Instrument and Data Gathering Technique
33 they know how to operate them. Hence, their answers to this statement are the fact
whether they can operate the computer or laptop.
Statement 3: I can use the technology, such as programs, or the Internet.
This statement is related to statement 2. Agreeing on this statement means that the participants know the technology such as the programs, or the Internet. If
they hesitate, it means that they do not really know about it.
Statement 4: My campus provides some computer labs for students.
Sanata Dharma University has some computer laboratories. One of them is in the Campus 1. There are two multimedia laboratories in the Campus 1 and one
workstation in the Sanata Dharma‟s library. Even though there are some study
programs which often use the multimedia laboratories, actually these rooms are available for the students or lecturers. Agreeing on this statement shows that the
participants know the existence of these computer laboratories.
Statement 5: The computer skills are not needed in the future.
The computer skills are really needed in the future. Wilson 2010 emphasizes that the college graduates with the improved computer and internet
literacy widen the students‟ career possibilities p. 9. If the participants realize
that the future will need the people who have more the computer literacy, they will disagree on this statement because there are many jobs which need this
34 computer literacy, such as programmer, or designer. Therefore, people do not only
need the knowledge but they also need the computer skills.
Statement 6: I am an active user of the Internet
The Internet is used by many people, depending on their need. This statement
confirms the participants‟ answer whether they like doing the online activities, such as browsing on the Internet, chatting, and looking for the
information. If they think they are the active users of the Internet, they have the positive perception and agree on this statement. If they do not, they have the
negative perception and reject the statement.
Statement 7: I cannot access the online contents, such as materials, handouts, and assignments.
Doing online does not only open the browsers or websites. There is much information which people can get, such as the materials, handouts, assignments,
and job vacancies which are provided in the online sites. People can download them based on what they need. Sometimes people have the free access to
download the information but sometimes they do not. If they succeed in downloading the information, they will disagree on this statement because they
have the positive perception.
Statement 8: The Internet is important for me.
Many people use the Internet in their daily lives. By the existence of the
35 Internet connection, people are easy to do the online activities such as keeping in
touch with their family in other places, getting the information, and accessing the data. Agreeing on this statement shows that the participants are aware of the
advantage of the Internet.
Statement 9: Being critical in absorbing the information from the Internet is not needed.
The online information contains the positive and negative contents. Even though it has the positive content, sometimes people also need to be critical in
absorbing the information. For example, if people open the online contents which consist of the information, such as Google books, and Bookfi, they also need to be
critical in selecting and absorbing the information. However, in answering statement 9 depends on the people
‟s perception how they see the „critical‟ term in
doing online.
Statement 10: The Internet gives disadvantages to me.
Giving the advantages or disadvantages depends on each person. For example, as long as there is the Internet connection and people are happy, it
means that the Internet gives the advantages to them. If the participants agree on this statement, they will have the positive perception.
Statement 11: I know that BL is like e-learning
There are many similar names to the blended learning. One of them is e-
36 learning. As stated by Yeh 2007, the
“blended learning also referred to as flexible learning, e-learning, hybrid learning, mixed learning, or combined
resource teaching” p. 406. If the participants know about the blended learning,
they will agree that blended learning is similar to the e-learning.
Statement 12: BL has been a formal education where the students can learn through the online delivery right now.
Bailey et al. 2013 say that blended learning is “a formal education
program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place,
path, andor pace” p. 1. They say that blended learning has been a formal education, so the students can learn through the online delivery. The students will
be familiar to the term of “blended learning” if the lecturers also apply it as an
approach to their institutions or courses. If the students are not familiar to, it means that this approach has not applied by the lecturers or even the institutions
yet.
Statement 13: Through BL, the students can control their own time, place, path, andor pace.
Blended learning lets the students control their own time, place, path, andor pace because everybody has their own way to learn. The students are given
the freedom to control their own learning. They are free to choose the place where they can learn best. They can also adjust their own learning pace, so what they
37 read and learn will be useful. Moreover, blended learning is very beneficial to the
students because they will have a new experience and they do not only learn in the classroom environment.
For statements 14-17, the researcher made these statements which were based on the advantages of blended learning by Welker and Berardino 2005. The
researcher transformed these advantages into the positive and negative statements.
Statement 14: BL implementation makes the learning easier to use, such as posting the assignments easily, or interacting between the students and
lecturers.
By applying the blended learning, the students do not have to go to campus to submit the assignment because blended learning lets the students post
the assignment easily. By using the blended learning, the students are also easy to contact their lecturers. They can communicate with the lecturers through the
online sites if the lecturers do not have time to meet the students.
Statement 15: BL does not give the independence to the students, such as controlling the students’ learning, and being disciplined.
The lecturers usually just teach on the face-to-face meetings in a traditional classroom while in the blended learning the students can learn the
materials deeper, i.e., browsing the material on the Internet, and doing the online quizzes. Hence, blended learning gives the independence to students to be
disciplined and control their own learning.
38
Statement 16: BL gives more advanced learning to the students, such as ability to viewreview the assignments which are posted by lecturers or other
students.
If the lecturers ask the students to post the assignment, they will know who have or have not done posting it. This is the advantage of using the blended
learning. If the students have posted it, sometimes the lecturers ask them to give some
comments on other students‟ work. Therefore, at least the students can read others‟ works which are posted.
Statement 17: BL is flexible, e.g. working the course anytime and anywhere, or saving time and expenditures.
Since blended learning uses the technology, such as the computer and Internet, the technology will give the students more access. For example, if the
students‟ houses are far, they do not have to go to campus. They can do their assignment everywhere. It means that they will save their time, money, and also
fuel for those who ride their own vehicle.
Statement 18: BL implementation can give the extra teaching notes to the students.
Another advantage of blended learning is the lecturers can give the students the additional teaching notes. Jeffrey et al. 2014 state that the online
environment allows to make the available extra teaching notes p. 133. When the
39 lecturers do not have time to give the notes in the classroom, the online sites will
be the media of delivering them. Hence, the students are free to download.
For statements 19-22, the researcher made these statements which were based on the disadvantages of blended learning by Welker and Berardino 2005. The
researcher transformed these disadvantage points into the positive and negative statements.
Statement 19: BL does not create the confusion, e.g. unclear instructions and feedback.
The blended learning is not like the face-to-face learning where the students can ask the lecturers in the classroom directly. Therefore, in applying the
blended learning, the unclear instructions and feedback should be minimized. However, using the blended learning has a disadvantage, i.e., creating the
confusion for the students. For the lecturers who try to apply the blended learning, they should really know how to access and upload. Thus, they can reduce the
students‟ confusion if any.
Statement 20: BL reduces the social interaction, e.g. reducing the F2F interaction between the lecturers and students.
Since blended learning is the combination of two learning ways; the face- to-face and online learning, reducing the face-to-face meetings are possible.
Welker and Berardino 2005 claim that “reduced face-to-face exposure with the
professor, reduced class-to-teacher interaction and reduced number of team
40 building activities” p. 46. Therefore, reducing the face-to-face meetings depend
on the lecturers and students.
Statement 21: BL relates to the Internet access, such as limited access to the websites, or slow loading connection.
Applying the blended learning will face some problems, such as the limited access to the websites, slow loading connection, technical problems, and
difficulty in having a discussion. Hence, both of the lecturers and students should overcome these kinds of problems because they cannot be predicted.
Statement 22: BL does not have more work, e.g. more assignments compared to traditional classroom.
Welker and Berardino 2005 mention “more assignments compared to the
traditional classroom ” p. 46. If the lecturers give the students the assignments
through the online sites, it means that in the face-to-face meeting they do not have time to give the students assignments or the assignments will be the additional
learning. The amount of assignments, either in the face-to-face meetings or online
sites, depends on how many assignments will be given by each lecturer.
Statement 23: I feel frustrated in applying the BL, e.g. learning how to access the websites.
This statement is related to statement 21. Applying the blended learning does not mean that the lecturers and students do not find any problems. It is very
41 possible to feel frustrated when they apply the blended learning, e.g. accessing the
websites. If the lecturers want to apply the blended learning, they need to make
sure that both of the lecturers and students know how it works.
Second Category –Blended Learning Implementation in ELESP
Statement 24: I do not have experience of using BL before studying in ELESP.
The researcher does not know each participant‟s background before they enter the ELESP. Therefore, the researcher gives the participants a statement
which confirms their experience in applying the blended learning. Agreeing on statement 24 shows that they do not have the experience in using the blended
learning before.
Statement 25: I have good expectations in using BL in ELESP.
This statement is related to statement 24. If the participants do not have the experience before, they usually have good expectations of using the blended
learning in ELESP. For the participants who have already had the experience, it is also possible for them to have good expectations. Their answer in choosing the
agreement scales for this statement shows that they have the positive perception.
Statement 26: BL in ELESP has many advantages.
This statement confirms the participants ‟ answer whether they get the
advantage of the blended learning in ELESP. For example, the participants can
42 use the computer or laptop so they are used to learn using the online learning. If
the participants think that blended learning has many advantages, they will have
the positive perception.
Statement 27: The Internet is used by most people in every occasion around the world, including in ELESP.
The researcher believes that the Internet has a big role in the people‟s
lives, including for the participants. In ELESP, blended learning also needs the Internet connection to support the learning. If there is only the traditional
classroom, the learning access will be limited. Thus, the Internet is really needed by many people.
Statement 28: I do not like doing the online assignments which are given in ELESP.
Besides giving the assignments in the classroom, the lecturers can ask the students to fill the online assignments which are posted. Filling the online
assignments can be used as the additional exercises for the students. If the participants disagree on statement 28, it means that they have a positive
perception.
Statement 29: I like doing the online quizzes which are given in ELESP.
This is part of the supplemental model. Twigg 2003 mentions the supplemental model consists of the
“intact lecture portion, supplemental online
43 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.
Learning does not only give the students some quizzes in the face-to-face meetings. The lecturers can also give the students the online quizzes. The lecturers
can take the quizzes from the Internet, e.g. they can open the websites and ask the students to fill the online Structure quizzes together. This way is very effective to
avoid the students‟ boredom if they face the same environment. If the participants
like doing the online quizzes, they will have the positive perception.
Statement 30: I agree if BL in ELESP reduces the F2F meetings.
This is part of the replacement model. Twigg 2003 mentions the descriptions
are “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. This model lets the students do the online
activities at home or in the campus. Besides, the students can apply this model if
they prefer reducing the class meetings.
Statement 31: I can choose my learning material resources: lecture, online, discovery learning, individual projects, or groups’ activities.
This is part of the buffet model. In this model, Twigg 2003 mentions the students can choose their learning resources option, such as
“lecture, online, discovery laboratories, individual projects, teamgroup activities, many others
” as
44 cited in Khosrow-Pour, 2015, p. 2474. If the participants choose this model, they
can choose the learning resources which are suitable for them.
Statement 32: I disagree if the online learning will be the learning resources in ELESP.
This is part of the emporium model. Twigg 2003 mentions 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, the online learning will be the most learning resources in the blended learning approach. If it is applied in ELESP, the participants should be
ready because there will be no face-to-face meetings.
Statement 33: I like all the online learning activities in ELESP.
At a glance, this statement is similar to statement 29. However, this is part of the fully online model. Twigg 2003 mentions the description of the fully
online model consists of “all learning activities online, no required f2f class
meetings, optiona l f2f in some cases” as cited in Khosrow-Pour, 2015, p. 2474.
Since all the learning activities will be online in this model, there will be no face- to-face meetings except there are some cases.
Statement 34: BL in ELESP does not make the learning easier to use, such as posting the assignments, or interacting between the students and lecturers.
This statement is the opposite of statement 14. The researcher uses the
45 same topic for this statement because the researcher wants to know the
participants ‟ answer to this advantage. If the participants agree on this statement,
they will have a negative perception. Disagreeing on statement 34 shows that the
participants have the positive perception.
Statement 35: BL in ELESP gives the independence to me, such as controlling my own learning, and being disciplined.
This statement is the opposite of statement 15. The reason to use this statement is similar to the previous statement. If blended learning makes the
participants being independent in controlling their own learning or being disciplined, they will have the positive perception.
The participants‟ experience of using the blended learning in ELESP will help them deciding whether blended
learning in ELESP gives the participants the independence.
Statement 36: BL in ELESP does not give more advanced learning to me, such as ability to viewreview the assignments which are posted by lecturers
or other students.
This statement is the opposite of statement 16. The participants will have different perceptions in facing this statement because their experiences influence
on the perception. If they have experienced that blended learning gives the advanced learning before, such as the students review the assignments which are
posted by other students, they will have the positive perception and disagree on this statement.
46
Statement 37: BL in ELESP is not flexible, e.g. working the course anytime and anywhere, or saving time and expenditures.
This statement is the opposite of statement 17. Blended learning will give this benefit to the participants if it is really applied in ELESP. However, in
a nswering this statement is based on the participants‟ experience. If they face that
blended learning in ELESP is flexible, they will have the positive perception.
Statement 38: BL in ELESP creates the confusion for me, e.g. unclear instructions and feedback.
This statement is the opposite of statement 19. Everybody has their own view in seeing the confusion. If the lecturers give the students the clear
instructions and feedback through the online sites and the result is the students do not have any problems, it means that the students understand.
Statement 39: BL in ELESP does not reduce the social interaction, e.g. reducing the F2F interaction between the lecturers and students.
This statement is the opposite of statement 20. Reducing the social interaction depends on the learning itself. If the lecturers apply the blended
learning without reducing the social interaction, i.e., having discussion between lecturers and students, it means that the blended learning does not reduce the
social interaction in ELESP.
47
Statement 40: BL in ELESP does not relate to the Internet access, such as limited access to the websites, or slow loading connection.
This statement is the opposite of statement 21. Applying the blended learning absolutely needs the Internet connection. This approach cannot run well
if the connection is slow or limited. Statement 40 means that the connection is unlimited. Agreeing on this statement shows that the participants have the positive
perception.
Statement 41: BL has more work, e.g. more assignments compared to traditional classroom.
This statement is the opposite of statement 22. In blended learning, the lecturers can give the students more work because it allows the lecturers to give
the students the assignment without the limitation that is faced in the traditional classroom. The participants can have the different perception, depending on their
experience of having more assignments which are compared to the traditional learning in ELESP.
Statement 42: BL in ELESP is useless.
ELESP has also implemented the blended learning approach, but it is not applied in all courses. The lack of using this approach can be from many factors,
such as the lecturer‟s role, or slow the Internet connection. If the participants
agree that blended learning in ELESP is useless, they will have the negative
48 perception. While if they think the blended learning in ELESP is useful, it means
that they have the positive perception.
Statement 43: I am not fast in operating the online learning sites, such as Exelsa, and Edmodo.
Operating the online learning sites is not easy. People will need more time to learn if they have not used the online learning sites before. If the lecturers use
the online sites, such as Exelsa or Edmodo, they need to teach the students how those learning sites work.
Statement 44: I am interested in using the BL in ELESP.
The researcher only gives the questionnaire to participants and does not focus on them who have experienced the blended learning approach in ELESP.
Yet, the researcher assumes that the participants have experienced this approach outside the ELESP. Therefore, the researcher only wants to know their answer to
statement 44.
Statement 45: I am not happy with the online learning in ELESP.
In this statement, the researcher confirms the participants‟ satisfaction of
using the blended learning in ELESP. Their answers to this statement are based on the
participants‟ experience. If they are happy, they will respond positively.
49
Statement 46: All of the courses in ELESP have applied the BL.
This is a review statement. If the participants answer the agreement scales, it means that they think all of the courses have applied the blended learning. If
they answer the disagreement scales, it means that they think all of the courses have not applied the blended learning yet. The researcher tries to discover the
participants‟ answer through giving this statement.
Statement 47: BL in ELESP still need to be improved.
This statement is related to statement 46. If there are many participants who answer the agreement scales, it means that the blended learning absolutely
should be improved in ELESP. The result of this statement is the personal evaluation which is related to the existence of the blended learning approach for
the future.