PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING BLENDED LEARNING A Thesis Presented to the Graduate Program in English language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) In English Language Studies

by Thomas Bayu Anggoro Student Number: 136332034

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

i


A THESIS

THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING BLENDED LEARNING

by Thomas Bayu Anggoro Student Number: 136332034

Approved by

F.X. Mukarto, Ph.D. Thesis Supervisor

Yogyakarta, 28 December 2015

ii


A THESIS THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IMPLEMENTING BLENDED LEARNING by Thomas Bayu Anggoro Student Number: 136332034

Defended before the Thesis Committee and Declared Acceptable

THESIS COMMITTEE Chairman

: Dr. J. Bismoko

________________

Secretary

: F.X. Mukarto, Ph.D.

________________

Members

: 1. Dr. B.B. Dwijatmoko, M.A.

________________

2. Dr. E. Sunarto, M.Hum.

________________

Yogyakarta, February 4, 2016 The Graduate Program Director Sanata Dharma University

Prof. Dr. Agustinus Supratiknya

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STATEMENT OF WORK’S ORIGINALITY

This is to certify that all ideas, phrases and sentences unless otherwise stated are the ideas, phrases and sentences of the thesis writer. The writer understands the full consequences including the degree cancellation if he took somebody else‟s ideas, phrases and sentences without proper references.

Yogyakarta, 28 December 2015

Thomas Bayu Anggoro

iv


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Sanata Dharma Nama : Thomas Bayu Anggoro NIM

: 136332034

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: THE ENGLISH TEACHERS’ LIVED EXPERIENCE IN IM PLEMENTING BLENDED LEARNING Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada

Perpustakaan

Universitas

Sanata

Dharma

hak

untuk

menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin atau memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat sebenarnya. Dibuat di Yogyakarta Pada tanggal 28 Desember 2015 Yang menyatakan

Thomas Bayu Anggoro

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ACKNOWLEDGEMENTS

My gratitude is firstly and mainly addressed God the Father, Son and Holy Spirit for overflowing me with blessing. I am also grateful for the blessing from the Holy Mary. I have been blessed, guided and protected so that I can finish the journey of my thesis writing. I would like to express my deepest and sincere gratitude to my thesis supervisor, F.X. Mukarto, Ph.D. I thank him for being an inspiring teacher, for having given me an impressive example of a teacher academically and personally. I do learn his way of educating, enlightening students since the lecture in class. Being professional and warm in personality are among the lesson I learn from him. I also would like to express my gratitude to Dr. J.Bismoko. I call him a philosopher in disguise of a teacher. His way of thinking has led me to be as his way. From him I learn that education is far beyond empirical things. It is about transcendental ones. I also thank Dr. Dwijatmoko for lesson about educational technology. I thank Dr. Fr.B. Alip who is known as a humorist teacher with astonishing way of thinking. I will never forget his way of teaching his students. I thank Paulus Sarwoto, Ph.D for insightful literature lecture. I thank Romo Dr. Haryatmoko for his philosophical CDA lesson. I learn many things in designing and developing material form pak Widya Kiswara, M.Hum class. I would like to thank mbak Lely though she is no longer in secretariat, her successor and also pak Mulyadi.

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I would not have been able to finish my thesis if I had not had research participants. I thank Mr. Dedo from for being my research participant. I also thank my another research participant, a coffee lover, pak Chelto. I learn a lot from them especially from their experience in implementing blended learning. They have been very helpful since I began my research until the end. I certainly thank my father, Y. Sugiarto. He has tautght me to endlessly work hard when I still can. I owe my late mother A. Titiek Haryati an unexpressed love. I thank my big brother mas Wawa. They have given unutterable meaning in my life. My gratefulness also goes to my classmates in KBI 2013 especially class A. I thank Desta, for having worked together several times during the lecture, Aik, Tuti, ci Vivi, Levyn, Joan, bundo Wulan, Dian, mbak Nurul, mbak Yun, Dewi, bu Sitta, Dina, Gaby, Anin, the shinning head Sir Ryan, Siwi, Amy for having supported, shared ideas and spent great moments together. I thank Mona, and Ika who can always be good friends. The big family of SMP Kanisius Wates has given me a lot of things to learn. I thank all the teachers, staff and students who have wished me best luck for my study. At last, I thank all parties that I cannot mention here one by one. God bless us.

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TABLE OF CONTENT TITLE PAGE ................................................................................................. APPROVAL PAGE ....................................................................................... THESIS DEFENSE APPROVAL PAGE ...................................................... STATEMENT OF WORK‟S ORIGINALITY .............................................. LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI............................... ACKNOWLEDGEMENTS ........................................................................... TABLE OF CONTENTS ............................................................................... LIST OF FIGURES........................................................................................ LIST OF APENDICES .................................................................................. LIST OF ABREVIATION ............................................................................. ABSTRACT ................................................................................................... ABSTRAK .......................................................................................................

i ii iii iv v vi viii x xi xii xiii xiv

CHAPTER I INTRODUCTION A. BACKGROUND OF THE STUDY ....................................................... B. PROBLEM IDENTIFICATION ............................................................. C. PROBLEM LIMITATION ..................................................................... D. PROBLEM FORMULATION ................................................................ E. RESEARCH GOAL AND OBJECTIVE ................................................ F. RESEARCH BENEFIT...........................................................................

1 5 7 8 8 9

CHAPTER II LITERATURE REVIEW A. THEORETICAL REVIEW 1. Lived Experience.................................................................... a. Field of Lived Experience 1) Understanding .................................................................... 2) Belief .................................................................................. 3) Action................................................................................. 4) Feeling................................................................................ 5) Intention ............................................................................. b. Principle of Lived Experience 1) Turning to the Nature of Lived Experience ....................... 2) Investigating Experience as We Live It ............................. 3) Hermeneutics Phenomenological Reflection ..................... 4) Hermeneutics Phenomenological Writing ......................... 5) Maintaining a Strong Oriented Relation ............................ 6) Balancing the Research Context by Considering Parts and whole .............................................................................. 2. Blended Learning a. Definition ......................................................................... b. Principles .......................................................................... c. Component ....................................................................... d. Strategy.............................................................................

viii

10 11 12 13 13 14 14 15 16 16 17 17 17 18 19 20


3. Teacher ................................................................................... a. Definition ......................................................................... b. Qualified Teacher ............................................................. 4. Teaching English .................................................................... a. Cycles and Stages ............................................................. b. Presentation Practice and Production ............................... B. FRAMEWORK OF UNDERSTANDING.............................................. C. PREFIGURED THEMES .......................................................................

20 21 23 25 26 28 29 31

CHAPTER III METHODOLOGY A. B. C. D. E. F.

RESEARCH METHOD .......................................................................... NATURE AND SOURCES OF DATA.................................................. RESEARCH SETTING AND PARTICIPANT...................................... DATA GATHERING TECHNIQUES ................................................... RESEARCH PROCEDURE ................................................................... TRUSTWORTHINESS ..........................................................................

32 33 34 35 36 39

CHAPTER IV DESCRIPTION AND INTERPRETATION A. DESCRIPTION 1. Teachers‟ Personal Background a. Mr. Dedo‟s Background .............................................................. b. Mr. Chelto‟s Background ............................................................ 2. Description a. Mr. Dedo‟s Lived Experience ..................................................... b. Mr. Chelto‟s Lived Experience ................................................... B. INTERPRETATION 1. Prefigured Themes ............................................................................ 2. Emerging Themes .............................................................................

41 42 43 49 56 68

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION A. CONCLUSION ....................................................................................... B. IMPLICATION ....................................................................................... C. SUGGESTION ........................................................................................

78 81 82

BIBLIOGRAPHY .......................................................................................... APENDICES ..................................................................................................

84 88

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LIST OF FIGURES

FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE

1 Khan‟s Octagonal Framework ………………………………… 2 Cycles and Stages of Learning ………………………………… 3 Framework of Preunderstanding ……………………………… 4 Research Procedure ……………………………………………. 5 Bloom Digital Taxonomy ……………………………………… 6 Hierarchy of Needs ……………………………………………..

x

19 26 30 37 74 76


LIST OF APENDICES

Appendix Appendix Appendix Appendix Appendix Appendix

1 2 3 4 5 6

Transcript of interview Participant: Mr. Dedo ..……….….. Transcript of Interview Participant: Mr. Chelto ………….. Observation Note Participant: Mr. Dedo………………. …. Observation Note Participant: Mr. Chelto…………………. Research Permission Inquiry Mr. Dedo……………………. Research Permission Inquiry Mr. Chelto .………………….

xi

89 98 106 107 109 110


LIST OF ABREVIATION

INT GOA MET PBL SEL TEA PBL ELT LMS App R D C STIKES PBI

: Interaction : Goal : Methodology : Project : Self-actualization : Teacher Function : Project based learning : English Language Teaching : Learning Management System : Appendix : Researcher : Mr. Deedo (participant I) : Mr. Chelto (participant II) : Sekolah Tinggi Ilmu Kesehatan : Pendidikan Bahasa Inggris

xii


ABSTRACT Thomas Bayu Anggoro. 2015. The English Teachers’ Lived Experience in Implementing Blended Learning. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

The shift to digital era has brought effect in the field of ELT, including in Indonesia. This is because the invention of technology and its rapid development today. This leads to the different way of teaching and learning. Hence, the role of the teacher has been shifted as time goes by with the help of the invention of technology. It is the combination of online and face-to-face teaching. As teachers need to update their selves to the recent development, some have started to integrate the computer technology usage to their teaching in form of blended learning. As the one who is interested in the computer usage in language teaching, it has led me to conduct research in order to investigate further its implementation. The researcher chose to conduct the research in the context of university context because the teachers are demanded to fit their students who are digital native generation. Most of them are computer literate who like to always keep up to date with the technology development. However, the researcher focused on the teachers‟ experience in implementing it. What is the English teachers‟ experience in implementing it is the only research problem the researcher wanted to answer. In finding the answer, the researcher employed hermeneutics phenomenology approach that views human relation as the main value. In it, the research participants are the research subject instead of the object. Two participants in this research were two English teachers from two different institutions. They had unquestionable mastery on educational technology. Interviews and observations to their classes were done in order to gain their insight. Investigation on their teaching administrative things was also conducted. The interviews to the participants during this research have showed their reflection. They reflected on what they have done in relation with the implementation of blended learning. Narrative data from the interview was then described. Based on the description, interpretation was conducted to gain the deeper, reflected meaning of their experience. The research result showed that the experience of the English teachers in implementing blended learning varied. The narrative data showed that they have various experience in setting their goal, benefit, constraint, teaching methodology. However, there are some experiences that both participants shared. There are xiii


some other themes that emerge during this research. They are PBL, creativity and self actualization. The research figured out that both participants do not only facilitate their students to exercise their empirical things abut also their transcendental one. Students and teachers can self-actualize themselves in their classes.

xiv


ABSTRAK Thomas Bayu Anggoro. 2015. The English Teachers’ Lived Experience in Implementing Blended Learning. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Peralihan ke era digital telah membawa dampak terhadap pengajaran bahasa Inggris termasuk di Indonesia. Hal ini terjadi terjadi karena penemuan di bidang teknologi dan perkembangannya yang cepat. Hal tersebut menyebabkan cara pengajaran dan pembelajaran yang berbeda. Dengan demikian seiring berjalannya waktu peran guru telah beralih dengan adanya penemuan di bidang teknologi. Karena guru harus selalu mengikuti perkembangan jaman, maka beberapa guru telah mulai mengintegrasikan penggunaan teknologi ke dalam pembelajaran dalam bentuk blended learning. Blended learning adalah kombinasi antara pembelajaran online dan pertemuan tatap muka. Sebagai seorang yang tertarik akan penggunaan computer dalam pembelajaran bahasa, hal tersebut telah membuat saya untuk melakukan penelitian lebih mendalam mengenai penerapannya. Peneliti memilih untuk melakukan penelitian di dalam konteks universitas karena dosennya sangat dituntut untuk selalu mengikuti perkembangan mahasiswanya yang merupakan generasi digital. Sebagian besar dari mereka adalah generasi sadar komputer. Namun demikian, focus dari penelitian ini adalah pengalaman dosen dalam mengimplementasikan blended learning. Pertanyaan dalam penelitian ini adalah: “Apakah pengalaman dosen bahasa inggris dalam mengimplementasikan blendd learning?” Untuk menemukan jawaban dari pertanyaan tersebut, peneliti menggunakan pendekatan hermeneutics phenomenology yang memandang relasi manusia sebagai nilai utama. Dalam pendekatan ini, responden berperan sebagai subyek, bukan obyek. Dua orang responden adalah dua orang dosen dari dua institusi yang berbeda. Penguasaan mereka di bidang teknologi pendidikan tidak diragukan. Wacancara dan pengamatan dilakukan untuk mendapatkan pemahaman. Penelitian terhadap administrasi mereka juga dilakukan. Wawancara terhadap responden menunkjukkan refleksi mereka. Mereka merefleksi mengenai apa yang telah mereka lakukan di kelas sehubungan dengan implementasi blended learning. data naratif dari wawancara kemudian di deskripsikan. Berdasarkan deskripsi, interpretasi dilakukan untuk mendapatkan pemahaman yang lebih mendalam dan terefleksi mengenai pengalaman mereka. Hasil penelitian menunjukkan mengimplementasikan blended learning xv

bahwa pengalaman dosen dalam beragam. Data naratif menunjukkan


bahwa mereka memiliki pengalaman yang berbeda mengenai tujuan, manfaat, hambatan dan metodologi pengajaran. Namun emikian ada beberapa pengalaman yang sama. Ada pula tematik lain yang muncul dalam penelitian yaitu pembelajaran berbasis proyek, kreativitas dan aktualisasi diri. Penelitian ini menunjukkan bahwa kedua responded telah mampu memfasilitasi mahasiswa mereka untuk mengasah bukan hanya hasl-hal empiris namun juga hal yang transenden. Dalam kelas blended learning ini mahasiswa dan dosen bisa mengaktualisasi diri mereka.

xvi


CHAPTER I INTRODUCTION

This chapter discusses the background information of the thesis. It presents the information of the study underlying the topic of the thesis so that the readers will get a clear framework of the discussion. The subtopics of the chapters are background of the study, problem identification, problem limitation, research question, research goal and objective and research benefits.

A. BACKGROUND Teaching English today is different from those in past decades. The changes happen mainly because of the shift of paradigm. In the past, a teacher was regarded as the source of information but now teachers facilitate the learning process. This is because the invention of technology was not as rapid as today. This invention leads to the easier of learning.

In other words, the role of the

teacher has been shifted as time goes by with the help of the invention of technology. The invention of computer has brought a significant change in human life. It enables people to do more for it has many programs. Things can easily be done with the help of computer. It has slowly replaced the old method of doing something. File, which was previously in form of hardcopy, is now digitalized and stored in form of softcopy. Pictures can last longer when they are stored in form

1


2

of soft file. Books are now available in form of e-book that can easily be accessed through gadget. Hence, a person can bring many easily accessed e-books in the gadget. Computer technology has developed widely and been explored and used by many people to assist their jobs. In education field, it has been used to assist teacher in conducting instructional activity. Moreover, the birth of internet in the late 1990s has made blended learning getting more popular. There are some computer programs that can be used as media for teaching. Consequently, teachers are expected to be familiar with the use of computer-connected network. To investigate the origin of blended learning, one needs to date back to 1999. Friesen (2012) states that origin of the term “blended learning” is uncertain. One of the first occurrences that have been identified is its use in a 1999. An Atlanta‐based computer skill certification and software training business, EPIC Learning, released news saying that the company will begin to offer its internet courseware using the company‟s blended learning methodology. Clark (2003) in Friesen (2012) suggests a definition of blended learning. According to him, blended learning is the use of two or more distinct methods of training. This may include combinations such as: blending classroom instruction with online instruction. In the working world it may be in form of blending simulations with structured courses, blending on‐the‐job training with brownbag informal sessions and blending managerial coaching with e‐learning activities (Sigh and Reed, 2001).


3

It developed further in the first decade of 21 st and it shifted the use of the term blended learning. In 2006, the publication of Blended Learning in Higher Education: Framework, Principles, and Guidelines by Randy Garrison and Norman Vaughan made blended learning position significant in higher education (Friesen, 2012). It defines such systems that combine face‐to‐face instruction with computer

mediated

instruction.

It

also

emphasizes

the

central role

of

computer‐based technologies in blended learning. To use the computer in the teaching learning activity, there are some teachers who apply blended learning. Blended Learning can be described as a learning program where more than one delivery mode is being used with the objective of optimizing the learning outcome and cost of program delivery (Singh and Reed 2001). In it, a teacher administers synchronous and asynchronous ways. It is the solution when an online class is needed but the limitation of the support makes it impossible. The conventional class in form of face to face meeting is still conducted in the blended learning. By using bended learning, teachers and students can do many things to support learning activity both online and offline. There are some computer programs to design learning activity such as hot potato, vocabulary worksheet factory, eclipse, etc. Some others can also be used in class to support the lesson in class such as power point, mind map maker, etc. Moreover, when computers are connected with the internet, students can surf to expose their selves more to the lesson material. They can also find other abundant resources by downloading from internet sites. Another thing students, and teachers, can do is to communicate


4

simultaneously through chat room. By doing it they are not limited by space (Warschauer & Healey, 1998). For free services, Edmodo has been a familiar LMS (learning management system) among teachers. It enables teachers and students to interact each other using an online media. A teacher can set his/her own class then ask the students to join by giving a sign up code. Therefore, it is a secure platform. If a student shares the code, the teacher can simply change the code without affecting those who have already joined. In this virtual class they can have a discussion. The discussion is open to all members, since private message is not possible. The assignment and quiz are also possible to be conducted through Edmodo (Seamolec, 2013). In this globalization era, technology usage is strongly advised to adopt by Indonesian English teachers to adapt with the latest development of technology. Teaching should develop to the technology-based teaching. By using technology many teaching sources can be accessed online throughout the world. A student will be enriched by many online sources that he can access at any moment. He can get journals, articles, research papers online only by the help of technology. It also promotes the interaction with some experts in English language from all over the world which finally can help students to learn better. Moreover, the recent time demands people to be multitasking. Their time is divided tightly People might learn while they are working. To do so, they need the help of technology. The class can be managed in distant using technology


5

In Yogyakarta, a city known for its students, the writer is still doubtful that English teachers are familiar with e-learning technology to administer blended learning.

Although the writer is sure that most of them are computer literate

enough, only a few of them have applied blended learning. In fact a teacher can have more challenging and fun class using e-learning technology and face to face setting. It will finally raise students‟ motivation and lead into better achievement. This research attempts to discover the English teachers‟ lived experience in implementing blended learning.

Lived experience is the study of phenomena.

Creswell (2007) states that phenomenology study describes meaning for several individual for their lived experience. It describes a phenomenon and interprets it. English teachers‟ lived experience in implementing blended learning means the description and interpretation of their meaningful experience.

B. PROBLEM IDENTIFICATION The emergence of the technology, especially in education, has shifted the method in teaching. Blended learning includes technology in its application. Since blended learning has taken place for some times, a teacher may have his/her lived experience of administering blended learning to teach English. To understand the meaning of one‟s lived experience, it is important to have a clear definition of lived experience. According to Murphy (1960:13 in Bradley 2002) the word lived experience contains many aspects. They are understanding, desire, intention or expectation, anticipation, relation with others, cultural patterns, feelings, beliefs, sight, sound, etc. A teacher‟s lived experience varies from others.


6

Although many definitions are available, the definition of blended learning used in this discussion is related to the combination between face to face and online class (Graham 2006 in Stacey and Gerbic 2008). Stacey and Gerbic (2008) state that there are many definitions of blended learning. The most common definition is the one which recognizes some combination of virtual and physical environments for example, Graham (2006). He argues that blended learning is the combination

of conventional face-to-face

settings.

It

is characterized

by

synchronous and asynchronous component. Observing the implementation of the blended learning in Yogyakarta, the writer discovers that there have been not many teachers applying it. Blended learning is not new. According to Singh (2003), blended learning has some benefits. They are: (1) blended learning may extend the reach. Students do not have to be physically present. (2) Blended learning optimizes cost and time. (3) Blended learning is the evidence that blending works. The research done by Stanford University and the University of Tennessee has given insight that blended learning is better that traditional method. In applying blended learning program, a teacher may include several forms of learning tools. Those tools enable students to interact both synchronously and asynchronously. By applying blended learning, a teacher also mixes traditional instructor-led

training,

synchronous

online

component

and

asynchronous

component (Singh, 2003). Since the focus of this research is teachers‟ lived experience in implementing blended learning, the main discussion will be on the understanding,


7

belief, intention, feeling and action of the teachers. The goals, process, content, methodology, material and assessment related to blended learning will also be discussed. One teacher‟s lived experience might be the same with another‟s. The shared lived experience will be valuable for this research.

C. PROBLEM LIMITATION In adopting blended learning, a teacher‟s lived experience may vary from another‟s. It is due to the different understanding, desire, intention, expectation, anticipation, relation, cultural pattern, belief, etc. must be different from one teacher to another. Meanwhile, blended learning is related to the adoption of elearning or CALL and conventional face to face method. In a blended learning class, the scope of the curriculum will include goal and objectives, content, process and assessment. To focus this study, the problem is limited only to the understanding, belief, action, expectation and feeling of a teacher who adopts blended learning. These aspects of lived experience are chosen because these are the underlying feeling of a teacher in administering a class. This study will deal more about action in the implementation of blended learning. It will include the goal, process, content, methodology and assessment. According to Nunan (2003) those are the basic component of a curriculum. The methodology used in applying blended learning may vary from one another.


8

D. PROBLEM FORMULATION English teacher have their own lived experience in implementing blended learning to teach English. The existence of blended learning is aimed at improving the goal, process and content of teaching English. To investigate the teachers‟ lived experience in implementing blended learning to teach English the research question is: what is the lived experience of English teachers in implementing blended learning like?

E. RESEARCH GOAL AND OBJECTIVE The research goal and objective of his study is aimed to answer the question formulated above. Based on the problem formulated above, it can, then, be formulated the research goal and objectives. The goal of this study is to describe and interpret the lived experience of English teachers is in implementing blended learning to teach English. Following the research goal is the detailed objective. There are three objective of this study. They are (1) to discover the teachers‟ lived experience of the benefit of teaching English using blended learning, (2) to discover the teachers‟ lived experience of the constraint of teaching English using blended learning, (3) to discover the teachers‟ lived experience of the methodology of teaching English using blended learning, (4) to discover the teachers‟ lived experience of their function of teaching English using blended learning and (5) to discover the teachers‟ feeling in implementing blended learning.


F.

9

RESEARCH BENEFITS This research is aimed at describing the teachers‟ lived experience in

implementing blended learning to teach English. The researcher believes that this research will contribute some benefits. First, it provides scientific benefit. The research finding in this study will provide valuable information. It will serve as the feedback in implementation of blended learning to teach English. It will be valuable for teachers, education authorities and other parties in investigating the effect of implementing blended learning. This research is beneficial for further research. Based on the information this research can provide, the other researchers can choose or develop other topics. Therefore, this research also contributes to the English language studies. Second, this study also provides practical benefit for the researcher, participants, and other parties related to the field of the research. For the researcher, this study is beneficial because the researcher gain more understanding in the implementation of blended learning. For the research participants, they also get some benefit. They gain more understanding in implementing blended learning to teach English. During this research, the participants explore their experiences. It is expected that after this research, they can judge their experience and then improve it. For other parties related to this field, this research provides information to make the implementation of blended learning better.


CHAPTER II LITERATURE REVIEW

This chapter is aimed at giving clarification of the underlying theories used in this thesis. It consists of two major parts namely, theoretical review and theoretical framework. Theoretical review presents the construct and concepts of this thesis. Included in this part are review of lived experience, blended learning and teacher. The second part reveals the theoretical framework.

A. THEORETICAL REVIEW The subtopics of this part are the review on lived experience, blended learning and teacher. Those are the key words in this thesis.

1.

Lived Experience This thesis adopts hermeneutics phenomenology of a lived experience. The

object of phenomenology is human experience. Van Manen (1990) provides an example of the difference between experience and lived experience. When a student learns a particular material, it belongs to the field of experience. Meanwhile, lived experience pays more attention on the essence of the learning. He also stated that lived experience can be seen from a phenomenological perspective by questioning what the meaning of phenomena is or what the essence of phenomena is. The lived experience of a teacher in adopting blended learning is

10


11

the essence of teaching using. It does not pay much attention on how a teacher administers a class. It pays more attention on the understanding, and feeling. Bradley (2002) argues that the word lived-experience covers two senses. First, it refers to those key events in the past which have made him what he is. The second sense of the word lived experience is what happening here and now. Murphy (1960: 13) in Bradley (2002) states that lived experience is the process that mixes memory including desire, intention or expectation, anticipation and relation with others, cultural pattern, feeling, belief or sight, behavior, etc. Hence, English teachers‟ lived experience in implementing blended learning is the mixed of the experience happened in the past and what a teacher is trying to formulate a meaning now. After a teacher started teaching using blended learning, he had an understanding of teaching using blended method. The experience of teaching using blended method also shaped his belief toward it. Then, his belief was articulated into implementation or action in class. During his action of teaching, he must have some kind of feeling toward his method and wanted to do something related to blended learning.

a. Fields of Lived Experience Here, this study focuses on the field of lived experience, namely understanding, belief, action, feeling and intention. 1. Understanding According

to

Oxford

Advanced

Learner‟s

Dictionary

(2011),

to

understand means to know or realize the meaning of words, a language, what


12

somebody say, etc. A teacher‟s understanding of blended learning means his knowledge about it. It includes all the information he has acquired about blended learning. His understanding helps him to judge possible responses that come to mind and reject those that are inconsistent with some of the fact. Understanding will affect belief. Belief is the expression of value and feeling of people toward something (Cornbach, 1963: 350). Related to a teacher‟s understanding of blended learning, it is the teacher‟s knowledge in teaching using blended learning from all information he/she acquired. This knowledge is used to decide what to do or reject in teaching using blended learning. In the understanding, a teacher maintains his/her awareness. This awareness connects all pieces of information. It this the teacher‟s acquired understanding from all information that is articulated into action so that makes it he/she is skillful in teaching.

2. Belief The second aspect of lived experience discussed in this research is belief. It plays a significant role in education.

It is also involved in helping individuals

make sense of the world. The way people perceive and process information is strongly influenced by belief. It serves as the color of memories with their evaluation and judgment, and it frames our understanding of events (Xu, 2012). Teacher‟s belief has greater influence than teacher‟s knowledge. Related to blended learning, the teachers‟ belief is translated into teachers‟ judgment or opinion about teaching using blended learning. The syllabus design reflects their beliefs.

Beliefs are strongly related to values the teachers embrace.


13

Teachers‟ actions will refer to their beliefs. Beliefs serve as reference when teachers design their instructional activities. Hence, they are crucial in defining approach, method, technique and task in class. 3. Action Action is a process of doing something. It is also related to human bodily movement. Lonergan (1985) stated that action is a part of experience which involves the uses of senses in human body, for example seeing, hearing, touching, tasting, and smelling. In its relation to lived experience, action is derived from belief and also intention. In other words, action is the manifestation of human will. Related to blended learning, a teacher‟s action in implementing blended is what he does in the learning process while implementing it. Before the class begins he decides the LMS that he will use, the syllabus, assessment, etc. When he is teaching using blended learning he decide when to use online method, what to discuss and deliver in classroom, how to present something etc.

4. Feeling Pierce (2004) defines that a feeling is a state in which its entirety in every moment of time as long as it endures. Feelings are closely related to emotions. They occur in the affective dimension of human life. When one is asked how one feels about something, the answer needs adjective responses such as happy, afraid, disappointed, anxious, etc (Patton, 2001:350) In this study, teachers‟ feeling about implementing blended learning is also investigated. Feeling in this study refers to what teachers feels about the


14

implementation of the goals, content, process, methodology and learning material. The researcher also attempted to explore the teachers‟ feeling when they are doing teaching- learning activities. 5. Intention In a broad sense, intention is the consciousness of something. It cannot be separated from action. Intention is defined as a plan or goal. It is what people intend to do or achieve. Intention is almost similar with expectation. Expectation is a prediction or an estimate or subjective probability that a behavior will actually be performed (Warshaw and Davis, 1985). It is the wish in the future that the teacher wants to do. Related to blended learning, the teacher intention in implementing it was also investigated. It can be identified from what the teacher wants or expects to do to make the class performance better by implementing blended learning. Goals, content, process, methodology and learning material are the tools to identify the teachers‟ intention.

b. The Principles of Lived Experience There are six principles of lived experience. The main source of the principles was taken from van Manen (1990). The description of the six principles will follow. 1) Turning to the nature of lived experience Van Manen (1990) argues that lived experience is the starting point and the end point is the phenomenological research. Furthermore, he added the aim of phenomenology is to transform expression into a textual expression-in a such way


15

that the effect of the text is at once a reflective reliving and a reflective of appropriation of something meaningful. Lived experience is not an ordinary experience but the meaningful one. Dilthey as cited by van Manen (1990) states that lived experiences are related to each other like motifs in andante of a symphony. He adds that the meaning is discovered in which it can make “the structure of lived experience is revealed to us in such a fashion that we are now able to grasp the nature and significance of this experience in a hitherto unseen way.” The meaning contains the meaningful experience. To get the meaning, phenomenological question is formulated. To do phenomenological research is to question something phenomenologically and, also, to be addressed by the question of what something is “really” like (Manen, 1990). According to Gadamer (1975) in van Manen (1990) the essence of the question is the opening up and keeping open of possibilities. The researcher must live the question, become the question.

2) Investigating Experience as We Live It To investigate lived experience is to gather the data. To get the data, interview and observation are done. Manen (1990) argues that all the recollection of experiences, reflection on experiences, description of experiences, taped interview about experiences are already transformation of those experiences. It is then transformed into lived experience description. The descriptions of lived experience are data for the researcher to work on. Van Manen (1990) suggests that in actual phenomenological descriptions one notices that the author


16

uses “I” form or the “we” form. Phenomenology always addresses any phenomenon as a possible human experience.

It is in this sense that

phenomenological descriptions have a universal (intersubjective) character.

3) Hermeneutics Phenomenological Reflection According to van Manen (1990) the purpose of phenomenological reflection is to grasp the essential meaning of something. The meaning or essence of a phenomenon is never simple. It is multidimensional and multi-layered. To get the meaning theme analysis is conducted. Theme is an element which frequently occurs in the text. He also suggests that phenomenological themes may be understood as the structure of experience. Therefore, when we analyze a phenomenon, we are trying to determine what the themes are, the experiential structures that make up that experience (Manen, 1990). Theme is actually the highlight of a phenomenon.

4) Hermeneutics Phenomenological Writing In hermeneutics phenomenology, anecdote serves as a methodological device. It is meant to make comprehensible some notion that easily eludes us. Anecdote can be understood as a usually short narrative of an interesting, amusing,

or biographical incident. The significances of anecdotal note in

phenomenological research are: (1) to compel or to draw our attention, (1) to lead us to reflect, (3) to involve us to search meaning, (4) to transform us and (5) to measure our interpretative sense (Manen, 1990).


17

5) Maintaining a Strong and Oriented Relation In researching lived experience, our texts need to be oriented, strong, rich and deep. A rich and thick description is concrete, exploring a phenomenon in all its experiential ramification. Depth is what gives phenomenon or lived experience to which we orient ourselves its meaning and its resistance to our fuller understanding (Manen, 1990)

6) Balancing The Research Context by considering Parts and Whole To grasp the meaning of a lived experience the text needs to be written in balance thematically, analytically, exemplificatively, exegetically and existentially (Manen, 1990). It is written based on the theme. It is analyzed through anecdotes. It is exemplificatively through rendering the nature of phenomenon and filling out the nature of description by examples. It is exegetically through comparing to other work. It is existentially through lived time, lived body, lived shape and lived relationship to other (Manen, 1990).

2.

Blended learning The next keyword the researcher needs to review is blended learning. there

are some definitions about it but significantly they share the same underlying thing. a. Definition Blended learning can be described as a learning program where more than one delivery mode is being used with the objective of optimizing the learning outcome and cost of program delivery.

Therefore, as suggested by Singh and


18

Reed (2001) blended learning focuses on optimizing achievement of learning objectives by applying the appropriate learning technologies. It is done also to fit the right learner‟s personal learning style. On the other hand, debates are still going on over the definition of blended learning (Whittaker, 2013). It is due to the consensus that is hard to achieve. According to him, there are also other terms such as hybrid or mixed learning as coined by Stracke (2007). However, he suggests Banados (2006) definition. It says that blended learning can be defined as: a combination of technology and classroom instruction in a flexible approach to learning.

b.

Principles The followings are the principles of blended learning. They are: (1) it

focuses on the learning objective instead of the method of delivery; (2) student‟s learning styles need to be supported; (3) each of learners brings different knowledge into the learning experience. The experience in blended learning shows that applying these principles can result in significant improvements in the effectiveness of the learning (Singh and Reed, 2001). Blended learning framework, refers to Khan‟s Octagonal Framework (see Figure 1), enables one to select appropriate ingredients. Khan‟s framework serves as a guide to plan, develop, deliver, manage, and evaluate blended learning programs (Singh, 2003).


19

Figure 1. Khan‟s Octagonal Framework (Singh, 2003). c.

Components To create a meaningful learning environment a variety of factors needs to

be accommodated. Many of these factors are related each other. The framework has eight dimensions: institutional, pedagogical, technological, interface design, evaluation, management, resource support, and ethical (see Figure 1). Each dimension in the framework represents a category of issues that need to be addressed. These issues help us organize thinking, and ensure that the resulting learning program creates a meaningful learning experience. The institutional dimension deals with issues from the institutional matters. The Pedagogical dimension is concerned with the combination of learning content, the learner needs and learning objectives. Technological dimension is related to technological support. This dimension includes the need for the most suitable learning management system (LMS) (Marsh, 2012). The interface design dimension is related to factors the user interface of each element in the blended learning program. The evaluation dimension is concerned with the usability of a blended learning program. The management dimension deals with issues related


20

to the management of a blended learning program, such as infrastructure and logistics to manage multiple delivery types. The resource support dimension deals with making different types of resources (offline and online) available for learners as well as organizing them. The ethical dimension identifies the ethical issues that need to be addressed when developing a blended learning program (Singh, 2003). d. Strategy Creating a blended learning strategy is an endless process. Once a teacher has built experience and confidence using the key tools available to the learners, it is appropriate to give more effort for maximum learning outcome. What the learner should be able to do in the end of the class must be set clearly. With that goal in mind, a teacher needs to perform an instructional design analysis (Singh and Reed, 2001). However, as suggested by Whittaker (2013) the flexibility becomes the underlying principles in it. Maximum learning outcome and cost minimization should be addressed as the goal. To achieve it, one‟s strategy should consider the existing ones.

Moreover,

Singh and

Reed

(2001) also

suggest that in

implementing it, goal should be the major consideration.

3. Teacher Teacher becomes the next concepts to clarify in this thesis. To do the clarification, the researchers based on the regulation applied in Indonesia and an online journal.


a.

21

Definition In a basic way, a teacher can be defined as the one whose work is to teach

either in a formal institution or non formal one. In a broader sense, a teacher can also be defined as the one who educates others, touches students‟ life and help them prepare their future. In this study, the narrow definition of a teacher was used to identify teacher. In Act 14 2005 on Teacher and Lecturer, teachers definition can be identified. Guru adalah pendidik profesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah. (Teacher is professional educator whose main duty is to educate, teach, guide, direct, train, judge and evaluate learners in formal early childhood education, primary and secondary education.) Using the Act, the main duties of a teacher as an educator is to teach, guide, direct, train, assess and evaluate learners in formal education. From this definition, it is clear that a word teacher refers to an educator who works in a formal education institution. On the other hand, according to the National Education System Act number 20, a teacher is an educator whose main duties are to plan and implement teaching learning process, assess or evaluate learning outcomes and conduct guidance and trainings. For an educator who teacher in a university, called lecturer, he/she is also obliged to conduct a research.


22

Teaching is the special career as it gives rise to other professions. All other professions originate from the teaching profession as one cannot acquire knowledge and specific skill without a teacher. The teaching profession is special in many aspects, some being that; a teacher is responsible for the provision of knowledge and skills in society. The teacher is also responsible for nurturing human beings with different manners and attitudes so that they can live well in the society.

He uses Educational psychology in creating behavioral change to the

learners. Unlike an engineer who deals with the machines, a teacher uses Education psychology to determine the learning behaviors of children according to their age. Also the teacher uses his knowledge of the curriculum to provide appropriate knowledge to the target learners. In addition to that, a teacher is a special person in that she/he is capable of interpreting education philosophy and policy into real life. If the teacher wrongly interprets the national educational philosophy and policy, the expected output will not be realized. The teaching profession should be handled with care so as to avoid putting the nation into a mess. Uneducated nation will also remain ignorant. The fruits of the teaching profession differ from others in that, the teacher deals with three human aspect namely cognitive, attitudes and ethics. The teaching profession for that matter is essentially based on knowledge, teaching strategies, education psychology, care, ethics and general conduct. A teacher has knowledge and skills that other people do not have. It is only the teacher who can justify as to why she/he has taught this and not that, why children should be here and not there


23

and why a certain pupil has understood and the other has not. A layman cannot tell on the teaching and learning situations. b.

Qualified teacher Qualities of a good teacher are universal. Every teacher is expected to have

such qualities in order for him/her to be regarded as a true teacher. Throughout the world, a successful teacher is expected to have qualities. He/she should be knowledgeable in terms of what he/she is teaching A good teacher is the one who knows exactly what he is teaching. The teacher who is knowledgeable will be able to teach confidently. A teacher who is well-qualified and knowledgeable does well in the learning and teaching process as opposed to one who does not know the subject matter. A teacher must also be knowledgeable in the teaching methodologies as well as education psychology Apart from possessing the knowledge of the subject matter/lesson, a teacher is also expected to have skills that will enable him/her to administer the teaching and learning process without any problem.

Also the

teacher is expected to promote and nurture different potentials among pupils. The teaching theories help the teacher to open learning opportunities to the pupils. Therefore a teacher should effectively use the psychology of education to facilitate the teaching/learning process. Having the knowledge of education matters, is one thing but how to transmit skills to the learners is another thing. The correlation between knowledge and ability is not always direct. It is a fallacy to claim that every knowledgeable person can teach. This is the difference between teaching profession and other professions. A teacher is supposed to teach what is expected to the learners and not what the politicians want


24

Nowadays teachers should have a sense of humor and love to the pupils. Having a sense of humor will make someone a successful teacher. If a teacher has a sense of humor, the class will be peaceful and there will unnecessary conflict between pupils. A sense of humor will attract the pupils to love the subject and a teacher as well. Pupils will be interested to listen to a serious teacher. The most important thing is for the teacher to love his job despite the fact that sometimes the teaching job is associated with stress or depression. The teacher should overcome all of these. The teacher‟s love to pupils will facilitate creation of the democratic teaching and learning process. At the same time learning will be more interactive and natural. Also there will be no any humiliation or victimization in the class. Love will help the teacher to create effective teaching/learning process. A teacher is expected to have positive attitude. A positive attitude is the most important thing in the teaching profession as well as life in general. In the teaching profession there are many challenges that a teacher is expected to face. Having positive attitude will enable a teacher to overcome all the problems that occur in the course of teaching. For example in the first day of teaching, one may find the teacher teaching

what they did not expect to teach and therefore not

being able to teach as was expected. The teacher should be calm and try to overcome anxieties so that his/her teaching does not affect the pupils. Despite all these challenges, a teacher is expected to go on improving the teaching strategies. A teacher should be a role model (Missokia, 2010). A good teacher should be a role model to the pupils. The teacher should have a hard working spirit, should be diligent, honest and should have good manners so that pupils can be able to emulate. The unqualified teacher will


25

produce the half baked pupils while the qualified ones will be able to produce learners with true vision about life. For example, we do not expect a teacher to be lazy, an alcoholic, a thief, brutal, harsh and a dictator. In terms of decision making the person demonstrating the above named manners does not qualify to be called a teacher because she/he will do nothing other than producing dictators and robbers in the society. Always pupils tend to emulate what the teacher does rather than what is said in the class

3. Teaching English The last concept the researcher clarifies is teaching English. In this subchapter, the clarification is based on the current curriculum in Indonesia, cycles and stages and PPP concept. English is the world‟s lingua franca used by more than half of people in the world. It also used in the language of science, technology and art. In social relation, it is widely used in the world trade, social and cultural relation, education and so on. The English language mastery is a significant requirement for one‟s and people of Indonesia‟s success in facing global challenges. Learning in school is the main way for most Indonesian people in acquiring knowledge and skill in English. English, as a school subject, has different characteristics from science or social subjects.

The difference is that English functions as a mean of

communication. It indicates that learning English only deals with learning its grammar but the mastery also deals with the daily communication usage. A learner cannot be stated to have mastered English if he/she cannot use it for communication


26

although having satisfactory grammar mastery. On the other way around, a learner cannot be said to be able to communicate well unless he/she master adequate vocabulary level. Therefore, vocabulary mastery is still a significant factor in learning English. The English teaching in Indonesia is based on the Education System Act No. 20/2003. It states that education is a conscious and planned effort to create learning atmosphere and process so that learners actively develop the potentials to possess

religious

spiritual

power,

self

control,

personality,

competence,

conscience and skill he/she, the community, country and nation need. To achieve the goal, national education standard is set, consisting of: standard of competence, standard of content, standard of process, standard of facility, standard of educators and administrators, standard of management, standard of funding and standard of assessment (Ditjen Pendidikan Menengah Depdiknas, 2014). a. Cycles and Stages Cycles and stages is suggested by Hammond et al (1992). Figure 2 below illustrates it.


27

Figure 2: Cycles and Stages of Learning (Hammond et al. 1992:17) Helena (2006) suggests that in planning lessons in foreign language education context, the teacher needs to go over cycles twice.

The first cycle

involves four stages. The first stage is Building Knowledge of the Field (BKOF). In this step, both teacher and students build cultural context, share experiences, discuss vocabulary, language features, etc. The second stage is Modeling of Text. This is when students are exposed to functional text, conversations and monologues. This is all done through listening. Communicative purpose becomes the basis of the content. It means that if students are expected to produce a procedure text, then, the functional text, conversation and monologues are developed with one main communicative purpose i.e. giving instruction Third, students are in the stage of Joint Construction of Text (JCT). At this stage, they exercise, mainly, their oral competence. With the help of the teacher,


28

they write different announcements, monologues or conversations on how to do something. They then can perform their speaking ability. The last stage is called Independent Construction of Text (ICT). Students are expected to be able to speak spontaneously about how to do things. Thus, the first cycle integrates students‟ speaking and listening skills. The second cycle is related to the developing of the ability to use written language. The teacher and students go through all the stages once again. This time, in Modeling of Text, students are exposed to written text. They develop their reading skill. Then, they continue with joint construction in writing texts and finally they write their own text independently. b. Presentation Practice and Production Harmer (2007) formulates procedures to conduct presentation, practice and production. They are: (1) Presentation; it is the process of exposure by presenting the lesson. The purpose of this step is to introduce students to new lesson material. In presentation a teacher can use teaching aids such as clip art, flash card or even video. (2) Practice; this step is focused on the cooperation of students and teacher to put the new lesson into practices. It can be in form of question and answer, worksheet exercise, game, mechanical and meaningful drill, etc. (3)

Production; it focuses on the students‟ demonstration of ability to

implement what they have learned. For example, a teacher can ask student to create some sentences based on the material that the students have learned.


29

B. Framework of Pre-understanding Some teachers have started to apply blended learning in teaching English. Before applying it, they must have some belief about learning. Learning a foreign language presents different challenges for different people in different contexts. The reasons for learning a foreign language are as diverse as the ways different individuals approach the task of learning new vocabulary, figuring out new grammar rules, listening, reading, and speaking in a language other than their native language. A range of methods and approaches are often used to introduce new language, and a variety of classroom management techniques are employed to maximize practice opportunities. In short, there is no one way to learn a language, just as there is no one way to teach it. Language teachers, although they may not have been aware of the term, have always used a “blend” of teaching approaches in order to provide as rich a learning environment as possible for our learners. Blended learning is therefore not a new concept. What is new is the range of different learning opportunities and environments made possible today through the use of technology to support learning and teaching. What is also new is the “expectation” of our learners to use technology in and out of the classroom as part of the learning process. This study attempted to investigate the teachers‟ lived experience in implementing blended learning. Teachers here means the ones whose duties are to plan, execute, evaluate, teaching learning process, giving academic advices, guidance and also conducts the administrative things such as designing syllabus, lesson plan and preparing learning material.


30

To discover the teachers‟ lived experience in implementing blended learning, the researcher need to know their stories related to the implementation. Blended learning is probably viewed differently by different teachers. To get the stories, the researchers conduct interview and observation. The teachers, as participants, need to express their interpretation toward blended learning. The researcher, then, attempts to interpret. However, the data gathering must be limited

to those relevant with this research. A theoretical framework is

constructed in order to guide the researcher to describe the research context. It is also used to limit the scope of the study. Lived experience is what something means to certain people. It is the interpretation of what have happened to them. Understanding, desire, intention, action, belief, feeling etc are the aspects of lived experience. However, in this study only understanding, belief, intention, feeling, and action are discussed. They are related to each other. In other words, we can say that teachers‟ lived experience of implementing blended

learning is to discuss what, teacher

understand, believe, intend to do, what teachers feel and what teachers do with blended learning. A thematic interaction is constructed in order to guide the researcher to describe the research context. By using it, it is expected that it can also limit the participant‟s narrative to make to focus this study. However, this study is qualitative, the thematic interaction is still possible to be changed and adapted to emergent phenomena. The English teachers‟ lived experience in implementing blended learning has five themes to figure out the meaning. Those are the researcher need to find out.


Benefit

Constraint

31

Methodology

The English Teachers’ Lived Experience in Implementing Blended Learning

Teacher Function

Feeling

Figure 3. Framework of Understanding

Pre understandings in this research are (1) the lived experience of the English teacher in implementing blended learning may vary and (2) there will be emerging themes during the data gathering

C. PREFIGURED THEMES From the pre-understanding the researcher can draw prefigured themes in this research. They are: benefit, constraint, methodology, teacher function and feeling. Those themes are expected to be found in this research.


CHAPTER III RESEARCH METHODOLOGY

This chapter discusses the methodology and procedures applied to discover the answer to the problem. This chapter is significant because it elaborates significant steps of doing the research. It consists of five sections namely, (1) research method, (2) nature and sources of data, (3) research setting and participant (4) data gathering technique and (5) research procedure and (6) trustworthiness.

A. RESEARCH METHOD This research employs hermeneutics phenomenological study to describe and interpret the teachers‟ lived experience in teaching English using blended learning. Hermeneutics phenomenological research focuses on lived experience which looks at individual‟s or person‟s experience of phenomena. Hermeneutics phenomenology, as one of research methods of interpretative research, intends to gain deeper understanding of the nature of meaning of everyday experiences (Van Mannen, 1990). Interpretative phenomenological research was the guided theory to answer this study whose aim is to describe and interpret the participant‟s lived experience and perceptions of a phenomenon. He also stated that the experience of someone‟s life had already been meaningful for his/herself. It could also be meaningful for others when it is interpreted to get better understanding. According to

him phenomenology

describes how one orients to 32

lived

experience,


33

hermeneutic describes how one interprets the „texts‟ of life, and semiotics is used to develop a practical writing or linguistic approach to the method of phenomenology and hermeneutic (1990:4). Meanwhile, Creswell (2007: 57) argues that a phenomenological study interprets individuals‟ lived experience of a certain concept or phenomenon. He emphasizes that a narrative study is a study that reports the life of a single individual.

Phenomenology has a strong philosophical component to it.

According to Creswell (2007) it derives heavily from the writings of Edmund Husserl, a German mathematician, and those who developed his views such as Heidegger,

Sartre,

and

Marleu-Ponty.

When

doing the phenomenological

research, there are two approaches to take. They are hermeneutic phenomenology which relies heavily on the work of van Manen and empirical, transcendental, or psychological phenomenology which is suggested by Moustakas. In this study, the researcher attempted to describe and interpret the phenomenon of teaching English using blended learning. The information is acquired mainly from interview. However, observation was also done to support the information. The information is used to discover the lived experience of teaching English using blended learning covering how teachers understand, perceive it, do it, judge it, think about it.

B. NATURE AND SOURCES OF DATA This research was aimed

at describing and interpreting the lived

experience of teaching English using blended learning. The nature of data was


34

narrative. Data from a series of depth interview and observation of blended learning implementation are both narrative. The data used as the basis of description and interpretation came from (1) audio-taped interviews document which was translated into narrative stories of the in-depth interviews of two English teachers (2) classroom observations which were documented in form of video and audio and (3) re-interviews which were audio-taped and (5) document checks. Those sources of information were meant to achieve the triangulation. In brief, the researcher employed interview, reinterview, observation and document checks to get the valid data (Patton, 2002).

C. RESEARCH SETTING AND PARTICIPANTS The research was conducted in two different higher learning institutions in Yogyakarta. First, it was in STIKES AISYIAH Yogyakarta. The researcher‟s reason of selecting the school was because the research participant, Mr. Dedo, is studying

in

graduate

program in

English Language Studies focusing on

educational technology. The teacher has implemented blended learning for some time. Second, the researcher selected PBI Sanata Dharma. It is a notable English department in Yogyakarta. The reason was because the participant, Mr. Chelto, an teacher in this department has been familiar in implementing blended learning. He has been implementing it for more or less seven years. Both participants use pseudo names. The two research participants were different in range of ages, employment status, experience, and education background. They were chosen because they have

various

teaching

atmosphere,

material,

students,

etc.

the

different


35

participants and setting are expected to provide complete and different data. Having different setting will make the researcher get different finding on what the participants understand, believe, feel, do about teaching English using blended learning. D. DATA GATHERING TECHNIQUES In this section, the researcher will reveal the steps to collect the data. The techniques employed to answer the research problem were interview, classroom observation, and document checks. The main technique to acquire the main data was the in-depth interview. The interview was conducted to the research participant and was audio-recorded. Notes were also taken to get the more complete description of how the participants feel. The notes also function as the back up data in the time when recording devices failed as argued by Creswell (2003). To conduct the interview, the researcher used some guidelines. The guidelines were based on the narrative concept. The interview can actually be divided into two, namely pre interview and in-depth interview. Pre interview was conducted after the observation to gain some clarification of what the participant did during the teaching. Besides, it is also to prepare the in-depth interview. Preinterview is significant in recognizing the style of the participant in describing the way the participants understand, believe, judge, feel about teaching English using blended learning. The interview is then transcribed into narrative to be analyzed further. Observation was done in classroom to discover the participants‟ action in teaching English using blended learning. During the observation, notes were taken to document the participants‟ behavior in teaching English using blended learning.


36

The notes of observation were then crosschecked with the documents from the interview. The observation, in other words, is to discover whether the real action in the classroom confirms the action stated in the interview. All the participants‟ action was recorded in form of video. The researcher also conducted the document checks to answer the research problem. The documents needed to be checked are the lesson plans and other teaching administrative documents. The document is significant to discover whether the teachers‟ action confirms the planned activity in the lesson plan.

E. RESEARCH PROCEDURE The research procedure was conducted in several steps. Every researcher will employ different arrangement of steps. However, basically, there are same techniques employed to help researchers to answer the lived experience research question. The first step was to formulate the interview questions. They served as the interview guidelines. They were significant for this research for the lived experience can be dug up by those questions. The next step was to conduct the interview to the research participant. This was the step where the main data was obtained. The data was then transcribed into narrative. Then, classroom observation and document checking were conducted. The next step was to categorize and code the data. It was then presented in form of description. After completed with description, the last step was to interpret the data. Figure 3 on the next page presents brief explanation of the steps in conducting this research. It will explain the research procedure and the result.


37

Figure 4. Research Procedure The first step of discovering the answer of the research problem is formulating questions as guidelines for the interview. The development of the interview question was based on the narrative concept under a certain category. The questions were categorized based on understanding, belief, feeling, intention and action. After finishing with the guidelines, the researcher then conducted the interview. The interview was documented using audio equipment and supported by notes. The audio file was then transcribed into text. The coding and the


38

analysis were the next steps. The coding was conducted to the data. It is the part of the data analysis in which the researcher identified, named, categorized, and described the phenomenon found during the interviews and observations. Coding is aimed at finding out the core of the findings in the interviews and observations in order to determine which data is significant to the solution of the research problem. The first procedure of coding was to transcribe the data from audio file of the interview and video of classroom observations into text. The text was then divided using table for each line. The researcher assigned codes to significant expressions under the theme of the research. The same way applied to the documents. They were coded and put under the different themes according to the findings.

In this step, the researcher condensed the data. Only the significant

expressions of the participants were selected. The unrelated chunks were removed from the data. This technique is called bracketing; inside the brackets was the significant data only. After coding, the data, which had been in form of a narrative, was presented. The data presentation can be in form of table, diagram, chart, or mind map. The presentation is significant to discover the themes of the findings and what went below the themes. Afterward, the researcher described the data which had been presented. The data descriptions were divided into two categories. First, it is the description of the personal lived experience. The basis of this description is the each participant personal account. Second, it is the description of the shared lived experience. The basis of this description was the participants‟ shared account of


39

the phenomenon. Here, the researcher attempted to find the similarities of the participants‟ lived experience. The interpretation was the next step of answering the research question. This is the most crucial step in answering the research problem. The main task of the researcher in this research was to interpret the data based on the collected data. The analysis of this research will be elaborated in detail in chapter IV. After the researcher analyzed the data, the conclusion can be drawn. The main consideration in drawing conclusion is the interpretation of the collected data. The conclusion is the answer to the research question. It will be presented and elaborated in chapter V.

F. TRUSTWORTHINESS The major goal of this research is to interpret the participants‟ lived experience of teaching English using blended learning method. This research is a qualitative

study.

According

to

Cresswell (2003),

qualitative research is

fundamentally interpretative. To obtain the trustworthiness of this research the researcher conducted triangulation. Cohen et al. (2000) argues that triangulation refers to the use of two or more methods of data collection in a study. In this research, triangulation of data was gained through the comparison of in-depth interview, document, notes, classroom observation documents, and document checks.

Those data sources

were cross checked each other. Using several sources of data, the researcher examined the participants‟ lived experienced expressed from the interview and


40

actions in the classroom. Invalid data, which was inconsistent or irrelevant, were removed. Besides, the researcher also cross checked the data to the research participants. It was done to make sure that the data was acceptable. The participants can comment or even add some more information when it was necessary. By doing it, it was expected that that data is valid enough.


CHAPTER IV DESCRIPTION AND INTERPRETATION

In this chapter, I am going to describe and interpret the text transcribed from the interview. To describe, the teachers‟ personal lived experience will begin and then it is followed by teachers‟ shared experience.

Since this study is a

qualitative, the data acquired is in form of narrative. To interpret, the description of the teachers‟ personal lived experience becomes the basis.

A. DESCRIPTION Presented in this subchapter is the description of the teachers‟ lived experience in implementing blended learning. The main data source of the description is the interview transcript gathered from the series of interview, observation notes and document checking. However, before the description the writer is going to describe the background of the participants and their milieu.

1. Participants’ background In this part, I present the background of the research participants. It is significant for the research because appropriate research participants will lead into more meaningful research result. a. Mr. Dedo’s background Mr. Dedo teaches English in STIKES Aisyiah. It is an institute focusing on health studies. He completed his undergraduate degree in 2011 in PBI UNY. In 2013, he preceded his study in English Language Studies graduate program

41


42

Sanata Dharma University. He belongs to Seamolec students, those who concentrate their selves on educational technology. Therefore, blended learning is not a new thing for him.

b. Mr. Chelto’s background Mr Chelto is a lecturer in English education study program of Sanata Dharma University. He has been teaching there for more than ten years. He was born in Kotagede, Yogyakarta 34 years ago. He earned his both undergraduate and graduate degree Sanata Dharma University. He is fascinated in computer that leads him to implement blended learning in some of his classes. He has been implementing it for about eight years. At the time this research was being conducted, two subjects that he taught using blended learning system were Language Teaching Media and Interpreting.

2. Description The description of the participants‟ lived experience in implementing blended learning is elaborated further in this subchapter. It will elaborate the interview and observation process until their content. The description is divided into two main categories, namely personal lived experience and shared lived experience. Since there are two participants in this thesis, the personal lived experience is divided further into two parts. The personal lived experience, with two participants, will come first then followed with the shared experience. According to the prominent matters emerging in the data, the description of the personal lived experience will begin with benefit, constraint, teaching


methodology,

teacher

function,

project-based

learning,

creativity

and

43

self

actualization.

a. Mr. Dedo’s lived experience in implementing blended learning. Mr. Dedo and I belong to the same thesis supervisor. We went to the same GRP class too. We have met quite often during our class. He is included in Seamolec students, students funded by Seamolec. Those students are specially required to conduct research on technology in English language teaching. In our GRP class, I asked him whether he was willing to be my research participant and he said yes. Related to benefit, Mr. Dedo said that: “It began from the short meeting hour.” His decision to adopt blended learning originates from his concern that English subject only gets one meeting per class in a week. It saves his time. He then continued by expressing his experience that if it still goes this way, he cannot discuss the other topic. “I cannot manage students‟ presentation in a day”, he said (1-D2-BEN). Time efficiency was also reflected in another part of the interview. “If we rely on explanation in classroom, on classroom meeting, they lack exposure to learn English”, he said (1-D8-BEN). He thought that blended learning would help him in delivering material. It would like be additional lesson. It gave them chance to learn not only during the class hour but outside the class. He said: “I give them chance to practice outside the class” (1-D8-BEN). He also expressed that he took benefit in checking his students‟ assignment. He checked his students‟ video outside the class hour. He said:


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I checked their videos on presentation or other assignments. I can do it in my office or even my home. I do not rely on the class meeting hour (D-8-BEN). In another part of the interview, benefit was also indicated in term of financial matter. He then said that he used to have the learning material copied. Since he has implemented blended learning he did not do that anymore. It was really helpful especially when he had more than a class in a day. He said: “Therefore, I do not have to spend much money” (1-D13-BEN). Becoming autonomous learner is the third benefit reflected from the interview. Students had to download the learning material from Edmodo. He said: “I uploaded some material before the class and they had to download it. Some assignments were also sent through it and they also had to complete them in Edmodo” (1-D4-CON) They can also explore in the internet by themselves either in the class or at home. He said: “There were also times when I asked them search learning source in the internet (D-27-MET). During the discussion time, they were actively involved to find the answer to their problem as indicated in “They can actively discus and share there” (D-36-BEN) The fourth benefit indicated is that it promotes more intense interaction. He said: “By using blended learning we can interact with students, monitor their works” (1-D17-BEN). He indicated the livelier the forum, the better interaction is. He said: “The more discussion in Edmodo forum, I think it is the better (1-D35BEN). It is because it indicates that they can interact regardless the time and their place. They can share and discuss in the forum. Sometime, they posted a question that they had forgotten to ask in the meeting. It is not disturbing for him that may


45

be so for other people. In his mind, this is the consequence of blended learning. He said: “For some people it might be disturbing. But I think it is the consequence of blended learning” (1-D36-BEN).

Concerning the constraint, the first constraint he experienced was that his student could not afford data for the internet service. He stated that in the beginning it was difficult to ask them to join Edmodo. They probably do not have the internet facility. However, as time goes by he kept delivering his assignment in Edmodo. He also uploaded some material and his student had to download it. Assignments had also to be done in Edmodo. Like or dislike, they had to join Edmodo. It made him always using Edmodo. He said: I sent some assignment through Edmodo and students completed it there. Like or dislike they had to join it. Since then, I always used Edmodo (1-D4-CON). The second constraint is the students‟ motivation. He said that: “But, with less active students they were reluctant when being given assignment” (1-D20CON). It happened, for instance, when he once assigned and asked them to do assignment in Edmodo. Instead of completing it in Edmodo, they begged to do it by e-mail. Related to teaching methodology, he does not embrace a certain methodology. It may vary according to the topic of the discussion. He said: “What I did when the material had already been given was they brought the printed material to the classroom. I explained. I do not have to have it copied because they have got one each student. If they bring their laptop, I asked them to open it” (1-D6-MET).


46

I asked him to compare his teaching experience in two topics. In (1-D15MET) he said: “It‟s different. It depends on the topic actually.” He exemplified by comparing two topics in his lesson. First, in introduction he began with giving input

of introduction

and

continued

with

short

self introduction.

Since

introduction was in the first meeting, he also introduced Edmodo. In the second meeting, he began to use Edmodo. He said: In the second meeting I began to use Edmodo. I uploaded some material and assignment for them to complete (1-D23-MET). Second, it was product presentation. He began the lesson by uploading the material. His students came to the class by having the printout material. They then discussed the steps of a good presentation, the expressions used and how the language function is. He then uploaded the assignment and it was discussed in the following meeting (1-D-25-MET). In another part of the interview, he explained that the blend took part in the classroom. It happened frequently. He said: ”Sometimes, I began with conventional technique but then I asked them to open Edmodo to look at their assignment. Some other time, I also asked them to find some sources in the internet” (1D27_MET). Related to teacher function, he positioned himself as the learning facilitator and monitor. In a process of a project accomplishment he said: “I did not really monitor. I only set the deadline and reminded them to submit. Talking about facilitating, I did not really facilitate either. After they accomplished, I gave feedback” (1D11_TEA). When discussion occurred, which was frequently, in the Edmodo forum, he was involved as the facilitator. He said:


47

I was of course involved when they were discussing. But I served as facilitator (1-D37-TEA). Related to project based learning, he adopted it in his blended learning class because in his mind if they only learn during the class hour. He started assigning project in the first topic. He said: “And I assigned a project, too” (1-D7PBL)”.

It required my students to create video about self introduction. In the

video, they recorded how to introduce themselves. Then, they submitted in a column he provided in Edmodo. Then, he reviewed his students‟ work. He argued that the meeting for English lesson was insufficient that he applied project. It was aimed so that his students have opportunities to practices outside the classroom. In all his classes, he applied project-based learning. He also exemplified a videomaking project in the topic of product presentation. He said: “They introduced health products in a video” (1-D10-PBL). Some other time, he asked to interview westerners outside the class. He said: “Also, I once asked them to create a video about procedure how to wash hand or install infusion correctly. They made it in English” (1-D10-PBL). Related his feeling, he stated that he felt happy with blended learning. He feels that it is helpful. However, he still desires something more. He said: “I want something more. Like that. Because I think, now the result of blended learning and PBL that the student received has improved but not as we expected yet” (1-D16-FEE). He said that now he is still thinking what he can do so that student can get the competence that he expects. This is due to the high demand in his institution. He said that besides being required to have good speaking competence, his students are also required to score at least 450 in TOEFL.


48

In another part of the interview, he also expressed that he feels blended learning challenging. He feels it when he has to think about how to make his student more interested in it. He said: “I feel like challenging when I have to think how to improve the student‟s interest in it, how they keep exploring using technology to learn English” (1-D-28-FEE). He exemplified his feeling when he assigned project to his student. He said: “When I gave assignment or project to the student they often submitted it overdue. In fact, the column for submission will automatically close. Also, when firstly using Edmodo they were asked to join. The code is valid only for two weeks. There were some who did not join after two weeks. I feel it challenging how to motivate them” (1-D29-FEE). Related to creativity, he said that it is reflected in the project. He said: “I noticed that they are creative in making video” (1-D10-PBL). In another part of the interview (1-D39-CRE) he also said: “It is very interesting for me as the lecturer…So, student‟s creativity appears there… They can present it nicely because it has been prepared... From the technology side, they can make the video well.” Most probably, student‟s creativity always appears. (1-D-41-SEL). Related so self actualization, he was not sure whether it was included in his learning goal. One thing important he stated that it appears automatically. He said: If I say it is the goal, it is not. If I yes it is the goal, yes it is. It is because it automatically appears (1-D42-SEL). He stated self actualization in the end of the interview. He said: “When his students can make video and speak English better they have self-actualized themselves” (1-D42-SEL).


49

b. Mr. Chelto’s lived experience in implementing blended learning. My thesis supervisor, Mr. Mukarto, suggested that I try to contact Mr. Chelto in PBI Sanata Dharma for my research participant. I directly contacted him because actually we belong to the same Whatsapp group of PBI 2000. Mr. Chelto and I were at the same batch in our undergraduate. I texted him in April 2015 and directly asked him if he was willing to be my research participant. I told him that my I was working on teachers‟ lived experience in implementing blended learning. He granted my wish but I could start the following semester since his class almost finished at that moment. Based on the interview transcript, it is indicated that in Mr. Chelto‟s class, there are some benefits of blended learning. First, that it is more powerful in term of having abundant learning source. He said: “Anytime I and they needed source, we just explored in the internet. I, in the classroom, could search for sources while teaching” (2-C2-BEN).

When he previously still used conventional class, he noticed that many of his students brought laptop to the class to search for learning sources. His students, as well as him, will easily find any kind of learning sources. Although not all sources are reliable, it is really helpful. He also said that although it was hard in the beginning but in the implementation it will ease to explore further. The second benefit indicated is it is easier than traditional classes. He stated that when he still applied the traditional class, the preparation before it caused him troublesome. “I had to provide handout, make material and so on,” he said (2-C2-BEN). It caused him troublesome to seek material and so on. He argued that his students also need easiness. He said: “


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“Now in the office I can prepare material for the class. I can do it too from home (2-C2-BEN). With technology, his job as a teacher e.g. to prepare material, to search learning sources is assisted. According to him, blended learning is helpful. What he needed to do was to search the material, uploaded it before the class and facilitated the learning process in class. The third benefit reflected is it promotes more intense interaction. Moreover, he facilitated the interaction using a mobile phone application called Whatsapp (WA).

He used this group to promote his students‟ motivation in

blended learning class. He said: “There is a WA group of the class. I can interact with my students almost unlimitedly” (2-C4-BEN). In this group, he and his students can interact almost unlimitedly. He also said that actually in blended learning class already allows us to interact unlimitedly. Hence, they can share idea and discuss something with all members. Consequently, they can be close with one another with the help of technology. He once again emphasized that actually using blended learning already promotes more intense interaction. He then explained how significant it is in his class. He said that if the teacher creates gap with his students, the communication process will tend to be one way. He said:” If for me, I open myself for communication so that

there

is

two-way

communication,

for

more

comfortable

learning

circumstances. Therefore, the can learn more relax and if there is a question they will not hesitate to ask” (2-C5-BEN). In another part of the interview he stated that his every blended learning class is interesting. He said:


51

“Interaction in blended learning class is interesting for me. It is because the interaction can be intense” (2-C31-BEN). He also said that during his conventional class interaction had already taken place. He said: “There were students who interacted and discussed with me outside the class. But it was very limited. It is different from now. Discussion can take place at any moment” (2-C31-BEN). The fourth benefit reflected is the student can be more independent. He said: “They can be independent learners. I have uploaded the material. They downloaded, read and opened video outside the class. They explored either in or outside the class” (2-C27-BEN). Independence in learning happened both outside and in the classroom. It happened when they explore to the internet. His students do almost all activities required by themselves. They became independent learners. The fifth benefit indicated is that it serves as a means for students to show their creativity. He said: “Blended learning can also be used as a means to show their creativity. I like their creativity in completing video project (2C28-BEN). He said that in relation with his feeling. He said that it was fun to implement it. Concerning constraint, there were two constraints in his blended learning class. First, it is student‟s motivation. He stated that in the beginning of the interview. He said: “Their motivation was still low” (2-C3-CON). In the beginning when he started implementing blended learning in his class. Motivation became the major constraint. He said:


52

“However, generally their motivation was still low when they came for the first time to the class. I can see it from the passive participation in the forum” (2-C3-CON). He countered the low motivation using well-founded interaction in the class. He then stated that his students were able to build their motivation. He said: “But, as time goes by they managed to fit the new system” (2-C3-CON). The second constraint was the internet connection. In the beginning ot the interview he indicated that he would mention it as a constrain in his class. He said: “For connection, we all know how it is in our region” (2-C3-CON). He had some experience related to it. It was when he had in-class meeting. He said: “I once uploaded videos. Because they accessed at the same time, it buffered.” Consequently, they took longer time to open the video. They had to wait for the video to load” (2-C13-CON). He finally underlined: “The connection was not really strong” (2-C13CON). In addition to it, when I asked him about having a test using Exelsa he said he never had. He was afraid to conduct a test using it due to the internet connection. He said: “I am afraid if the connection will suddenly be down. When it happens it must become problem” (2-C19-CON). Concerning teaching methodology, he expressed that there is no single of it that is applicable to all of his classes. He said: “I do not embrace rigid guideline in class about the steps. I make my class as fluid as possible” (2-C8-MET). He would decide what to do based on the student‟s need. He said: “It means that if they need discussion they will do. If they need exploration they will do. It is also possible that after they discuss they explore in the internet” (2-C8-MET). This varied steps happened frequently almost in all his classes. He exemplified in his LTM class. He said:


53

“For example, it is in my LTM class. I uploaded material before discussion. They explored they started discussion they explored to gain more input” (2-C28-MET). Discussion could still be carried out in the audio visual laboratory. Students sat on the floor during the discussion. When they all have finished, they continued in Exelsa forum. When he discussed a certain topic related to computer program he applied different steps, too. He said: “We once discussed computer software. In class we had workshop. In workshop, I presented how to use the program. It is according to what they need” (2-C9-MET).

Then, his students practiced using it. He added that the emphasis of his LTM class was on discussion, elaboration and workshop if needed. In his interpreting class, he applied a bit different of steps. He said: “In Interpreting class, students read, browsed the material watched video. All is done outside the class. In class, they practiced” (2-C10-MET). What his students do in the class was to practice. He provided the material and his students practiced to interpret. It is a branch of blended learning. He called it a flipped learning class. This activity happened continuously for the whole semester. When they are done with the practice they continued with the forum. He said that it is a means for them to discuss. They could post a question and other students responded. Concerning teacher function, he said that he facilitated the learning activity. It happened not only in the class but also in the forum. He expressed his role as facilitator in discussion forum. He said: “I am involved means I facilitated them to seek solution” (2-C6-TEA). When a student raised a question he facilitated to find the answer. He continued:


54

“I facilitated when they were discussing. I let them find their answer. I helped to underline their answer” (2-C6-TEA). In another part of the interview he explained his role in the classroom. In classroom, he also facilitated his student‟s need and monitored their progress. He said: “If they needed workshop, I administered it. When they were discussing, I only directed the discussion” (2-C12-TEA) He let his students to actively take part during the discussion. If for example, his student faced difficulty in operating a computer program he would help. Concerning feeling, he stated that blended learning is fun. He said: “Well, for sure, I feel that it is fun. And actually, it eases me” (2C28-FEE). He felt that blended learning was fun because he can monitor his students‟ progress more carefully. In his class, his students progress in their own phase. Therefore, he can monitor his students individually. When there is a student who finds difficulty in certain topic, he can discuss with him. He can monitor his students‟ progress through a computer. He also expressed that it is fun in relation to interaction. He said: “Also, being able to interact more intensely is fun” (C-28-BEN). As stated in the previous description, interaction is more intense. The medias for the interaction are LMS forum and Whatsapp. He really enjoyed it. In addition to feeling, he also said: “I like their creativity in completing the video project” (C-28-BEN). For him, blended learning serves as a means to express creativity. Concerning project based learning he said that making project served as the main basis for the assessment. He said:


55

“For the assessment I required them to make project. In LTM class I required them to make audio visual media. In interpreting they recorded their voice” (2-C20-BEN). In his LTM class the project is to create audio visual media. While for the Interpreting class he required them to interpret something and record it. In the beginning of the semester, he announced that he assigned a project. He monitored and facilitated them to accomplish it. he often helped them when they found difficulty in operating a computer program. When I asked him why he applied it in his classes he argued that by using it they can hand on experience and gain deeper understanding. They could express themselves in their project. He also said that it was fun to watch their videos. Project was their top of learning for the whole semester. Concerning creativity, he said that it emerges in the project. He said that: by using project, they can express their creativity. He argued that being a teacher must be creative. Creativity became the reason why he liked applying project. He said: “What I like from applying project is, based on my experience, there will be kinds of creativity” (2-C22-CRE). He said that he once found a video with fabulous editing process that made it interesting to be a learning media. He also added that creativity would be beneficial for their students. He said that when they come to the working world they would be able to create English learning activity interestingly. When I confirmed that project based learning accommodates student‟s creativity he referred to Bloom taxonomy. He said that when we referred to Bloom taxonomy, creating or creativity is on the top.


56

Concerning self actualization, he said that blended learning accommodates his students to actualize themselves. He said: “And the more important thing is that they can actualize themselves in blended learning class.” In his class, his students can show who they are and how creative they are. They could become their own selves. He said that Abraham Maslow is used as reference. He said: “If we follow pyramid from Abraham Maslow, the position of self actualization is on the top.” According to him, that is another side that must be achieved. He once again stated that blended learning enables them to actualize themselves. However, there are some ways to do that. He said: “Self actualization can be in the form of performing well in the test or creating something innovative according to them” (2-C-25-SEL).

B. INTERPRETATION In this subchapter, the interpretation of teachers‟ lived experience is presented. The interpretation is based on narrative data that has been previously described. The interpretation section is generally divided into two sections. They are prefigured themes and emerging themes. As described in the previous section, some prominent issues emerged in this research. Those issues are goal, benefit, constraint, project based-learning, creativity

and

self actualization.

interpretation section.

Those are the main discussion in this


1.

57

Prefigured Themes Prefigure themes are those prefigured in the beginning of this research.

They become the main basis of the interpretation. They are: benefit‟ constrain, teaching methodology, teacher function and feeling. a. Benefit Concerning to the benefit of blended learning, Mr. Dedo said it is efficient. What he meant was students can use their time effectively. They can learn when they are ready; they can submit assignment as soon as they are done with it, etc. Learning material and students‟ project in form of video are uploaded in Edmodo. As discussed in the previous paragraph, blended learning is asynchronous. Although he does meet his student, he can still proceed his class. He then could continue with the following step of his teaching. Blended learning helps teacher to save more time in administering the class He also argued that in blended learning class, students are more autonomous than in traditional one. It allows students to decide when and where they want to study. Peachey (2007) argues that blended learning supports participants‟ autonomous learning. Asking students to work alone in front of their computer means giving them opportunity to be free to exploit any possibility in learning. They have authority to choose what they want to study. For them who are not used to be in such environment, it will encourage them to be an autonomous learner. They are customized to learn and do anything needed in class independently. Related to benefit, he believes that interaction is better in blended learning. Students can communicate ideas that they cannot do in classroom. It is also a


58

reason why he chooses blended learning approach in his class. Two types of interaction in blended learning are teacher-student and student-student. Interaction in form of online learning community is a media for students to share their ideas. For a language class, interaction is crucial. In the interaction, learners can exercise their skills. In classroom, students who find it difficult to express thing in English can communicate using English although it takes time to do that. Type of interaction happening in blended learning is social mediated interaction (Yu, 2008). Mediated social interaction refers to the interaction between two or more individuals, normally separated in time and/or space, or we can call it asynchronous, enabled by various communication technologies (Freisen, 2012). Mediated social interaction may take various forms, depending on how many people are involved. Forum is the simplest example of mediated social interaction (Marsh, 2012). Having good student-student interaction means to promote collaborative learning

(MacKenzie,

2010).

Social constructivism is

the

basis

of the

collaborative learning exercise. Classroom and forum discussion and group works are example of activities of collaborative learning. By implementing blended learning Mr. Dedo also implements collaborative learning in his class. Mr. Dedo strongly believes that students take benefit in his blended learning class. As evidence he said he has video showing their skills in speaking English.

Students may feel nervous to speak in front of teacher and other

students. When they are nervous, they cannot perform what they have learnt. Blended learning gives a solution to that problem. Students record their skills then upload it. Students‟ performance is better on video than in front of the class.


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Blended learning has the potential to improve teaching and learning, increase access and flexibility for students. By exploring, students maximize resources, and provide a confluence of digital literacy for learning and working (Naiker et al, 2008). Mr. Dedo has aimed his blended learning class toward the improvement of teaching and learning. For Mr. Chelto, the implementation of blended learning the teaching learning activity is more powerful than conventional class. The plentiful learning sources is the reason why he argued so. His reason to say that technology usage is more powerful is undeniably true. As stated above, the involvement of the internet in blended learning enables students to access myriad learning material. It is not only various but also multi-leveled and multi formed. Students themselves decide which material they think they need to study. Students can also exercise their skills in the internet. With the help of other computer software, students can exercise their speaking and listening skills. Many websites provide practice with direct feedback so that they can learn to improve it. Another benefit he indicated is that blended learning is easier than traditional class. In digital era, internet‟ role in EFL is indispensable. Without a doubt, it has brought a great deal of effect to EFL learning and teaching practices. Tomlinson and Whittaker (2013) suggest that internet has immense educational potential. Students can find answers to their questions without having to search in library

books.

They

can

communicate

easily

using

email,

forum

etc

synchronously. Technology also allows students and teacher to create something more easily. The significance of technology is to make life easier. If one finds that using


60

technology is difficult, there must be something wrong with either he or the technology. It might be the user who lacks adequate knowledge or the technology which is not user-friendly. Teachers should be able to use it so that their teaching can more easily be managed and executed rather than in traditional class (Warschauer and Healey, 1998). For students, with the help of some computer program, they can create a means to demonstrate their skills. When students create something to demonstrate their language skills, they can upload it to internet website. Not only the class member but also people around the world can read their writing, listen to their voice or even watch their video. Internet accommodates students‟ works to be stored and then published. Feedback is yielded from more people. Thus, internet supports learning by giving abundant material and exercises on certain topics or grammar (Agarwal, 2010). It can also accommodate learning of all language skills. This is in accordance to what Mr. Chelto has stated. Another benefit from blended learning implementation is more intense interaction. In traditional class, without the presence of online technology assistance, the interaction is limited by bricks and mortar. On the other hand, forum using LMS and mobile phone application improve the quantity and quality of interaction. For Mr. Chelto, interaction is a significant component in learning. He encourages interaction to occur more often. The teacher should encourage class interaction and exchange of views with the pupils. When interaction is meaningful, class engagement will be promoted. A good teacher is the one who involves his pupils during the teaching and learning process.


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In blended learning, interaction occurs in multi dimension. First, they are student-student and student teacher. Second, it is human-non human type (Archila, 2014). In Mr. Chelto‟s class, the first type of interaction can be personalized more deeply because they use Whatsapp. It means that he supports social interaction and ideas sharing. I strongly believes that not many teachers are willing to be in Whatsapp group with their students. Having personalized interaction using Whatsapp allows the interaction, both student-student and student-teacher, to be more flexible. In this case, the interaction is not limited by time or space. Therefore, opportunities for social interaction in his class have exploded with the implementation of blended learning (Liang and Bonk, 2009). Meanwhile, the human-non interaction occurs when a student is engaged to technology. It lasts up to the end of the course. Concerning interaction, he really enjoyed having two ways interaction with his students. He said that if he has good interaction with his students they will learn more comfortably. Communication block will not happen. A report by Collaboration for Online Higher Education and Research or COHERE (2010), finds out that students also enjoyed the increased opportunities for interacting with classmates and the instructors through the integration of new technologies. In Mr. Chelto class, students interact not only using LMS but also using Whatsapp, enabling them to have deeper quality of both student-student and student-teacher interaction. It is obvious that human to human interaction in blended learning is promoted using technology. For him technology is a friend to improve the quality of interaction. He facilitates social interaction to occur which is significant to


62

language learning. Student-student interaction, as mentioned by Gilbert and Moore (1998) in Archila (2014), is quite significant for learning. However, it depends on different factors such as students‟ ages, experience with the language, and how autonomous students are. Mr. Chelto really appreciates the significance of interaction, both student-student and student-teacher. It also means that he is an open person for communication. When being asked why he always indicated that interaction is a significant aspect in his blended learning classes he replied that he believes good interaction will benefit students in term of creating conducive learning atmosphere. Students, who are used to have open communication with him, will not hesitate to communicate if they have problem. Another benefit from blended learning is it serves as a means for students to show creativity and more importantly who they are. In his class, Mr. Chelto asked his students to create a project at the end of the semester. I believe students involve their creativity in completing their project. Furthermore, in the future, they will need it a lot to teach their students. Mr. Chelto has made right decision to provide his students opportunity to nurture their creativity. When they will have become teachers they will needs creativity unless students will not be interested and motivated. He also stated that to exercise creativity is the benefit for the teacher. This statement is true. A teacher is a role model for his students. He cannot expect his students to show their creativity if he is not creative. A creative curriculum, a good blend is needed to formulate a good blended learning class (Stacey and GArbic, 2008). Before the class starts, he needs to think how the class will be. More importantly, how it can meet students need in context. In the context of EFL


63

teaching in Indonesia, English teacher is demanded to be creative for English is a foreign language which many students dislike. He also revealed that he has proved that students really benefit from blended learning. He has two kinds of evidence. First, his students who have joined his class use technology in their teaching practice and in their working world. Second, has conducted a phenomenological research on blended learning. The

result

shows

that

his

students

do

benefit

from blended

learning

implementation in his class. A teacher deals not only with practical matter related to teaching learning but also with transcendental matter. He has to be an inspiration for his students. Inspiration does not need to be something very complicated. It may be in a simple form that students can also imitate. In this case, Mr. Chelto attempts to inspire his students to be a technology-literate teacher. It is a simple way but it has been proven beneficial to students.

b.

Constraints Mr. Dedo stated that that student‟s motivation is the major one. They are

sometimes reluctant to access the material before the class. As a matter of fact, motivation is an essential element of successful blended learning study. Actually it is a classic problem in learning. I believe that it happens not only in blended learning class but also in conventional one. They are not aware yet the significance of building knowledge in learning. Mr. Dedo as the teacher needs to build their motivation. His choice to implement blended learning is a right choice. Students can be motivated and interest can be stimulated through online


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interaction. Students today are familiar with the concept forums, chat rooms, and blogs. Edmodo as an LMS that he employs enables those activities. Activities that promote

the

use

of these tools can provide motivational interest and

encouragement to students to go online and interact in the target language (Marsh, 2012). Motivation that becomes the major constraint can most probably be solved shortly. Motivation was also the major constrain in Mr. Chelto‟s class. Students were reluctant to prepare their selves by reading the lesson material already provided in the LMS. It happens because students are not used to the new system. The assistance from the internet is easily gained. However, I believe that teacher‟s role as the student‟s motivator to be an independent learner remains crucial because blended learning is student-centered by nature (Marsh 2012). Students‟ motivation needs to be promoted by the teacher because being in a blended learning environment, students are required to be independent in learning. Teacher has to be the one who motivates, organize the integration of students‟ online and face-to-face learning. Both participants stated that internet became their constraint. For Mr. Dedo, the other constraint is related to internet data facility, to be more exact is financial issue. Students do not have internet data to be in blended learning environment. This problem can be easily solved when the campus provides free internet access for students. They do not need to spend any more money for internet access. Therefore, students can do any activity in blended learning class at campus. What they need to do is just to manage their time wisely.


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On the other hand, Mr. Chelto said that the internet connection constrained his class. His reason to say that internet connection is the major constraint is reasonable. The internet connection in Indonesia is not satisfactory. It is proven when we access or download video. Although we use connection from a university, I experienced it myself, it is still not satisfying. When I observed Mr. Chelto‟s class, I noticed that when students were accessing video at the same time, it will buffer and leads to longer time to access. It then may affect the course content. Blended learning depends much on the internet. More than a half of the activities is done online. Bersin (2004) suggests that network itself is a critical component of blended learning infrastructure. All contents in the LMS takes some amount of bandwidth to run. Some students require low bandwidth to explore in the internet; some others require high bandwidth. A teacher will find it difficult to run blended learning with low bandwidth. High bandwidth capacity freely provided by university will enhance the implementation of blended learning.

c.

Teaching Methodology Both participants did not embrace certain steps which are applicable for all

of his classes. Mr. Dedo said that he does not have stiff steps to follow. He started the steps with material delivery. He did it in class room or when he has a file he uploads it then students download it to discuss in class. He calls it building knowledge.

He maximized

the students understanding.

Exploration is for

enriching the input or practicing. It is defined not only to explore the material in


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the internet but also exploring students‟ potentiality using technology. It is really beneficial for students to get better understanding of the material. When students have built their knowledge, online class will continue with exploration. He considers face to face meeting significant in his class. The classroom/face-to-face teaching component remains central to blended language learning. Freisen (2012) stated many observers argue that there is no replacement for face‐to‐face contact, regardless of how far technology has evolved. For example, face‐to‐face contact facilitates the transfer of knowledge. Neumeier (2005) in Marsh (2012) argues that the most important aim of a blended learning design is to find the most effective and efficient combination of learning modes for the individual learning subjects, contexts, and objectives. Teacher as the implementer should be able to judge the ingredient. The focus is not to choose the right or the best, or even the most innovative as opposed to the traditional class; but to create a learning environment that works as a whole. Thus we can conclude that there is no such a rigid steps in blended learning class. A class may have different step from another depending on the students‟ need and progress Concerning teaching methodology, he stated that he does not have rigid steps to follow. He liked to make his class as fluid as possible according to his students‟ need. There were two subjects that apply blended learning, namely Interpreting and Language Teaching Media. Those two classes have different steps in their learning. Flexibility is a principle that he applies. A class may have different steps from another class. Even in a class, there possibly is more than an activity at the same time.


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Blended learning report by Oxford Group (2013), state that in designing blended learning class we need to consider the learning objective. In addition to it, Singh and Reed (2001) suggest that in blended learning, we are focusing on the learning objective rather than the method of delivery. The reason why Mr. Chelto not to have stiff teaching steps is that he emphasizes on the objective rather than. The class necessity is also considered to decide the activity. For instance, he said that if a class need a workshop then he will facilitate it. An advantage of blended learning is the flexibility to select those areas based on your students‟ needs. Learning is more individualized based on the students‟ need. Providing more personalized learning experience and learning support are the strengths of blended learning (Marsh, 2012). His decision not to have specific, rigid steps is in accordance with a principle in blended learning implementation in which personalization is the benefit. Out of the steps in his class, a step he emphasizes is confirmation. This step is done after students have finished with their exploration to enrich input. Confirmation is to find the concluding remark over what his students have been exposed to. Students, facilitated by him, discuss their findings. Here, Mr. Chelto plays his role as a learning facilitator. Marsh (2012) suggests that one of teacher roles is to facilitate the blends. He facilitates the discussion which is social, student-teacher interaction in classroom.

d.

Teacher Function According to both participants, the teacher function in blended learning is

to facilitate and monitor. They facilitated the learning process while their students


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can work independently. However, teacher‟s role in blended learning class is still focal (Freisen, 2012). They still needed to design in advance a learning process where students will learn and how to be more independent as they move along the semester. Time management and preparation in course development requires more effort of teacher. They also needed to be

guide who set clear course path. They

also played role as facilitators to students individual and group activities and discussion. What they was in accordance with Marsh (2012) who argues that in blended learning the teacher‟s main role in classroom is to manage and facilitate interaction, in this case is online and offline environment.

e.

Feeling Both participants shared more or less the same feeling toward blended

learning in their class. Mr. Dedo said that he felt happy with it in his class. He was still thinking how to make his students more interested in it. Mr. Chelto felt fun with his blended learning class. He also found that it was challenging. He liked to challenge his students in his class. Noddings (2003) suggests that in order to be happy, one must have important needs satisfied. When they felt happy it means that they have already had their basic needs in blended learning satisfied. Those they feel constraining their class must therefore be not important needs.

2.

Emerging Themes Those in the emerging themes are the themes that were not predicted

before. They appeared in the data during data gathering. In this research, the merging themes are: project-based learning, creativity and self-actualization.


a.

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Project Based Learning Both participants adopted project-based learning in their blended learning

classes. Mr. Dedo explained that by having project at the end of the semester students exercise their knowledge and experience. A project-based learning allows the use of new technologies. Students can be encouraged to utilize a range of technological tools in order to complete, present and share their projects. A blended learning design enables integrating technology into the project (Marsh, 2013). Mr. Chelto said that all his blended learning classes apply it. The reason behind the adoption of project based learning in his class is that to accomplish project means students need to master the material well. Not only in term of understanding it but also applying it. He wants creation, ranking on the top of Bloom taxonomy, to be the top of his course. Therefore, creativity will emerge in students‟ project. The final assessment in Mr. Chelto‟s class is video making to be uploaded in Excelsa. Before they can create video, they must be able to remember, understand, apply, analyze, and evaluate. Students can achieve the highest thinking level in his class. All the steps or thinking level have been mastered. They have been tested in different level of thinking. The students‟ problem is usually they understand the lesson but they poorly apply it. To some extent, Mr. Chelto‟s class can also be called as a Project-based learning blended learning. It can simply be defined as project-based learning in a blended learning environment. The product of a project-based blended learning is a technological work in form of audio, visual or audio visual. In it, students are


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contextualized in higher level of thinking. They are engaged because they are actively involved in the project and they are contextualized because they apply their understanding to create a product. Technology enables project based learning (Hsieh 2013). Students use tools such as video-editing and mp3-editing software. E-mail, LMS and mobile phone chat application facilitate communication and collaboration with the world outside the classroom. Internet web provides access to museums, libraries, and collection of research report. Students can create audio visual compositions of art, music, or text either individually or collaboratively. And all work can be published on the websites for review by real audiences, not just a single teacher, class, or school. For instance, video can be uploaded to youtube so that anyone all over the world can watch and give feedback. If we trace back, the emergence of Bloom taxonomy began 1950. However, the creation top rank was added as the revised version by Bloom student in 2001. Related to blended learning, Churches (2009) has developed the so-called Bloom Digital Taxonomy. It is specialized for the use in the digital work. Ranking on the topmost pyramid is still creating. Included in the creating are filming, producing, video blogging, video casting, broadcasting etc. Hsieh et al (2013) suggest that in project blended learning students not only can access and obtain various resources in-class instruction but also from online learning platform. Also, project-based learning provides the students teamwork opportunity to stimulate creativity and design ideas as well as to solve problems. In Mr. Chelto‟s class, the students became more autonomous and confident because they are in blended learning environment. Additionally, the


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students‟ learning motivation is enhanced through this blended creative projectbased learning, as he stated that he has conducted a research on the benefit. Therefore, the creative teaching approach brings different aspects to the course and makes the course more joyful and effective.

b.

Creativity Creativity in both participants‟ classes was found in their students‟

projects. According Mr. Chelto, because there are the future teachers, to be a teacher one must be creative. He stated that it is the benefit of adopting project based learning. It is a crucial role in doing the project. Creative thinking is exercised in a Project Based Learning (PBL) in form of generating divergent ideas on what and how the project will be. In PBL, teachers have multiple opportunities to encourage students to generate multiple ideas in response to form of the project. Students, not surprisingly, often come up with an out of the box idea about the project. He also stated that blended learning also exercises teacher‟s creativity. For English teacher, creativity is the key to improve students‟ secondary motivation. In Indonesian EFL context, English is a compulsory subject until high school. Students learn it simply because they have to. Many of them find it difficult to learn English. It leads to the decreasing of their motivation. Moreover, if the teacher is an old-fashioned, book-guided, who always talks a lot during the lesson. As a matter of fact, some public school teachers are that way. Therefore, creativity is the solution to promote students‟ motivation. When student is accustomed to think creatively to solve problem he will be to create learning in creative way as


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teacher in the future. By implementing blended learning, he has facilitated his students to accustom their selves with creative thinking to solve problem. Creativity plays a crucial role in education. Learning cannot take place without creativity. Globe (1970), as cited by Burleson (2005), suggests that creativity, self-actualization and learning and creates a synergistic cycle. In Mr. Dedo‟s class, creativity is given a big portion in the assessment. There, students are assessed using a video-making project that can be used as a means to express their creativity. Creativity is a significant component in project based learning. If we refer to Bloom (revised) taxonomy, creating ranks at the top pyramid of thinking level. Furthermore, there is recently digital bloom taxonomy (see figure 4.) on the following page. It is a response to the development of education in the digital era. It describes activities

in each level in relation to the digital activity.


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Figure 5. Bloom Digital Taxonomy (Churches, 2008).

In blended learning to achieve the top rank in the pyramid students must create a digital product. In both participants‟ classes, it is a video. Students planed, constructed their ideas, filmed and then broadcasted it in LMS. What they apply in their classes is in accordance with digital bloom taxonomy. He aims at the highest level of thinking in digital context. In a project-based learning environment, students are challenged to either work independently or collaborate in order to solve a real world problem independent from the teacher (Hsieh, 2013). Not only that, they need to be creative to solve the real world problem. To survive in the digital 21 st century world students cannot rely on their ability to memorize. What makes students successful is their ceaseless capacity to innovate, to create (Burleson, 2005). In addition, with the inclusion of digital technology, students can now creatively produce original solutions in the form of a digital media product. The opportunity to produce creative products can be considered as the result of the project blended learning benefit.

c.

Self actualization Mr. Dedo expressed that when his students can create video and speak

English better in it, they self-actualize themselves. However, he was not sure whether it is also included in his learning objective. One thing for sure, it is found in his class. For Mr. Chelto, self actualization is when his students perform well in


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the test or create something innovative. Both participant reveal self actualization after they told their students‟ creativity in class. Abraham Maslow (1954) formulates hierarchy of human motivational needs. On the top rank of it is self actualization (see figure 5 on the following page.). It has been addressed by educators as their transcendental purposes of their teacher. Furthermore, researchers are also referring to this hierarchy in conducting their research. They are aware of the significant effect of self-actualization toward the psychology effect of the students. Although it is already an old theory, there is no development unlike Bloom taxonomy. However, criticism is available. I use Heylighen (1992) as the major theory as the complementary one to Maslow‟s.

Figure 5. Hierarchy of Needs (Maslow, 1954)

Heylighen (1992) argues that self actualization is a condition identified by achievement of one's full potential through creativity, independence, privacy, spontaneity, and a grasp of and the acceptance to one‟s real world. However, selfactualization is not a fixed state, but a process of development which does not end


75

(Heylighen, 1992). In other words we can say to self-actualize is to become actualized in what one is potentially. This tendency might be understood as the desire to become more and more what one is, to become everything that one is capable of becoming. It is a continual process as long as one can still show the characteristics of it. With the help

of digital technology in form of blended learning

environment and the PBL approach in Mr. Dedo‟s class, he has given opportunity for students to be self-actualized students by gaining the highest level of thinking in Bloom digital taxonomy. Creativity to think about the project, how to develop and accomplish it are included in the characteristics of a self-actualized student. Being independent, autonomous learners which is a characteristic of a selfactualized student is found in blended learning (Heylighen, 1992).

Creativity and independence have been identified in his class. Students can differ their selves form others and they can be independent learners in blended learning environment. Although not all characteristics are found in his class, I believe that students‟ self actualization has been accommodated. Moreover, it is not a fix state but a condition that occurs more and more. Self actualization is not an empirical matter in his teaching but, more than that, it is a transcendental one that relates the humane aspect of learning. Self-actualization should

be the main goal of education in higher

education, because the main reason for learning is to be able to think creatively and express one‟s self in one's environment (Burleson, 2005). To reach the goal, students need to be given tools. It is the teacher‟s responsibility to give it. It can


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be inferred from the narrative data that according to Mr. Chelto‟s belief, blended learning is a tool not only for students but also teacher to actualize their selves. In blended learning environment, some requirements to define a selfactualized student are met. In it students are independent learners. They are autonomous to learn material. The online component of blended learning allows them to learn when and where they want. Thus, it offers students the complete flexibility to choose the time they study with no constraints of fixed “classroom” hours (Marsh, 2012). In Mr. Chelto‟s class, material for the whole semester has already been uploaded considering students have different progress interest and type of learners. They can choose the material they want to learn and they must be well prepared to come to the classroom for discussion. Another requirement for being called a self-actualized student is the presence of creativity (Heylighen, 1992). It is the benefit of the technology usage in blended learning. As previously mentioned, creativity emerges in the final assignment in form of making a project. Students are required to accomplish their project, in form of video making, as creative as possible. A student can be differentiated from another by his creative work. Surprising creative works will probably come up. Creativity is truly beneficial for students so that they are accustomed to think creatively (Burleson, 2005). They will experience the benefit in the future after the will have become teacher. They will not have difficulty to solve problem creatively. Although not all the characteristics of self actualization are found in Mr. Chelto‟s class, I strongly believe that he has provided his students with the opportunity to actualize their selves using technology. Furthermore, it is also a


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means for teacher to actualize himself. A teacher who implements blended learning can express what they intend, believe, and experience. On the other hand, a student who joins a blended learning class must have a different expectation and experience. They are different from those who do not join a blended learning class.


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CHAPTER V CONCLUSIONS, IMPLICATION AND SUGGESTIONS

The last chapter of this thesis comprises (1) conclusion of the description and the interpretation of the English teachers‟ lived experience in implementing blended

learning, (2) implication and (3) suggestion for further research.

Presented in the conclusion is the summary of the teachers‟ lived experience. Then, presented in the suggestion is the suggestion for further research and the research result application. A.

CONCLUSION Teachers‟ lived experience in implementing blended learning is the focus

of this research. The only one research question in this research is “What is the English teachers‟ lived experience in implementing blended learning?” To answer the question, the researcher used interview and class observation. The nature of data is in form of narrative. To analyze it, referring to literature review was done. The research question addressed in this research has already been answered by describing the participants personal and shared lived experience and interpret them. The description and interpretation were based on the five issues, namely (1) benefit; (2) constraint; (3) teaching methodology; (4) teacher function; (5) feeling, (6) project-based learning; (7) creativity; (8) self-actualization. The summary of the personal lived experience is below. The prefigured themes in this research were all found during the data gathering. In addition to it, there were three emerging themes, namely project-

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79

based learning, creativity and self actualization. The participants‟ lived experience on those themes was varied. Related to benefit, out of some benefits both participants stated there is one shared opinion. They all stated that blended learning brings benefit in term of interaction. Mr. Dedo elaborated his statement by saying that students‟ interaction will be better because it breaks time and space. On the other hand, Mr. Chelto stated that interaction will time and space by using blended learning. However, according to them both participants actually have several different benefits. Mr. Dedo said that blended learning is efficient. Students can spend their time effectively. The next benefits are financially safer and promotes learning autonomy.

Meanwhile, Mr. Chelto stated that he believes that blended

learning is more powerful than traditional class in term of learning source. He also indicated that it is easier than traditional class. In addition to it, he said that creativity and self-actualization will be nurtured in it. They believe that their students do take benefit from blended learning class. Mr. Dedo explained that students who usually find difficulty in expressing things in English, find it easier in blended learning. The video-making project is the proof of it. In Mr. Chelto class, he proved that his students really take benefit by conducting a phenomenological research. It figures out that blended learning has positive meaning on them. Related to constraint, they said that the constraint for them is the internet facility. To be more exact, it is the unavailability of free internet access. For Mr. Chelto, the most significant constraint in his class is also the internet connection. However, they have different explanation. Mr. Dedo explained that the major one


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is student‟s motivation. The second constraint is the internet facility. Meanwhile, Mr. Chelto stated the otherwise. For him the major one is the internet connection. Then, it is followed by student‟s motivation. Related to teaching methodology, both participants also shared the same opinion. They all do not embrace stiff steps in class. The main consideration for taking the step is the students need. In Mr. Chelto‟s class, there is not rigid step either. He administered his class as fluid as possible. Related to teacher function, all participants agreed that their function I blended learning class was as learning facilitator. When discussion occurred either in classroom meeting or forum they position themselves as facilitators. While Mr. Chelto also facilitated his students need in learning. When they needed workshop, they will have it. All participants applied PBL in their blended learning class. Furthermore, Mr. Dedo said that he applies it because it touches until the creation. Students must create something as their project. Students are able not only to understand the learning material but also implement it to create something. On the other hand, Mr. Chelto stated that he adopted it in his blended learning class it accommodates student to self-actualize their selves. They will hand on their experience. In doing so, their understanding will get deeper. At the end, it serves as a media for students to self-actualize their selves. Related to their feeling both participants shared positive feeling toward it. Mr. Dedo stated that he felt happy with it. He found it helpful. He added that he also found blended learning challenging. He was still thinking how to improve his


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student‟s motivation and competence. Mr. Chelto said that he felt that it was fun. He also added that it made him easier to administer class. Related to creativity, both participants stated that it emerged in their class as the bonus of applying project blended learning. According to Mr. Dedo, when students have shown creativity learning gets better. Meanwhile, according to Mr. Chelto, stated that creation or creativity ranks on the top of Bloom taxonomy. Both participants gave a big portion for creativity in their project. They exercise student‟s creativity so that in the future their students become those who can think creatively. Related to self-actualization, it is the pinnacle of their class. According to Mr. Dedo, surely, it emerged by itself in his class although it is not included in the objective. In his class students can express what they have learned. On the other hand, Mr. Chelto said that at the end, students can self-actualize themselves. In addition to it, technology integration to learning can also serve as a means for teacher to self-actualize. Both participants are able to set their students to self actualize themselves.

B. IMPLICATION This research brings some implications to the implementation of blended learning in Indonesian ELT context. Firstly, in relation with general Indonesian ELT context, the transcendental issue in it should be the ultimate goal in order to improve the life quality. Thus, the government policy to decide education to go further reaching transcendental issue is needed. The improvement of human life quality can be improved by education.


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Secondly, in relation with blended learning the detail support, regulation and guidance in form of teacher training from the government will be beneficial for the development of blended learning in Indonesian ELT. From the research, it is revealed that there are some constraints to implement it. Since there are not many educational institutions implementing it yet, there are not many references and researches on it.

C. SUGGESTION This research underscores the English teachers‟ lived experience in implementing blended learning. Since blended learning is a novel approach to ELT in both local and Indonesian context there are still abundant possibilities to enrich the research on it. One of them is the effectiveness of blended learning. The next researcher can focus on the way it affect students‟ learning performance. Another possibility is focusing on specific language skill or subject. As this research revealed, the internet connection is a significant problem in blended learning. Free internet access is limited to get. The bandwidth is not satisfactory especially when accessing the video material. Facility from the government will be much beneficial toward the development of it. They should give out free internet access for academic purpose. More importantly, the internet access should be satisfactory with a large bandwidth and rapid speed. Teachers who are interested to implement blended learning should have strategy to deal with internet connection. Some adjustment needs to be done to be able to administer the blended learning class. They should anticipate the problem


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related with the internet either student‟s ability to afford internet package or the low connection.


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Appendix 1 Interview Transcript 1 Participant : Mr. Dedo Venue : City Library It was a bright Friday morning after raining the night before. I texted him some days before to ask his time to interview him. He replied that he would be able to be interviewd on Friday morning. I got in the city library at about nine o‟clock and about fifteen minutes later he arrived. We talked about the progress of out theses and I began to ask him some questions. Int4 R1

D1 R2 D2

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Interview Mas, saya mau Tanya mengenai blended learning di kelas anda. Sudah berapa lama anda menerapkan blended learning ini? Kurang lebih sudah… dua tahunan Bisa diceritakan pengalamannya dulu mengapa memilih blended learning di kelas anda? Ya, pertama ini berawal dari waktu saya kuliah saya diperkenalkan dengan Edmodo dan Moodle. Kemudian sejak saat itu saya berpikir bagaimana menerapkannya di kelas saya. Di samping ini akan membantu saya dalam memberikan materi, juga saya pikir ini akan membantu siswa juga dalam istilahnya di luar kelas. Istilahnya kita bisa memberikan materi tambahan. Ya berawal dari problem short meeting hours. Saya pikir kalau kaya gini tidak bisa bahas yang lain. Saya tidak bisa mengatur presentasi cuma sehari. Jadi kalau pakai blended learning ini kan semua bisa tercover pak meskipun meetingnya terbatas. Dulu pertama kali mengajar langsung menggunakan Edmodo ya? Belum. Pertama kali mengajar saya belum menggunakan Edmodo. Saya hanya menggunakan Macromedia Flash dari sebuah produk bahasa Inggris. Lalu saya mengenal Edmodo dan saya menggunakannya. Nah, bagaimana pak pengalamannya dulu waktu pertama kali menggunakan Edmodo? Pertamanya dulu untuk membuat siswa join Edmodo itu sedikit susah karena mereka mungkin ada keterbatasan di dalam akses internet, karena menggunakan sarana internet ya. Mereka tidak punya akses internet mereka akan kesusahan nantinya. Tapi lama-kelamaan saya memberikan tugas lewat Edmodo, saya mengupload beberapa

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materi sebelum kelas dimulai dan siswa harus mendownload dulu dan beberapa tugas saya kirimkan lewat Edmodo siswa mengerjakkannya di Edmodo dan mau tidak mau mereka harus join Edmodo. Ya akhirnya semenjak itu saya selalu menggunakan Edmodo di kelas. Jadi meskipun awalnya susah tetapi mahasiswa tetap bisa mengikuti ya… Iya, susahnya bukan karena… mereka tidak mau mencoba dulu. Mereka berpikir saya mereka harus pergi ke warnet, harus beli kuota internet. Tetapi setelah mereka mencoba Edmodo kemudian tahu bahwa o ini menarik ya kaya facebook seperti itu. Kalo materi sudah diberikan terus yang anda lakukan di kelas apa pak? Yang saya lakukan ketika materi sudah diberikan mereka membawa print out materi tersebut lalu saya jelaskan kembali materinya. Jadi saya tidak perlu repot mengcopy materinya karena mereka sudah bawa satu-satu atau ketika mereka membawa laptop ya saya persilakan mereka membuka melalui laptop mereka. Bisa diceritakan pak misalnya dulu pernah membahas topic apa gitu? O ya… dulu ketika semester 1 untuk mahasiswa D3 kebidanan itu untuk materi tentang introduction. Di pertemuan pertama tersebut saya langsung berikan kode edmodo itu menyuruh mereka untuk join terus setelah mereka join saya upload materi di situ. Di kelas saya membahas materi dan kadang memberikan beberapa multiple choice atau exercise di Edmodo dan mereka mengerjakan. Dan saya memberikan sebuah project juga pak. Project istilahnya mereka membuat video memperkenalkan diri. Mereka merekam bagaimana mereka memperkenalkan diri sendiri. Dengan bantuan temannya yang merekam atau mereka sendiri. Lalu mereka upload video mereka tersebut lewat kolom yang sudah saya sediakan untuk tugas video. Mereka tinggal submit lalu saya mereview, saya cek hasil video mereka. Lalu saya kasih skor di situ. Jadi anda menerapkan pembelajaran berbasis project ya, PBL. Kenapa pak menerapkan PBL? Karena kalau kita hanya menerangkan saja, hanya pembelajaran di kelas, exposure mereka untuk belajar bahasa inggris itu saya rasa sangat kurang.

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Karena pertemuan untuk bahasa Inggris itu masih sangat kurang maka saya menerapkan project agar mereka ada aktivitas di luar kelas. Jadi saya memberikan mereka kesempatan untuk berlatih di luar kelas. Mereka menunjukkan skill mereka melalui video. Saya bisa cek videonya di kantor atau di rumah. PBL ini di setiap kelas atau kelas tertentu saja? Setiap kelas di setiap semester. Bisa diceritakan pak pengalamnnya dalam menerapakn project ini dalam topic tertentu di pembelajaran anda? Waktu ada topic… istilahnya product presentation. Mereka memperkenalkan produkproduk kesehatan. Mereka membuat video presentasi. Lalu dengan mereka menginterview bule. Mereka ada interview dengan bule di luar kelas. Semacam video-video project seperti itulah. Saya lihat mereka kreatif dalam membuat video pak. Dan juga pernah mereka membuat prosedur bagaimana cara mencuci tangan yang baik atau prosedur memasang infus. Mereka membuatnya dalam bahasa inggris. Bagaimana pendampingan anda waktu project itu dulu pak? Saya memang tidak terlalu memonitor saya cuma memberi deadline dan saya cuma mengingatkan mereka untuk mengumpulkannya. Kalau untuk mendampingi mereka saya tidak terlalu mendampingi. Setalah mereka selesai mengerjakan saya akan memberikan feedback Bagaimana pak prosedur project itu dulu? Project itu muncul ketika saya usulkan pada rapat KBM dan disitu kita menetapkan project di setiap kelas di setiap semesternya. Semester satu apa, dua apa. Dan di setiap kelas itu kita sudah menetukan dua project pak. Yang pertama writing yang kedua speaking. Sehingga kelas yang satu dan kelas yang lain memiliki project yang sama. Kalau dibandingkan kelas PBL dan bukan PBL bagaimana pak menurut pengalaman anda? Dulu saya merasa sangat repot terutama lalu merasakan juga bahwa result dari pembelajaran ini sangat kurang terutama untuk speaking. Kemampuan mereka itu tidak sesuai yang diharapkan dalam tujuan pembelajaran. Juga dulu saya sering mengcopy material. Dengan memakai blended learning ini sangat membantu sekali

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apalagi ketika sehari mengajar lebih dari satu kelas. Sehingga tidak perlu keluar banyak uang. Kembali ke masalah learning activity in classroom berdasarkan pengalaman anda bisa diceritakan pengalaman mengenai step-stepnya? Ya kalau di kelas hampir seperti biasa. Memang menggunakan teknologi namun hanya sebatas powerpoint untuk menerangkan materi. Lalu untuk beberapa… untuk project tersebut saya hanya menilai. Misalnya kita tonton videonya bareng-bareng lalu temannya mengomentari dan saya juga memberikan feedback di sana. Ketika anda mengajar introduction dan product presentation, stepnya sama tidak pak? O berbeda pak. Tergantung dari temanya sebenarnya. Waktu di introduction itu saya lebih menekankan pada…tadi stepnya ya? Nah awalnya sih bisa dibilang sama namun kemudian beda. Kadang saya menggunakan games juga. Games ini yang berbeda. Kadang kita ada activity untuk essay kadang ada games mungkin juga saya menekankan lagi soal result project mereka. Kalau materi tentang introduction pada waktu itu karena mereka sudah cukup mudah bagi mereka saya tambahan activity lain. Selama ini gimana pak perasaanya dalam menerapkan blended learning ini? Saya merasa cukup terbantu. Cukup senang. Cuma saya pengen sesuatu yang lebih. Seperti itu. Karena saya rasa untuk saat ini result yang siswa dapatkan dari blended learning dan PBL ini meningkat cuma belum sesuai dengan yang kita harapkan. Saya masih memikirkan apa yang saya bisa lakukan dengan blended learning ini agar mahasiswa bisa mendapatkan kompetensi yang kita harapkan. Karena targetnya di institusi saya sangat tinggi. Lulus selain speaking yang bagus mereka harus mendapatkan nilai TOEFL minimal 450. Pernah tidak selama ini mendapatkan hal-hal yang secara tidak terduga muncul? Yang tidak terduga itu ketika…mungkin kurang begitu postif juga ya… dengan menggunakan media blended learning kita bisa berinteraksi dengan siswa, memonitor kegiatan siswa. Cuma kadang siswa menggunakan interaksi tidak pada tempatnya. Mereka sering kali membahas sesuatu yang tidak berhubungan denga topic

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pembelajaran. Pernah ada yang seperti itu. Komen sana, komen sini. Itu sebagai salah satu kelamahan. Kita tetap harus terus memonitor. Pak, kembali ke masalah PBL. Ada tidak pengalaman anda membandingkan kelas PBL dan tidak PBL? Dulu ketika tidak ada project otomatis exposure merka tidak maksimal. Mereka kurang berlatih. Mereka hanya mengandalkan pertemuan di dalam kelas. PBL ini bisa menjadi solusi short meeting hours di sekolah tinggi ilmu kesehatan. Bisa anda ceritakan pak soal criteria penilian project yang anda terapkan itu? Nah rubric yang saya pakai itu diambil dari Brown atau siapa ya… yang jelas ada beberapa criteria ya. Misalnya vocabulary, grammar, pronunciation, fluency, comprehension. Jadi saya ya tinggal mengadopsi itu untuk diterapkan. Rangenya kalau tidak salah dari satu sampai 20. Kalo siswanya bagaimana pak di kelas blended learning ini menurut pengalaman anda? Respon siswa di dalam kelas blended learning ini macam-macam. Pertama kali dulu waktu diterapkan ada yang antusias. Mereka bisa berinteraksi disitu. Kadang menyapa saya di situ. Tetapi dengan siswa yang kurang aktif ya mereka ogah-ogahan kalau dikasih tugas. Pernah misalanya saya beri tugas: nanti tugasnya dikerjakan ya di Edmodo. Wah tidak punya internet mister. Mbok di kelas aja, mbok di email aja. Kadang-kadang mereka low motivated. Tapi mereka jadi autonomous learner. Lalu kenapa saya memberikan project, karena saat kita menggunakan video ini karena bisa mengakomodasi soal waktu. Misalnya mereka harus presentasi. Karena waktunya di kelas tidak cukup misalnya ada 10 kelompok yang harus presentasi. Tidak mungkin dalam satu meeting mereka semua bisa presentasi. Nah jadi solusinya yang ya menggunakan blended learning dan PBL itu tadi. Project tersebut diupload di Edmodo ya? Iya, sebenarnya rencananya di youtube tetapi mereka malu. Selama ini sisi positif apa pak yang sudah mereka improve? Nah, kita dari semester kemarin ada pretest dan posttest. Di pretest itu kita beri mereka sebuah

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case dengan sebuah setting. Di posttest juga demikian. Kita melihat perbedaan kemampuan mereka di saat pretest dan posttest. Di situ terlihat ada peningkatan kemampuan mereka. Fluency dan pronunciation mereka meningkat. Selain itu juga dari speaking test menunjukkan bahwa ada peningkatan. Saya ingin mengklarifikasi sedikit ya soal step. Misalnya di topic introduction dan product presentation. Bisa anda ceritakan pak pengalaman mengajar dua topic tersebut? Karena introduction merupakan pertemuan pertama saya berikan contoh bagaimana memperkenalkan diri dengan menggunakan video lalu kita beri input dulu mengenai bagaimana memperkenalkan diri. Terus saya minta mereka berkenalan secara singkat. Lalu saya jelaskan mengenai greeting dan introduction secara formal. Setelah itu saya memberikan penjelasan mengenai penggunaan Edmodo. Nah meeting kedua mulai menggunakan Edmodo. Saya sudah upload beberapa materi dan exercise untuk mereka kerjakan. Pertemuan-pertemuan berikutnya saya biasanya memberikan feedback bagi project atau exercise mereka. Kemudian di kelas saya tunjukkan beberapa video. Saya Tanya pendapat yang lain mengenai video tersebut. Kenapa introduction to Edmodonya baru akhir meeting pertama? Karena Edmodo itu saya rasa program yang cukup simple. Kita tidak perlu mengjarkan bagaimana penggunaannya secara detail karena user interfacenya sangat familiar. Dan saya yakin mereka sudah familiar dengan facebook. Saya tinggal perintahakn untuk buka edmodo lalu sign up sebagai siswa dan ini kodenya. Kerjakan task dan lainnya di situ. Terus untuk topic product presentation? Nah karena mereka sudah akrab dengan penggunaan edmodo saya upload dulu materinya di situ. Lalu mereka print materi tersebut dan bawa di kelas. Kita bahas apa saja sih step-step dari presentasi. Dari pertama ngapain-ngapain. Terus expressionnya apa aja, language functionnya bagaimana. Kita jelaskan satu-satu dan itu cukup menyita banyak waktu. Nah setelah itu saya upload beberapa task mungkin ada discourse untuk didiskusikan yang berhubungan

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dengan grammar yang ada di situ. Mereka mengerjakan dan pertemuan berikutnya kita bahas. Nah untuk projectnya, mereka membuat video dan kemudian menguploadnya. Kemudian beberapa video akan dibahas di kelas. Pernah pak dalam suatu kali blendednya terjadi di dalam kelas? Pernah Kapan pak? Yang jelas cukup sering. Kadang saya mulai dengan tehnik konvensional namun kemudian saya minta mereka untuk membuka Edmodo untuk melihat kembali task mereka. Bukan untuk mengerjakan ya. Task dikerjakan diluar kelas. Ada juga ketika saya minta mereka untuk mencari source di internet. Kembali soal feeling tadi pak. Selain feel happy, kira-kira apa lagi pak? Istilahnya saya merasa geregetan ketika harus berpikir bagaimana cara membuat siswa lebih tertarik menggunakan blended learning ini. Bagaimana mereka terus explore menggunakan teknologi untuk belajar bahasa inggris. Karena kalau kita tidak memaksa ya mereka tidak akan maju-maju. Ada pengalaman yang berhubungan dengan feeling itu? Ketika saya memberikan tugas atau project ke mahasiswa mereka sering mengumpulkannya tidak tepat waktu. Padahal bila mereka tidak mengumpulkan tepat waktu kolom pengumpulan akan tertutup secara otomatis. Juga pertama waktu menggunakan Edmodo dulu mereka diminta untuk join. Kode untuk join kan hanya berlaku selama dua minggu. Lebih dari dua minggu ada yang tidak masuk juga. Nah di situ geregetannya. Bagaimana memotivasi mereka. Jamannya teknologu tetapi mereka tidak tertarik dengan teknologi. Mereka masih suka dengan kelas konvensional. “Presentasi di kelas aja mister.” Padahal kita waktunya yang terbatas. Tidak akan mungkin untuk mengcover semua untuk presentasi. Bagaimana pak cara mengatasi motivasi seperti itu? Saya terus saja menggunakan system seperti itu. Kalau saya teruskan mau gak mau mereka ya harus mengikuti system yang saya pakai. Ya

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pokoknya tidak ada toleransi bagi yang tidak bisa mengikuti blended learning ini. Lama-lama mereka juga akan mampu mengikuti. Ada pengalaman saat mengajar skill yang lain pak? Saat mengajar writing, kosakata mereka terlihat bertambah. Mereka sering buka internet jadi sering membaca hal-hal tertentu sehingga kosakata mereka bertambah. Terbukti ketika mereka menggunakan internet itu memberikan input bagi mereka. Mereka bisa belajar mandiri sebenarnya dari internet. Tapi ya sisi jeleknya kadang mereka langsung mengambil dari internet. Tapi kita bisa mengontrol itu. Bahasa mereka sama bahasa dari internet pasti berbeda. Kapan itu pak? Itu terjadi waktu mereka diminta untuk memberikan opini mengenai euthanasia. Mereka harus menyatakan opini mereka lewat essay kemudian dikumpulkan. Kosakata baru yang mereka miliki itu bisasanya nanti juga muncul di UAS. UASnya bagaimana pak? UASnya ya biasa mereka diminta mengerjakan soal atau melakukan perintah untuk menuliskan atau melakukan sesuatu. Selain ada project tetap ada UAS ya. Iya, begitu. Pak, kalau ada posting di Edmodo kan ada notifikasi ya. Itu mengganggu ga pak? Saya tidak merasa terganggu sih. Kita kan sudah terbiasa ada notifikasi dari WA setiap kali. Semakin ramai forum di Edmodo menurut saya ya semakin baik Kenapa pak? Karena mereka mampu berinteraksi dari mana saja dan kapan saja. Mereka bisa share bisa diskusi seacara aktif tentang sesuatu di situ. Kadang-kadang juga muncul pertanyaan buat saya karena mereka lupa menanyakannya di kelas. Mungkin bagi beberapa orang itu terasa mengganggu ya. Tapi menurut saya itu konsekuensi dari blended learning. Sehingga mereka bisa menembus ruang dan waktu. Sering pak itu terjadi? Cukup sering. Saya juga terlibat tentunya kalau mereka diskusi. Tapi ya sebagai fasilitator. Kapan pak?

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Wah kalau kapan ya saya gak bisa jawab ya. Karenakan terlalu sering hal itu terjadi. Pak, pernah punya pengalaman menarik? Menariknya ketika saya memberikan project pak. Jadi sisi kreativitas mahasiswa itu muncul di situ. Yang tak terduganya mereka bisa, seumpama tadi product presentation, mereka bisa berbicara di luar dugaan. Tidak seperti ketika saya tanya di dalam kelas. Mereka bisa mengemas dengan bagus karena pasti sudah direncanakan ya. Dengan bahasa yang begitu bagus. Mungkin masih ada beberapa yang masih membaca mungkin dari belakang atau gimana. Tapi ada beberapa muncul di situ. Ada beberapa yang mampu tampil bagus di situ. Dalam speaking. Dari segi teknologi juga, mereka membuat videonya secara bagus. Dan kemampuan bahasa Inggrisnya juga bagus. Mereka bisa eksis ya… Mereka juga bisa berakting dengan bagus. Menarik ya pak… Sangat menarik pak. Kita bisa melihat mahasiswa itu berbicara dengan bahasa inggris itu dengan begitu panjang. Itu sangat menarik sekali bagi saya sebagai dosen. Mereka bisa mengexplore kemampuan bahasa inggris mereka. Karena kita mengajar di kelas menggunakan bahasa inggris tapi mereka merespon dengan bahasa Indonesia. Maka dari itu ketika mereka bisa membuat video, berbicara bahasa Inggris lebih baik menarik sekali. Mereka sudah mengkatualisasi diri mereka. Apa itu juga tujuan anda? Dikatakan tujuan juga bukan, iya juga iya. Karena itu secara otomatis muncul. Kemungkinan besar hal itu selalu muncul di setiap semester ya? Iya. OK pak, saya rasa cukup interviewnya. Terima kasih sudah berkenan memberikan informasi yang saya rasa lengkap. OK, pak. Sama-sama.

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Appendix 2 Interview transcript 1 Participant : Mr. Chelto Venue : Kopi Moe, Sagan In the morning I texted him to make sure he was able to arrange his time to meet me. As coffee lovers we planned to meet at a coffee shop in Kotabaru at 11 A.M. I got there first and found that it would open at 4 P.M. I then texted him telling that we would meet at another but I would find it first. After some time riding, I came found a coffee shop in the area of Sagan gas station. I texted him to tell that we would meet there. I ordered my Papuan coffee and after some five minutes he came with his wife. We chatted for a while until I began to interview him. Int4 R1 C1 R2 C2

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Verbatim Pak, sudah berapa lama anda menggunakan blended learning dalam pembelajaran? Saya sudah mulai menggunakan itu pada tahun 2007. Kurang lebih ya 8 tahunan sampai sekarang. Apa alasannya pak dulu memilih menggunakan belended learning?

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Nah, waktu saya masih menerapkan conventional class itu banyak sekali keterbatasan. Saya harus menyediakan handout, membuat materi dan sebagainya. Bagi saya itu sangat merepotkan. Mahasiswa juga butuh kemudahan tersebut. Apalagi mahasiswa kan harus lebih melek teknologi di era sekarang ini. Sekarang di office saya di depan laptop bisa menyiapkan materi dan yang lain. Di rumah juga bisa. Dengan adanya teknlogi inikan jadi mudah dan semua terbantu. Saya dan mahasiswa bisa bikin sesuatu dengan lebih mudah. Dulu sewaktu saya masih menggunakan conventional class saya lihat di kelas kan mahasiswa sudah sering bawa laptop untuk mencari sumber belajar. Dengan mudah mahasiswa dan juga saya bisa menemukan berbagai sources yang sangat berguna. Buktinya juga setelah saya apply blended learning it is really helpful gitu. Setiap kali saya dan mereka membutuhkan source ya kita tingggal eksplore saja di internet. Saya di kelas sambil mengajar sambil mencari source. Memang sih tidak semua reliable tapi kebanyakan really helpful. Dulu bagaimana pak pengalamannya pertama kali menggunakan blended learning ini?

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Dulu memang saya bisa sangat struggling sekali ya. 2-C3-CON Terutama di sisi mahasiswa. Mereka masih merasa asing dengan system. Masih kagok gitu. Mereka nyaman dengan kelas konvensional yang selama ini sudah mereka jalani. Mereka motivasinya masih rendah. Itu terlihat ketika mereka mengumpulkan tugas atau diskusi di fourm. Ada mahasiswa yang pasif partisipasinya di forum. Namun ada juga mahasiswa yang merasa tertarik dengan system yang baru. Jadi macam-macam sebaenarnya. Namun secara umum motivasi mereka masih rendah ketika pertama kali masuk kelas. Nah motivasi rendah itu juga sebenarnya masih terjadi sampai sekarang ketika mereka berada di awal semester. Kecuali bagi mereka yang sudah pernah berada di kelas saya lho ya. Tapi seiring berjalannya semester ya mereka bisa menyesuaikan dengan ritme pembelajaran. Mereka bisa menyesuaikan dengan system yang baru. Seumpama saya minta mereka untuk merespon postingan saya ya mereka bisa lakukan. Saya minta mereka mendownload material ya mereka lakukan. Kalau dari segi saya sebagai dosen ya saya tidak menemui banyak masalah ya ketika pertama kali dulu. Hmm… Kalau soal koneksi ya kita semua tau bagaimana koneksi di tempat kita ini. Dan itu tidak akan saya highlight. Tapi sebenarnya enak mengajar menggunakan blended learning ini. Terus bagaimana pak mengatasi motivasi yang low itu? Saya sekarang mengakalinya dengan menggunakan 2-C4-BEN forum. Ada grup WA kelas. Saya bisa berinteraksi dengan mahasiswa ya hampir tanpa batas. Blended learning juga memungkinkan kita untuk berinterkasi menembus ruang dan waktu. Apalagi kalau ada grup WA. Dengan begitu kan kita bisa share idea, discuss something dengan semua member. Jadi mereka akan merasa dekat satu sama lain menggunakan teknologi. Sebenarnya sih dengan blended learning sendiri interaksinya sudah bertambah lebih intense. Penting pak interaksi itu di kelas anda? Bagi saya interaksi dengan mahasiswa itu sangat 2-C5-BEN penting dalam pembelajaran. Kalau dosen memberi jarak itu proses komunikasi akan, cenderung akan one way. Kalau umpamanya saya pribadi saya membuka diri saya kepada mahasiswa supaya ada two ways communication. Supaya proses belajar mereka itu lebih enak. Jadi mereka bisa belajar lebih santai kalau seumpama ada pertanyaan tidak sungkan untuk tanya.


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Anda juga terlibat bila ada interaksi atau diskusi di WA atau forum? O tentu. Terlibat dalam artian bahwa saya memfasilitasi mereka untuk mencari pemecahan masalah. Jadi kalau mereka menanyakan sesuatu satu sama lain ya saya hanya membantu memfasilitasi istilahnya. Itu sebenarnya yang saya juga lakukan di dalam kelas. Ketika mereka diskusi ya saya memfasilitasi. Biar mereka mencari jawaban atas masalah mereka sendiri. Saya membantu menggarisbawahi jawaban mereka itu. Dan yang penting adalah konfirmasi ya. Karena disitu adalah hasil kesimpulan diskusi. Jadi di kelas masih bisa diskusi ya pak? Iya. Mereka masih bisa diskusi. Meskipun kelasnya ada di lab ya tapi menurut saya itu tidak menjadi masalah. Kita bisa mengakali. Mereka sering diskusi on the floor. Yang lain bisa explore gitu untuk menambah input. Jadi pak di kelas itu bisa terjadi lebih dari satu buah aktivitas pada saat bersamaan ya? Iya. Bagi saya itu tidak ada patokan yang rigid ya di kelas stepnya harus seperti ini itu. Saya buat kelas saya itu semengalir mungkin. Artinya kalo harus diskusi ya diskusi. Kalau harus explorasi ya eksplorasi. Jadi mungkin bila mereka selesai explorasi mereka bisa mulai diskusi. Contohnya pak kapan hal itu terjadi? Waktu topic apa? Ya hampir di semua topic ya seperti itu. Misalnya di kelas LTM. Saya mengupload material sebagai trigger untuk diskusi. Sebelum diskusi mereka harus mendapat input lain. Input tersebut di peroleh dari exploring in the internet. Nah, setelah input mereka cukup mereka bisa mulai diskusi. Kadang-kadang saya juga minta mereka untuk menuliskan pendapat mereka di forum di Exelsa. Pernah juga ketika topic software tertentu. Di kelas kita workshop. Saya presentasikan cara penggunaannya kemudia mahasiswa berlatih sendiri. sesuai kebutuhan merekalah…. Di kelas LTM itu bahwa materi satu semester sudah tersedia, kapanpun mahasiswa akses bisa. terus di dalam kelas itu lebih ke diskusi, elaborasi materi per topic itu dan kalau umpamanya perlu workshop, workshop. Setelah kelas biasanya kalau LTM, ya saya melihat kreasi mereka. Karenakan LTM lebih ke creation. Tapi kalau

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umpamanya untuk yang interpreting, setelah kelas forum yang berjalan. Gitu… Pengalaman ketika menerapkan step yang berbeda pak? Itu di kelas Interpreting. Kalau di kelas Interpreting saya ini, mahasiswa itu membaca, browsing tentang materi, melihat video yang saya posting. Itu dilakukan di luar kelas. Terus di kelas mereka lebih ke practice ya. Saya sediakan bahan bagi mereka, mereka practice to interpret. Ini yang kelas flipped learning. Aktivitas itu terus menerus sepanjang semester. Kalau mereka sudah selesai practice? Mereka bisa lanjut diskusi di forum. Kalau di kelas ya mereka di depan PC masing-masing. Forum ini kan membantu sekali. Karena kan bisa diskusi kapan saja. Misalnya ada yang posting pertanyaan ya nanti akan ada respon dari yang lain. Bila materi sudah diupload kemudian mahasiswa bisa mengexplore terus yang anda lakukan di kelas apa pak? Yang jelas ya saya sebagai memfasilitasi dan memonitor progress mereka. Seperti kalau mereka butuh workshop ya saya adakan workshop. Kalau mereka diskusi ya saya hanya mengarahkan diskusi tersebut. Saya biarkan mereka yang paling aktif berperan. Kalau misalnya kesulitan menggunakan software ya saya bantu. Tadi anda singgung soal koneksi. Pengalaman anda pak mengenai koneksi? O iya. Dulu pernah saya posting video terus saya minta mereka untuk melihatnya. Di kelas ya waktu itu. Nah, karena video tersebut diakses bersama-sama maka jadi buffering lama sekali. Mereka jadi menunggu untuk loading video tersebut. Itu pasti terjadi kalau saya minta mereka buka video. Koneksinya tidak begitu kuat. Terus solusinya? Saya minta mereka untuk melihat videonya di luar kelas. Jadi ketika nanti mereka masuk mereka sudah mendapat bekal dari video tersebut. Kalaupun mereka nanti ada yang membuka video itu tidak banyak sehingga tidak mengganggu koneksi. Video itu dari mana pak? Dari youtube. Saya cari yang bisa saya post, saya download dan saya upload di Exelsa. O Exelsa juga bisa buat upload juga ya? Bisa. Semua jenis materi mulai dari text pdf, mp3

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bahkan video bisa diupload di exelsa. Bagaimana pak pengalaman anda menggunakan Exelsa? Selama ini Exelsa saya gunakan sebagai LMS ya. Kalau kita punya sendiri kenapa kita harus pakai Edmodo. Sangat mudah penggunaanya.dan Exelsa karena ini Moodle bisa mengakomodasi test juga. Pernah pak njenengan melakukan test melalui Exelsa? Belum. Kenapa pak? Ya karena itu tadi soal koneksi. Saya takutnya nanti ketika test tiba-tiba down. Kalau seperti itu kan pasti jadi masalah. Kasihan juga mahasiswa yang baru mengerjakan test. Kemudian test selama ini di kelas blended learning ini gimana? Untuk penilaian saya minta mereka untuk membuat project. Di kelas LTM mereka saya minta untuk membuat media audio visual sedangkan di interpreting mereka merekam suara mereka ketika interpreting. Kenapa pak anda menerapakan project based learning? bisa diceritakan pak pengalaman mengenai PBL ini? Karna… dengan project ini kan mereka bisa menunjukkan kreativitas mereka ya. Selain itu juga menjadi sarana mereka untuk aktualisasi diri. Jadi dengan mereka melakukan project mereka akan banyak hands on experience dan pemahaman mereka akan lebih mendalam selain itu hasilnya akan menjadi proses mereka mengaktualisasi diri. Mereka bisa ngeksis dengan teknologi. Karna, seumpama mereka bisa ngeksis dengan teknologi, apalagi dengan social media seperti ini, pride mereka lebih tinggi, motivasi belajar mereka lebih tinggi. Nah, pengalaman saya soal project ini ya saya dari awal umumkan bahwa penilaian akhir akan berbasis project. Kemudian juga saya mendampingi mereka dalam menyelesaikan project kalau mereka menemukan kesulitan. Ya banyak dinamika yang terjadi dalam membuat project ini misalnya mereka belum begitu paham mengenai penggunaan saoftware pendukung. Mereka kalau menemui kesulitan seperti itu ya datang ke saya. Kemudian saya fasilitasi. Yang paling menyenangkan ya ketika menyaksikan hasil project mereka ini. Ini puncak dari pembelajaran mereka selama satu semester.

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Mereka harus kreatif menurut anda? Ya pasti. Jadi guru ya harus kreatif selain pastinya melek teknologi ya. Saya sukanya meminta mereka mebuat project itu ya berdasar pengalaman saya yang sudah-sudah pasti anti akan berbagai macam kreativitas. Pernah saya mendapati ternyata mereka itu bisa melakukan video editing di luar expectation saya. Sehingga video itu jadi menarik sebagai media pembelajaran. Nah, kalau mereka nantinya sudah terjun ke dunia kerja hal-hal semacam ini kan pasti akan sangat bermanfaat. Mereka akan mampu mengemas pembelajaran bahasa inggris secara menarik. Blended learning ini apalagi dengan PBL mengakomodasi students to show their creativity ya… Iya… dan dosen juga. Kalau kita merujuk pada Bloom taxonomy itu kan creating, creativity posisinya di paling atas. Dan yang lebih penting adalah mereka bisa mengaktualisasikan diri mereka di kelas blended learning ini. Maksudnya aktualisasi diri? Mereka bisa menunjukkan siapa sebenarnya mereka, seberapa kreatif mereka. Sehingga mereka akan berbeda dengan teman-teman mereka. Bisa jadi diri sendiri. Ooo… menurut anda penting ini pak? Kalau kita mengikuti pyramid dari Abraham Maslow itu kan self actualization peringkatnya ada di paling atas. Jadi ya menurut saya itu sisi lain yang harus dicapai di pembelajaran blended learning ini. Blended learning ini sangat memungkinkan mereka untuk mengaktualisasikan diri mereka. Nah, aktualisasi diri itu bisa dalam bentuk mereka perform well in the test atau creating something that is innovative according to them. Bagaimana pak pengalaman anda mengenai mahasiswa di kelas anda? Tingkat kepuasan mereka akan lebih tinggi di blended learning. Kalau masalah performance, saya belum sampai ke situ. Tapi, paling tidak dengan excitement, dengan tingkat kepuasan, mereka akan lebih tinggi di blended learning. Saya… karena saya juga belajar fenomenologi, saya pernah mengukur bagaimana sih mereka memaknai itu. Memaknai integrasi teknologi. Seperti kemarin itu saya tanya sepuluh orang, bahwa pemaknaan mereka positif jadi saya menganggap itu tu bring benefit to the students.

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Mengenai action mereka sendiri di kelas pak? Mereka di kelas lebih menjadi independent learner ya. Kan materi sudah saya upload. Mereka di luar kelas mendownload materi itu, membacanya, membuka video. Terus mereka bisa explore di dalam atau di luar kelas. Merekakan melakukan semua hal itu sendiri. menjadi independent learner. Selama menerapkan blended learning ini pak apa yang anda rasakan? Well, yang jelas saya merasa it‟s fun. Dan memudahkan saya sebenarnya. Fun karena dengan blended learning mahasiswa bisa progress in their own phase, dengan begitu saya bisa memantau, tidak hanya satu kelas tapi individual. Jadi misalnya ada seseorang yang masih mengalami kesulitan satu topic bisa kita dekati dan diskusi. Juga bisa berinteraksi lebih intense itu juga fun. Blended learning ini juga bisa jadi wahana buat menunjukkan kreativitas mereka. Saya suka krativitas mereka dalam menyelesaikan project video. Kalau masalah koneksi sih… itu masalah general ya. Selain itu pak? Ada feeling lain? Hmm…saya cenderung… setiap kali di dalam kelas, saya cenderung menantang mahasiswa. Jadi saya berusaha untuk mencari tantangan-tantangan itu. Itu yang sebenarnya malah menantang saya sendiri. Jadi, selain fun saya juga merasa tertantang untuk menantang mahasiswa. Pengalaman anda yang merefleksikan feeling anda itu? Perasaan fun itu terasa khususnya di saat awal-awal saya menggunakan blended learning. meskipun sampai sekarang masih fun juga ya. Fun ketika kita bisa mengcontrol kelas melalui computer. Berinteraksi juga melalui internet, WA. Juga fun itu ketika saya menyaksikan video project mereka. Di akhir kelas sering saya berpikir mengenai project. Bagaimana agar project ini lebih menantang mereka. Punya pengalaman menarik pak? Interaksi di setiap blended learning ini menarik bagi saya. Karena interaksi yang ada di dalamnya bisa intense. Sebenarnya dulu waktu sebelum menggunakan blended learning interaksi ya sudah terjadi. Ada mahasiswa yang berinteraksi, diskusi dengan saya di luar kelas. Tapi itukan terbatas sekali. Beda dengan sekarang. Diskusi bisa kapan saja. Yang paling menarik bagi saya mereka bisa menunjukkan kreativitas mereka melalui project.

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Biasanya soal apa pak diskusinya? Misalnya kemarin di kelas interpreting. Ada subtheme accent. Saya sediakan video mengenai berbagai macam accent. Setelah mereka menyaksikan video itu mereka diskusi melalui forum. Atau kadangkadang ada juga pertanyaan mengenai sesuatu hal. Jadi ada seorang mahasiswa yang posting pertanyaan dan mahasiswa yang lain merespon. Pak, saya kira saya sudah mendapat cerita panjang lebar mengenai pengalaman anda. Terima kasih sudah berkenan menceritakan. Oh, sama-sama pak… Sama-sama

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Appendix 3 Observation Note Participant: Mr. Dedo Tuesday November 8th 2015 10.00 A.M. A classroom in STIKES AISYIAH We had an appointment some the day before that I would visit his class in the morning. I arrived around 9.45 in the morning. I did not get a shady parking lot. I cover my motorbike saddle with my jacket. Then, I walked to the building. I took the elevator to get to 4th floor. This floor is for learning English. Mr. David‟s office is also here. He was preparing some material when got to his office. 10.00

10.04

10.20

He opened the class by greeting his students. He then introduced me without asking me to come to the front. He introduced the topic i.e. making good presentation. He elicited some ideas from his students to brainstorm. He asked his students to browse material on how to make a good presentation.

10.40

He asked his students to share their findings.

10.50

He asked his students to make a good presentation by using the principles that they have shared. The topic was related to their lesson in nursing. He asked his students to practice. The presentation would be in the next meeting. He dismissed his class.

11.30

He did it by standing in front of the students. He presented from his PC at the front. He used Powerpoint and Audacity He went back to his laptop. Sometimes, he walked to make sure his students really work with their laptop He was sitting when he did this. Then, he moved around the class. He moved around to give some assistance.

He moved around to give some assistance.


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Appendix 4 Observation Note Participant: Mr. Chelto Tuesday November 3rd, 2015, 8.00 A.M. Audio Visual Laboratory of Sanata Dharma I texted Mr. Chelto saying that I would like to visit his class on that day. He gave me a green light. It was a bright Tuesday morning when I got to Sanata Dharma university at about 7.40. I parked my motorcycle at the front parking lot. It had already been occupied by many motorcycles. I almost did not get a vacant place. Finally, I managed to find one. The parking lot has changed significantly since I was doing my undergraduate program. It now can accommodate many more motorcycles. I bought a bottle of cold coffee before going up stair. The canteen is on the first floor on the right side from the entrance door. There were not many choices of coffee when I opened the chiller. I grabbed a bottle then I went up stair. I saw Mr. Chelto leaning on the wall. He seemed texting with his mobile phone. He greeted me first then I greeted him back. There had been some students waiting in front of the laboratory door. We conversed about the class. We also conversed about some unnecessary thing. At about 7.50 we got in the class. There were a few students inside. I sat at the back corner. 8.00

8.04

8.20

8.35

9.05

9.10 9.35

He opened the class by greeting his students and said a prayer. He then asked me to introduce myself in front of the students. After introducing myself, I went back to the corner. He told his students that they would have a workshop on that day. He presented something related to speech and computer program for audio editing. Students started the workshop. They opened the existing file in the storage. There was a script in which they have to record their voices based on. He explained some major functions of Audacity. The script was a quite long one that made some students repeat. He moved around to check the students‟ progress. He asked his students to cut and mix the recording file with a song. He explained how to do that. Students started to do so. Some of them discussed with their friend how to do so. He went back to his PC. He showed

He did it by standing in front of the students.

He presented from his PC at the front. He used Powerpoint and Audacity

Students have their own PC and sit in a row

He was sitting when he did this. Then, he moved around the class.

He was sitting when he did this. Then, he moved around the class. He moved around to give some assistance.


10.05 10.15

them once again how to mix, editing a monolog with song as a background. Students continued to finish their task. Teacher reminded to prepare the final project. Class ended

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Appendix 5 Research Permission Inquiry Participant: Mr. Chelto

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Appendix 4 Research Permission Inquiry Participant: Mr. Dedo

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