Using Blended Learning in the EFL Classroom During the Covid-19 Pandemic in Indonesia: A Narrative Inquiry

Sri Wahyuningsih, Muhamad Afandi

Abstract


With the rapid development of information and communication technologies, some learning platforms have been used in the educational setting, particularly during the Covid-19 pandemic. This paper reports on blended learning or online and face-to-face learning practices viewed from lecturers and students’ perspectives at an Indonesian higher education institution. To capture the participants’ experiences, a narrative inquiry approach was adopted to the scope of blended learning in the English as a foreign language (EFL) classroom. In gathering the data, narrative interviews were used with four lecturers and four students. The findings reveal that the EFL lecturers used various online learning platforms in blended learning classes. Furthermore, both the EFL lecturers and students provided positive responses regarding blended learning. However, challenges were highlighted in the process of its implementation. These challenges include limited time allocation, poor internet connection, and students’ self-study unawareness. This paper highlights the need to reschedule proper time allocation, design the best teaching methods and materials in blended learning, provide the best internet connection, and encourage student motivation in blended learning.

https://doi.org/10.26803/ijlter.22.3.13


Keywords


blended learning; Covid-19; EFL classroom; Indonesian higher education; narrative inquiry

Full Text:

PDF

References


Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180

Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1–37. https://doi.org/10.1080/2331186X.2020.1870801

Andujar, A., & Nadif, F. Z. (2020). Evaluating an inclusive blended learning environment in EFL: A flipped approach. Computer Assisted Language Learning, 30(5–6), 1138?1167. https://doi.org/10.1080/09588221.2020.1774613

Arifani, Y., Khaja, F. N. M., Suryanti, S., & Wardhono, A. (2019). The influence of blended in-service teacher professional training on EFL teacher creativity and teaching effectiveness. 3L: Language, Linguistics, Literature, 25(3), 126–136. https://doi.org/10.17576/3L-2019-2503-10

Barrett, N. E., & Liu, G. Z. (2019). Factors that influence the development and performance of academic oral presentations using a blended learning environment. Journal of Computer Assisted Learning, 35(6), 708–720. https://doi.org/10.1111/jcal.12376

Bostanci, H. B., & Çavu?o?lu, Ç. (2018). Pen-and-paper or online? An academic writing course to teacher-trainees. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1482606

Bueno-Alastuey, M. C., & López Pérez, M. V. (2014). Evaluation of a blended learning language course: Students’ perceptions of appropriateness for the development of skills and language areas. Computer Assisted Language Learning, 27(6), 509–527. https://doi.org/10.1080/09588221.2013.770037

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education Limited.

Dahmash, N. B. (2020). ‘I couldn’t join the session’: Benefits and challenges of blended learning amid COVID-19 from EFL students. International Journal of English Linguistics, 10(5), 221–230. https://doi.org/10.5539/ijel.v10n5p221

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Education Technology Systems, 49(1), 7. https://doi.org/10.1177/0047239520934018

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5

Farani, R. (2021). Reflecting experiences on using blended learning: A-self-narrative inquiry research. Kiprah, 9(2), 100–107.

Ford, E. (2020). Tell me your story: Narrative inquiry in LIS research. College and Research Libraries, 81(2), 235–247. https://doi.org/10.5860/crl.81.2.235

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001

de George-Walker, L., & Keeffe, M. (2010). Self-determined blended learning : A case study of blended learning. Higher Education Research & Development, 29(1), 1–13. https://doi.org/10.1080/07294360903277380

Grgurovic, M. (2017). Blended language learning: Research and practice. In C. A. Chapelle, & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (Chapter 11). John Wiley & Sons.

Hashemi, A. (2021). Online teaching experiences in higher education institutions of Afghanistan during the COVID-19 outbreak: Challenges and opportunities. Cogent Arts & Humanities, 8(1), 1947008. https://doi.org/10.1080/23311983.2021.1947008

Hu, Z., Venketsamy, R., & Pellow, J. (2022). University students’ experiences of the teaching and learning of an acupuncture programme : A South African case study. International Journal of Learning, Teaching and Educational Research, 21(12), 107–125. https://repository.up.ac.za/handle/2263/90109

Indonesia. Ministry of Education and Culture (MOEC). (2020). Face to face and online learning. https://setkab.go.id/en/education-ministry-adjusts-several-policies-amid-covid-19/

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 1–20. https://doi.org/10.1186/s41239-017-0043-4

Kükner, J. M., & Orr, A. M. (2013). Narrative inquiry in the teacher education classroom: A review of narrative inquiries into curriculum making in teacher education. Teachers and Teaching: Theory and Practice, 22(1), 117–122. https://doi.org/10.1080/13540602.2013.780418

Kurucova, Z., Medová, J., & Tirpakova, A. (2018). The effect of different online education modes on the English language learning of media studies students. Cogent Education, 5(1), 1–13. https://doi.org/10.1080/2331186X.2018.1523514

Lalima, D., & Lata Dangwal, K. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129–136. https://doi.org/10.13189/ujer.2017.050116

Makarim, N. (2020). Circular of the Office of Education and Culture No. 36962/MPK.A/2020 concerning online learning and working from home in the context of preventing the spread of corona virus disease (covid19) [Translated title]. http://www.fk.ub.ac.id/wp-content/uploads/2020/02/302_rektor-ptn-pts-masa-pembelajaran.pdf.pdf

Mendieta, J., & Barkhuizen, G. (2020). Blended language learning in the Colombian context: A narrative inquiry of teacher ownership of curriculum change. Computer Assisted Language Learning, 33(3), 176–196. https://doi.org/10.1080/09588221.2018.1553888

Miles, D., Mensinga, J., & Zuchowski, I. (2018). Harnessing opportunities to enhance the distance learning experience of MSW students: An appreciative inquiry process. Social Work Education, 37(6), 705–717. https://doi.org/10.1080/02615479.2018.1447557

Mostert, L. A., & Townsend, R. (2018). Embedding the teaching of academic writing into anthropology lectures. Innovations in Education and Teaching International, 55(1), 82–90. https://doi.org/10.1080/14703297.2016.1231619

Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Afzal, M., & Jonbekova, D. (2019). Challenges and benefits of blended learning in higher education. International Journal of Technology in Education, 2(1), 22–31.

Nanclares, N. H., & Rodríguez, M. P. (2015). Students’ satisfaction with a blended instructional design: The potential of ‘flipped classroom’ in higher education. Journal of Interactive Media in Education, 1(4), 1–12. https://doi.org/10.5334/jime.397

Nartiningrum, N., & Nugroho, A. (2021). English teachers’ perspectives on challenges, suggestions, and materials of online teaching amidst the global pandemic. IJEE (Indonesian Journal of English Education), 1(1), 101–119. https://doi.org/10.15408/ijee.v1i1.17886

Nithideechaiwarachok, B., Maneekanon, O., & Bubphada, T. (2023). Exploring English language proficiency, English first year undergraduate students. International Journal of Learning, Teaching and Educational Research, 21(12), 273–290. https://doi.org/10.26803/ijlter.21.12.15

Pérez Cañado, M. L. (2010). Using virtual learning environments and computer-mediated communication to enhance the lexical competence of pre-service English teachers: A quantitative and qualitative study. Computer Assisted Language Learning, 23(2), 129–150. https://doi.org/10.1080/09588221003666222

Ramaila, S., & Mavuru, L. (2023). Postgraduate science students’ impressions and experiences of online pedagogical practices: Implications for technology-enhanced pedagogy. International Journal of Learning, Teaching and Educational Research, 22(1), 112–128. https://doi.org/10.26803/ijlter.22.1.7

Saleem, T., & Masadeh, Y. (2021). Blended learning : Issues related to successful implementation. International Journal of Scientific Research and Management (IJSRM), 9(10), 1897–1907. https://doi.org/10.18535/ijsrm/v9i10.el02

Simanjuntak, M. (2023). The role of adaptive e-learning co-design as main solution to higher education’s marketing performance. International Journal of Learning, Teaching and Educational Research, 22(2), 131–147.

Siriboe, K., & Harfitt, G. (2018). A parental perspective of school and familial curriculum making: A narrative inquiry of early childhood education planning in Hong Kong. Education 3–13, 46(5), 535–546. https://doi.org/10.1080/03004279.2017.1310272

Stewart, G. (2013). Sharing our stories: Using an online encyclopaedia as the basis for a general education module on local history, creative writing and social justice. South African Journal of Libraries and Information Science, 78(2). https://doi.org/10.7553/78-2-37

Thanji, M., & Vasantha, S. (2018). A study of benefits and limitations of e-learning: A learner’s perspective. International Journal of Pure and Applied Mathematics, 118(5), 175–184. https://acadpubl.eu/jsi/2018-118-5/articles/5/13.pdf

UNESCO. (2020). Covid-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse

Wahyuningsih, S. (2018). The use of video to enhance speaking proficiency in broadcasting: Perceptions of undergraduate students. International Conference on Linguistics.

Wahyuningsih, S. (2021). Teaching English through e-learning during the COVID-19 outbreak: English teachers’ perspectives at Indonesian junior high schools [Conference session]. International Conference on Teacher Training and Education, November, 101–109.

Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/EU-JER.9.3.967

Wahyuningsih, S., & Dewi, S. (2019). Promoting speaking proficiency in broadcasting through YouTube project: Perceptions of undergraduate students [Conference session]. Third English Language and Literature International Conference, 1–7. https://doi.org/10.4108/eai.27-4-2019.2285332

Wahyuningsih, S., & Wijayanti, D. N. (2021). The role of YouTube in promoting Indonesian local wisdom in Industrial Revolution 4.0 era. At Tabsyir Jurnal Komunikasi Penyiaran Islam, 8(1), 1–15. https://doi.org/10.21043/at-tabsyir.v8i1.8878

Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Educational Technology and Society, 18(2), 380–393.

Watson, E. (2020). Education: The potential impact of social media and hashtag ideology on the classroom. Research in Social Sciences and Technology, 5(2), 40–56. https://doi.org/org/10.46303/ressat.05.02.3

Widodo, H. P. (2014). Methodological considerations in interview data transcription. Journal of Innovation in English Language Teaching and Research, 3(1), 101–109.

Widodo, H. P., & Allamnakhrah, A. (2020). The impact of a blended professional learning community on teacher educators’ professional identity: Towards sustainable teacher professional development. Journal of Education for Teaching, 46(3), 408–410. https://doi.org/10.1080/02607476.2020.1761249

Xiaoxiao, M. (2020). Using narrative inquiry to explore teachers’ perceptions of blended learning: A critique on two qualitative studies. Frontiers in Educational Research, 3(11), 107–110. https://doi.org/10.25236/FER.2020.031118

Yamauchi, M. (2009). Integrating internet technology into the EFL classroom: A case study. International Journal of Pedagogies and Learning, 5(2), 3–19. https://doi.org/10.5172/ijpl.5.2.3

Yang, Y. F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393–410. https://doi.org/10.1080/09588221.2011.597767

Yang, Y. F., & Kuo, N. C. (2021). Blended learning to foster EFL college students’ global literacy. Computer Assisted Language Learning, 36(1–2), 81–102. https://doi.org/10.1080/09588221.2021.1900874


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493