Strategies and Challenges in Implementing Blended Learning in

Speaking Instructional Activities: The Voices of the Experienced

and Inexperienced Secondary-School English Teachers

A THESIS

Submitted to the English Language Education Study Program as a partial

fulfillment of the requirements for the S.Pd. Degree

Written by:
Juwita Rakhmasari
1901050041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH PURWOKERTO
2023

i
 APPROVAL SHEET

Title : STRATEGIES AND CHALLENGES IN

IMPLEMENTING BLENDED LEARNING MODE IN
SPEAKING INSTRUCTIONAL ACTIVITIES: THE
VOICES OF EXPERIENCED AND INEXPERIENCED
SECONDARY-SCHOOLS ENGLISH TEACHERS
Name : Juwita Rakhmasari
Student Number : 1901050041
Study Program : English Language Education
Faculty : Teacher Training and Education
Email : juwitaarahma@gmail.com
Supervisor : Faisal, S.S., M.Pd., Ph.D.

Approved by:

Thesis Supervisor

Faisal, S.S., M.Pd., Ph.D.

NIK. 2160441

ii
 VALIDATION SHEET

Thesis submitted by
Name : Juwita Rakhmasari
Student Number : 1901050041
Study Program : English Language Education
Faculty : Teacher Training and Education
Title : STRATEGIES AND CHALLENGES IN
IMPLEMENTING BLENDED LEARNING MODE IN
SPEAKING INSTRUCTIONAL ACTIVITIES: THE
VOICES OF EXPERIENCED AND INEXPERIENCED
SECONDARY-SCHOOLS ENGLISH TEACHERS

has been fully defended before the Board of Examiners and accepted as a part of
the requirements required to obtain a Bachelor’s degree in English Language and
Education, Faculty of Teacher Training and Education, Universitas
Muhammadiyah Purwokerto.

The Board of Examiners

Supervisor
1. Faisal, S.S., M.Pd., Ph.D. (...................................)
NIK. 2160441

Examiners
1. Feisal Aziez, Ph.D. (...................................)
NIK. 2160643

2. Miftahul Furqon, M.Pd. (...................................)

NIK. 2161008

Purwokerto, August 7th, 2023

Universitas Muhammadiyah Purwokerto
Faculty of Teacher Training and Education

Dean,

Drs. Eko Suroso, M.Pd

NIK. 2160103

iii
 STATEMENT LETTER

The undersigned below:

Name : Juwita Rakhmasari

NIM : 1901050041
Study Program : English Language Education
Faculty : Teacher Training and Education

declared that the thesis entitled

STRATEGIES AND CHALLENGES IN IMPLEMENTING BLENDED

LEARNING MODE IN SPEAKING INSTRUCTIONAL ACTIVITIES –

THE VOICES OF EXPERIENCED AND INEXPERIENCED

SECONDARY-SCHOOLS ENGLISH TEACHERS

is the result of my scientific work and not made by someone else or

plagiarized or modified by someone else's work. If this statement is not

valid, I am willing to accept sanctions, including revocation of the degree I

have obtained.

Purwokerto, August 7th, 2023

Juwita Rakhmasari
NIM. 1901050041

iv
 MOTTO

“…every soul may be recompensed according to that for which it strives”

(Q.S. Ta Ha:15)

“Indeed, Allah will not change the condition of a people until they change what is

in themselves.” (Q.S. Ar Rad:11)

“We are what we repeatedly do. Excellence, then, is not an act, but a habit.”

- Aristotle -

“Look for the small improvement, recognize those successes, and let them

be a big deal.”

- Elise Cripe -

v
 DEDICATION

In the name of Allah SWT, the Beneficent and Merciful, this final assignment
is dedicated to:

1. My beloved parents, especially my beautiful mother, Puji Rahayu.

Warmest thanks for the unceasing support, endless love, prayers, and
everything you have given me in finishing this thesis.
2. I sincerely thank all my family members who have supported me.
3. Faisal, Ph.D., as my supervisor. Words cannot express my gratitude for
your priceless knowledge, efforts, guidance, and encouragement in
completing this thesis.
4. My dearest partner, who has accompanied me through thick and thin,
thanks for your help, attention, motivation, and everything you have given
me.
5. All my friends who have been involved in preparing this thesis, especially
Lulu Hanifah Rusliana. Thank you for your encouragement, support, and
assistance in doing and completing this thesis.
6. My super team and best buddies, Vyola Fresa Ananda, and Theta Rafa
Ariri whose always there in my tears and joy.
7. Special thanks to everyone indirectly involved in this thesis that I cannot
mention individually.

vi
 ACKNOWLEDGMENT
Assalamua’alaikum Warrahmatullah Wabarakatuh

Alhamdulillahirobil’alamin, praise to Allah SWT the most graceful and merciful

so I can finish this thesis entitled: “Strategies and Challenges in Implementing
Blended Learning Mode in Speaking Instructional Activities The Voices of the
Experienced and Inexperienced Secondary-School English Teachers” This thesis
is presented to fulfill the requirement for S.Pd Degree in English Language
Education Study Program, Teacher Training, and Education Faculty Universitas
Muhammadiyah Purwokerto. The author would like to extend her gratitude to the
following persons:

1. Dr. Jebul Suroso, S.Kp., Ns., M.Kep, the rector of Universitas

Muhammdiyah Purwokerto.
2. Drs. Eko Suroso, M.Hum, the Dean of Teacher Training and Education
Faculty, for the given the permission to write the thesis.
3. Feisal Aziez, Ph.D., the Head of the English Language Education Study
Program, for permission to conduct this study.
4. Faisal, S.S., M.Pd., Ph.D., as thesis supervisor, for your valuable, advice
and encouragement in finishing this undergraduate thesis.
5. All lecturers in the English Language Education Study Program who kept
encouraging me during my studies.

The author recognizes that this study still has flaws, but it may be useful to
readers. Thus, readers' suggestions are welcome.

Wassalamu’alaikum Warahmatullahi Wabaratuh

Purwokerto, August 7th, 2023

Juwita Rakhmasari

vii
 TABLE OF CONTENT

APPROVAL SHEET.................................................................................................................

VALIDATION SHEET............................................................................................................

STATEMENT LETTER...........................................................................................................

MOTTO......................................................................................................................................

DEDICATION..........................................................................................................................

ACKNOWLEDGMENT..........................................................................................................

Table of Content.....................................................................................................................

List of Abbreviations................................................................................................................

List of Tables...........................................................................................................................

List of Figures.........................................................................................................................

ABSTRACT............................................................................................................................

CHAPTER 1.............................................................................................................................

1.1. Research Background....................................................................................................

1.2. Reasons of Topic Selection...........................................................................................

1.3. Research Questions.......................................................................................................

1.4. Aims of the Research....................................................................................................

1.5. Contributions of the Research.......................................................................................

1.6. Clarifications of Relevant Terms..................................................................................

viii
CHAPTER 2.............................................................................................................................

2.1. Blended Learning..........................................................................................................

2.1.1. The Primary Concepts of a Blended Learning.......................................................

2.1.2. Benefits of Blended Learning in Teaching English as a Foreign

Language..........................................................................................................................

2.2. Instructional Speaking Activities..................................................................................

2.2.1. The Nature of Teaching Speaking Skills...............................................................

2.2.2. Teaching English Speaking Skills in the Current Indonesian Context..................

2.3. Speaking Skills in a Blended Learning.........................................................................

2.3.1. Strategies for Teaching Speaking Skills in a Blended Learning............................

2.3.2. Challenges in Teaching Speaking Skills in a Blended Learning...........................

2.4. Previous Studies............................................................................................................

2.4.1. Strategies................................................................................................................

2.4.2. Challenges..............................................................................................................

CHAPTER 3.............................................................................................................................

3.1. Research Type...............................................................................................................

3.2. Research Setting............................................................................................................

3.2.1. Place of Research...................................................................................................

3.2.2. Time of Research...................................................................................................

3.3. Participants of the Research..........................................................................................

ix
 3.3.1. Participants.............................................................................................................

3.3.2. Selection Procedures..............................................................................................

3.4. Data and Data Collection Technique............................................................................

3.5. Data Analysis Techniques.............................................................................................

CHAPTER 4.............................................................................................................................

4.1. Findings.........................................................................................................................

4.1.1. Strategies for teaching speaking in a blended learning..........................................

4.1.2. Challenges in teaching speaking in a blended learning.........................................

4.2 Discussions.....................................................................................................................

4.2.1. Teacher Professional Development........................................................................

4.2.2 Schools Settings......................................................................................................

CHAPTER 5.............................................................................................................................

5.1 Conclusion......................................................................................................................

5.2 Suggestion......................................................................................................................

References................................................................................................................................

Appendix A..............................................................................................................................

Appendix B..............................................................................................................................

x
 List of Abbreviations
CALL : Computer-Assisted Language Learning

CLT : Communicative Language Teaching

EFL : English as a Foreign Language

ELT : English Language Teaching

ESL : English as a Second Language

ET : Experienced Teacher

GoI : The Government of the Republic of Indonesia (Pemerintah Republik

Indonesia)

GPT : Generative Pre-Trained Transformer

ICT : Information-and-Communication-Technology

IT : Inexperienced Teacher

MALL : Mobile-Assisted Language Learning

MoEC : Ministry of Education and Culture (Kementerian Pendidikan dan

Kebudayaan)

NTCP : National Teacher Certification Program

PjBL : Project-based Learning

TEFL : Teaching English as a Foreign Language

TPD : Teacher Professional Development

xi
 List of Tables

Table 3. 1. Research Timeline...............................................................................40

Table 3. 2. The Distribution of the Research Participants.....................................41

Table 3. 3. Interview Guidelines............................................................................44

xii
 List of Figures

Figure 2. 1. The Concept of Blended Learning......................................................18

Figure 3. 1. Data Collection Procedure..................................................................43

xiii
 ABSTRACT
This study investigated the strategies and challenges of implementing blended
learning in teaching speaking instructional activity at the secondary-school level
in the Indonesian context. It employed in-depth semi-structured interviews to gain
insights into the challenges and strategies encountered by two experienced and
two inexperienced English teachers when implementing blended learning. The
study findings suggest that the teachers from both groups reported similar
strategies and challenges in their speaking instructional activities. Concerning the
similarities, they reported using technological-based learning tools and
encountering challenges regarding students’ linguistic competencies and
infrastructures. Both teacher groups differed in their reported implementations of
a blended learning and applications of communicative instructional strategies. The
study contributes to a better understanding of English language instruction in the
Indonesian context. It provides valuable insights for English language teachers
and educators in designing effective language teaching programs that align with
the standards outlined in the Indonesian curriculum documents. It finally
recommends that professional development programs focus on improving
teachers’ teaching skills in utilizing appropriate educational technology and
communicative activities.

Keywords: blended learning, communicative competence, English teachers.

xiv
 CHAPTER 1

INTRODUCTION

This chapter aims to present a brief description of this research. In this section,

there are six sub-headings: the research background in which the current study is

designed, the reasons for choosing this topic, the research questions of the study,

the aims of the study, the contributions of the study, and the clarification of the

term.

1.1. Research Background

Blended learning has emerged as a new and significant educational concept in the

last few decades (e.g., Albiladi & Alshareef, 2019; Badawi, 2009; Watson, 2008).

It is commonly acknowledged that blended learning combines face-to-face

instruction with technologically based learning (e.g., Alfahadi, Alsalhi, &

Alshammari, 2015; Okaz, 2015). Numerous empirical studies have demonstrated

the benefits of blended learning. However, such benefits may be attributed to

something other than online learning but rather to the combination which

encourages students' deeper understanding of the educational approach (Daniel,

Dai Lin, & Ping, 2015). Therefore, it makes sense to describe blended learning

strictly as the fusion of face-to-face and online learning.

The literature has acknowledged that blended learning positively impacts

classroom instructional activities in English as a Foreign Language (EFL). In this

respect, blended learning encourages collaborative learning, fosters personalized

language assistance, raises student involvement in the teaching-learning process,

1
and enhances students' language abilities; hence, their learning outcomes will

significantly improve (Marsh, 2012). Similarly, Senffner and Kepler (2015)

claimed that blended learning as a flexible, expandable, and valuable teaching and

learning mode in an EFL environment provides more opportunities for teachers to

encourage their students to participate in and out of the classroom.

It has been demonstrated that using blended learning to teach Indonesian students

improves their English competence (Ginaya, Rejeki, & Astuti, 2018). In their

study, Ginaya et al. (2018) found that blended learning improved their students'

language skills. One of the factors is that blended learning also created a

stimulating and relevant learning environment in the classroom; accordingly,

students' critical thinking abilities and digital skills developed. In their study, due

to the use of blended learning, which was supported with business games and role

plays in the communicative activities and practices, the student interactions

improved as the application progressed, and they were challenged to be engaged

in learning. Therefore, the activities can promote students' critical thinking

abilities, such as comparing, categorizing, evaluating mistakes, and analyzing

viewpoints. The teachers actively assisted in supporting learning through the

implementation of online activities. The teacher's inventiveness stimulated their

interest in learning and willingness to learn by creating enjoyable and engaging

communicative activities.

Some English teachers in Indonesian schools have used blended learning in their

speaking instructional activities as well (e.g., Anugrah, 2021; Fitri, Hermansyah,

2
Pratiwi, & Aswadijaya, 2021; Pardede, 2019). They argue that one of the benefits

of utilizing a blended learning for teachers is that it promotes their students'

English knowledge and abilities. Flexibility has been mentioned as a further

benefit. In this context, flexibility means executing blended learning on various

platforms, including offline and online sessions. By using online sources

promptly, students and teachers may learn a lot and get plenty of practice.

Previous research on teaching speaking in a blended learning has been widely

examined in the Indonesian EFL context (e.g., Aji, Ardin, & Arifin, 2020; Anabel

& Simanjuntak, 2022; Nasrullah & Asrimawati, 2023). Most studies have

investigated the implementation of a blended learning in teaching speaking

(Nasrullah & Asrimawati, 2023). Others have examined the impacts on English

language knowledge, including grammar (Muhayyang, Limbong, & Ariyani,

2021). They have also researched teachers' perceptions of the use of blended

learning in their instructional activities (Aji et al., 2020).

The literature, however, has identified that some Indonesian English teachers may

encounter challenges in teaching speaking skills using blended learning (e.g., Fitri

et al., 2021; Ginaya et al., 2018; Tayebinik & Puteh, 2013). The first encountered

challenge is teachers' misconceptions about the use of a blended learning is one of

these challenges. The biggest misconception among teachers is the perception that

online learning predominates over face-to-face learning (Tayebinik & Puteh,

2013). The second one is teachers' knowledge of technology. It is concerning how

knowledgeable teachers are regarding the way they use information and

3
communication technologies (ICT). And the last encountered challenge is

infrastructure. Appropriate infrastructure is essential for implementing blended

learning in the teaching and learning process. However, some infrastructural

problems, such as internet access issues and a limitation of personal computers or

other ICT tools, still need to be solved in implementing blended learning in the

classroom.

1.2. Reasons of Topic Selection

Thus far, several studies have investigated various blended-learning-related

dimensions, including the impacts of a blended learning on students’ speaking

skills and perceptions of its implementation in speaking classes. The following

paragraphs will elaborate on each of the dimensions in detail.

In an investigation about the impacts of blended learning on students’ speaking

skills, Isda, Purwati and Imran (2021), for example, found that it helped their

students improve their oral abilities. It is because it allowed the students to

interact and collaborate maximally in the classroom activities. In their research,

blended learning also enables students to examine linguistic elements including

vocabulary and grammatical structures. The video recording of the class can show

how attentively the students paid attention to their assignments and how their

vocabulary, grammar, performance, pronunciation, and fluency have improved.

Concerning studies about perceptions on the implementation of blended learning,

Aldosemani, Shepherd and Bolliger (2019), for instance, found that their teachers

showed good impressions of blended learning, particularly because of its

4
flexibility and students’ capability to access the information at any time. In

addition, their teachers perceived several challenges including their limited

technological-related skills and technological issues like insufficient

infrastructure. Isda et al. (2021) and Sari, Sofyan and Nasution (2021)

investigated their students’ perceptions of the utilization of blended learning in

classroom activities. They shared an observation in common that their students

positively perceived that blended learning was able to facilitate their learning

activities, boost their motivation, and eventually, improve their learning

outcomes.

Concerning the reviewed studies above, it seems that investigating reported

challenges and strategies in the implementation of blended learning in speaking

classes in the 2013 Curriculum that junior-secondary-school English teachers

report is still under-researched. Furthermore, none of the studies have explored

these dimensions based on the report from experienced and inexperienced English

teachers.

This study will research the experienced and inexperienced English teachers’

voices concerning their reported challenges and strategies in the implementation

of a blended learning in teaching speaking in the 2013 Curriculum; hence, this

study will be able to fill in one of the gaps in the current literature.

1.3. Research Questions

This research is intended to address the following research questions:

5
1. What are the strategies used by experienced and inexperienced teachers in

implementing blended learning in speaking instructional activities?

2. What challenges do the experienced and inexperienced teachers encounter in

implementing blended learning in speaking instructional activities?

3. What are the similarities and differences in terms of strategies and challenges

in implementing a blended learning in speaking instructional activities between

experienced and inexperienced teachers?

1.4. Aims of the Research

Based on the research questions, this research aims to investigate the strategies

used by experienced and inexperienced teachers as well as the challenges they

encounter in the implementation of blended learning. Additionally, it compares

the experience of the two teacher groups in terms of strategies and challenges in

implementing blended learning speaking instructional activities.

1.5. Contributions of the Research

The researcher hopes that this study contributes to all parties as follows:

1. For teachers, the researcher hopes that the study results can be a reference for

teachers to improve their strategies in teaching speaking through a blended

learning.

2. For researchers, the researcher hopes that they will provide new information

and ideas for other researchers who want to conduct further research in the

same field.

6
3. For readers, the researcher hopes the study's results provide useful

information related to the research, especially in the strategies and challenges

teachers face in implementing blended learning in speaking instructional

activity.

1.6. Clarifications of Relevant Terms

1. Blended learning

Concerning the definitions of perceptions coined by Garrison and Vaughan (2008)

blended learning is a paradigm of education that mixes in-person and online

learning. This study investigated experienced and inexperienced teachers' voices

at the junior high school level regarding the strategies and challenges in

implementing blended learning in speaking instructional activities. To find out the

teachers' voices, the researcher used semi-structured in-depth interviews to collect

data.

2. Teaching speaking

According to Pouna (2018), teaching speaking is crucial because it assists students

in constructing utterances and exchanging information in the target language

properly and explains the functional aspects of speaking a foreign language.

However, the research will focus on investigating the strategies and challenges

faced by teachers in implementing blended learning in speaking instructional

activities.

7
 CHAPTER 2

LITERATURE REVIEW

This chapter is dedicated to giving a deeper understanding of the study. It will

specifically discuss theories related to secondary-school English teachers’

strategies and challenges when they implement blended learning in speaking

classes. It will primarily discuss the concept of blended learning, speaking

instructional activities, teaching speaking in blended learning, and relevant

previous studies.

2.1. Blended Learning

This section discusses the concept of a blended learning, the nature of teaching

speaking skills, and the principles of teaching speaking in the blended learning.

2.1.1. The Primary Concepts of a Blended Learning

Blended learning is a that has been used by both teachers and students worldwide.

Traditionally, blended learning combines the finest elements of classroom

interaction with the online delivery of the educational system (Watson, 2008).

Badawi (2009) defines blended learning as an adaptable strategy that combines

face-to-face and online learning activities to enable students to exchange their

ideas through group responses synchronously and asynchronously.

8
Figure 2. 1. The Concept of Blended Learning

Source: Martanto, Pramono and Sanjoto (2021)

Figure 2.1 confirms that blended learning brings teachers and students to learn in

two different ways, through face-to-face learning in the classroom and online

learning or a digital-based education system. English teachers are challenged to

understand and implement blended learning suitably in their classroom

instruction. In their study, Martanto et al. (2021) explain that implementing

blended learning in social studies may use the Google Classroom and Edunav

platforms with Chromebooks, Microsoft Surface, and interactive digital smart

boards in classrooms. Blended learning in social studies knowledge can develop

students' 21st-century skills – communication, collaboration, critical thinking, and

problem-solving.

Li and Wong (2021) argued that blended learning is the most popular mode of

education since it can integrate face-to-face and online learning. To understand

more clearly face-to-face learning, Dimitrios, Labros, Nikolaos, Koutiva and

Athanasios (2013) and Faisal, Parr, and Wilson (2021) have one observation in

common that face-to-face learning refers to teacher-centered which teachers teach

learning materials and evaluate their students, while students take notes and

9
complete any assignments. In comparison, online learning is defined as using the

internet to acquire learning materials and to engage with teachers or other students

to achieve the goal of the learning process (Alonso, López, Manrique, & Viñes,

2005). Therefore, it can be summed up that blended learning combines online and

face-to-face learning by utilizing learning materials that are accessible to both

students and teachers.

In Indonesia, the utilization of a blended learning in teaching English as a second

or foreign language (ESL/EFL) has grown (Syakur, Fanani, & Ahmadi, 2020).

With online communication tools, web-based content, and learning management

systems, blended learning can be one of the alternative techniques to enable

teachers to balance the percentage of face-to-face and online learning. Numerous

teachers in Indonesia have started using a blended learning (Zainuddin &

Keumala, 2018). Menggo and Darong (2022) claimed that blended learning has

become more popular in Indonesia because it has many advantages. It includes

the ability to specify the material covered in every language skill and be delivered

both in the classroom and online learning among Indonesian EFL teachers. It is

compatible with the advancement of information and communication technology

and the accompanying applications.

Based on the concept of blended learning above, it can be summarized that

blended learning is a learning mode that combines face-to-face learning with

online education systems. The following section will elaborate on some benefits

10
of blended learning in teaching English as a foreign language (TEFL) and how it

is commonly used.

2.1.2. Benefits of Blended Learning in Teaching English as a Foreign

Language

In studying and teaching EFL, blended learning has become one of the best-

known instructional modes (Pardede, 2019). Blended learning, also known as

mixed learning, is described as a learning mode that combines face-to-face

learning with an information-and-communication-technology-based system.

Tosun (2015) stated that the use of a blended learning in teaching EFL worldwide

has increased significantly. Alpala and Flórez (2011) argue that, due to its double

elements, which combine face-to-face with online learning to provide students

with a wide choice of materials and resources, the blended learning has become

one of the most popular modes of teaching EFL. The benefits of face-to-face

learning and online learning, especially in TEFL, are combined in blended

learning McDougald (2005, as cited in Al Masri, 2020) noted.

For teachers, promoting their students’ English knowledge and skills is one

advantage of implementing the blended learning. Surveys by Taghizadeh and

Hajhosseini (2021) showed that there were positive replies towards blended

learning, such as helping the students boost their understanding of TEFL. Their

study's findings revealed that most students had positive perceptions of the

blended learning. Alebaikan and Troudi (2010) found that blended learning

11
improved EFL students' skills when they were provided with innovative thinking,

interacted with classmates, and given feedback by teachers.

Another identified advantage is flexibility. Flexibility here means that a blended

learning can be implemented on various platforms, both offline and online

sessions. In the Indonesian context, there were many reasons why teachers or

students might pick the blended learning over other learning options (Muhayyang

et al., 2021). One of the reasons is that students or teachers can learn a lot and

practice using online platforms. The blended learning allows teachers and

students to learn and interact among them both before, whilst, and after classes.

Rachman, Sudiyono and Phonix (2021) investigated the perceptions of teachers

and students towards the use of blended learning in English at high schools in the

city of Bandung. The study found that using blended learning in English

Language Teaching (ELT) can help students learn English not only during

classroom offline instruction but also through online meetings to advance their

language abilities. Another statement the teachers gave was that blended learning

in ELT classrooms could help students' language abilities since it allows them to

study the language more contextually.

In conclusion, most teachers agreed that implementing a blended learning in

TEFL can help them in promoting students’ English knowledge and can also

make the teaching and learning process more flexible to be implemented. The

following section will elaborate on speaking instructional activities, including the

nature of teaching speaking and the principles of teaching in blended learning.

12
2.2. Instructional Speaking Activities 

This section intends to elaborate on the nature of teaching speaking skills and the

principles, strategies, and challenges of teaching this skill in a blended learning. In

addition, it will help articulate a definition of teaching speaking skills relevant to

the current study.

2.2.1. The Nature of Teaching Speaking Skills

Teaching speaking is the most crucial factor in language learning (Kayi, 2006).

Numerous studies have attempted to explain that speaking is an interacting way of

forming meaning that entails producing, receiving, and processing (Brown, 1994;

Burns & Joyce, 1997). Hidayati (2019) stated that speaking is an expression used

to convey or communicate a message from one speaker to another (interlocutor);

hence, the clarity and comprehension of both speakers will affect how well the

message is received. According to Hornby (1995, as cited in Nita & Syafei, 2012),

speaking means using words in a way that sounds, whereas teaching refers to

giving instructions to others, including knowledge and skills. Therefore, it can be

summed up that teaching speaking is the process of guiding someone on how to

convey their ideas and respond to others orally.

Speaking is an essential skill that relies on meaning and the utilization of micro

and macro components in the utterances formed (Jones et al., 2016). The former

concerns linguistic competence and the latter relates to linguistic performance

(Menggo, 2018). The micro components or linguistic competence students need to

master include but are not limited to, mastering pronunciation and vocabulary.

13
The micro components involve creating small linguistic chunks, for example,

morphemes, phonemes, words, collections, and phrasal units. This component

focuses on the structure of the capability to compose sentences (Brown &

Abeywickrama, 2004).

Macro components or linguistic performance refer to the interaction between the

speaker's language knowledge and other types of knowledge, such as pragmatic

and sociolinguistic competencies (Menggo, 2018). Brown and Abeywickrama

(2004) explain that the term ’macro components’ relates to the speaker of the

language and focuses on more substantial aspects including function, fluency,

style, cohesiveness, contexts, nonverbal communication, and strategical

alternatives. The speaker's communicational abilities are highlighted by the macro

competence during the communication.

Bringing the concept of utilizing linguistic knowledge and performance to the

current Indonesian context, teaching speaking to junior-secondary-school students

aims to assist them in attaining sufficient communicative competence (MoEC,

2022a). The following section will elaborate on teaching English speaking skills

in the current Indonesian context.

2.2.2. Teaching English Speaking Skills in the Current Indonesian Context

Bringing the concept of teaching EFL speaking skills to the Indonesian secondary

school levels, the Ministry of Education and Culture or MoEC (MoEC, 2013c) has

operationalized the 2013 Curriculum along with its recommended learning

outcomes and approaches. As written in the curriculum documents, the primary

14
learning outcome of English learning, particularly speaking skills, is to develop

sufficient oral communicative competence to reach a functional literacy level

(MoEC, 2013a, 2013b). This level refers to students' ability to gather the text's

implicit and explicit information and apply it to everyday life circumstances

(Setyarini, Salim, & Harto, 2021). To help students achieve the envisaged literacy

level, the curriculum suggests teachers comprehend the primary nature of

communicative competence and communicative language teaching method as

described in the following paragraphs.

Communicative Competence. Communicative competence refers to using

the language system in every context appropriately (Celce-Murcia, 2007). In a

more detailed manner, oral communicative competence concerns discourse

competence (Celce-Murcia, Dörnyei, & Thurrell, 1995). Canale (2014)

defined discourse competence as knowledge of the principles that regulate how

forms and meanings are blended to generate meaningful unity in spoken or written

texts. Linguistic, socio-cultural, and strategic competencies significantly support

discourse competence to assist students in fulfilling the standard's targeted

learning outcomes (Agustien, 2004; Faisal, Parr, & Wilson, 2021). On the whole,

communicative competence should draw adequate support from discourse,

linguistic, strategic, and, socio-cultural competencies (Celce-Murcia, 2008).

Hayes et al. (2013) explained that linguistic competence deals with spoken and

written forms, meanings, and uses of lexicons, rules of word formations, and

sentence formations (syntax). Using sentence patterns, supporting structures, and

15
lexical sources, this linguistic competence becomes a necessary component of

accomplishing spoken and written communication activities (Celce-Murcia et al.,

1995).

Canale and Swain (1980) defined strategic competence as knowing how to utilize

somebody’s language to express actual meaning. In this regard, this competence

concerns one’s ability to constitute communication process inadequacies. It means

the ability to handle communication failures caused by a lack of linguistic,

discourse, and sociolinguistic skills. Students with adequate strategic competence

may fill in any gaps between what they can say and what they want to

communicate (Light, 1989).

Socio-cultural competence relates to one’s ability to absorb, comprehend, and be

mindful of nation- and culture-specific information in intercultural

communication (Smorochynska, 2011). In establishing this competence, students

need the ability to communicate effectively within the broad social and cultural

framework of communication by understanding how language variance relates to

socio-cultural norms.

Communicative Language Teaching. The communicative method, also

known as communicative language teaching or CLT, has been a central concept in

second language acquisition during the last two decades (Dörnyei, 2009). CLT is

regarded as an exceptional methodology capable of filling gaps in various primary

English language pedagogical approaches (Smorochynska, 2011). CLT aims to

prepare students for active communication in various real-world situations.

16
In the Indonesian context, CLT is known as the heart of the learning process

(MoEC, 2013c), and it is considered to be able to help students achieve the

envisaged outcomes – speaking with and responding to others in English within

their closest environment fluently and acceptably. This approach values active

interaction and collaboration among students in the language learning process

where they will not simply learn grammar or vocabulary but also share their

spoken ideas and respond to those of others orally in the classrooms (e.g.,

Agustien, 2004; Faisal et al., 2021).

Implementing the 2013 Curriculum and its ultimate learning outcomes and

approach (MoEC, 2013c) requires English teachers to be aware of the

implications, particularly regarding communicative competence and language

teaching. Regarding the former, teachers are required to offer speaking activities

enabling the students to enhance their discourse competence – that is, spoken

competencies relevant to particular contexts. Concerning the latter, instructional

speaking activities should be able to boost their students’ speaking skills through

active and collaborative interactions and transactions among the

students. Furthermore, teaching English speaking in the 2013 Curriculum requires

teachers to understand the key principles of the CLT. In this respect, teachers

should be able to engage their students in active and collaborative two-way

communications in classrooms (Faisal et al., 2021).

Learning Materials. At junior high schools, students learn both spoken and

written interpersonal, transactional, and functional texts (MoEC, 2022a). As this

17
study focuses on speaking skills, each of the texts which will be elaborated on

briefly in the following sections concerns spoken texts.

Interpersonal texts. Interpersonal texts are a type of content used to build or

sustain social interactions, such as personal interviews or informal conversations

(Fauziati et al., 2013). According to Celce-Murcia et al. (1995), interpersonal text

conversations often serve to express such communicative functions as (1) greeting

and leave-taking, (2) introductions, and (3) showing attention.

Concerning teaching students this text type using CLT in a blended learning,

teachers offer activities to engage students in group-work discussions, enhance

students' meaningful two-way communication exchanges, quality of conversations

with their peers, and creation of collaborative classroom environment.

Transactional texts. Transactional text is a sort of text that is used to share

information and to get the desired result from using the texts (Nuha, 2014). An

illustration of a transactional text involves communicating ideas while paying

close attention to linguistic components like promising, requesting, and warning.

To teach students in a blended learning, teachers can build activity-based learning.

Activity-based learning involves interaction and project-based learning. Even

when the teaching and learning process is carried out through online learning, the

teacher's duty in this environment is to act as a facilitator for the students,

ensuring that they actively participate in the learning process.

Functional texts. Functional text is a sort of text that delivers information

so that it may be quickly understood by the readers (Fauziati et al., 2013). The

18
functional text includes brief messages such as announcements, memos,

advertisements, and texts that provide orders or prohibitions against what is

prohibited and what is permitted. Concerning teaching speaking in a blended

learning, monitoring the teaching and learning process is a teacher's responsibility.

Even group work discussions cannot be successful if the teacher does not provide

instruction. In any case, teachers’ advice is crucial for the teaching and learning

process (Fadhilah & Giyoto, 2020).

2.3. Speaking Skills in a Blended Learning

Teaching speaking in a blended learning provides a variety of activities that can

be applied to achieve learning objectives and develop students' speaking skills

(Neumeier, 2005). With the innovation of learning through this, teachers as

facilitators can make students more involved in the learning activities and make

the learning environment more enjoyable. Therefore, every teacher should have

strategies to teach speaking skills in the classroom to face challenges and achieve

learning outcomes promptly and appropriately. The following section elaborates

on general strategies and challenges teachers may face in teaching speaking skills

in a blended learning. 

2.3.1. Strategies for Teaching Speaking Skills in a Blended Learning

Teaching speaking strategy is a high-priority part of the teaching and learning

process. Nowadays, teaching speaking using a blended learning has been

implemented in schools widely. Several strategies, such as Mobile-Assisted

Language Learning (MALL) and Computer-Assisted Language Learning (CALL),

19
have supported the learning process. Blended learning provides many benefits for

students and teachers. The following section will elaborate on each of the

strategies, their implementations, and their implications for teachers. 

Mobile-Assisted Language Learning. MALL has been considered a

promising technique for teaching EFL students, particularly in teaching speaking

through a blended learning. MALL can be described as language learning

incorporating mobile devices and technology (Sutrisna, Ratminingsih, & Artini,

2018). Kukulska-Hulme and Traxler (2005) argue that mobile devices in MALL

include smartphones, tablets, and laptops. Numerous smartphone applications are

now available for learning languages. Some educational applications have been

explicitly developed to teach any courses, including languages. For instance,

teachers may instruct students to communicate with each other in the target

language via an instant messaging app (e.g., WhatsApp and Telegram).

MALL optimization is based on tools (e.g., mobile devices) and other elements,

such as teachers who significantly contribute to learning. As learning facilitators,

teachers should be aware of the numerous opportunities to explore learning

mobile devices provide (Khazaie & Ketabi, 2011). The implementation of MALL

in the EFL environment has been examined by researchers such as Inggita, Ivone

and Saukah (2019). Their study revealed that MALL has been implemented

successfully in the classrooms. This research explains that its subject – a 41-year-

old teacher – has used MALL in his English classes for almost three years. He

said that MALL was used in all aspects of his English lessons, including the

20
recording speaking assignment of his students. He utilized mobile devices to offer

and collect assignments or communicate with his students through an instant

messaging app. He later clarified that he often used MALL during school hours.

The students' major activity outside school hours was completing homework at

home.

Additionally, mobile learning technologies allow students to take alternatives in

multimedia engagement and a collaborative environment where they may build

and enhance their speaking abilities (Hwang, Huang, Shadiev, Wu, & Chen,

2014). As long as the methods of delivery, storage, and presentation are best

suited to the capabilities of mobile learning tools of students, multimedia content

can affect student achievement (Milutinović, Labus, Stojiljković, Bogdanović, &

Despotović-Zrakić, 2015). Hence, MALL applications have been created to

accommodate mobile learning approaches and provide learning materials.

Computer-Assisted Language Learning. Scholars have acknowledged

that integrating CALL has been one of the most effective strategies to create

effective and meaningful teaching-learning processes. Scott and Beadle (2014)

defined CALL as any activity in which students utilize computers to improve their

foreign language skills. Therefore, CALL covers such aspects as (1) English

original materials, (2) The online context where students may communicate with

English-speaking natives, for instance, through a video call, email, or social

media, (3) Language learning tools such as Quipper, Duolingo, Quizlet, Padlet,

Kahoot, and Quizizz, (4) Online or virtual communication that allows students

21
and teachers to communicate without actually meeting and, (5) Digital game-

based learning (DGBL) allowing students to study the subject matter while having

fun with the game. 

Furthermore, CALL helps teachers in the teaching and learning process, and helps

students develop their English abilities by providing access to online teaching

materials (Hafifah, 2019; Lee, 2000). In this respect, the teacher may utilize

CALL as an evaluation tool to check their students' skills; for example, it can be

quickly measured if a student has good speaking skill by using programs such as

Flipgrid, Kahoot, or Duolingo.

The use of CALL in an EFL environment has been examined by researchers such

as Lam and Lawrence (2002) who reported that the use of computers in the

communicative classroom led to a change in the student-focused approach. The

teachers, in this case, stated that their teaching experience is increasingly

acknowledged, as students respect their new management positions, which gives

them more autonomy and the ability to lead their teaching.

2.3.2. Challenges in Teaching Speaking Skills in a Blended Learning

Albiladi and Alshareef (2019) and other scholars (e.g., Altay & Altay, 2019;

Mulyadi, Arifani, Wijayantingsih, & Budiastuti, 2020; Simbolon, 2021) have

acknowledged that teachers may have encountered challenges when teaching EFL

speaking skills in a blended learning. Such challenges include, but are not limited

to, teachers' misconceptions about using a blended learning, and their knowledge

22
of technology, and infrastructures. The following paragraphs will elaborate on

each of the challenges.

Misconceptions about Blended Learning. Blended learning is a learning

approach that uses web conferencing to provide asynchronous online learning

while incorporating face-to-face learning. However, there appear some

misconceptions that need to be clarified regarding what blended learning is and

what it implies. The widespread misconception is that students must work

independently during online learning sessions (Sagarra & Zapata, 2008). While

the majority of online learning is set up to encourage frequent communication

between students and the other partners in their class.

The most common misconception is teachers consider that online learning is more

dominant than face-to-face learning (Tayebinik & Puteh, 2013). A study by, for

example, Ellis, Steed and Applebee (2006) revealed that some of the teacher's

views on blended learning were by emphasizing technology and sacrificing

relationships in face-to-face learning and student learning outcomes. Teachers

also perceived blended teaching was conceptualized as a way of abstaining from

part of the classroom activities, allowing students to follow the learning process

only through online learning without being in the classroom. Accordingly, such

perceived views tended to make teaching and learning activities fill only a small

gap in the learning experience. In addition, teachers viewed online learning as the

main function of teaching-learning materials.

23
 Teachers’ Knowledge of Technology. The second challenge concerns how

much knowledgeable teachers are. The advancement of ICT tools has led to

MALL and CALL becoming more popular in the field of education (Asfar &

Zainuddin, 2015). Technology is becoming increasingly advantageous for

teachers of any kind level of school. However, research has acknowledged that

some Indonesian EFL teachers are insufficiently knowledgeable of educational

technology and its appropriate implementations in a blended learning (Mulyadi et

al., 2020).

The implementation of blended learning in the EFL environment has been

examined by researchers such as Inggita et al. (2019). This research explains that

an experienced 54-year-old teacher claimed that she had been aware of MALL for

over 10 years; however, she integrated it into her English lessons in 2014. She

stated that using a MALL in the teaching and learning process might enhance

educational activities. Nonetheless, implementing it made her feel a little bit

anxious for a variety of reasons, one of which was that she didn't know how to use

a mobile device. Hence, it can be shown that some teachers seemed unable to

adjust to advanced technologies, especially in the context of encouraging a

blended learning.

Infrastructure issues. Chaudhri and Gallant (2013) list a few critical

factors in implementing blended learning, one of which is infrastructure.

Appropriate infrastructure is crucial when utilizing and adopting blended learning

in teaching and learning. Ashraf et al. (2021) identified infrastructure problems

24
when teaching using a blended learning. Such as internet connectivity issues, a

lack of personal computers or kind of ICT Tools, the time required to prepare for

classes, the expense and configuration of the technologies used, and the reliability

of the course materials.

In conclusion, teaching speaking in blended learning has considerable challenges.

The online learning system is where most teaching and speaking instruction

challenges arise. Teaching speaking is necessary and must be done engagingly

and effectively to achieve learning objectives. However, it might be challenging

for EFL teachers to teach speaking to students. Therefore, teachers play a crucial

part in developing students' fluency in English. Teachers must foster positive

relationships with EFL students, encourage them to use English more frequently,

and provide classroom activities to improve student involvement. The following

section will elaborate on the previous studies relevant to this research.

2.4. Previous Studies

This section intends to elaborate on challenges teachers encounter and their

strategies to cope with them when they manage their speaking instructional

activities in a blended learning. 

2.4.1. Strategies

In light of the concerns above, the literature on teaching speaking in a blended

learning has highlighted several strategies used by teachers to manage the

teaching and learning process, including the utilization of MALL, collaborative

25
learning, and game-based learning. Looking into the utilization of MALL in

teaching speaking through a blended learning, a study by Fitri et al. (2021) used a

descriptive qualitative method to describe the strategies teachers used in teaching

speaking during the Covid-19 Pandemic. The research subjects were English

teachers and students in a junior high school. Based on the result of the data

analysis, she reported that the teachers employed two expository methods in the

online learning process with MALL as a supporting tool. Furthermore, she

claimed that the first method was the assignment using the Google Classroom

application, and the question-and-answer sessions using Zoom Meeting and

WhatsApp Group.

In the study exploring students’ views on implementing collaborative learning

methods in speaking classes, {Sembiring, 2023 #202}Sembiring and Dewi (2023)

surveyed EFL students at an East Java senior high school. By filling out a

questionnaire, the study investigated the students' perspectives on the utilization

of collaborative learning methods in speaking class. The findings show that the

students were able to complete the assignment by implementing collaborative

learning, and they agreed that collaborative learning is preferable compared to

individual learning for their speaking activities.

Concerning the utilization of communicative game-based learning in speaking

instructional activities, Maryam (2020) for example, involved teachers and

students at a public school in Lombok. The data has been collected through

observations and interviews. The findings demonstrate that using communicative

26
language games to enhance students' speaking abilities was successful. The games

are complemented by additional activities such as incorporating various topics,

using appropriate media, engaging in language-form activities, providing

feedback and awards, performing group projects, and arranging the students'

seating.

2.4.2. Challenges

Besides the strategies, the literature has acknowledged some challenges in

teaching speaking that the teachers face in teaching speaking to their students at

the secondary-school level, especially in a blended learning. Focusing on

linguistic competence, Yusuf and Zuraini (2016) conducted a study that aims to

describe the challenges that teachers face in teaching English speaking to their

students in Sumatra. This preliminary study was gathered by interviewing two

public school teachers who have been teaching English for the previous ten years.

They reported that the most difficult challenges that they encountered in teaching

speaking were student’s lack of vocabulary, pronunciation issues, having nothing

to say, and the interference of the mother tongue

Concerning the infrastructure issues in a blended learning, Pratolo and Solikhati

(2021) conducted a semi-structured interview and classroom observation that aim

to investigate the challenges teachers encountered in digital literacy in EFL

classrooms. The study findings indicated that lack of technology, student

background, insufficient time, and limited financial resources were identified as

challenges to digital literacy implementation.

27
Concerning English teachers’ voices of their encountered challenges concerning

infrastructure issues, Anugrah (2021) conducted an observation and interviewed

three English teachers at a state senior high school in Bali, which aimed to

identify the difficulties teachers face during teaching speaking in online learning.

This study revealed that the school's internet connection was insufficient for

accommodating the teacher's online session. Additionally, the time allocated for

speaking classes in online learning was insufficient, which made it difficult for the

teacher to identify the right resources for the learning process.

Based on the descriptions of some previous studies presented in the above

paragraphs, they were mostly held at the junior high and senior high school levels.

Secondly, they focused on describing the advantages and disadvantages of online

learning in English classes rather than explaining the strategies and challenges in

teaching speaking through a blended learning. This study intends to fill a gap not

investigated in those previous studies by investigating the experienced and

inexperienced English teachers in junior secondary schools, regarding their

strategies and challenges in implementing blended learning in speaking

instructional activities.

28
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter aims to determine the methodological framework used to address the

research question. There are five sections in this chapter. Firstly, it begins by

outlining the research chosen by the researcher to fulfill the study's goals and the

reason behind the decision. Additionally, it describes the research environment,

including the place and timing of the study. Thirdly, the study's participants have

been discussed. Finally, the methods for data collection and analyses have been

elaborated. 

3.1. Research Type

This current study employed a qualitative descriptive design. Sandelowski (2000)

stated that such design emphasizes an explanation of an occurrence in concrete

words. In a more detailed subject, creating a detailed description is its primary

goal. Therefore, qualitative researcher need an understanding of social science

theory and various related research methodologies to investigate issues in such a

helpful context (Lune & Berg, 2017; Whitehead, Dilworth, & Higgins, 2007).

In this research, the researcher adopted a narrative study to retell teacher

participants’ experience in teaching speaking to junior high school students in a

blended learning. The basis for this research to utilize a narrative study is that this

study aims to describe the experience in a narrative form (Creswell & Poth, 2016).

According to Faizin (2020), a narrative study is a form and type of qualitative

research that focuses on each participant's experience individually and writes it

29
back in the narrative chronology. The narrative study is a method of

understanding and presenting real-life experiences through the stories of study

participants (Tashakkori & Teddlie, 2010).

The narrative study allows for detailed descriptions of what participants learn

from their experiences (Riessman, 2008). It will investigate in detail and

communicate its findings genuinely using a narrative form. The narrative structure

will give participants a more in-depth knowledge of the research findings. Wang

and Geale (2015) stated that narrative inquiry's basic concept and access enable

the luminance of actual individuals in factual circumstances. 

The narrative study has been employed in various academic fields to discover

more about the narrator's personality, way of life, cultural background, and

significant background (Butina, 2015). Examples of inquiries that emerge in

narrative data include oral history or story-based interviews, written

autobiographies, and biographies. Although narratives are frequently gathered

through interviews, other qualitative data-gathering methods, such as observations

and documents, may also be employed (Luna Reyes & Andersen, 2003).

The narrative data analysis technique should be selected depending on the aim and

research questions. The researcher used this method because storytellers used

storytelling to encode their experiences. People create narratives to make sense of

the experiences they have had or might have in the future (Ollerenshaw &

Creswell, 2002). People constantly change and reshape the events as they recall

them. Therefore, a narrative study is a form of qualitative research approach that

30
involves the participants' experiences to become data that need to be processed or

analyze in detail. The data obtained from the interview data has been analyzed to

draw research conclusions.

3.2. Research Setting

This section will detail the current research's place, time, and subject.

3.2.1. Place of Research

The research has been conducted at junior high schools in Banyumas Regency.

3.2.2. Time of Research

The schedule of the research was as follows:

Table 3. 1. Research Timeline

Activities Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
22 22 22 23 23 23 23 23 23 23 23 23

Proposal
Writing

Joint
Counselling

Data
collection

Data
Analyses

Refinement of
all chapters

Oral defense
preparation

31
3.3. Participants of the Research

This section will explain the research subjects and selection procedures. 

3.3.1. Participants 

This study involved experienced and inexperienced English teachers. It underpins

its theoretical framework to define experienced and inexperienced teachers by a

study Triastuti and Riazi (2020) did. In this study, experienced teachers refer to

teachers with at least five years of experience in the classroom and a certificate

from the National Teacher Certification Program (NTCP). Contrarily, the

inexperienced teachers have fewer than five years of teaching experience, are not

certified, and have yet to receive a promotion that would have allowed them to

take the NTCP.

The researcher employed a purposive sampling technique to select the participants

in this study based on specific considerations and purposes. Participants in this

research comprise experienced and inexperienced English teachers in junior high

schools. Concerning a proposition saying that a small-scale study of a bachelor’s

student may invite three to six participants (Bartholomew, Joy, Kang, & Brown,

2021; Smith, Flowers, & Larkin, 2009), this study involved four teachers,

accounting for two experienced and two inexperienced English teachers.

Table 3. 2. The Distribution of the Research Participants

Classification Number of teachers

Experienced 2
Inexperienced 2
Total 4

32
3.3.2. Selection Procedures

Participant selection is the process of selecting participants to participate in an

experiment (Lopez & Whitehead, 2013). After identifying the target population, a

sample frame is utilized to compile a list of possible subjects. Hence, the

researcher use purposive sampling to select participants. Qualitative researcher

use purposive sampling to find participants who can provide in-depth and specific

information on the topic under inquiry (Cohen & Crabtree, 2006).

The researcher has discussed the study with some junior secondary school

principals. Further, the researcher requested their permission to hold in-depth

semi-structured interview sessions with experienced and inexperienced English

teachers at their schools. Once permission is granted, the research plan has been

explained to the teachers. Two experienced and two inexperienced teachers are

involved to express their interest in participating in this research with full

voluntary participation. The data of this research has been collected through in-

depth semi-structured interviews. All of the data was collected only by the

researcher. The in-depth interviews semi-structured have been conducted face-to-

face between the participating teachers and the researcher and it has been

recorded.

3.4. Data and Data Collection Technique 

Data and data collection techniques are crucial components in carrying out

research. Researcher must collect data from each participant based on the research

objectives. In this study, the researcher used an interview as a research instrument.

33
Pandey and Pandey (2021) describe an interview as an oral and direct face-to-face

approach to gathering facts and information. In this case, the interviewer

employed a predetermined question guide to obtain the desired information. The

purpose of the interview is to gather prominent data from the pre-planned

questions.

Reviewing Designing Interview Interviewing the

Framework Questions participants

Analysing the Data Coding Data Transcribing Data

Figure 3. 1. Data Collection Procedure

The data has been collected through a two-round in-depth semi-structured

interview with teachers who have previously employed a blended learning in their

speaking classes. The researcher initiated the interviews to obtain detailed

information on the participants’ experience teaching speaking in a blended

learning. The data produced can be of greater quality since it was collected using

in-depth semi-structured interviews to allow participants to be open and honest

about their thoughts and grasp the most recent information. The interviews here

are based on a previously created interview guide. Then, the researcher analyzed

the results of the interviews.

34
The following table concerns the in-depth semi-structured interview guide as the

primary data.

Table 3. 3. Interview Guidelines

Topics Prompts
Personal information - Educational background
- Teaching experience
- For experienced teachers (NTCP)
Professional development program
Blended learning - Primary concept
- Procedures
- Daily uses
Communicative competence in - Primary concept
speaking skill - Materials to teach
- Teaching procedures/manners
Communicative language teaching - Primary concept
- Materials to teach
- Teaching procedures
Teaching speaking in a blended - Materials to teach: discourse,
learning linguistic, strategic, and socio-
cultural competences
- Teaching procedures
- Strategies
- Challenges
3.5. Data Analysis Techniques

Qualitative thematic analysis is used to analyze the collected in-depth semi-

structured interview data in this study. The data analyzed in this study is the

experienced and inexperienced teachers' transcribed interviews regarding their

strategies and challenges in implementing a blended learning in their speaking

instructional activities. The thematic analysis is defined as a strategy for

identifying and analyzing themes throughout data as an impartial qualitative

descriptive method (Braun & Clarke, 2006). This data analysis technique is used

35
to investigate the strategies and challenges in implementing a blended learning in

teaching speaking.

The steps in analyzing the data are as follows. First, the researcher checked the

completeness of the answers to the data collection. This required audio

transcriptions, text reading, and general viewing of the data. Second, the

researcher coded the data. Coding is identifying text passages and creating

abbreviations or ‘codes’ to characterize their meaning (Caulfield, 2022). In a

specific term, coding is the process of arranging and categorizing qualitative data

to distinguish between various themes (Fereday & Muir-Cochrane, 2006). The

process of coding qualitative data to identify recurring themes and ideas is known

as thematic analysis. By examining the words and sentence patterns, thematic

analysis extracts themes from the text.

The third step is generating and reviewing themes. In this respect, the researcher

started developing themes by observing patterns within the codes. Themes are

typically more expansive than codes. The themes must serve as accurate and

relevant summaries of the data. To make the data more accurate and valid, the

researcher may divide the collection of data, integrate it and generate new ones

(Vaismoradi, Turunen, & Bondas, 2013).

The next step is to outline each of the themes. Defining themes entails precisely

articulating each topic and determining how it contributes to the comprehension

of the data. The process of naming themes is coming up with a brief and clear

name for each subject. The last step is to write up an analysis of the data.

36
In the last step, a researcher writes up the analysis data. An introduction is

necessary while writing up a theme analysis to state the study topic, objectives,

and methodology. When analyzing data, the researcher also provided a

methodology section that explains how the data was gathered and how the

thematic analysis has been carried out. The results or findings section discussed

the themes' frequency and significance, providing examples from the data to

support the claims. Finally, the conclusion highlights the key insights and

demonstrates how the analysis has addressed the research question.

37
 CHAPTER 4

FINDINGS AND DISCUSSIONS

This chapter consists of findings of the data collected and analysis. The findings

in this research are the data collected by interview and analysis of the data

elaborated in the discussion. This chapter is divided into two sections: findings

and discussion.

4.1. Findings

The purposes of this chapter are, firstly, to present the results of the analysis data

regarding teachers’ strategies and challenges in teaching speaking through a

blended learning of junior secondary schools (SMP) in the context of the 2013

Curriculum. Secondly, this chapter presents the research findings from the data

collected to address the research questions “What are the strategies used by

experienced and inexperienced teachers in implementing blended learning in

speaking instructional activities?”, “What challenges do the experienced and

inexperienced teachers encounter in implementing blended learning in speaking

instructional activities?”, and “What are the similarities and differences in terms

of strategies and challenges in implementing a blended learning in speaking

instructional activities between experienced and inexperienced teachers?”. The

data collected will elaborate on the interview data presented in this chapter.

38
4.1.1. Strategies for teaching speaking in a blended learning

The following sections are organized in terms of the analysis concerning teachers'

reported strategies in teaching speaking through a blended learning. Each feature

presents the strategies used to involve the students in collaborative learning and

the implications of using those strategies during the learning process. The specific

characteristics of the similarities and differences in terms of strategies employed

by experienced and inexperienced teachers are highlighted.

Managing Communicative Language Teaching in Teaching Speaking.

Based on the curriculum document, teaching English speaking in the 2013

Curriculum requires teachers to understand and implement the fundamental

principles of communicative language teaching or CLT (MoEC, 2022a). In this

respect, teachers should be able to engage their students in active and

collaborative communication speaking activities. The interview analyses

identified three principal themes in managing CLT in teaching speaking through a

blended learning, namely, instructional strategies, learning settings, and learning

media. Such themes further characterize both similarities and differences between

the two teacher groups.

Instructional strategies. The first identified theme to emerge from the

analyzed data is teachers’ instructional strategy. Further, experienced and

inexperienced teachers typically reported applying collaborative activities and

individualized learning. The following paragraphs will elaborate on each of the

activities.

39
 Collaborative learning. The first identified strategy that teachers from both

groups explained was collaborative learning. Drawing on the current curriculum’s

Standard of Process (MoEC, 2022b), the principles of learning instruction include

but are not limited to, collaborative learning to foster the value of teamwork

among students. Collaborative learning refers to educational environments which

involve two or more students working together and achieving an established

learning goal (Sembiring & Dewi, 2023). Detailed analyses identified two

features within the collaborative learning feature – dialogue activities and

communicative games – that show similarities and differences between the

teacher groups. The following section will elaborate on each of the features.

Typical activities that all teachers informed were dialogue activities to manage

their communicative language teaching in speaking instructional activities. ET-1,

for example, argued that habitual behavior in students' classroom activities could

allow them to manage their communicative competence. She pointed out,

"Students can be regulated with habituation, so [I] often assign dialogues in the

learning process. Literacy is not only text, but it can be dialogues. So, when

students use new vocabulary, they know what to use it for” (March 16, 2023).

She further reported supplying videos of dialogues about greetings in daily

activities as examples.

Another teacher, ET-2, asserted that involving students with their classmates in

dialogues is one of the primary activities in the speaking classes . She then

described that she pairs her students to create a dialogue regarding transactional

40
text materials – asking for and giving opinions. IT-2 also provided assignments in

the form of video dialogues in speaking instructional activities. She mentioned

that discussion activity is a particular strategy for improving students’

communicative competence and it might involve them interacting with classmates

in pairs.

The other activity identified in the analyses is communicative games. To a

surprise, however, only the inexperienced teachers reported using them in their

speaking instructional activities. IT-1 informed to use of communicative games as

a part of interpersonal text materials. She used a board game – designed by

Hadfield (1996). The game contains questions regarding personal information

including, "What is your hobby?”, “Where do you live?”, “What is your house

like?” (March 24, 2023) that students will subsequently ask one another. She later

stated that posing such questions is a part of the learning activities for

interpersonal text materials, as mentioned in the 2013 Curriculum document.

Moreover, both inexperienced teachers elaborated on their reasons when further

asked. IT-1 stated that using these communicative games is to improve students’

communication with their peers, and involves employing appropriate expressions

with the person they are talking to. IT-1, pointed out, "Yes, in line [with] the

context, [if] they are with their friends who usually speak Indonesian, they should

use Indonesian. So, the expectation is that they can communicate [in] English

contextually” (March 24, 2023). These communicative games might be relevant to

one of the main points in communicative competence, specifically socio-cultural

41
competence, which refers to students' ability to communicate effectively within

the broad social and cultural communication framework by understanding how

language variance relates to socio-cultural norms (MoEC, 2022a).

Individualized learning. The second identified strategy was individualized

learning. The 2013 Curriculum’s Standard of Content (MoEC, 2022a) highlights

the importance of maintaining individualized learning to assist students to

enhance their speaking skills. Detailed analyses identified two features within the

individualized learning feature – video-form assignments and a station rotation–

that show similarities and differences between the two teacher groups. The

following section will elaborate on each of the features.

The analysis identified both teacher groups utilized video-form assignments in

managing communicative language teaching in speaking instructional activities.

ET-2, for example, reported using video-form assignments for her students. Her

consideration in giving the assignment is because it’s efficient and does not

burden students in speaking instructional activities. She said, “I think making a

video is the easiest task to assign to students because it's quite effective and

efficient, and does not make any difficulties for the teacher or students” (March

21, 2023).

In a similar vein, ET-1 was interviewed to review communicative language

teaching, and she stated that the teaching and learning processes run efficiently by

giving video-form assignments to the students. She said, “So, they only work on

[the] assignments. Sometimes, I ask students to collect assignments via video,

42
then upload the video on Google Drive. I [have] implemented [this way – video-

form assignments], but not too often.” (March 16, 2023). ET-1 also employed

assignments that require students to create videos as a part of the speaking

instructional activity. The assignment begins with ET-1 offering learning

materials and presenting an example of her video presentation via Google Sites.

While then, students are required to learn the materials and subsequently, create a

video using the template given in the example.

In addition, the inexperienced teachers asserted that video-form assignments could

encourage student activeness and motivation. IT-2, for example, instructs her

students to create a video about a procedure text as one of their speaking

instructional activities. She also added that these strategies can be used to evaluate

students’ pronunciation.

The analyses, however, revealed different strategies the experienced teachers used

in individualized learning in teaching speaking instructional activities. The

strategy was a station rotation. This learning mode requires teachers to identify

the abilities of each student by using a diagnostic test at the beginning of the

learning process to determine if they are auditory, visual, or kinesthetic students.

For instance, ET-1 stated that teachers’ teaching strategies could not stick to one

skill. Therefore, she facilitates students with a station rotation learning mode, a

learning model that supports differentiated learning. She then stated that by using

station rotation mode, she could deliver diverse learning media to students to

accommodate the learning process and students’ needs. One of her considerations

43
in implementing the station rotation learning mode is to assist her students to

attain sufficient speaking competence.

ET-1, moreover, argued that the teaching and learning process in the 2013

Curriculum requires a preliminary assessment to identify the students' conditions,

learning readiness level, learning processes and styles, and learning output. Since

each student has a different educational background, abilities, and characters, ET-

1 assumed that the station rotation learning mode is effective to be applied to the

teaching and learning process and supports differentiated learning. ET-1 also

believed that this learning mode can direct students to improve their speaking

skills through collaborative learning as a part of 21st-century skills.

In summary, two similar characteristics were identified in the experienced and

inexperienced teachers’ reported strategies: dialogue activities and video-form

assignments. Surprisingly, only the inexperienced teachers reported employing

communicative games and station rotation modes in managing communicative

competence.

Learning setting. The second identified theme to emerge from the analyzed

data was the participating teachers’ learning settings. Learning settings in this

study refers to a blended learning that combines face-to-face learning with online

settings (Martanto et al., 2021). The analyses found that the experienced teachers

primarily reported using online or offline learning settings. One unanticipated

finding was that the inexperienced teachers were informed of utilizing a blended

learning setting. The following section will elaborate on each of the findings.

44
 Offline learning settings. As mentioned in the literature review, offline

learning settings refer to face-to-face learning which is more inclined to teacher-

centered instruction where teachers assess and convey learning materials while

their students take written material and accomplish any assigned tasks (Dimitrios

et al., 2013). The analysis data revealed that the two experienced teachers mostly

managed one of the speaking materials in offline learning settings. ET-1, for

example, reported teaching one speaking material, a dialogue about the invitation,

in offline sessions. One of the reasons is due to numerous strategies available and

applicable to address learning objectives. She further asserted “Because each

parent [in] every public school demands an offline learning since [it] can

accommodate learning effectively” (March 16, 2023).

In their offline learning settings, the experienced teacher utilized games in their

teaching and learning process since they believed that using games could assist

students' focus on the learning process. ET-2 was used to clap and boom games to

test students’ concentration. She then described the game, in which students who

lose in the games will be asked questions about their personal information in

English.

Blended learning settings. In this study, a blended learning setting online

and offline settings refer to a blended learning that combines offline and online

learning sessions (Badawi, 2009). The analysis found that none of the experienced

teachers applied blended learning in teaching material speaking skills.

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Surprisingly, both inexperienced teachers reported delivering the speaking

materials using blended learning settings. IT-2, for example, divided her

instruction to teach speaking instructional activity into offline and online sessions.

In the online setting of learning, she informed me to manage virtual meetings

regularly via Microsoft Team. She further explained that virtual meeting activities

could ensure all students are ready to take classes and encourage student

activeness even in online learning. She put it: “At this school, there [is] a

requirement for teachers to conduct virtual meetings in online learning sessions

[through] Microsoft Team for interacting with students while they are in online

learning.” (March 27, 2023).

IT-2 further reported providing assignments in the form of video dialogues where

students collaborate with their classmates during the online speaking instructional

activities. She explained that she asks her students to work in pairs with their

classmates in online learning and create a dialogue video with their face-to-face

video template as if they were talking in real life. She later asserted that utilizing

the assignment assisted students in enhancing their speaking and communicative

competence while integrating technology and fostering collaborative learning

among students in online learning.

In addition to having online sessions, IT-2 informed that she used offline learning

sessions when delivering one of the speaking-skill materials. She mentioned

discussion activities involving students to interact with their peers as a particular

strategy for improving students’ communicative competence. She also explained

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her strategies for teaching speaking through offline sessions in detail. She

employed project-based learning (PjBL) and used storytelling to boost self-

assurance, enhancing students’ confidence in speaking instruction. The

storytelling project was completed in pairs with classmates, with the teacher

pondering to randomize storytelling partners based on each student's speaking

abilities. The teacher figured out that some students have fairly sufficient speaking

skills; however, there are also students whose speaking skills are still below

average. As a result, IT-2 should pair her students based on the mixed-ability

system at the beginning of project-based learning. She argued that identifying

students according to their speaking abilities and pairing them with a different

level of speaking skill would help below-average students learn from the higher

achiever; hence, they can achieve better learning outcomes.

Furthermore, IT-2 added that this strategy is one of PjBL in speaking instructional

activities. The project, she continued, was completed over six meetings; students

were required to deliver their storytelling and will be paired up with their

classmates to narrate Indonesian folklore in English. In her assertion, she offered

instruction to students who have trouble pronouncing words correctly. She

instructed them to check the dictionary of phonetic transcription for the correct

pronunciation, which will enhance students’ linguistic competence as a part of the

communicative competence feature.

Surprisingly, IT-1 was found to use technology-based games during her learning

process. Her consideration in employing games for offline sessions is that games

47
can be an appealing instructional learning strategy for students. She put it:

“Because it's entertaining, children will get bored if it's only material. They [have]

also grown up around technology, [and] they are also dealing with [the] digital

era. So, they will use technology in any aspect.” (March 24, 2023).

Learning media. The last theme that emerged from the analyzed data is

teachers’ learning media. Further, experienced and inexperienced teachers

generally used the information-and-communication-technology-based (ICT)

learning platforms. The following paragraphs will elaborate on each of the

activities.

Information-and-Communication-Technology-based learning platform.

ICT-based learning can be defined as the ability to utilize digital technology,

communications tools, and networks to produce information to engage in

language teaching and learning in the modern era (Asfar & Zainuddin, 2015). The

use of ICT in language learning and the way it incorporates a variety of platforms,

resources, and methods began with the existence of CALL (Hafifah, 2019). The

emergence of MALL represents further CALL development. This study revealed

that both teacher groups used an ICT-based learning platform that combines

MALL and CALL. The following paragraphs will elaborate on each of the

features.

The first feature to emerge from the interview analyses was that both experienced

and inexperienced teachers used MALL in their speaking instructional activities.

Mobile devices are certainly essential in online learning. In this study, MALL

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refers to language learning that employs mobile devices and technology (Sutrisna

et al., 2018). Both teacher groups reported using MALL, mainly WhatsApp, as

their primary tools for their instruction. ET-1 claimed WhatsApp group was used

as the primary application for students since it is deemed to be efficient and

accessible to almost all students. Additionally, ET-2 frequently uses WhatsApp to

share learning materials such as YouTube video links. In her assertation, she

stated that “Yes, in WhatsApp group. Because now the curriculum already

commands not to burden parents with quotas, so [I] use WhatsApp. I sent the link

from YouTube so that they can access [it] at home.” (March 21, 2023).

Secondly, the teacher’s explanations revealed that they also combined MALL

with other platforms to support teaching and learning activities. In addition to

WhatsApp, the teachers frequently utilized several CALL platforms, including

Google Sites, Google Classroom, and Microsoft Team while conducting an online

learning setting. ET-1 informed that she usually managed an online learning

setting for pre-while-post activities when teaching speaking material. The pre-

activity begins by greeting students via WhatsApp Group and is followed by

inserting a link to a YouTube video on Google Sites. Once the students have

watched the video and understood the material, ET-1 will provide an assignment

as a post-activity.

In summary, several similar characteristics were identified in the experienced and

inexperienced teachers’ reported strategies. Based on the analysis data, both

teachers’ groups utilized MALL as their learning media in teaching speaking

49
through a blended learning. Dialogue activities and video-form assignments were

identified as similar instructional strategies.

Surprisingly, only the inexperienced teachers reported employing communicative

games and station rotation modes in managing communicative competence as

their instructional strategies. Furthermore, the data analysis identified that the

inexperienced teachers were informed about managing and maintaining a blended

learning setting. On the other hand, the experienced teachers described applying

either an online or offline learning setting.

Despite the strategies, the participating teachers also mentioned their encountered

challenges in teaching speaking through a blended learning. The following section

will elaborate on each of the challenges.

4.1.2. Challenges in teaching speaking in a blended learning

The following sections are organized regarding the detailed features of the

challenges in teaching speaking through a blended learning. The features which

characterize teachers and the challenges they encounter in managing

communicative language teaching and communicative competence are discussed,

and such features also reveal similarities and differences demonstrated by the

teachers from both groups.

Managing communicative language teaching. The analysis of interview

data identified three themes regarding the challenges of managing communicative

language teaching. They are students’ linguistic competence, infrastructure issues,

50
and limited time allotment. The following paragraphs will elaborate on each of the

themes.

Linguistic competence. The first challenge to emerge was students’

linguistic competence. As mentioned in the literature review, the micro

components or linguistic competence in speaking activities that students need to

master include, but are not limited to, mastering pronunciation and vocabulary

(MoEC, 2022a). This component focuses on the capability to compose texts, both

in spoken and written texts meaningfully, coherently, and contextually (Brown &

Abeywickrama, 2004; MoEC, 2022a).

Firstly, teachers from both groups reported that students' pronunciation became

one of the primary challenges in teaching speaking, especially in a blended

learning. IT-2, for example, informed that she often had difficulty with the

pronunciation of each student produced. She put it, “Each student keeps having

trouble with [their] pronunciations. Some of them still mispronounce some

common words in English correctly”. She further added that such

mispronunciations can be found in such words as ‘know’. “Instead of pronouncing

/nəʊ/, they will say /knəw/ with a voiced /k/ sound” (March 27, 2023), she

recounted.

Similarly, ET-2 stated that the majority of students persist in having challenges

with their pronunciation, thus affecting their ability to communicate fluently.

Write examples as above. She added that such mispronunciations can be found in

51
such words as ‘student’. She explained, “Rather than pronouncing /ˈstjuːdənt/,

they will say /ˈstjaːdənt/, with the/a/ sound” (March 24, 2023).

Secondly, both teacher groups also reported an issue with their students'

vocabulary in the speaking instructional activities. ET-1, for example, said that at

junior secondary schools, her students still learn common vocabulary dealing with

everyday lives at school and home. However, her students’ level of vocabulary is

still relatively low, suggesting that they seemed not to possess a sufficient

vocabulary repertoire. She further explained that not all students can use common

vocabulary to describe activities at schools. For example, when describing an

object, they tend to use such particular visual adjectives as ‘beautiful’ or ‘pretty’.

Instead, they could use other adjectives like ‘cute’ or ‘lovely’. Consequently, she

added that this greatly influenced the students' speaking performance.

Infrastructure issues. The second feature that emerged from the data

analysis was infrastructure issues. The analyses indicated that each teacher group

reported different issues. Experienced teachers generally encountered issues

related to students’ insufficient personal devices. On the other hand, the

inexperienced teachers reported facing internet connectivity issues. The following

paragraphs will elaborate on each of the issues.

The experienced teachers found that most of their students had insufficient

personal devices. As acknowledged, online learning cannot be separated from the

role of MALL, which requires students to have their own devices. For instance,

ET-1 reported that she teaches in a school located in a rural area. She found that

52
not all of the students could afford to have smartphones due to their diverse family

and economic backgrounds. As a result, the online- or blended-learning settings

cannot work optimally.

The inexperienced teachers, however, were informed to have trouble with internet

connectivity issues, primarily in online sessions. IT-1, for example, used blended

learning in Kalimantan Province, where connectivity to the internet was limited.

She asserted that challenges concerning internet access were the biggest challenge

in online learning. She said, “When online [learning] was conducted during the

pandemic, it [was] challenging. Because in Kalimantan, the signal [was]

extremely difficult” (March 24, 2023). Further, she suggested that the government

should expand internet access in various regions, even rural areas, to support

better Indonesian education by introducing technology and the Internet.

Limited Time Allotment. The analyses revealed time allotment as another

challenge in managing the teaching and learning process of speaking skills in

blended learning. As mentioned in the literature review, challenges regarding

learning management refer to the time required to prepare for teaching speaking

classes (Ashraf et al., 2021). Based on the 2013 Curriculum document, English

lessons in junior high schools consist of a maximum of four hours per week

(MoEC, 2022b).

The experienced teachers claimed that limited time allotment is one key issue in

managing speaking instruction in a blended learning appropriately. ET-1, for

example, argued that such an issue results in her difficulties to manage her

53
speaking instructional activities. She put it: “Since it is difficult to allocate [the]

time for delivering speaking instructional material in one semester, blended

learning is less effective” (March 16, 2023).

Moreover, ET-2 asserted that since an assessment of, for example, a dialogue

about extending and responding to an invitation, requires a considerable amount

of time, it is difficult for her to manage it accordingly. She said, "With [the]

existing time limits and the allocation of time available, the material and the

assessment that I can provide for one semester, I try my best in assessing speaking

activity, at least [by] assigning students to perform dialogues" (March 21, 2023).

The findings above have highlighted several themes that emerged from the

reported strategies and challenges in implementing blended learning in speaking

instructional activities. The following sections discuss the factor of the findings.

4.2 Discussions

This section specifically discusses the factors that may have affected both

teachers’ groups concerning their reported strategies and challenges in speaking

instructional activities in a blended learning mode. It will first present a summary

of the key findings. In what follows are the discussions relevant to the findings.

The findings revealed that reports from the teachers from both groups indicated

similarities and differences in terms of strategies and challenges in teaching

speaking in blended learning. Concerning the similarities of the strategies, the

research results, firstly, found that teachers from both groups used collaborative

54
and individualized learning as their strategies in their speaking instructional

activities. In a similar vein, Sembiring and Dewi (2023) found that the teachers in

their study were informed to apply similar instructional strategies. Their teachers

thought that such strategies assisted students to work collaboratively and build

confidence, which led to further chances to practice their speaking skills.

Secondly, the teachers from both groups narrated utilizing MALL and CALL,

mainly WhatsApp, as their primary media in their teaching. This study’s finding is

in line with a study Fitri et al. (2021) conducted. Their study reported that English

teachers employed MALL or CALL as a supporting tool in the online learning

process.

This study identified similarities in their challenges, namely, students’ linguistic

competencies, infrastructure issues, and limited time allotment. It found that the

participating teachers reported encountering issues with students’ linguistic

competencies. Such a finding is in line with a study Yusuf and Zuraini (2016)

identified. These studies share an observation in common that the most difficult

challenges that their teachers encountered in teaching speaking were students’

lack of vocabulary and pronunciation issues.

Secondly, both teacher groups mentioned infrastructure issues as another primary

challenge in teaching speaking in a blended learning, including lack of personal

devices and internet connectivity issues. Similarly, Pratolo and Solikhati (2021)

found that there are various infrastructure-related challenges, such as the lack of

55
technology, the educational background of the students, lack of time, and the

implementation of digital literacy, particularly for EFL students.

Thirdly, both teacher groups reported having trouble with the time allotment in

teaching speaking in a blended learning. This study’s finding is in accord with the

one Anugrah (2021) identified in his study. These studies found that the schools’

time allotment was insufficient for accommodating the teacher's online session.

Concerning identified differences, the study found the implementations of blended

learning and the use of communicative games in teaching speaking. Concerning

the former, the experienced teachers reported applying either an online or offline

learning setting. A similar identification was found in the study of Muhayyang et

al. (2021). To a surprise, the inexperienced teachers reported implementing

blended learning sessions, suggesting that they utilized both online and offline

learning sessions in their speaking instructional activities. The finding that the

inexperienced teachers applied blended learning is in line with that of Anugrah

(2021).

Regarding the use of communicative games, the inexperienced teachers explained

to utilize such games, while the experienced teachers utilized non-game activities.

This current study’s findings are in accord with Maryam (2020). These studies

suggest that students' speaking skills can be improved by playing communicative

language games since the games are complemented by other activities such as

applying different topics, using appropriate media, doing language-form tasks,

and offering feedback.

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This study argues that teacher professional development programs and schools’

settings appeared to have impacted their explanations regarding their strategies

and challenges in teaching speaking in a blended learning. The following sections

provide an expanded overview of the research's problem and describe how the

research findings addressed the research questions.

4.2.1. Teacher Professional Development

Numerous activities related to teacher professional development (TPD) programs

(TPDs), including Musyawarah Guru Mata Pelajaran (MGMP, henceforth), have

been established to improve teachers’ professional and pedagogical competencies

(GoI, 2008). The TPD programs are expected to have a substantial impact on

teachers, particularly those who were participating in the current study. However,

considering the results of this study, this study claims that TPD programs

participating teachers take part in typically offer technological literacy

insufficiently.

In this study, teachers from both groups indeed reported being involved and

enhancing their competencies through related TPD programs. As they further

explained, however, such programs primarily focus on administrative matters,

mainly, writing sophisticated lesson plans, filling in student personal data, and

completing school-related administrations. As the literature suggests, authorized

school staff, and not teachers, should handle these kinds of administrative tasks

(Zafar & Afriansyah, 2019).

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In contrast, the literature strongly advises that TPD programs should emphasize

technological literacy to help teachers manage their instruction, for the following

reason. Firstly, such programs will help teachers enhance their teaching methods

and resources (Tamah, Triwidayati, & Utami, 2020; Wuryaningsih, Susilastuti,

Darwin, & Pierewan, 2019). TPD programs appeared to be an excellent

innovation in enhancing teachers' technological proficiency by utilizing computers

and internet networks.

As the analyzed data indicated, inexperienced teachers have reported being

involved in TPDs programs emphasizing practical learning strategies using ICT.

Such technological literacy deals with, but is not limited to, courses on using Chat

Generative Pre-Trained Transformer (GPT). Chat GPT's extensive features could

be one of the significant elements that encouraged teachers to use it as a practical

platform for producing instructional material in speaking instructional activities,

and this similar indication was observed in other earlier studies by, for example,

Mhlanga (2023). The positive aspect of being involved in ICT-based entails the

process of implementing blended learning keeps going on effectively. This also

calls for teachers to keep holding virtual meetings in online learning sessions to

make sure the students are ready for the classes, enhance their activeness, and

achieve the learning objectives.

In contrast, the experienced teachers' schools offered limited TPD programs

concerning technological literacy. As a result, the learning instruction typically

focuses on theory and limited learning variations. This is considered to be less

58
than ideal since experienced teachers must take part in other programs beyond

their schools to expand their skills and knowledge in the teaching and learning

process.

Secondly, emphasizing technological literacy, TPD programs would allow

teachers to learn and apply suitable teaching strategies, media, and resources in

teaching speaking in a blended learning, to achieve students’ learning objectives.

Nonetheless, the results of this study reported that experienced teachers mainly

managed their speaking instruction in either online or offline learning, indicating

an inappropriate application of blended learning. Therefore, the blended learning

was not optimal since it focuses only on completing assignments to achieve

learning objectives rather than establishing and integrating ICT-based learning in

speaking instructional activities.

Conversely, inexperienced teachers were reported involved in a school’s TPDs

program concerning technology-based learning, which indicates a difference from

the experienced teachers. The TPD programs were considered important things

since it helps to build extensive technology in the educational program, assess

students’ achievements and improve upon its effectiveness towards a better

learning process. Thus far, Gunawan (2017) has suggested factors associated with

a successful learning management process have been carried out starting with

lesson plan activities and evaluation of learning among teachers to gain feedback

for better instruction.

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Finally, it can be concluded experienced teachers have less opportunity to advance

their skills due to TPD programs not focusing on technological literacy suitable

for speaking instructional practices. Conversely, the inexperienced teachers

recounted attending programs emphasizing the integration of ICT-based practices

into their instruction.

4.2.2 Schools Settings

The following paragraphs will discuss the second factor – schools’ settings – that

may have affected teachers’ speaking instructional activities in a blended learning

between both teachers' groups.

Schools contribute a major impact on students' instructional achievement

outcomes, yet rural students are frequently underprivileged by their parent's

backgrounds (Churiyah, Sholikhan, Filianti, & Sakdiyyah, 2020; Febriana,

Nurkamto, Rochsantiningsih, & Muhtia, 2018; Pratama & Scarlatos, 2020).

Therefore, researcher have identified two main issues regarding schools’ settings

– rural and urban schools – in narrowing the teaching gaps between both teacher

groups.

The data analyses reported that both teachers’ groups were separately employed in

rural schools and urban schools. Urban schools in this study refer to ones located

in the city center (Rianti & Triwinarto, 2020). Rural schools are those found

outside of towns or cities (Mudra, 2018).

60
As the analyzed data indicated that experienced teachers who instruct in rural

schools recognize an issue concerning the students’ personal devices and internet

connectivity. Literature has acknowledged that junior high school students in rural

schools are often poorly motivated and are raised in low economic backgrounds

with low parental educational attainment (Khodarahmi & Nia, 2014; Parr, Wilson,

& Faisal, 2020).

The literature has acknowledged that the blended learning cannot be fully

implemented by teachers. Teachers reportedly just obey government directives in

teaching speaking in a blended learning, without paying attention to particular

learning objectives. Thus, this study indicated several factors that may affect

teachers' learning management during the blended learning to be less than ideal.

Firstly, students’ lack of personal devices becomes one of the major challenges in

teaching speaking in blended learning due to the disparity of students’ economic

backgrounds. Students in rural schools frequently encounter significant challenges

due to their economic background, which may directly affect their access to

educational resources. Data analysis revealed that experienced teachers reported

not fully implementing blended learning in their speaking instructional activities

since their students in rural schools are unable to participate in virtual meetings.

As a result, students from rural areas may find it difficult to maintain up with

technology instructional techniques and potentially miss out on a variety of

educational possibilities that are available to their urban counterparts. Addressing

this gap and giving fair access to technology is essential for empowering students

61
in rural schools and assuring they have the same opportunity as students in urban

areas to achieve their learning objectives Kawuryan, Sayuti and Dwiningrum

(2021) claimed.

Conversely, inexperienced teachers who are employed in urban schools have

fewer issues concerning students’ lack of personal devices. This study

demonstrated that the majority of urban school parents have been successful in

allowing students access to their own devices. As the previous data indicated, the

availability of personal devices plays a crucial role in the effectiveness of blended

learning, and this advantage is often more pronounced in urban settings. The

availability of students’ devices has an impact on the process of implementing

blended learning, since it will enhance student’s learning outcomes and allow

them to explore their learning resources (Syamsuri & Bancong, 2022)

Secondly, an issue concerning the limited internet connectivity caused by the lack

of school facilities, specifically the amount of Wi-Fi installation. The literature

has acknowledged that school facilities offer great opportunities to enhance

teachers’ and students’ access to better educational resources. Experienced

teachers in rural schools, however, are deficient in internet access. Thus, it

significantly impacts teachers learning management in several ways, including

access to learning resources. With limited internet access, experienced teachers in

rural schools may find it challenging to access online professional development

resources, webinars, and training courses. These resources are crucial for keeping

62
teachers updated with the latest teaching methodologies, subject knowledge, and

educational advancements (Syamsuri & Bancong, 2022).

In contrast, inexperienced teachers were reported teaching in a private urban

school. Based on the data analysis, it can be argued that teaching speaking in a

blended learning will be implemented fully if the school foundations are highly

concerned with ensuring the accessibility of a complete infrastructure to support

teaching and learning activities for both teachers and students (Akbari & Pratomo,

2022).

In conclusion, prioritizing facilities and infrastructure, particularly internet

connectivity, in rural schools is essential to enhance the quality of education and

ensure that students in these areas have similar educational opportunities as

students in urban schools. It allows rural schools to implement innovative

teaching methods, integrate technology into the learning process, and provide a

more engaging and diverse learning experience for students. Bridging the digital

divide and promoting educational equity will not only benefit individual students

but also contribute to the overall progress and development of rural communities

and the nation as a whole.

CHAPTER 5

CONCLUSION AND SUGGESTION

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This chapter is divided into two sections. The first section contains the

conclusions of the study findings concerning the research topic. The final section

then offers suggestions to teachers and potential future researcher.

5.1 Conclusion

This study addressed the research question: “What are the strategies used by

experienced and inexperienced teachers in implementing blended learning in

speaking instructional activities?”, “What challenges do the experienced and

inexperienced teachers encounter in implementing blended learning in speaking

instructional activities?”, and “What are the similarities and differences in terms

of strategies and challenges in implementing a blended learning in speaking

instructional activities between experienced and inexperienced teachers?”. The

answer to the question can be obtained from the research findings. The qualitative

analyzed semi-structured interview data has demonstrated the voice of

experienced and inexperienced English teachers in implementing blended learning

in speaking instructional activities.

The study findings demonstrated that regardless of their length of teaching

experience, the teachers from both groups shared similar narration regarding their

encountered strategies and challenges in speaking instructional activities. Both

teachers’ groups reported using mobile-assisted language learning or MALL –

mainly WhatsApp – and computer-assisted language learning or CALL –

primarily Google Classroom and Microsoft Team as their instructional strategies.

In their narrations, the inexperienced teachers seemed to have had more

encounters in using educational technology. The inexperienced teachers reported

64
having applied more creative strategies, including communicative games and

technology-based strategies in their speaking instruction than did the experienced

teachers.

Regarding the challenges, teachers from both groups reported similar issues in

their speaking instructional activities, including students’ linguistic competence,

limited time allotment, and their students’ limited access to internet-based devices

was reported as the most demanding challenge. In conclusion, both teacher groups

had no significant differences in applying their strategies and encountering

challenges in speaking instructional activities.

5.2 Suggestion

Concerning the findings of this study, the researcher would like to offer some

suggestions for improving strategies and addressing challenges in speaking

instructional activities through a blended learning. Advice will be given to related

educational agencies, teachers, and future researcher.

For educational-related agencies, it is suggested that more TPD programs should

emphasize technological literacy that improves teachers’ teaching skills in

utilizing appropriate educational technology and communicative activities rather

than focusing on administrative matters. Furthermore, the government should

consider developing an infrastructure program specifically focused on improving

school facilities, including access to the Internet, in rural areas. Focus on the

improvement of internet connectivity in rural schools may allow students and

teachers to access online educational resources, participate in virtual meetings,

65
and boost their digital skills. It should prioritize schools with the most significant

infrastructure gaps, particularly in rural areas, and allocate resources accordingly.

For teachers, it is essential to keep updated and stay informed about new

educational technology tools and platforms that can enhance their strategies in

speaking instructional activities. Embracing technology and innovative teaching

practices can create an active learning environment that fosters students' speaking

ability and overall language development. By implementing these suggestions,

teachers can optimize their strategies for implementing blended learning in

speaking instructional activities and address the challenges that may arise.

For future researchers, it is suggested to investigate the integration of various

educational technologies and tools in blended speaking instructional activities.

Assess the effectiveness of specific technology platforms and applications in

fostering speaking proficiency. Engaging stakeholders, such as teachers, students,

parents, and administrators, in the research process, may be a good option. Their

input and collaboration ensure the findings are relevant and applicable to real-

world contexts. By considering these suggestions, future researchers can

contribute valuable insights into the field of blended learning and its impact on

speaking instructional activities.

66
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 Appendix A

A. INTERVIEW GUIDES AND QUESTIONS

Topics Prompts Question Samples

Personal information
Blended learning mode
Communicative competence
in speaking skill
- Educational background - Can you tell me about your educational
- Teaching experience background?
- For experienced teachers - Is there any professional development program
(NTCP) for experienced teachers (e.g. MGMP) that you
o Professional development take part in?
program
- Primary concept
- Could you tell me what you know about
- Procedures
blended learning mode?
- Daily uses
- How do you implement blended learning in the
classroom?
- What methods do you use when teaching
English in a blended learning mode?
- Primary concept
- What do you know about communicative
- Materials to teach

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 Topics Prompts Question Samples
- Teaching procedures/manners
competence?
- What materials? should be taught as part of
speaking instructional activities?
- How teaching should be conducted to develop
students’ communicative competence
- How do you develop communicative
competence in teaching speaking instructional
activities?
- What do you usually do to develop students’
CC in the offline and online sessions>
- What are the strategies and challenges in
offline and online mode?
- During an online session, how would you
facilitate learning?
Communicative language - Primary concept
- What do you know about communicative
teaching - Teaching procedures/manners
language teaching?
- How do you implement communicative

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 Topics Prompts Question Samples

language teaching in teaching speaking

instructional activities?
- See the above questions!
Teaching speaking in a - Primary concept
- What should be taught in teaching speaking
blended learning mode - Materials to teach
instructional activities through a blended
- Teaching procedures/manners
learning mode?
- Strategies
- How do you teach speaking instructional
- Challenges
activities through a blended learning mode?
- What strategies do you need to help students
develop their speaking skills through blended
learning?
- What challenges do you usually encounter in
speaking instructional activities through
blended learning and how would you overcome
these challenges?
- Note: Develop questions to explore strategies

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Topics Prompts Question Samples
and challenges in offline and online sessions!

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 Appendix B

LISTS OF CODES APPLIED TO THE ANALYSES OF THE INTERVIEW DATA

Appendix B.1: Codes Used in the strategies in Teaching Speaking through a Blended Learning Mode
Codes Sample of Teachers’ Assertion Note
Instructional I: and then... the concept written in the 2013 curriculum document is that students can
Strategies – develop communicative competence through speaking activities. So, based on your Dialogues
Collaborative experience, what is the way or activities you usually used? Activities
Learning T: hmm.. because we are still basic, students can be regulated with habituation, so I
often do err.. what is it.. a dialogue.. in the learning process, so it’s not just text, yes..
literacy is not only just text.. but it can be dialogue.. it can be text.. like that.. (ET-1,
March 16 2023)
I : Then, what methods do you use to develop students' communicative competence in
speaking activities? Communicative
T : um.. usually I use communicative games. Thats.. designed by Jill Hadfield, there games
are lots of them.. they differ from beginner, intermediate, and advanced, eerr.. so I made
snakes and ladders like that, made a board game, printed right.. so that eerr.. what
number did they arrive at on the list, later they will look at the list of questions, and their

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 Codes Sample of Teachers’ Assertion Note
friends will ask them. it's intentionally like that because the speaking part one is about
personal information, about ourselves, so the question is heading in that direction.. (IT-
1, March 24 2023).
Instructional I: During online learning, what kind of task or maybe assignment did you provide for
Strategies – speaking activities? Video-form
Individualized T: So, in the online session.. eerr.. I asked the grade 7 students to create a video of Assignment
Learning their self-introduction and then eerr.. upload to each of their social media accounts.
That's all, mbak. Yeah just send me the link when they have upload it.. (ET-2, March 21
2023).
Learning Settings I: Alright. So.. what is the specific subject regarding eerr.. speaking material do you
often teach when students are learning through blended learning? Offline Settings
T: I usually eerr.. in offline learning.. I usually eerr.. invite them to engage in role-
playing after showing them a… video, so the lesson will then be practiced by the
students through a dialogue.. like that.. (ET-1, March 16 2023)
I: well, eerr.. in blended learning, is there a special method that you use to enhance
collaborative learning? Maybe work in a group like that.. Blended Learning
T: emm, in blended learning... maybe dialogue, in offline sessions, and then, emm... Mode
online too... dialogue. How to do that? so.. I grouped the students, in pairs.. then I gave

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 Codes Sample of Teachers’ Assertion Note
the topic, so they did.. emm.. what a.. eerr.. the video dialogue above will be edited face
to face.. in one frame of the video.. so, the goal is I want to tell them that doing dialogue
can be employed in online sessions, like that… (IT-2, March 27 2023)
Learning Media I: And for the learning media... what do you use, ma'am?
T: gcr (google classroom), but it's shared via WhatsApp group, yes, so.. it's a.. Mobile-Assisted
combination hehe.. Share on the WhatsApp group, and then students will also access it Language
on Google Classroom, then the students will also working on it... (ET-2, March 24 Learning (MALL)
2023)

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Appendix B.2: Codes Used in the Challenges in Teaching Speaking through a Blended Learning Mode

Codes Sample of Teachers’ Assertation Note

Lingustic I: and then, is there any challenges or in teaching speaking? Mispronunciation
Competence T: ...each student keeps having trouble with their pronunciation, and then eerr.. the
students’ pronunciation is also not clear as in offline learning (IT-2, March 27 2023).
Infrastructure I : eerr.. how about the challenges in facilitating speaking actvities, both in offline and Internet
Issues online sessions, ma'am? Connectivity
T: eerr.. in online, it was really difficult, right.. during the pandemic, because it is located Issues
in Kalimantan, the internet connectivity was extremely difficult (IT-1, March 24 2023)
Limited of Time I: and then, is there any challenges that you find when teaching speaking in a blended
Allotment learning?
T: eerr.. if the challenges.. I think the main thing is definitely the time allotment, mbak,
the time is limited. Yes, that is that... in one semester, there is a lot of materials to teach,
convey, and understand by the students, within a certain time limit, that's it.. (ET-2, March
21 2023).

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