Blended Learning

This paper is made to fulfill assignment with lesson

Teaching English as a Foreign Language

The Lecturer :

Ima Fitriyah,M.Pd.I

Complied by :
Desi Rahmawati (932205217)
Shuniya Murida (932212517)

ENGLISH DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
INTITUTE COLLEGE FOR ISLAMIC STUDIES (IAIN) KEDIRI
2019
 PREFACE

Assalamualaikum wr.wb

Thanks to God who has given his bless to the writer for finishing the English paper
assignment by the tittle “Blended Learning”.
Shalawat and greetings may be bestowed on the prophet Muhammad SAW, whom we
look forward to in the last day. The authors realize there are still many mistakes in the
preparation of this paper. Therefore, on this occasion, the author expressed his gratitude to:

1. Ima Fitriyah, M.Pd.I as the lecturer.

2. Both of our parents have been very supportive.
3. All parties who have provided assistance and support so that the author can complete
this paper.

With all the limitations of the knowledge, experience and abilities of the author in writing
this paper, the author belief that this paper is still far from perfection. Therefore, the authors
expect constructive critics and suggestions so that they can be used as writing guideliness in
the future, hopefully this paper will benefit for us.

Kediri, 31 October 2019

Author

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 CHAPTER I

A. Introduction

The rapid development of technology, communication, and information, especially the

internet has become a demand for teachers in Indonesia to be able to use it as a source of
positive learning media in supporting the teaching and learning process. The use of media
technology provides benefits for teachers and students to access the materials and interact in
face to-face conventional learning, and also outside the classroom through an online platform.
In addition, technology plays a very important role, because it is able to facilitate
communication between fellow learners, as well as between learners and teachers outside the
classroom.
Blended learning is alternative teaching method that tries to combine conventional
classroom-based learning methods to technology-based learning or e-learning. Traditional
learning and e-learning dichotomies have their own limitations. Therefore, combining these
two methods into one solution and alternatives is well-known and has been practiced through
various forms of research. This learning method does not ignore face-to-face interaction
within the classroom and the use of technology media both in class and out-of-class as
distance learning.

B. Purpose
1. To understand about Education 4,0.
2. To understand about Blended Learning in English Teaching.
3. To understand about The Advantages and Disadvantages.
4. To understand about The Role of Teacher and The Students.

C. Problem Formulation
1. What is Education 4,0?
2. What is blended learning?
3. What is blended learning in English teaching?
4. What are the advantages and disadvantages of blended learning?
5. What are the role of teacher and students?

CHAPTER II
DISCUSSION

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A. Education 4.0

Education 4.0 is a response to the needs of IR4.0 where human and technology are
aligned to enable new possibilities. Fisk (2017) explains that the new vision of learning
promotes learners to learn not only skills and knowledge that are needed but also to identify
the source to learn these skills and knowledge. Learning is built around them as to where and
how to learn and tracking of their performance is done through data-based customization.
Peers become very significant in their learning. They learn together and from each other,
while the teachers assume the role of facilitators in their learning.

There are nine trends related to Education 4.0 (Fisk, 2017). First, learning can be
taken place anytime anywhere. e-Learning tools offer great opportunities for remote,
selfpaced learning. Flipped classroom approach also plays a huge role as it allows interactive
learning to be done in class, while the theoretical parts to be learned outside the class time.

Second, learning will be personalized to individual students. They will be introduced

to harder tasks only after a certain mastery level is achieved. More practices will be provided
if the instructors see a need in it. Positive reinforcements are used to promote positive
learning experience and boost students’ confidence about their own academic abilities.

Third, students have a choice in determining how they want to learn. Although the
learning outcomes of a course are preset by the institutions/bodies in charge of the
curriculum, students are still free to choose the learning tools or techniques that they prefer.
Among the options that lecturers can adopt to enable students to be creative in their learning
are blended learning, flipped classroom and BYOD (Bring Your Own Device) approach.

Fourth, students will be exposed to more project-based learning. Students are required
to apply their knowledge and skills in completing a couple of short term projects. By
involving in the projects, they are practicing their organizational, collaborative and time
management skills which are useful in their future academic careers.

Fifth, students will be exposed to more hands-on learning through field experience
such as internships, mentoring projects and collaborative projects. The advancement of the
technology enables the learning of certain domains effectively, thus making more room for
acquiring skills that involve human knowledge and face-to-face interaction.

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 Sixth, students will be exposed to data interpretation in which they are required to
apply their theoretical knowledge to numbers and use their reasoning skills to make
inferences based on logic and trends from given sets of data. The manual part of
mathematical literacy will become irrelevant as computers will perform the statistical
analysis and predict the future trends.

Seventh, students will be assessed differently and the conventional platforms to assess
students may become irrelevant or insufficient. Students’ factual knowledge can be assessed
during the learning process, while the application of the knowledge can be tested when they
are working on their projects in the field.

Eighth, students’ opinion will be considered in designing and updating the curriculum.
Their inputs help the curriculum designers maintain curriculum contemporariness, up-todate
and usefulness.

Lastly, students will become more independent in their own learning, thus forcing
teachers to assume a new role as facilitators who will guide the students through their
learning process. The nine trends of Education 4.0 shift the major learning responsibilities
from the instructors to the learners. Instructors should play their roles to support the transition
and should never consider it a threat to the conventional teaching profession.1

B. Definition of Blended Learning

Since blended learning, emerged in the beginning of the 21st century, was essentially
based on e-learning, a discussion directed to understand the nature of blended learning could
probably commenced by perceiving the meaning of e-learning. Various concepts had actually
been attributed to e-learning. That is why it is named with various terms, such as computer-
based learning, technology-based training, and computer-based training and, therefore, is
defined in various definitions. According to Horton (2006), e-learning is “the use of
information and computer technologies to create learning experiences” (p.1), while Ellis,
Ginns, & Piggott (2009) define it as “information and communication technologies used to
support students to improve their learning”. A more detailed definition was offered by
Stockley (2003, p. 1) who suggests that e-learning is “the delivery of a learning, training or
education program by electronic means. E-learning involves the use of a computer or

1
Pardede.p. (2012). Learning For ELT. Journal of English Teaching, 3 (2), Page 92-93

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electronic device (e.g. a mobile phone) in some way to provide training, educational or
learning material.” Koohang & Harman (2005) state, “E-learning is the delivery of education
(all activities relevant to instructing, teaching, and learning) through various electronic
media”. Another definition states, “E-learning is the use of technology to deliver learning and
training programs” (E-learning portal, 2009).

Taking those definitions into consideration, it is obvious that they are different one to
another as a consequence of the different elements they focus on. Some emphasize on the use
of technology, and some others focus on its use as the delivery-system of education. Despite
these differences, all these definitions indicate that e-learning makes it possible for learners to
freely access, formulate, organize, and create experiences through the use of information and
communication technologies.

Like many advances in educational practice, blended learning is defined and

implemented in multiple ways. As more and more educators and institutions use it, many
different meanings have evolved. Singh and Reed (2001) define blended learning 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” According to Reay (2001),
blended learning is a blend of online and face-to-face instruction. For Neumeier (2005) it is a
combination of face-to-face (F2F) and computer assisted learning (CAL) in a single teaching
and learning environment.Smith (2001) defined blended learning as “A method of educating
at a distance that uses technology (high-tech, such as television and the Internet or low-tech,
such as voice mail or conference calls) combined with traditional (or, stand-up) education or
training. In line with this, Bonk and Graham (2006, p. 5) states “Blended learning systems
combine face-to-face instruction with computer-mediated instruction.” Another definition
emphasizes that blended learning “blends online learning with more traditional methods of
learning and development” (“Thorne, 2003, p. 2).2

C. Blended Learning in English Teaching

The application of blended learning does essentially not reject face to face learning,
but rather enhance its possibilities. Let’s illustrate this using the following scenario. In the
2
Hussin. A. A (2018). Education 4.0 Made Simple : ideas for Teaching. International Journal of
Education & Literacy Studies, 6 (3), page 167

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classroom, the teacher uses the main materials (slides and texts) in printing. To make the class
more enjoyable, the teacher can also get relevant audio and video from the internet. He then
asks the students to access additional materials from certain Internet links. Since the internet
is a gigantic repository of learning materials, each student can find and study materials of his
own choice online. By doing this, the teacher provides a more individualized learning
experience. Then, students can be assigned to do quiz or exercise online. These can support
audio, video, and animations, and some interactive features such as drag and drop matching,
order sequencing, and identifying points and areas on images.

Finishing the face-to-face session in the classroom, communication may proceed

through the internet. Using webinar, teachers and students can also have virtual classroom, in
which they have classes without being physically present in the classroom. Besides that,
various devices, like chat, forum, and Skype are available to facilitate online communication.
The communication could be conducted synchronously (face to face) or asynchronously
(through text). Online discussion forum enables the participants to interact using different
styles of discussion and interaction. In addition, the asynchronous forums provide
environments where normally reticent participants can contribute more. To a certain extent,
such forums provide the students with less stressful practice environment for the target
language, so that every student will be engaged in the learning process. In addition, since the
discussions are asynchronous, they allow time for participants to reflect on their ideas, do
further reading and research, and give more informed and considered responses. By doing so,
the students are provided a place to learn and practice the target language beyond the
classroom, and thereby increasing contact hours. Constructionism holds that people create
new knowledge and learn most effectively through social interaction and exchanging
information for the benefits of others (Burr, 2003).

Finally, the teacher can design and set tests and exams, which may also be
automatically marked and feedback and/or to correct answers shown. The possibility for the
teacher and peers to give feedback on a student’s work will enable him to get more
personalized learning support. In addition, the interactive forums will encourage every
student to be independent and collaborative as well.3

D. The Advantages and Disadvantages

3
Ibid., 170-172
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 1. The Advantages of Blended Learning

a) Supports students to interact not only physically in the classroom but also through
online connection outside the classroom.
Discussion activities take place either offline in class or online outside of
classroom learning session. In addition, discussion activities take place both
between learners with teachers and among the learners themselves. Therefore,
student interaction on this method can be done for 7 hours in a day or 7 days a
week without limit.
b) Students’ social interactions are more effective than in conventional classrooms.
Without using technology, students tend to physically interact only in the
classroom and ignore interactions beyond study hours. It can be assumed that the
student’s social interaction will not decrease as the technology medium is
integrated into the classroom. Instead, the use of technology will help students
interact easily with all communities, both inside and outside the classroom.
Students can enrich the interaction with other students inside and outside the
classroom because teaching and learning activities are not limited to just the
classroom, but everywhere.
c) The learning process becomes more attractive, accessible and effective.
Blended learning has reformed teaching-learning activities from teacher-
centered to student-centered. Student learning activities are more active than
giving passive lectures, and students also have more opportunities to develop their
ideas in solving existing problems.
d) The delivery of learning materials and topics can be done anytime and anywhere.
Learners have the freedom to learn the material stored online when they are
outside the classroom. In addition, the teacher can manage and control the
learning conducted by students outside the classroom. Teachers can modify the
learning based on students need and be as creative as possible so that learning
can work effectively and enjoyable.4

2. The Disadvantages of Blended Learning

a) Requiring careful preparation for a teacher to apply this method.

4
Zamzami Zainuddin & Cut Muftia Keumala, “Blended Learning Method Within Indonesian Higher
Education Institutions”. Jurnal Pendidikan Humaniora. Vol. 6, Number 2, June 2018, page 71-72.
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 Teachers should have skills in using the technology and should spend a lot of time in
developing the method, especially during the initial implementation period. They
should also take plenty of time to develop the material in accordance with this
method, setting up of assessment methods, and to be active in the learning process 24
hours to answer and give a statement on the online forum.
b) The inequality of technological support facilities and infrastructures in an institution,
especially those in remote areas of Indonesia.
c) Lack of understanding and awareness of the importance of using educative and
effective media technologies. Not all students and teachers know that the utilization of
media technology is very important in the learning process. Some teachers have also
failed to motivate students to use technology as a media of learning. Students tend to
use technology as a media of entertainment.5

E. The Role of Teacher and Student

a) The Role of Teacher:
1. Coach and tutor. A teacher needs to encourage students and celebrate their
successes. He also works with them one-on-one during student conference
time.
2. Facilitator of deep learning, discussion, and collaboration. Students need help
figuring out how to make collaborative opportunities productive as well as
guidance on using online collaboration programs.
3. Designer of problem-based opportunities for the extension of learning. For
example, teachers encourage students to generate questions they want to
research.
4. Introducing content and providing instruction on foundational skills
5. Analyzer of student data to support instructional decisions. Technology makes
it easier to collect and analyze immediate feedback and scores but only a
teacher can determine the next best step for the class and each student.
6. Cooperative grouping coordinator. An example might be using discussion
boards or blogs for group work opportunities.
7. Manager of effective differentiation of learning. Teachers research and assign
various resources for students to use for learning in a blended learning

5
Ibid., page 72-73
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 environment, both traditional and online, and they tailor levels for each
student.
8. Evaluator. Teachers assess and provide students with actionable feedback.

b) The Role of Student

1. Students must own their learning. Students are allowed a certain amount of
time, usually one class period or one hour per week, to research or work on
anything of interest to them. So this is something outside of the classroom
learning and something that students can generate their own ideas about. This
give students some freedom to work on things that they really enjoy, but also
be learning at the same time and have that assistance from the teacher.
2. Students must own their data. Reflecting and goal setting are ways that
students can own their data.
3. Students must become a collaborator. We could use virtual breakout rooms or
boards that can be used for collaboration opportunities.
4. Students becoming a communicator. We can use web-based communication in
a classroom. Students must become a creator. Students have the freedom to
explore and create in various ways using both traditional and online or
technology activitie

CHAPTER III
CONCLUSION

Education 4.0 is a response to the needs of IR4.0 where human and technology are
aligned to enable new possibilities. There are nine trends related to Education 4.0. Since
blended learning, emerged in the beginning of the 21st century, was essentially based on e-
learning, a discussion directed to understand the nature of blended learning could probably
commenced by perceiving the meaning of e-learning. E-learning is the use of technology to
deliver learning and training programs. The application of blended learning does essentially
not reject face to face learning, but rather enhance its possibilities. There are some advantages
and disadvantages of blended learning and there are many roles of teacher and students in
applying the blended learning.

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 REFERENCES

Hussin. A. A (2018). Education 4.0 Made Simple : ideas for Teaching. International Journal
of Education & Literacy Studies, 6 (3), 92-98
Pardede.p. (2012). Learning For ELT. Journal of English Teaching, 3 (2), Page 92-93
Zamzami Zainuddin & Cut Muftia Keumala, “Blended Learning Method Within Indonesian
Higher Education Institutions”. Jurnal Pendidikan Humaniora. Vol. 6, Number 2,
June 2018, 69-77
https://www.sophia.org/tutorials/role-of-teacher-and-student-in-blended-learning-3

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