methodology, teacher function, project-based learning, creativity and self actualization.
a. Mr. Dedo’s lived experience in implementing blended learning.
Mr. Dedo and I belong to the same thesis supervisor. We went to the same GRP class too. We have met quite often during our class. He is included in
Seamolec students, students funded by Seamolec. Those students are specially required to conduct research on technology in English language teaching. In our
GRP class, I asked him whether he was willing to be my research participant and he said yes.
Related to benefit, Mr. Dedo said that: “It began from the short meeting hour.” His decision to adopt blended learning originates from his concern that
English subject only gets one meeting per class in a week. It saves his time. He then continued by expressing his experience that if it still goes this way, he cannot
discuss the other topic. “I cannot manage students‟ presentation in a day”, he said 1-D2-BEN. Time efficiency was also reflected in another part of the interview.
“If we rely on explanation in classroom, on classroom meeting, they lack exposure to learn English”, he said 1-D8-BEN. He thought that blended learning
would help him in delivering material. It would like be additional lesson. It gave them chance to learn not only during the class hour but outside the class. He said:
“I give them chance to practice outside the class” 1-D8-BEN. He also expressed that he took benefit in checking his students‟ assignment. He checked his
students‟ video outside the class hour. He said:
I checked their videos on presentation or other assignments. I can do it in my office or even my home. I do not rely on the class
meeting hour D-8-BEN.
In another part of the interview, benefit was also indicated in term of financial matter. He then said that he used to have the learning material copied.
Since he has implemented blended learning he did not do that anymore. It was really helpful especially when he had more than a class in a day. He said:
“Therefore, I do not have to spend much money” 1-D13-BEN. Becoming autonomous learner is the third benefit reflected from the
interview. Students had to download the learning material from Edmodo. He said: “I uploaded some material before the class and they had to
download it. Some assignments were also sent through it and they also had to complete them in Edmodo” 1-D4-CON
They can also explore in the internet by themselves either in the class or at
home. He said: “There were also times when I asked them search learning source in the internet D-27-MET. During the discussion time, they were actively
involved to find the answer to their problem as indicated in “They can actively discus and share there” D-36-BEN
The fourth benefit indicated is that it promotes more intense interaction. He said: “By using blended learning we can interact with students, monitor their
works” 1-D17-BEN. He indicated the livelier the forum, the better interaction is. He said: “The more discussion in Edmodo forum, I think it is the better 1-D35-
BEN. It is because it indicates that they can interact regardless the time and their place. They can share and discuss in the forum. Sometime, they posted a question
that they had forgotten to ask in the meeting. It is not disturbing for him that may
be so for other people. In his mind, this is the consequence of blended learning. He said:
“For some people it might be disturbing. But I think it is the consequence of blended learning” 1-D36-BEN.
Concerning the constraint, the first constraint he experienced was that his student could not afford data for the internet service. He stated that in the
beginning it was difficult to ask them to join Edmodo. They probably do not have the internet facility. However, as time goes by he kept delivering his assignment
in Edmodo. He also uploaded some material and his student had to download it. Assignments had also to be done in Edmodo. Like or dislike, they had to join
Edmodo. It made him always using Edmodo. He said: I sent some assignment through Edmodo and students completed
it there. Like or dislike they had to join it. Since then, I always used Edmodo 1-D4-CON.
The second constraint is the students‟ motivation. He said that: “But, with less active students they
were reluctant when being given assignment” 1-D20- CON. It happened, for instance, when he once assigned and asked them to do
assignment in Edmodo. Instead of completing it in Edmodo, they begged to do it by e-mail.
Related to teaching methodology, he does not embrace a certain methodology. It may vary according to the topic of the discussion. He said:
“What I did when the material had already been given was they brought the printed material to the classroom. I explained. I do not
have to have it copied because they have got one each student. If
they bring their laptop, I asked them to open it” 1-D6-MET.
I asked him to compare his teaching experience in two topics. In 1-D15- MET he said: “It‟s different. It depends on the topic actually.” He exemplified by
comparing two topics in his lesson. First, in introduction he began with giving input of introduction and continued with short self introduction. Since
introduction was in the first meeting, he also introduced Edmodo. In the second meeting, he began to use Edmodo. He said:
In the second meeting I began to use Edmodo. I uploaded some material and assignment for them to complete 1-D23-MET.
Second, it was product presentation. He began the lesson by uploading the
material. His students came to the class by having the printout material. They then discussed the steps of a good presentation, the expressions used and how the
language function is. He then uploaded the assignment and it was discussed in the following meeting 1-D-25-MET.
In another part of the interview, he explained that the blend took part in the classroom. It happened frequently. He said:
”Sometimes, I began with conventional technique but then I asked them to open Edmodo to look at their assignment. Some other
time, I also asked th em to find some sources in the internet” 1-
D27_MET. Related to teacher function, he positioned himself as the learning
facilitator and monitor. In a process of a project accomplishment he said: “I did not really monitor. I only set the deadline and reminded
them to submit. Talking about facilitating, I did not really facilitate either. After they accomplished, I gave feedback” 1-
D11_TEA. When discussion occurred, which was frequently, in the Edmodo forum,
he was involved as the facilitator. He said:
I was of course involved when they were discussing. But I served as facilitator 1-D37-TEA.
Related to project based learning, he adopted it in his blended learning
class because in his mind if they only learn during the class hour. He started assigning project in the first topic. He said: “And I assigned a project, too” 1-D7-
PBL”. It required my students to create video about self introduction. In the video, they recorded how to introduce themselves. Then, they submitted in a
column he provided in Edmodo. Then, he reviewed his students‟ work. He argued that the meeting for English lesson was insufficient that he applied project. It was
aimed so that his students have opportunities to practices outside the classroom. In all his classes, he applied project-based learning. He also exemplified a video-
making project in the topic of product presentation. He said: “They introduced health products in a video” 1-D10-PBL. Some other time, he asked to interview
westerners outside the class. He said: “Also, I once asked them to create a video about procedure how
to wash hand or install infusion correctly. They made it in English” 1-D10-PBL.
Related his feeling, he stated that he felt happy with blended learning. He
feels that it is helpful. However, he still desires something more. He said: “I want something more. Like that. Because I think, now the
result of blended learning and PBL that the student received has improved but not as we expected yet” 1-D16-FEE.
He said that now he is still thinking what he can do so that student can get
the competence that he expects. This is due to the high demand in his institution. He said that besides being required to have good speaking competence, his
students are also required to score at least 450 in TOEFL.
In another part of the interview, he also expressed that he feels blended learning challenging. He feels it when he has to think about how to make his
student more interested in it. He said: “I feel like challenging when I have to think how to improve the
student‟s interest in it, how they keep exploring using technology to learn English” 1-D-28-FEE.
He exemplified his feeling when he assigned project to his student. He
said: “When I gave assignment or project to the student they often
submitted it overdue. In fact, the column for submission will automatically close. Also, when firstly using Edmodo they were
asked to join. The code is valid only for two weeks. There were some who did not join after two weeks. I feel it challenging how
to motivate them” 1-D29-FEE. Related to creativity, he said that it is reflected in the project. He said: “I
noticed that they are creative in making video” 1-D10-PBL. In another part of the interview 1-D39-CRE he also said:
“It is very interesting for me as the lecturer…So, student‟s creativity appears there… They can present it nicely because it
has been prepared... From the technology side, they can make the video well.” Most probably, student‟s creativity always appears.
1-D-41-SEL. Related so self actualization, he was not sure whether it was included in
his learning goal. One thing important he stated that it appears automatically. He said: If I say it is the goal, it is not. If I yes it is the goal, yes it is. It is because it
automatically appears 1-D42-SEL. He stated self actualization in the end of the interview. He said:
“When his students can make video and speak English better they have self-
actualized themselves” 1-D42-SEL.
b. Mr. Chelto’s lived experience in implementing blended learning.
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