blended Learning in Teaching Foreign Languages in Russian Engineering Universities. EDULEARN15 Proceedings. http://library.iated.org/view/RYBUSHKINA2015KEY
Saeheng, P. (2017). A Study of e-Learning, Blended learning, and Traditional Teaching Methods to Motivate Autonomous Learning in English Reading Comprehension of Thais Learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 1. https://doi.org/10.21093/ijeltal.v2i1.36
Schechter, R. L., Kazakoff, E. R., Bundschuh, K., Prescott, J. E., & Macaruso, P. (2017). Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program. Reading Psychology, 38(6), 553–579. https://doi.org/10.1080/02702711.2017.1306602
Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education, 49, 396–413. https://doi.org/10.1016/j.compedu.2005.09.004
Smaldino, S. E., Lowther, D. L., & Mims, C. (2018). Instructional Technology and Media for Learning (12th Editi). Pearson Education, Inc.
Sulisworo, D., Ishafit, & Firdausy, K. (2016). The Development of Mobile Learning Application Using Jigsaw Technique. International Journal of Interactive Mobile Technologies, 10(3), 11–16. https://doi.org/10.3991/ijim.v10i3.5268
Tsai, C. C. (2008). The preferences toward constructivist Internet-based learning environments among university students in Taiwan. Computers in Human Behavior, 24(1), 16–31. https://doi.org/10.1016/j.chb.2006.12.002
Varela, O. E., James, J., & III, C. (2012). Online learning in management education : an empirical study of the role of personality traits. Journal of Computing in Higher Education, 24(3), 209–225. https://doi.org/10.1007/s12528-012-9059-x
Vaughan, N. (2014). Student engagement and blended learning: Making the assessment connection. Education Sciences, 4(4), 247–264. https://doi.org/10.3390/educsci4040247
Watson, J., Powell, A., Staley, P., Patrick, S., Horn, M., Fetzer, L., Hibbard, L., Oglesby, J., & Verma, S. (2020). Teacher education and K-12 online learning. In The International Association for K–12 Online Learning (Issue July). http://files.eric.ed.gov/fulltext/ED560788.pdf
Wilz, B. (2000). Relationship between Personality Type and Grade Point Average of Technical College Students [University of Wisconsin-Stout]. https://minds.wisconsin.edu/bitstream/handle/1793/39781/2000wilzb.pdf?sequence=1
Zhao, Y., Lei, J., Yan, B.,& Tan, S. (2004). What makes the difference? A practical analysis of research on the effectiveness of distance education. Available online at http://ott.educ.msu.edu/literature/report.pdf. Teachers College Record, 107(8), 1836–1884.
Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On’, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. SSRN Electronic Journal, 4(2), 501–519. https://doi.org/10.2139/ssrn.3555520
Zhou, R., & Chen, D. (2021). Assessing Students ’ Perceptions of Blended Learning during the COVID-19 Pandemic1 Pandemic 1. NACTA Journal, 65(936), 50–56. https://www.researchgate.net/profile/Danhong-Chen-2/publication/355378429_Assessing_Students’_Perceptions_of_Blended_Assessing_Students’_Perceptions_of_Blended_Learning_during_the_COVID-19_Pandemic/links/616d81d3b90c51266263f7bc/Assessing-Students-Percept
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Published
2024-03-31
How to Cite
Husain, B., Wardiman, S. S., Purnawarman, P., & Abasa, Z. (2024). Blended learning intervention on the students’ reading comprehension achievement with different personality traits. JEES (Journal of English Educators Society), 9(1), 28-38. https://doi.org/10.21070/jees.v9i1.1789
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Copyright (c) 2024 Balqis Husain, Sri Setyarini Wardiman, Pupung Purnawarman, Zulhasmi Abasa
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