Blended Learning Technology in Education

18 means the university level. Thus, the higher education blended learning models by Twigg 2003 are one of the models which can be used by the students and lecturers in applying the blended learning. The blended learning models by Twigg 2003 are as follows. Table 2.1 Higher Education Blended Learning Models by Twigg 2003 as cited in Khosrow-Pour, 2015, p. 2474 Model Description Supplemental model  Intact lecture portion  Supplemental online materials  Online quizzes  Additional online activities  Online portion either at home or in on-campus computer lab Replacement model  Replacement of F2F class time online activities reducing in- class meeting time  Online activities either at home or in on-campus computer lab Buffet model Student chooses learning options  Lecture  Online  Discovery laboratories  Individual projects  Teamgroup activities  Many others Emporium model  No class meetings  Online materials and on-demand personal assistance instead of learning resource center Fully online  All learning activities online  No required F2F class meetings  Optional F2F in some cases The first model by Twigg 2003 is the supplemental model. Twigg 2003 claims that this model consists of the “intact lecture portion, supplemental online materials, online quizzes, additional online activities, online portion either at home or in on-campus computer lab ” as cited in Khosrow-Pour, 2015, p. 2474. In this model, the students still get the full face-to-face meetings in all courses and the lecturers teach the students in the classroom. The students will also get some 19 additional online materials which cannot be delivered in the classroom. Then, the students can fill the online quizzes and additional online activities which are given by their lecturers. The last, the students can do the online activities either in campus or at home. The second model by Twigg 2003 is the replacement model. Twigg 2003 claims that this model consists of the “replacement of F2F class time online activities reducing in-class meeting time, online activities either at home or in on-campus computer lab ” as cited in Khosrow-Pour, 2015, p. 2474. In this model, the students do not have full the face-to-face meetings in the classroom with their lecturers because this model reduces the face-to-face meetings. Hence, the students can learn the materials by themselves either at home or the campus laboratory. The third model by Twigg 2003 is the buffet model. Twigg 2003 claims that this model consists of “lecture, online, discovery laboratories, individual projects, teamgroup activities, many others ” as cited in Khosrow- Pour, 2015, p. 2474. In this model, the students can choose the learning options which are suitable for them. The fourth model by Twigg 2003 is the emporium model. Twigg 2003 claims that this model consists of “no class meetings, online materials and on- demand personal assistance instead of learning resource center ” as cited in Khosrow-Pour, 2015, p. 2474. In this model, there is no class meeting. The students get the learning resources from the online materials and on-demand 20 personal assistance. Other learning resources center, such as textbooks or face-to- face meetings are not really needed. The fifth model by Twigg 2003 is the fully online model. Twigg 2003 claims that this model consists of “all learning activities online, no required f2f class meetings, optional f2f in some cases ” as cited in Khosrow-Pour, 2015, p. 2474. In this model, the students have no class meetings because all activities are online. Hence, there is no face-to-face meeting except there are some cases, i.e., the lecturers ask the students to have a class on the certain day. 4 Advantages and Disadvantages of Blended Learning There are some experts who mention the advantages and disadvantages of blended learning. Welker and Berardino 2005 state there are four advantages of blended learning in their findings, namely the ease of use, independence, advanced learning, and flexibility p. 43 45. First, in the ease of use category, Welker and Berardino 2005 mention some advantages such as “easier to post an assignment compared to typing, printing, driving to campus and handing it in; plenty of opportunity to interact with students and professor in class or online” p. 43. The researcher agrees with Welker and Berardino’s 2005 explanation of the first advantage. Applying a blended learning approach will be useful for the students because they can post the assignments easily without spending much money. By posting the students’ assignment, they do not have to go to campus to submit it. It will be efficient for those whose houses are far. If the lecturers do not have time in the classroom while the students want to ask the lecturers, blended learning gives the students opportunity to communicate with their lecturers. 21 Second, in the independence category, Welker and Berardino 2005 mention some advantages such as “learning how self-motivated or self-disciplined one is; obtaining more computer experience ” p. 45. In this independence category, the students should motivate themselves to learn. A high motivation will build a good self independence. Since the blended learning involves the online learning, the students can have more the computer exercises by operating the computers and technologies independently. Third, in the advanced learning category, Welker and Berardino 2005 mention some advantages such as the “ability to viewreview as allowed by the professor assignments posted by classmates; use of classroom meetings as a workshop to clarify and develop concepts ” p. 45. This advanced learning category is also related to the independence category. When the students are asked to post their assignments on the websites and then the lecturers ask them to give some comments, the students will review other students’ assignments. Therefore, the students can enrich their knowledge by reviewing other students’ assignments. In the advanced learning category, the classroom meetings let the lecturers and the students clarify something what they misunderstand in the online delivery because it is possible to get the unclear instruction. Fourth, in the flexibility category, Welker and Berardino 2005 mention some advantages such as “working on the course anytime and anywhere the web is available; working at one’s own pace; contribute to student savings in terms of time and resource expenditures ” p. 45. By applying the blended learning, the students will get the flexibility. They can work the assignments anytime and 22 anywhere. For those who cannot adjust their learning style in the classroom, the blended learning lets them apply their own learning pace. Applying blended l earning also reduces the students’ expenditures, i.e., printing the assignments. Then, Welker and Berardino 2005 also state four disadvantages, namely the confusion, social interaction, access, and more work p. 45-46. First, in the confusion category, Welker and Berardino 2005 mention some disadvantages such as “unclear or incomplete instructions; not always being clear on when the professor has provided feedback ” p. 45. Applying the blended learning which involves the online usage is possible to get the unclear instruction because the individual ’s understanding is different. Then, the assignments which are posted by the students in the websites will make them wait for the lecturers ’ feedback. Therefore, the lecturers should inform the feedback to the students. Second, in the social interaction category, Welker and Berardino 2005 mention some disadvantages such as “reduced face-to-face exposure with the professor, reduced class-to-teacher interaction and reduced number of team building activities ” p. 46. The blended learning approach which is applied by the lecturers will be different to other lecturers in other universities. Hence, reducing the face-to-face interaction with the lecturers or professors and reducing the number of team work are possible. Third, in the access category, Welker and Berardino 2005 mention some disadvantages such as “limited access to the web due to technical capability at home; technical difficulty with attaching assignment files; difficulty in keeping up with so many discussions going on at once ” p. 46. Since the blended learning 23 integrates the online technology, the common problem which is faced by the lecturers and students is the access. They cannot access the websites by the limited Internet connection. Besides, the trouble in the websites or Internet also makes them cannot attach the assignments or have the discussions. Fourth, in the more work category, Welker and Berardino 2005 mention some disadvantages such as “more assignments compared to the traditional classroom setting; consumption of more time to discuss a topic online than in the classroom; too much time expended with discussion group ” p. 46. Since the blended learning is the integration of online and traditional learning, the lecturers who do not have time to give the assignment to the students in the classroom can post it in the online sites. The number of assignments depends on each lecturer. Therefore, having the online discussion is also related to the access because the lecturers and the students should have a good Internet access and they need to spend more time to have the discussion. Talking about the advantages and disadvantages, Jeffrey, Milne, and Suddaby 2014 state the advantages of blended learning. First, they mention the online environment does not suffer the time and space limitation p. 133. It means that there is no limitation of online environment. For example, the lecturers and students can interact easily. Second, they mention that the teacher can make the available extra teaching notes and writing the answers for the students’ question p. 133. If the teacher does not have time to give the notes to the students in the classroom, he or she can give them the additional important notes through the online sites. For the 24 students who are shy or afraid in asking the questions in the classroom, they can also ask the teacher privately. Hence, all the students can follow the course which is taught by the teacher. Then, Jeffrey et al. 2014 also state the disadvantages. First, they mention the lack of time p. 134. Using the online learning means that people use the technology. People cannot predict what will happen to the Internet. Therefore, they should be aware of spending their time to access the website. Second, they mention that teachers feel frustrated to learn and use the system properly p. 134. The system can refer to the programs or even the technology of the computer. If the teachers cannot use the technology or the Internet, they need more time to learn and practice. By using the online learning, all the teachers either old and young or junior and senior should be able to use the system properly.

B. Theoretical Framework

In this section, the researcher tries to answer two research questions by implementing the theories. The first research question is the ELESP community members’ perceptions of blended learning in Sanata Dharma University Yogyakarta. In order to answer the first research question, the researcher applies the close-ended questionnaire by implementing nine theories. The theories are Wilson 2010, Livingstone et al. 2005, Yeh 2007, Welker and Berardino 2005, Bailey et al. 2013, Jeffrey et al. 2014, Robbins and Judge 2012, Twigg 2003 as cited in Khosrow-Pour 2015, and Szilagyi and Wallace 1980. 25 All of these theories are divided into two categories in the questionnaire. For the first category, the researcher uses Wilson ’s 2010 theory about the computer literacy, and Livingstone et al. 2005 theory about the Internet literacy. The researcher needs these theories because blended learning is part of the computer and Inter net. Hence, the researcher needs to know the participants’ background information by relating to these literacies. The researcher also uses Yeh ’s 2007, and Bailey et al. 2013 theories as the background knowledge of blended learning. Then, the researcher also applies two theories to the first category. The researcher uses Welker and Berardino ’s 2005, and Jeffrey et al. 2014 theories to give the participants view on the advantages and disadvantages of blended learning. The researcher tries to understand the participants’ knowledge whether they know the advantages and disadvantages of blended learning. Next in the second category, the researcher uses Robbins and Judge ’s 2012 theory about the perception. This theory will be used as the participants’ response to their experience in blended learning. The researcher relates this theory to the blended learning approach in ELESP. Hence, the researcher knows the participants’ perception of blended learning in ELESP. The researcher also re-uses Welker and Berardino ’s 2005 theory about the advantages and disadvantages. This theory re-appears in the second category because the researcher wants to know the participants’ answers which are related to the advantages and disadvantages of blended learning implementation in ELESP. 26 The next theories come from Twigg 2003 as cited in Khosrow-Pour 2015 and Szilagyi and Wallace 1980. The researcher uses Twigg ’s 2003 theory as cited in Khosrow-Pour 2015 about the model of higher education of blended learning. This theory consists of five models in the higher education. The higher education means the university level so the researcher applies this theory to the questionnaire. The last, the researcher uses Szilagyi and Wallace ’s 1980 theory about the final action or behavior. This theory will be used as the participants’ personal evaluation on the blended learning implementation in ELESP. Then, the second research question is the ELESP community members’ suggestions to improve the approach in ELESP of Sanata Dharma University Yogyakarta. In order to answer this research question, the researcher gathers the data from the open-ended questionnaire. The participants’ suggestions which have the same suggestions will be included in one group. 27

CHAPTER III RESEARCH METHODOLOGY

In this chapter, the researcher presents a rationale for the methods of this research. There are six subchapters, namely research method, research setting, research participantssubjects, instrument and data gathering technique, data analysis technique, and research procedures. Research method contains the definition of type of research that is used. The research setting tells the readers where and when the research is conducted. The research participantssubjects elaborate on the participantssubjects of this research as well as the method of sampling. The instrument and data gathering technique explain the instrument which is used in this research and describe the techniques in collecting the data. The data analysis technique describes how the findings are analyzed. The last, research procedures summarize the steps in conducting this research.

A. Research Method

The research entitled “ELESP Community Members‟ Perception of Blended Learning in Sanata Dharma University Yogyakarta ” was conducted by using a survey research. The researcher used this method because the researcher looked for the perception of these ELESP community members. Ary, Jacobs, Sorensen, and Razavieh 2010 state “surveys permit the researcher to summarize the characteristics of different groups or to measure their attitudes and opinions toward some issue ” p. 28. From this statement, the researcher was allowed to 28 know the participants‟ perception opinion of blended learning and summarize the data. The survey research here belonged to the quantitative research. Johnson and Christensen 2014 claim “pure quantitative research relies on the collection of quantitative data i.e., numerical data” p. 33. In this research, the researcher used some numerical data in order to get the result of this research.

B. Research Setting

This research was conducted in ELESP of Sanata Dharma University Yogyakarta. The researcher conducted this research in May 2015. ELESP stands for English Language Education Study Program. People usually call ELESP as Pendidikan Bahasa Inggris PBI.

C. Research ParticipantsSubjects

The participants of this research were the ELESP community members, including five lecturers and ten students in each batch. The students who became the participants in this research were those who were studying in the second semester 2014, fourth semester 2013, sixth semester 2012, and eighth semester 2011. Hence, there were forty-five participants in this research. The method of sampling in this research was simple random sampling by Ary et al. 2010. By using this random sampling, the researcher assumed that the participants had experienced the blended learning, i.e., in schools. The basic character of this method was “all members of the population have an equal and