Annotated Bibligraphy

Muhammad Rafiq Tanjung – 2208476

Blended Learning
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of
blended learning: A systematic literature review. Educational Research Review,
22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001
In this article Boelens et al. review four challenges of the design of blended learning. The
authors use the data from related selected articles to examine and discuss about how studies
on blended learning environments deal with the four key challenges outlined, namely (1)
incorporating flexibility, (2) stimulating interaction, (3) facilitating students’ learning
processes, and (4) fostering an affective learning climate. The limitations of this article are
some particular studies indicating only a small number of instructional activities and there
might be other elements of blended learning issues being excluded in the articles since the
discussion only focus on the four issues found. The information of this article is useful to be
added to further research as it presents ideas that there are a lot issues that still could be
explored in this area.

Garrison, G. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative

potential in higher education. Internet and Higher Education, 7, 95 – 105.
doi:10.1016/j.iheduc.2004.02.001
In this article Garrison and Kanuka discuss the transformative potential of blended learning
in the context of the challenges facing higher education. The authors focus on describing the
description of blended learning along with its capability to support meaningful learning
outcomes and also some requirements that should be taken into account to implement
blended learning, such as policy, planning, resources, scheduling, and support. The article
also talks about organizational and leadership issues as important aspects in order to adopt
the practice of blended learning. The data from this article will be useful for future research
as information for literature review section about blended learning definition, how to conduct
an effective blended learning practice, or even some issues related to this area. The limitation
of this study is that it still needs further exploration about the real implementation such as
learning outcomes, student satisfaction, retention and achievement, because the article is
only based on literature review study.

Mai, T. T. (2020). Teachers’ perspectives as a critical factor for implementing “blended

learning” in higher education: a case study. Nội san Khoa học trường Đại học
Hoa Sen, 01(01), 9-20.
In this article Mai discusses about EFL teachers’ perceptions on blended learning and factors
influence their perspectives on blended learning. The author uses qualitative data from
survey and interviews with teaching staff members at the ELT Department of Hoa Sen
University Vietnam to explore the practice of blended learning, especially on the perception,
factors influencing the perceptions, and problems. The author states that the participants
mostly have positive perspectives on blended learning, but there remain some problems. The
author then makes some recommendations to improve the effectiveness of the employment
of blended learning in English language teaching (ELT) in higher education in Vietnam in
general, at the ELT Department of Hoa Sen University in particular. The limitation of this
research study is in its scope that is limited to specific location. Therefore, there might be
some differences that could be found in other settings. However, this research will be useful
for future research since it gives better portrayal on how the teachers perceive blended
learning implementation and some problems related to it.

Rahman, N. A. A., Husseim, N., & Aluwi, A. H. (2015). Satisfaction on blended learning
in a public higher education institution: what factors matter?. Procedia Social
and Behavioral Sciences 211, 768 – 775.
In this article Rahman et al. examine the relationship between individual factors and
students’ satisfaction on blended learning and determine the relationship between situational
factors and students’ satisfaction on blended learning. The authors take the data from
students of a public higher education institution using questionnaires. This research article
suggests that for education institutions and academics blended learning serves as an
alternative to learning from the traditional perspective. Besides, blended learning can
enhance the quality of learning by attracting students and giving a better platform and
exposure. The limitation of this research study is that the data about the satisfaction and its
situational factors are only limited to particular context in which the study was conducted.
Therefore, there might be different cases if it is conducted in different contexts. However,
this study will be useful for the future studies as

Guided Based Learning

Firmansyah, Ikhsanudin, & Sada, C. (2021). The use of guided discovery learning
method to improve participation in answering reading comprehension
questions. Journal of Applied Studies in Language, 5(1), 127-133.
In this research study Firmansyah et al. make an effort to improve students’ participation in
answering reading comprehension questions. The researchers use classroom action research
method to solve the problems faced by the students in the eleventh Grade Students of SMA
BO Pontianak in academic year of 2017/2018 consisting of 26 students. It is found that
discovery learning method is effective in improving the students’ participation in responding
to the teacher’s questions. Therefore, discovery learning method could help the teacher in
teaching and learning process because this method encouraged students to learn actively.
However, the limitation of this article is that only focus on one skill, which is reading skill
particularly on students’ participation in answering questions. Nevertheless, this research
study is useful for further research because it gives portrayal on blended learning
implementation in a real context with evidences that it successfully improved the students’
participation in reading class.

Hadianti, S., Rohmah, D. W. M., Aliah, N., Jamilah, S., & Pantow, J. B. S. (2020).
Promoting guided-discovery learning through whatsapp to students in open
university. Journal of Learning and Technology, 1(1), 1-9.
In this research article, Hadianti et al. investigate the benefit of the guided-discovery learning
model in psycholinguistics through the online tutorial class. The researchers use a qualitative
approach with a case study method as a design to explore the phenomenon that happened in
the WhatsApp class consisting of 3 students from English Education Study Program,
Universitas Terbuka. The primary data collecting techniques that the researchers use are
documentation, observation, and interview. This research reveals that GDL brings benefits
to the participants, among others increase students' motivation, stimulating better
communication between students and tutors, preventing cheating action among the online
learning process, and promoting autonomous learning character toward students. The
limitation of the study is that it only covers 3 participants in the practice and is limited to
psycholinguistics topic. However, it is giving insightful knowledge to other researchers
regarding the implementation of GDL in a real context.

Iswati, H. D. & Purwanti, O. (2022). Improving students’ critical thinking through

guided discovery learning method in argumentative texts reading. ELS Journal
on Interdisciplinary Studies in Humanities, 5(4), 701-706.
In this research article Iswati and Purwanti use qualitative research with a case study
approach to explore the application of the guided discovery learning method to students'
critical reading skills. The data source used in this study came from 36 students at the English
Education Study Program of Universitas Negeri Surabaya who took critical reading courses.
Data collection techniques used were observation, tests, and questionnaires. The research
reveals that the guided discovery method in critical reading classes, especially in
argumentation texts, is capable of optimizing students' thinking skills because they provide
an overview or orientation regarding the activities to be carried out. The limitation of the
study is that it is limited on certain context with the focus of students' critical reading skills.
However, this research study is beneficial for other researchers to conduct further
investigation in other types of subjects or skill.

Zahara, I. (2017). The effectiveness of using guided discovery in teaching reading

comprehension. Jurnal Pendidikan dan Pengajaran, 4(2), 66-73.
In this research study Zahara aims to find out whether or not there is any significant
difference in reading comprehension achievement between the students who were taught by
using guided discovery and those who were taught by using conventional strategy. The
author uses quasi-experimental method and uses matching only pre-test post-test control
group design to investigate the significant difference in reading comprehension achievement
between 70 students from the population, 35 students as experimental group (XI Science)
and 35 students as control group (XI Social 1). The writer concludes that: First, there was
significant difference between students who were taught by using guided discovery and those
who were taught by using conventional strategy. The limitation of the study is that it focuses
on particular context at MAN Arahan in a reading class. Nevertheless, the research article is
important to provide information about how GDL could improve the reading comprehension
of the students.

PjBL
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of
the literature. Improving Schools, 19(3), 267–277.
In this article Kokotsaki and Menzies review some studies regarding the implementation of
project-based learning in various contexts. The article explains overview of the evidence for
the effectiveness of PBL from some literature that take place in different contexts, such as
pre-school and primary school, Secondary school, and PBL studies in higher education and
in pre-service teacher training. Furthermore, the article also defines characteristics of project-
based learning and explains facilitating factors in the implementation of PBL instruction and
How teachers can support PBL in the classroom based on the evidences from the reviewed
studies. Eventually, the authors provide some suggestions made on the basis of the evidence
about successful adoption of a PBL approach in the mainstream school setting. The
limitation of this research is that it does not explain the method it uses to select the reviewed
articles. However, this literature review article provides a lot of information that is
systematically made so that future researchers will get knowledges about the current issues
regarding project-based learning.
Lasaukiene, J. & Rauduvaite, A. (2015). Project-based learning at university: teaching
experiences of lecturers. Procedia - Social and Behavioral Sciences, 197, 788 –
792.
In this research article Lasaukiene and Rauduvaite analyse lecturers’ personal experience in
teaching identifying the strengths and weaknesses of project-based learning. The sample of
experts consist of 9 lecturers teaching in the study programme of music education
implemented in Lithuanian University of Educational Sciences. The authors use focus group
discussion to collect the data. The results conclude that positive feelings of lecturers while
applying project-based learning (development of students’ competencies, collaboration
between a lecturer and a student, lecturer’s professional development) create conditions for
their professional self-realization and continuous improvement. Negative feelings
experienced by lecturers, when the applied project-based learning (lack of students’
competencies, lack of dialogue with students, lack of lecturer’s competencies) does not
perform the planned role in students’ learning, encourage lecturers’ self-reflection and
empowerment to develop their didactic and managerial competencies. The limitation of this
article is that it focuses on particular context of the lecturers. However, the data of this
research is useful as the real description of project-based learning implementation.

Shpeizer, R. (2019). Towards a successful integration of project-based learning in

higher education: challenges, technologies and methods of implementation.
Universal Journal of Educational Research , 7(8), 1765-1771.
In this article Speizer describes some important aspects of project-based learning, such as
the main features of project-based learning, the advantages it offers to higher education, and
the main challenges that its successful implementation faces. Furthermore, the author
elaborates ways for integrating the project-based learning principles with available
information and communications technologies, and offer implementation guidelines for
lecturers and institutions of higher education. The limitation of this article is that it is not a
research-based article that investigate the practice directly in the field. Therefore, the
contents presented in it are some descriptions of project-based learning only. However, this
article is useful for literature review section as it provides a lot information in respect to
project-based learning.

Syakur, A., Musyarofah, L., Sulistiyaningsih, & Wike. (2020). The effect of project-
based learning (pjbl) continuing learning innovation on learning outcomes of
english in higher education. Budapest International Research and Critics in
Linguistics and Education (BirLE) Journal, 13(11), 625-630.
In this article, Syakur et al. investigate how continuous learning technologies like PjBL
influence the English learning outcomes of students. The authors use a score of pre-test and
post-test in the implementation of the project-based learning model for students of the
Department of English Language Education Universitas Brawijaya Malang in the seventh
semester. TOEFL test scores were analyzed using statistical methods, namely the one-way
ANOVA test. The data are used to see the relationship between project-based learning and
student learning outcomes. The findings shows that the treatment of the TOEFL test,
specifically the pre-and post-test, differed between the control and experimental groups by
using the Project-Based Learning (PjBL) learning model. Project-based learning which has
a p-value of 0.026, has been shown to improve student's learning outcomes. The limitation
of this study is that it is focused on certain context at Department of English Language
Education Universitas Brawijaya. However, it is useful for other researchers as information
of the implementation of successful Pjbl in the real situation.