The Efficacy of Blended Learning in Enhancing Oral Proficiency in Aviation School: An In-depth Investigation
-
(1) * Tiara Sylvia
Politeknik Penerbangan Medan
Indonesia
(2) Laila Rochmawati Politeknik Penerbangan Surabaya
Indonesia
(3) Susi Diriyanti Novalina Politeknik Penerbangan Medan
Indonesia
(*) Corresponding Author
Abstract
Blended learning has been identified as a highly promising instructional approach
within vocational education institutions. The objective of this study is to examine
the disparities in speaking skills learning strategies between traditional (face-to-
face) instruction and blended learning. Additionally, the study seeks to ascertain the
impact of these learning strategies on students' speaking abilities in both traditional
and blended learning environments. The present study employs a quantitative
research approach, utilizing an experimental design. The sample for this study
comprised 120 participants, 24 participants representing Politeknik Penerbangan
Medan and 96 participants representing Politeknik Penerbangan Surabaya. The
results of this study suggest that the mere adoption of technology and the removal
of the traditional classroom setting do not suffice in establishing an optimal learning
environment for individuals learning a second or foreign language. Nevertheless,
there exists a considerable opportunity to amalgamate conventional educational
settings with contemporary technological advancements in order to enhance
students' academic achievements across various abilities and sub-skills, with a
particular emphasis on oral communication proficiency. Based on the results
obtained from the study, it is possible to draw the following conclusions: 1) A
statistically significant disparity exists in the proficiency of English speaking skills
when employing the blended learning approach. 2) A statistically significant
discrepancy is observed in the proficiency of English speaking skills for the
experimental group, thereby corroborating the efficacy of post-implementation
learning strategies.
HIGHLIGHTS :
- The experimental group demonstrated significant improvements in various aspects of speaking skills,
leading to a notable increase in mean speaking ability scores from pre-test to post-test, indicating an
overall enhancement of 11.80%. Conversely, the control group showed minimal improvements,
reflecting a minor increase in pre-test to post-test scores. - The ANOVA test results revealed no statistically significant difference in the mean initial ability score
between participants exposed to blended learning techniques and those receiving traditional methods
for the pretest. However, for the posttest, a significant difference was observed, suggesting that
blended learning approaches significantly enhanced final ability scores compared to traditional
methods. - Blended learning, facilitated by multimedia sources like E-Module Aviation Speaking Preparation
Test, creates a conducive learning environment and improves independent learning strategies,
ultimately enhancing students' speaking achievements. Incorporating blended learning approaches in language education can lead to better learning outcomes and enhanced language proficiency, supported
by previous research demonstrating the benefits of blended learning over face-to-face teaching.
Providing online resources can add value to students and improve their performance, particularly in
speaking lessons tailored to meet students' needs and interests.
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[2] H. Singh, “Building Effective Blended Learning Programs,” vol. 43, no. 6, pp. 15–23, 2021.
[3] K. Tandoh, N. Flis, and J. Blankson, “Blended Learning,” 2014, pp. 18–27.
[4] B. J. Marsh, George E.; McFadden, Anna C.; Price, “Blended instruction: Adapting conventional instruction for large class,” Online J. Distance Learn. Adm., vol. 6, no. 4, pp. 1–11, 2003.
[5] J. E. Rooney, Blended learning opportunities to enhance educational programming and meetings. Association Management,. 2003.
[6] D. R. Garrison and H. Kanuka, “Blended learning: Uncovering its transformative potential in higher education,” Internet High. Educ., vol. 7, no. 2, pp. 95–105, Apr. 2004.
[7] N. Dudeney, Gavin, Hockly, How To Teach English With Technology. Pearson Education Limited, 2007.
[8] P. L. Rogers, “Traditions to Transformations: The Forced Evolution of Higher Education.,” Educ. Technol. Rev., vol. 9, no. 1, pp. 47–60, 2001.
[9] K. Thorne, Blended Learning: How to Integrate Online and Traditional Learning. London, UK: Kogan Page Limited., 2003.
[10] A. P. Rovai and H. Jordan, “Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses,” Int. Rev. Res. Open Distrib. Learn., vol. 5, no. 2, Aug. 2004.
[11] P. NEUMEIER, “A closer look at blended learning — parameters for designing a blended learning environment for language teaching and learning,” ReCALL, vol. 17, no. 2, pp. 163–178, Nov. 2005.
[12] M. B. Horn and H. C. Staker, “Classifying k–12 blended learning,” INNOSIGHT Inst., no. May, pp. 1–22, 2012.
[13] C. Osguthorpe, R. and Graham, “Blended Learning Environments Definitions and Directions.,” Q. Rev. Distance Educ., vol. 43, pp. 227–448, 2003.
[14] H. D. Brown, “PRINCPLE of LANGUAGE LEARNING AND TEACHING,” Encyclopedia of the Sciences of Learning. pp. 1743–1745, 2007.
[15] J. Dockstader, “Teachers of the 21st Century Know the What, Why, and How of Technology Integration,” T.H.E. Journal, vol. 26, no. 6, pp. 73–74, 1999.
[16] J. Foreman, “Educational Technology versus the Lecture,” Learning, vol. 500, no. August, pp. 12–22, 2003.
[17] M. M. Alan Januszewski, Educational technology : a definition with commentary. Lawrence Erlbaum Associates., 2008.
[18] C. Richey, “Reflections on the 2008 AECT Definitions of the field,” TechTrends, vol. 52, no. 1, pp. 24-25., 2008.
[19] S. HENNESSY, K. RUTHVEN, and S. BRINDLEY, “Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change,” J. Curric. Stud., vol. 37, no. 2, pp. 155–192, Jan. 2005.
[20] R. J. Blake, “NEW TRENDS IN USING TECHNOLOGY IN THE LANGUAGE CURRICULUM,” Annu. Rev. Appl. Linguist., vol. 27, Mar. 2007.
[21] A. Derakhshan, A. N. Khalili, and F. Beheshti, “Developing EFL Learner’s Speaking Ability, Accuracy and Fluency,” English Lang. Lit. Stud., vol. 6, no. 2, p. 177, May 2016.
[22] J. A. Devito, “The interpersonal communication book (14th ed.),” Hum. Commun. Res., vol. 34, no. 3, pp. 370–391, 2016.
[23] J. Arnold, “Attention to affect in language learning,” Anglistik Int. J. English Stud., vol. 22, no. 1, pp. 11–22, 2011.
[24] Kathleen M. Bailey and Lance Savage, “New Ways in Teaching Speaking,” 1994.
[25] K. Shumin, “Factors to Consider: Developing Adult EFL Students’ Speaking Abilities,” in Methodology in Language Teaching, Cambridge University Press, 2002, pp. 204–211.
[26] S. Gower, R., Phillips, D., & Walters, Teaching practice handbook. Oxford: MacMillian Education., 1995.
[27] D. Nunan, Language teaching methodology: A textbook for teachers. New York: Prentice Hall., 1991.
[28] R. Hughes, Teaching and researching speaking. Edinburgh: Pearson Education, 2002.
[29] H. A. Saed, A. S. Haider, S. Al-Salman, and R. F. Hussein, “The use of YouTube in developing the speaking skills of Jordanian EFL university students,” Heliyon, vol. 7, no. 7, p. e07543, Jul. 2021.
[30] E. Maji, U. Samanhudi, and M. E. Mokoagouw, “Students’ _ difficulties in speaking English: (a case study in SMKN 3 Sorong),” Soscied, vol. 5, no. 1, pp. 95–109, 2022.
[31] H. Bozorgian, “The Relationship between Listening and Other Language Skills in International English Language Testing System,” Theory Pract. Lang. Stud., vol. 2, no. 4, Apr. 2012.
[32] K. Beatty, Teaching & Researching: Computer-Assisted Language Learning. Routledge, 2013.
[33] C.-W. Chang, C. Pearman, and N. Farha, “Second Language Acquisition: Implications of Web 2.0 and Beyond,” Crit. Quest. Educ., vol. 3, no. 2, pp. 52–64, 2012.
[34] I. Abbasi, “The Influence of Technology on English Language and Literature,” English Lang. Teach., vol. 13, no. 7, p. 1, 2020.
[35] G. Pleschová, “Integrating technology into the classroom,” Handb. Teach. Learn. Polit. Sci. Int. Relations, pp. 291–303, 2015.
[36] K. Ruthven, “Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics,” Éducation Didact., no. 3–1, pp. 131–159, Mar. 2009.
[37] L. Major, G. A. Francis, and M. Tsapali, “The effectiveness of technology‐supported personalised learning in low‐ and middle‐income countries: A meta‐analysis,” Br. J. Educ. Technol., vol. 52, no. 5, pp. 1935–1964, Sep. 2021.
[38] R. Noeth and B. Volkov, “Evaluating the Effectiveness of Technology in Our Schools,” ACT Policy Rep., pp. 1–34, 2004.
[39] N. I. Muhammad and M. A. Al Dabbagh, “The Effectiveness of Incorporating Technology in the Classroom as an Attractive Tool to Teach the Clothing and Textile Curriculum and the Concept of Sustainability,” Open J. Soc. Sci., vol. 09, no. 02, pp. 279–292, 2021.
[40] P. Mupa and T. I. Chinooneka, “Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence?,” J. Educ. Pract., vol. 6, no. 19, pp. 125–132, 2015.
[41] L. W. S. Merta, N. M. Ratminingsih, and I. G. Budasi, “The Integration of Technology in English Language Teaching to Stimulate Students’ Critical Thinking,” Lang. Circ. J. Lang. Lit., vol. 17, no. 2, pp. 333–341, 2023.
[42] H. Crompton and C. Sykora, “Developing instructional technology standards for educators: A design-based research study,” Comput. Educ. Open, vol. 2, p. 100044, Dec. 2021.
[43] J. A. Reyneke, K. Davis, D. Ed, and D. Chairperson, “Graduate School of Education and Psychology WHAT DRIVES EDUCATORS : A MIXED METHODS STUDY ON THE IMPACT OF MOTIVATIONS AND ATTITUDES ON TECHNOLOGY INTEGRATION PRACTICES IN THE K-8 CLASSROOM SETTING A dissertation submitted in partial satisfaction of the r,” no. September, 2020.
[44] K. Sieberer-Nagler, “Effective Classroom-Management & Positive Teaching,” English Lang. Teach., vol. 9, no. 1, p. 163, Dec. 2015.
[45] D. Davies, D. Jindal-Snape, C. Collier, R. Digby, P. Hay, and A. Howe, “Creative learning environments in education—A systematic literature review,” Think. Ski. Creat., vol. 8, pp. 80–91, Apr. 2013.
[46] D. I. Ayse, “Use of technology in constructivist approach,” Educ. Res. Rev., vol. 13, no. 21, pp. 704–711, Nov. 2018.
[47] B. Anthony et al., “Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review,” Technol. Knowl. Learn., vol. 27, no. 2, pp. 531–578, Jun. 2022.
[48] F. Su, D. Zou, L. Wang, and L. Kohnke, “Student engagement and teaching presence in blended learning and emergency remote teaching,” J. Comput. Educ., Mar. 2023.
[49] L. R. Halverson and C. R. Graham, “Learner Engagement in Blended Learning Environments: A Conceptual Framework,” Online Learn., vol. 23, no. 2, Jun. 2019.
[50] M. Huang, F. Kuang, and Y. Ling, “EFL learners’ engagement in different activities of blended learning environment,” Asian-Pacific J. Second Foreign Lang. Educ., vol. 7, no. 1, p. 9, May 2022.
[51] J. Allen, I. Elaine; Seaman, Changing Course: Ten Years of Tracking Online Education in the United States. Pearson Foundation, 2013.
[52] S. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis,” J. Educ. Technol. Syst., vol. 49, no. 1, pp. 5–22, Sep. 2020.
[53] G. G. Smith and H. Kurthen, “Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses,” Int. J., vol. 6, pp. 455–474, 2007.
[54] O. N. Lalian, E. Siregar, and M. Winarsih, “Blended Learning for Vocational High School Students,” Kwangsan J. Teknol. Pendidik., vol. 9, no. 1, p. 18, 2021.
[55] S. Menggo and H. C. Darong, “Blended Learning in Esl/Efl Class,” LLT J. A J. Lang. Lang. Teach., vol. 25, no. 1, pp. 132–148, 2022.
[56] S. Yudhana, “The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students,” English Lang. Teach., vol. 14, no. 7, p. 1, Jun. 2021.
[57] H. Asaad Hamza Sheerah, “Using Blended Learning to Support the Teaching of English as a Foreign Language,” Arab World English J., vol. 6, no. 6, pp. 191–211, 2020.
[58] L. Sbordoni et al., La Tracheostomia: Indicazioni, Tecnica E Complicanze, vol. 14, no. 4. 1992.
[59] J. Zeqiri, V. Kareva, and S. AIija, “The Impact of Blended Learning on Students’ Performance and Satisfaction in South East European University,” Proc. Entren. - Enterp. Res. Innov. Conf. Virtual Conf., no. September, pp. 233–244, 2020.
[60] K. E. Tiedemann, “The Impact of Blended Learning on Student Motivation and Achievement in Reading and Writing,” p. 113, 2020.
[61] S. Ward, “The Impact of Blended Learning on Student Motivation, Engagement and Achievement,” A thesis Submitt. to Fac. Wittenb. Univ. Partial fulfillment Requir. degree MASTER ARTS Educ. Dep. Wittenb. Univ., no. May, 2019.
[62] H. Asaad Hamza Sheerah, “Using Blended Learning to Support the Teaching of English as a Foreign Language,” Arab World English J., vol. 6, pp. 191–211, Jul. 2020.
[63] M. F. Badawi, “Using Blended Learning for Enhancing EFL Prospective Teachers ’ Pedagogical Knowledge and Performance Faculty of Arts , Assuit University , Egypt Using Blended Learning for Enhancing EFL Prospective Teachers ’ Pedagogical Knowledge and Performance Introdu,” Language (Baltim)., no. March, pp. 14–15, 2009.
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Published
2024-04-30
How to Cite
Sylvia, T., Rochmawati, L., & Diriyanti Novalina, S. (2024). The Efficacy of Blended Learning in Enhancing Oral Proficiency in Aviation School: An In-depth Investigation. JEES (Journal of English Educators Society), 9(1). https://doi.org/10.21070/jees.v9i1.1806
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Copyright (c) 2024 Tiara Sylvia, Laila Rochmawati, Susi Diriyanti Novalina
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