How to implement blended-learning in mass media communication course at the English Language Education study program of Sanata Dharma University.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ardian, Nikolaus. (2016). How to Implement Blended Learning in Mass Media
Communication Course at the English Language Education Study Program of Sanata
Dharma University. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The study of this paper is to find out how Blended-learning can be
implemented in Mass Media Communication (MMC) course at the English Language
Education Study Program (ELESP) of Sanata Dharma University. Blended-learning
is a well-known method combined from online learning and faceto-face learning. The
rapid development of technology offers an alternative to implement Blended-learning
in MMC course. Thus MMC is chosen as the subject course for this study because of
its compatibility with Blended-learning. This paper tries to find and describe the
answer to the problem: How Blended-learning be best implemented in MMC course?
Library study approach is used to find related theories about Blended-learning in
order to create/design an appropriate Blended-learning based classroom design for
MMC course along with the description for each meeting of the course.
The theories used are the theory of Blended-learning by Chen (1997), Graham
(2006), Luik (2006), and the theory of designing Blended-learning based classroom
by Bath and Bourke (2010). The theories found are combined to answer the research
question. The design of the activities will be described in each meeting in order to
show how it is supposed to be done.
The study found that in the theory of Blended-learning, tools are required to assist
the lecturer along the course to enhance the process during the learning. The tools
needed can be in the form of hardware or a software. For hardware tools, the lesson
needs to be done in the computer laboratory because students will mostly deal with
computer and internet to do the class activities. The software tools can be various
depending on the lecturer’s creativity in making a classroom activity. There was also
a description of the course using Blended-learning, in which each meeting was
described using Blended-learning method. The purpose of the description is as a
guide to teach using Blended-learning method in MMC course in ELESP Sanata
Dharma University context.
Keywords: Blended-learning, MMC, tools, design
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ardian, Nikolaus. (2016). How to Implement Blended-learning in Mass Media
Communication Course in English Language Education Study Program Sanata
Dharma University. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Studi dari makalah ini adalah untuk menemukan dan menggambarkan
bagaimana Blended-learning dapat diterapkan di mata kuliah Mass Media
Communication (MMC) di Pendidikan Bahasa Inggris (PBI) Universitas Sanata
Dharma. Blended-learning adalah metode terkenal gabungan dari pembelajaran
online dan pembelajaran tatap muka, dan MMC adalah salah satu dari banyak mata
kuliah pilihan lain di PBI Universitas Sanata Dharma. Perkembangan teknologi saat
ini adalah alasan mengapa Blended-learning menjadi penting dan MMC adalah
mata kuliah yang memungkin dan tepat untuk diimplementasi dengan Blendedlearning. Jadi mata kuliah MMC dipilih sebagai subjek untuk penelitian ini.
Makalah ini mencoba untuk menemukan dan menggambarkan jawaban dari
masalah: Bagaimana cara terbaik untuk dapat mengimplementasikan
Blendedlearning dalam mata kuliah MMC? Dalam diskusi, penulis menggunakan
pendekatan studi-perpustakaan untuk menemukan teori yang berkaitan tentang
Blended-learning untuk membuat/merancang desain ruang kelas yang sesuai dan
berbasis Blended-learning untuk mata kuliah MMC bersama dengan deskripsi
pemaparan untuk setiap pertemuan kursus.
Teori yang digunakan adalah teori Blended-learning oleh Chen (1997),
Graham (2006), Luik (2006), dan teori merancang kelas berbasis Blendedlearning
oleh Bath dan Bourke (2010). Teori-teori yang ditemukan kemudian digabungkan
untuk menjawab pertanyaan penelitian. Desain aktivitas kelas akan dijabarkan di
setiap pertemuan untuk menunjukkan bagaimana kelas seharusnya dilakukan.
Berdasarkan teori-teori diketahui bahwa dalam Blended-learning, alatalat
diperlukan untuk membantu dosen sepanjang kursus untuk meningkatkan proses
selama pembelajaran. Alat yang dibutuhkan bisa dalam bentuk perangkat keras atau
perangkat lunak. Untuk alat perangkat keras, pelajaran perlu dilakukan di
laboratorium komputer karena siswa sebagian besar akan berurusan dengan
komputer dan internet untuk melakukan kegiatan kelas. Untuk perangkat lunak, bisa
bervariasi tergantung pada kreativitas dosen dalam membuat aktivitas kelas. Ada
juga deskripsi saja menggunakan Blended-learning, di mana setiap pertemuan
digambarkan menggunakan metode Blended-learning. Tujuan dari deskripsi adalah
sebagai panduan untuk mengajar dengan menggunakan metode Blended-learning
dalam konteks di mata kuliah MMC di PBI Universitas Sanata Dharma.
Keywords: Blended-learning, MMC, tools, design
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
HOW TO IMPLEMENT BLENDED-LEARNING
IN MASS MEDIA COMMUNICATION COURSE
AT THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
Nikolaus Ardian Cahyo Saputra
121214094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ardian, Nikolaus. (2016). How to Implement Blended Learning in Mass Media
Communication Course at the English Language Education Study Program of
Sanata Dharma University. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
The study of this paper is to find out how Blended-learning can be
implemented in Mass Media Communication (MMC) course at the English
Language Education Study Program (ELESP) of Sanata Dharma University.
Blended-learning is a well-known method combined from online learning and
face-to-face learning. The rapid development of technology offers an alternative
to implement Blended-learning in MMC course. Thus MMC is chosen as the
subject course for this study because of its compatibility with Blended-learning.
This paper tries to find and describe the answer to the problem: How
Blended-learning be best implemented in MMC course? Library study approach is
used to find related theories about Blended-learning in order to create/design an
appropriate Blended-learning based classroom design for MMC course along with
the description for each meeting of the course.
The theories used are the theory of Blended-learning by Chen (1997),
Graham (2006), Luik (2006), and the theory of designing Blended-learning based
classroom by Bath and Bourke (2010). The theories found are combined to answer
the research question. The design of the activities will be described in each
meeting in order to show how it is supposed to be done.
The study found that in the theory of Blended-learning, tools are required
to assist the lecturer along the course to enhance the process during the learning.
The tools needed can be in the form of hardware or a software. For hardware tools,
the lesson needs to be done in the computer laboratory because students will
mostly deal with computer and internet to do the class activities. The software
tools can be various depending on the lecturer’s creativity in making a classroom
activity. There was also a description of the course using Blended-learning, in
which each meeting was described using Blended-learning method. The purpose
of the description is as a guide to teach using Blended-learning method in MMC
course in ELESP Sanata Dharma University context.
Keywords: Blended-learning, MMC, tools, design
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ardian, Nikolaus. (2016). How to Implement Blended-learning in Mass Media
Communication Course in English Language Education Study Program Sanata
Dharma University. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Studi dari makalah ini adalah untuk menemukan dan menggambarkan
bagaimana Blended-learning dapat diterapkan di mata kuliah Mass Media
Communication (MMC) di Pendidikan Bahasa Inggris (PBI) Universitas Sanata
Dharma. Blended-learning adalah metode terkenal gabungan dari pembelajaran
online dan pembelajaran tatap muka, dan MMC adalah salah satu dari banyak
mata kuliah pilihan lain di PBI Universitas Sanata Dharma. Perkembangan
teknologi saat ini adalah alasan mengapa Blended-learning menjadi penting dan
MMC adalah mata kuliah yang memungkin dan tepat untuk diimplementasi
dengan Blended-learning. Jadi mata kuliah MMC dipilih sebagai subjek untuk
penelitian ini.
Makalah ini mencoba untuk menemukan dan menggambarkan jawaban
dari masalah: Bagaimana cara terbaik untuk dapat mengimplementasikan
Blended-learning dalam mata kuliah MMC? Dalam diskusi, penulis
menggunakan pendekatan studi-perpustakaan untuk menemukan teori yang
berkaitan tentang Blended-learning untuk membuat/merancang desain ruang
kelas yang sesuai dan berbasis Blended-learning untuk mata kuliah MMC
bersama dengan deskripsi pemaparan untuk setiap pertemuan kursus.
Teori yang digunakan adalah teori Blended-learning oleh Chen (1997),
Graham (2006), Luik (2006), dan teori merancang kelas berbasis Blendedlearning oleh Bath dan Bourke (2010). Teori-teori yang ditemukan kemudian
digabungkan untuk menjawab pertanyaan penelitian. Desain aktivitas kelas akan
dijabarkan di setiap pertemuan untuk menunjukkan bagaimana kelas seharusnya
dilakukan.
Berdasarkan teori-teori diketahui bahwa dalam Blended-learning, alatalat diperlukan untuk membantu dosen sepanjang kursus untuk meningkatkan
proses selama pembelajaran. Alat yang dibutuhkan bisa dalam bentuk perangkat
keras atau perangkat lunak. Untuk alat perangkat keras, pelajaran perlu
dilakukan di laboratorium komputer karena siswa sebagian besar akan berurusan
dengan komputer dan internet untuk melakukan kegiatan kelas. Untuk perangkat
lunak, bisa bervariasi tergantung pada kreativitas dosen dalam membuat aktivitas
kelas. Ada juga deskripsi saja menggunakan Blended-learning, di mana setiap
pertemuan digambarkan menggunakan metode Blended-learning. Tujuan dari
deskripsi adalah sebagai panduan untuk mengajar dengan menggunakan metode
Blended-learning dalam konteks di mata kuliah MMC di PBI Universitas Sanata
Dharma.
Keywords: Blended-learning, MMC, tools, design
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to give my gratitude to Jesus Christ, who had
guided me until this point where I can finally finish my final paper. His blessing
and guidance has led me until today, and I’m grateful for that. For every moment
of my desperation and laziness in doing my final paper.
Secondly, I would like to thank my parents; my mother Nency Lie and my
father Handoko C.S also my brother Joshua Andrean C.S and my sister Novena
Adelista H.P for all the support, spirit, and encouragement they have given to me,
I am really grateful for that. I would like to thank my relatives as well, who had
supported me until I can finish my final paper.
Thirdly, I would like to thank every lecturer in ELESP, especially
Veronica Triprihatmini S.Pd., M.Hum., M.A. for all her support, guidance, and
also advice so I can finish my final paper quickly.
Last but not least, I would like to thank all of my dearest friends from class
A, B, C, batch 2011, 2012, 2013, and 2014, also my best friend Erika and my
beloved Tintin, and I would like to thank them for their support and love, also for
my buddies Laksa, Randy, Raymond, Thomson, Julius, Andre for their support.
I would like to thank Kiky, Agnes, Nilam as well for helping me to proofread my
final paper.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENT
Page
TITLE PAGE…………………….……………………………………….
i
APPROVAL PAGE………………………………………..……….…….
ii
STATEMENT OF WORK’S ORIGINALITY…………………………...
iii
PERNYATAAN PERSETUJUAN PUBLIKASI…………………………....
iv
ABSTRACT……………………………………….………………....…...
v
ABSTRAK………………………………………..…………….…..……… vi
ACKNOWLEDGEMENTS..………………………..……………………. vii
TABLE OF CONTENTS……………………………..……………...….... viii
CHAPTER I. INTRODUCTION………………..………………………... 1
A. Background……………………………………………………. 1
B. Research Method…………………………….………………… 5
CHAPTER II. DISCUSSION…………………………………………….. 8
A. The Theories of Blended-learning…………………………….. 8
B. Mass Media Communication Course Description….…………. 14
C. The Blended-learning Classroom Design for MMC Course…..
18
CHAPTER III. CONCLUSION………………………………………….. 25
REFERENCES…………………………………………………………… 26
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This paper describes how Blended-learning can be implemented in MMC
course in ELESP Sanata Dharma University. This chapter presents the
background of the study which covers research problem, the significance of the
study, objectives of the study, and the research method used in this study which
covers the steps in doing this research.
A. Background
There are a lot of advantages Blended-learning can offer, for instances, to
broaden the spaces and opportunities available for learning, support course
management activities, support the provision of information and resources to
students, and to engage and motivate students through interactivity and
collaboration. Thus, it is considered as one of the effective methods teacher can
use in this Information, Communication, and Technology (ICT) era. In Indonesian
context, Blended-learning can be helpful to increase student’s skills in using
technologies. It can also increase student’s awareness to the importance of
technologies. In this ICT era, Indonesia needs to be more aware of technologies,
especially since Asian Economic Community or AEC was established. The rivalry
in working world will be more difficult and challenging than before AEC. To
increase the awareness to technologies is one of the solutions Blended-learning
can offer as well.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Mass Media Communication or MMC is a course in Sanata Dharma
University that can be suitable and compatible with Blended-learning because
most of the lessons need to deal with computer or laptop for typing, and internet
to browse some sources. In short, MMC class is teaching the students how to be a
journalist in which the students will deal with those technologies almost all the
time. Because of its need of technology, Blended-learning is a solution that can
increase the success rate for the students joining this course. According to
Dzibuan, Hartman, and Moskal (2004) Blended-learning course has the potential
to increase students’ learning outcome rate in comparison with full online learning
only or full face-to-face learning only. Dzibuan, Hartman, and Moskal (2004)
agreed that Blended-learning can increase the success rate of the students because
of its structural design that can give an extensive support to both faculty and
students. Thus, it is important to implement Blended-learning in this course to
help the students to success in this course.
The U.S. Department of Commerce (2010) suggests that students should
continue to demand increased access to technology and to flexible asynchronous
learning experiences. This growing demand is one of the reasons why BlendedLearning is needed. Students are able to master almost every new technology
because students have the interest of technology. Thus, creating a learning method
by using things where the majority of students demand can be useful to catch the
attention from the students. Kim (2015) says that “Active learning occurs when
students are engaged in activities and thinking, as opposed to listening passively
to an instructor”. By engaging the students in activities and thinking, the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
have their attention on the subject. As Dzibuan, Hartman, and Moskal (2004) have
said, Blended learning is a shift from lecture-to student centered instruction in
which students become active and interactive learners. Therefore such activities
are very possible in Blended-learning, where the students can do many things
related to the subject matters. The possibility of the material being well-absorbed
is higher rather than using the old-fashioned face-to-face interaction between the
students and the lecturer only. By having the students’ fullest attention, the
lecturer is able to transfer as much knowledge as possible to the students.
Blended-learning can be used for a long distance lecture as well, where the
lecturer and the students are able to do the course in different places, as long as it
has the tools needed which is a computer or a laptop and internet connection.
Luik (2006) says that E-learning covers all learning with electronic technology
and distance learning is all learning when students are not required to be
physically present at a specific location during the term. What Luik have just
mentioned above is about Blended-learning, which is the combination between Elearning and distance learning. The importance of online learning should be the
priority in Indonesia, especially in MMC course in ELESP Sanata Dharma
University because it is important for the students to master technologies in order
to practice to become a journalist. Thus, online learning should be implemented in
MMC course in ELESP Sanata Dharma University along with the face-to-face
interaction as well to keep the learning value alive.
Although online learning is important, the old fashioned face-to-face
interaction also takes an important parts in the teaching-learning process itself.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Chen (1997) found that dialogue between lecturer-students and student-students
are important, not only to assess the students’ learning but also to develop a sense
of community with others; this sense of community can alleviate the problem of
isolation often reported by distance students. There were times that students need
to have a break from the technologies, and communicate with other people. For
instance when discussing progress, task, material, etc. The lecturer’s existence is
needed here in order to have a structured meeting and to control the students to
stay in the right track. Blended-learning offers the combination for those two
needs in teaching-learning process, which is effective, efficient, and appropriate
for teaching-learning context nowadays. However Sampson (2003) says that the
isolation and individualization of the student may occur in online-learning. Chen
(1997) highlights that face-to-face interaction can prevents the problem of
isolation often reported by distance students. Distance students here can be
students which often not showing up during online discussion or interaction.
There were many possibilities why such thing happened, one example is bullying.
The lecturer needs to prevent this by increasing the sensitivity and ask the class to
join the activities wholly.
Based on the background of the study, one research question will be the
subject of this paper. The question is: How can Blended-learning be best
implemented in MMC course at the English Language Education Study Program
of Sanata Dharma University?
This study is to describe how Blended-learning can be best implemented
in MMC course in ELESP Sanata Dharma University. This paper offers an idea
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
on how to implement Blended-learning concept and how it can be best
implemented in this course.
The results of this study can be useful to improve the quality of education
in Sanata Dharma University. Especially in MMC course in English Language
Education Study Program (ELESP). Lecturers from other courses or programs
might try to implement Blended-learning to get the benefits for other students
from other courses or programs.
There are four benefits of this study. The first one is for English Language
Education Study Program (ELESP) which the result can be implemented in MMC
course, and maybe in other courses in ELESP as well. The second benefit is for
the lecturers, especially the lecturer for MMC course. The lecturer can have a new
understanding on how to implement Blended-learning in the course, which can be
very helpful for the teaching-learning process later on. The third benefit is for the
students (participants of MMC course) to increase their understanding on the
subject matter, and to increase their grades as well. A better understanding will
lead to a better grade, and a better grade means a better achievement for them. The
fourth benefit is for the readers. Readers of this paper might find this description
about how Blended-learning can be best implemented is suitable in their case, and
try to implement it themselves. Readers might find a new knowledge and better
understanding on how to implement Blended-learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
B. Research Method
A library study method was used in this study, and the data gathered were
taken from books and online sources. According to George (2008) library study
locate and identify sources that provide factual information or personal/expert
opinions and necessary components to answer the research questions. Hancock,
Windrige, and Ockleford (2009) mention that the method needs to be selected so
as to address the question, and Sandelowski (1999) says that there is no
description free of interpretation. Library study was chosen by the writer because
many theories are needed and it is also possible to answer the research question.
By using library study method, a new understanding on how Blended-learning can
be implemented can be found. The writer needs to know how Blended-learning
can be compatible and appropriate in MMC course in ELESP Sanata Dharma
University. Thus, theories about Blended-learning and how to design a Blendedlearning based classroom are collected from many sources in order to answer the
research question.
The first step to conduct this study is to study about Blended-learning. By
the nature of library-study, theories related to Blended-learning are read by the
writer. The aim is to find the appropriate theory of what Blended-learning is, the
nature of Blended-learning, and how to apply Blended-learning. These theories
will be synthesized and combined to have a proper understanding about Blendedlearning itself. After all the theories needed are collected, the nature of Blendedlearning was then emphasized by the writer in order to answer the research
question.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
The second step is to find out the nature of MMC course itself. The
experience after following MMC course was told by the writer, and then followed
by showing the syllabus of MMC course. The description of what MMC course
looks like and how Blended-learning can be implemented were also described by
the writer. The description of MMC course and the syllabus is presented as a
proof to strengthen the writer’s own experience after following MMC course in
ELESP of Sanata Dharma University.
The third step is to design a Blended-learning based classroom. The
theories about what Blended-learning is, the nature of Blended-learning, and how
to implement Blended-learning with the nature of MMC course was combined by
the writer. After that, a Blended-learning based classroom-design was conducted
by the writer in order to answer the research question. The relation between the
theories and the design were presented as well by the writer in order to see the
connection between the theories and the design for the course itself.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
DISCUSSION
The content of this chapter is about the discussion of the problem
formulation that has been written in chapter I. This chapter contains the theories
of Blended-learning which covers what Blended-learning is, the nature of
Blended-learning, and how to apply Blended-learning. This chapter also contains
the description about MMC course, and Blended-learning classroom design for
MMC course. The syllabus of MMC course will be displayed as an additional
resource for this study.
A. The Theories of Blended-learning
There are a lot of discussions, papers, and studies in accordance with the
rise of the usage of the Blended-learning. Many researchers and experts have their
own opinion according to what Blended-learning is. This section consists of 3
parts. The first part contains what Blended-learning is, the second part contains
the nature of Blended-learning, and the third part contains how to apply Blendedlearning, each will be focusing on the theories from experts.
1. What Blended-learning Is
Blended-learning is an online-learning combined with face-to-face
learning. It is a method that occur by the increase of technology nowadays.
According to Graham (2006) Blended-learning is the convergence between
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
traditional face-to-face learning environments with computer-mediated (or
distributed) learning. This statement strengthens the theories above that Blendedlearning is two different learning methods combined into one method. One is the
traditional face-to-face classroom interaction and the other is computer (or
technology) based learning. These two methods are combined in order to create a
different learning atmosphere in the campus where the students can experience
different ways to study, and the lecturer can teach in a different way of teachings.
Blended-learning is a method that requires „take-and-give‟ interaction. In
which means that Blended-learning is not only a one way interaction, but it is a
two way interaction that requires student‟s engagement in the process. Our current
teaching and learning process usually only „give‟ the knowledge to students, but
Blended-learning offers something else and different. Blended-learning requires
the students‟ participation to take part throughout the process. In other words,
Blended-learning offers more pedagogical richness for us. Graham also mentioned
that in higher education, 83 percent of instructors use the lecture as the
predominant teaching strategy (U.S. Department of Education, 2001). In order to
avoid that predominant teaching strategy which often makes the students bored,
Blended-learning exist. The term Blended-learning itself is to blend two different
kinds of learning into one, one is the traditional face-to-face interaction, and the
other is online-learning. This combination can increase the students‟ participation
and decrease their anxiety in waiting the end of the class, since they are not
always in class. However, Esyin, Norah, and David (n.d.) say that there is no clear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
distinction between self-navigation versus guided navigation. Therefore, the role
of the lecturer is very important here to make it clear.
2. The Nature of Blended-learning
As mentioned before in part A.1, Blended-learning consists of two
methods combined into one, which is the traditional face-to-face interaction and
online-learning. Thus, there are two possibilities may happen in Blended-learning.
First is distance learning, and second is face-to-face learning. Distance learning
has a very high possibilities to occur in Blended-learning, it makes the students
did not need to attend the class. While in face-to-face learning, lecturer and
students meet in the classroom to do the lecture or learning. However, in Sanata
Dharma context, students should attend at least 14 face-to-face meetings with the
lecturer. Therefore, the online-learning substitution class will be replaced with
normal face-to-face class and the class will be held in the computer laboratory for
the whole course instead of doing distance learning.
Blended-learning also requires technology in its implementation. The
required technologies for example are computer, laptop, internet connection, etc.
Although it is quite expensive, but is not in Sanata Dharma University context.
Because Sanata Dharma University has a computer laboratory which can support
the usage of Blended-learning. Also, a minimum requirement for class is
necessary for doing the face-to-face interaction. For example, black/whiteboard,
chalk/marker, table and chair, etc. Those components are necessary for Blended-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
learning, in order to support and help the implementation of Blended-learning
itself.
The elements of Blended-learning are essential before the implementation
of Blended-learning itself. It helps us to come for a better understanding about
Blended-learning first. Graham (2006) mentioned about four elements of
Blended-learning, online-learning, and face-to-face interaction which are: Time,
Fidelity, Space, and Humanness. These four elements are important in order to
understand Blended-learning better so it can be well implemented later on, and to
increase students‟ learning during the course.
a. Time
In blended-learning, the time allocation for face-to-face interaction and
online-learning should be organized well. Both features should be balance in order
to keep the students accomplishing their credits. For example using 1:1 ratio, 1 is
for face-to-face interaction and 1 is for online-learning. It means that for each 1
study-hour in classroom, students need 1 study-hour outside classroom using
online-learning. In that 1 hour, lecturer can do classroom activities with the
students, while in the other 1 hour the lecturer can give students‟ assignments via
online-learning (i.e., reading assigned materials, participating in discussion
forums, or completing online quizzes and tests).
b. Fidelity
Fidelity or consistency is important in Blended-learning. Graham (2006)
suggests a continuum ranging from “High” (i.e., instructional experiences that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
engage all of the senses) to “Low” (i.e. learning experiences that are entirely textbased). Every learning whether it is face-to-face or online learning should be high
in fidelity. Lecturer‟s consistency is needed in order to create visually attractive
and interactive teaching tools that are engaging and also drive students toward the
accomplishment of identified learning outcomes. In short, fidelity determines the
results of Blended-learning itself. Whether the learning is successful or not, it
depends on the level of consistency.
c. Space
According to Graham (2006) the element of space is characterized as a
continuum that extends from full face-to-face, a mixed reality of face-toface/online, and totally online. In other words, it is the continuance of each
aspects of Blended-learning. There is no boundary or limitation for each part of
Blended-learning, for example in full face-to-face, the continuance space for faceto-face aspect is life itself, it means that students (and the lecturer as well) can
learn even at outside class hour. It shows that Blended-learning has the potential
in developing both the students and the lecturer as well.
d. Humanness
The final element in Graham‟s Blended-learning continua is humanness. It
acts as the distinguisher between leaning experience that are delivered by human
(i.e., lecturer) from those delivered by machine (i.e., computer). There will be two
different learning experience gained from Blended-learning, both are completing
each other. Students will get what they did not get from the lecturer in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
computer, and they will also get what they did not get from the computer in the
lecturer. The creativity and sensitivity from the lecturer is important here, to try to
fulfill the students‟ needs in knowledge.
3. How to Apply Blended-learning
Blended-learning cannot be applied without plans before. There are steps
in how to apply Blended-learning method in a course. According to Bath and
Bourke (2010) there are five things to be noted before applying Blended-learning
in a specific course. Bath and Bourke mentioned those five things as (1) the
relevance between course objectives, teaching-learning activities, and assignment
tasks (2) activities should be purposeful, and authentic (3) teaching-learning
activities need to be clearly linked in time and content (4) the workload for a
Blended-learning course should not exceed that of a course in traditional mode
(balance) (5) keeping in proportion. Which according to Bath and Bourke, those
are the guidelines to design Blended-learning based classroom.
Bath and Bourke (2010) also mentioned five more essential systematic
approaches before applying Blended-learning. Which are; Planning for integrating
Blended-learning into the course, Designing and Developing the Blended-learning
elements
mentioned
above,
Implementing the
Blended-learning
design,
Evaluating whether the Blended-learning design is effective or not, and Improving
the Blended-learning itself. Bath and Bourke sees those systematic approaches as
an endless circle which can develop Blended-learning further. If the classroom
design already fulfill its duty to help the students in achieving success in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
course, then it is best to keep it. In the other hand, if the Blended-learning
classroom design has not fulfilled its duty, then it is best to fix and improve it.
Huang, Ma, and Zhang (n.d.) mentioned that task should be clearly identified and
modes of interaction should be put in place right from the start. It is an important
thing to be noted as well before Blended-learning is implemented later on.
B. Mass Media Communication Course Description
Mass Media Communication or MMC course is one of many elective
courses in ELESP using face-to-face interaction method which had 3 credits. The
aim of the course itself is to help the students to understand the nature of
journalism in general and news and feature writing in particular. This course is
designed especially to give the students an experience of writing articles for many
different mass media. In order to prepare for the working world in the future,
MMC course is established to help the students have the experience in journalism
world. The references used for this course are any book on journalism, thus it is
not limited to a certain book. Upon the course completion, students are expected
to have at least the experience of having sent their articles (work) to some mass
media, it can be any newspaper.
The content of the course are the theories related to journal writing,
newsgathering, feature writing, and assignments (writing journal). It is also had a
total of 14 meetings which can be listed as follow:
No. Activities
1.
Introduction to MMC.
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15
2.
The Nature of News.
3.
The Language of News – 1st draft of 1st assignment.
4.
The Art of Interview – 2nd draft of 1st assignment.
5.
Report and Investigative Report part 1 – 1st assignment deadline. (TS 1)
6.
Report and Investigative Report part 2.
7.
Feature Writing part 1 – 1st draft of 2nd assignment.
8.
Feature Writing part 2.
9.
Columnist – 2nd draft of 2nd assignment.
10.
Freelance and Correspondent – 2nd assignment deadline. (TS 2)
11.
On Final assignment – sharing.
12.
On Final assignment 1st draft.
13.
On Final assignment 2nd draft.
14.
On Final assignment deadline. (on Feature Writing)
Figure 2.1 Table of MMC Course Meetings
In Figure 2.1 we can see that the course is focusing on students‟
preparation to write an article. The main idea of MMC course itself is to help the
students able to write an article/journal. Thus, students need to engage in an
experience that can help them to achieve the target learning. Meyer (2003) says
that in the limited face-to-face interaction allocated hours, students must compete
for time to display knowledge to the teacher. Which is not effective, because the
larger the class means less time for the students to fully understand a particular
material. In Blended-learning, students may have the opportunity to learn more,
absorb more, and to experiment more. For example, students are able to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
understand particular material in the web, because they have much longer time
than in face-to-face class and they still have plenty of time to ask/display their
understanding to the teacher. It shows that Blended-learning can offer the
experience needed by the students in order to achieve the target learning.
There are two main possibilities in implementing Blended-learning for
MMC course. The first possibility is to move the classroom to a computer
laboratory, which can support the realization of Blended-learning itself since it
had enough tools (which cover computer set and internet connection) for students
to work with. The second possibility is by still using the same classroom, but
students should bring a laptop along with them. In terms of cost, the first
possibility is cheaper for the students than the second possibility since it did not
required the students who did not have laptop to buy a laptop. However in terms
of data safety, the second possibility is safer than the first possibility because the
students can save their data in their own laptop. However, the first possibility is
better than the second since it did not burden the students to buy laptop for those
who did not have one. Students can also save their data in the server computer or
by using Exelsa to avoid data loss in the future.
It is also sometimes hard to control the students. Thus the lecturer need to
give an understanding first about Blended-learning in the early meeting. Bath and
Bourke (2010) stated that it is an important step to create an opportunity for
students and lecturer to come together as a group in building a successful learning
and teaching experience in Blended-learning. Thus, to give a purpose to the
students on „what Blended-learning is?‟ and „how to do it?‟ is the very first step to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
do. It is an important thing to do to set the students‟ understanding on how the
course is going to develop in the future. It also can control the students‟ behavior
so the students will not off the track during the process of the course. More
importantly, it can give them the motivation to engage during the course and to
participate in activities during the course. An introduction set is necessary in the
beginning of the course, the idea is to introduce to the students that the course is
going to be different than they usually had. The lecturer may introduce Blendedlearning for the students for the start and how they can learn by using it.
The lecturer needs to create a class-web, it can be Exelsa, Wiki, Pbworks,
or even a Facebook group profile. The purpose of this class-web is to enhance and
to help the course itself. It can also be a place for the students to discuss materials,
to put their assignments, or to do quizzes or tests. The lecturer may decide
whether the web used is for the teacher, students, or whole class freely depends on
the necessity. Most of the class activities can be done in the class-web, for
example the lecturer puts a reading passage in the web so the students can
download it and read it, it can be a place for students to upload their writing tasks,
and it can also be a place for the students to share or to discuss something related
to the lesson.
Additional tools and software are also required in implementing Blendedlearning. It can be a program, website, or any other tools that can enhance the
students‟ performance. It depends on the need of the course and the creativity of
the lecturer to create or use a particular program or website. For example, in
MMC course the students need to gather many sources about an article, therefore
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
the lecturer may let the students to grab one from mass media website. There are a
lot of accessible mass media website from Indonesia (e.g., Kompas, Tribun) or
from outside Indonesia (e.g., BBC) for the students to be able to know on how
article writing is supposed to be done or for simply newsgathering. Not limited to
that, the lecturer also can give the students an assignment of discussion in which
the students are required to discuss a particular material in a forum followed by
everyone else in the course including the lecturer as well.
C. The Blended-learning Classroom Design for MMC Course
It is true that when using Blended-learning, the students are allowed not to
attend the class with online-learning substitution class. However, in Sanata
Dharma context, students should attend at least 14 face-to-face meetings with the
lecturer. Therefore, the online-learning substitution class is suggested to be
replaced with normal face-to-face class and the class can be held in computer
laboratory for the whole course. Without changing the content of the syllabus, the
meeting table is divided along with the Blended-learning elements and in what
way each element of it can make MMC course be more efficient, effective, and
applicable into the following groups of material classification:
Group Activities
1.
Introduction to MMC.
2.
The Nature of News.
3.
The Language of News – 1st draft of 1st assignment.
4.
The Art of Interview – 2nd draft of 1st assignment.
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19
5.
-Report and Investigative Report part 1 – 1st assignment deadline. (TS 1)
-Report and Investigative Report part 2.
6.
-Feature Writing part 1 – 1st draft of 2nd assignment.
-Feature Writing part 2.
7.
Columnist – 2nd draft of 2nd assignment.
8.
Freelance and Correspondent – 2nd assignment deadline. (TS 2)
9.
-On Final assignment – sharing.
-On Final assignment 1st draft.
-On Final assignment 2nd draft.
-On Final assignment deadline. (on Feature Writing)
Figure 2.2 Blended-learning meeting table groups
In Figure 2.2, the first meeting of the course is an introduction to the
course. It is because the first meeting is important for the lecturer to explain how
the class will progress to the students. The lecturer is also expected to introduce
Blended-learning to the students as well. In the first meeting, the students are
expected to understand the rules of the class, the aim of the course, and be familiar
with the implementation of Blended-learning. The lecturer and students may
introduce themselves as well to get to know each other well. The students are also
expected to create their own student‟s-blog for this course, in which it can be a
medium for the students and lecturer later on. While the lecturer is expected to use
Exelsa as the teacher‟s blog, which can also be a medium to discuss/upload
materials. This meeting is highlighting Fidelity when the students and the lecturer
create their blog.
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20
In the second meeting, the lecturer can start the lesson with the distribution
of a reading passage for each students which can be downloaded from the internet.
The students are allowed to use the computer in order to get their reading passage.
The students should read the passage and after that, there will be a discussion
about the passage. The lecturer may decide how long the discussion will run and
ask some questions to a random students in order to measure their understanding
about the passage. The lecturer also informs the students that there will be TS 1 in
the form of take home test due to next three weeks, therefore the students must
bring their draft of article for the next two weeks. At the end of the meeting, the
lecturer gives the students an assignment for next week. This meeting is
highlighting Space when the students use internet to download the reading
passage and Fidelity when students must bring their draft for the next two
meetings.
In the third meeting, the process is more or less the same with the second
meeting. The students will be asked to download the material, discuss it, and there
will be question and answer session with the lecturer. At this meeting, the lecturer
may use various tools to keep the activities going (e.g., Hot Potatoes). The lecturer
will also check students‟ draft/progress in doing the TS 1. There will be a short
session of consultation for the students to ask the lecturer for their draft/progress
according to the TS 1. The half of the class may consult for this meeting, while
the rest of the class may consult in the following week. At the end of the meeting,
the lecturer may give assignment to the students as well after checking the
students‟ last week assignment. This meeting is highlighting Humanness when
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
the lecturer and students are having a consultation and Fidelity for the draft
submission/consultation.
In the fourth meeting, the process is more or less the same with the
previous meeting. The students will be asked to download the material, to discuss
it, to have a question and answer session with the lecturer, and to check the
students‟ last week assignment. The lecturer is also expected to check the
students‟ draft and progress in doing the TS 1. The consultation target is for those
who have not consulted in the last meeting. The lecturer is not expected to give
any assignment for the next following week because the students already had an
assignment to complete their TS 1. However, the lecturer may ask the students to
post their draft in their own students‟ blog so the students will be able to check
their friends‟ progress and their own progress. This meeting is highlighting
Fidelity in materials and draft, Time when students post their draft to their blog
outside the class hour, and Humanness when the lecturer and students are having
a consultation session.
This next group of material classification consists of two meetings, the
first meeting is for the topic and the second meeting is for a guest speaker. In the
first meeting, the lecturer is expected to open the class by asking the students to
submit their TS 1 (it can be via email or in the form of hardcopy). After the TS 1
submission, the lecturer is expected to give a short overall feedback to students.
Then the lecturer may continue to the main topic (Report and Investigative
Report) by distributing a reading passage to the students, discuss it, and there will
be question and answer session with the lecturer. The lecturer is expected to give
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
the students an assignment for next meeting. For the second meeting of this group,
there will be a guest speaker. The guest speaker is expected to attend the class
directly, or he/she may give a lecture via Skype (or any other possible media). The
guest speaker is suggested to talk about the topic or his/her experience in dealing
with mass media and the students may ask questions as well. The lecturer is
expected to inform the TS 2 and may give an assignment in the end of the meeting
after checking students‟ last week assignment, once again the form of the
assignment is free to choose. This meeting is highlighting Humanness and Space
when the guest speaker is coming (either directly come to the class or via Skype).
The next group of material classification also consists of two meetings, the
first meeting should be for TS 2 draft checking, and the second meeting is for the
topic. However, in the first meeting, the lecturer is expected to introduce the topic
(Feature Writing) in order to make the students familiar with the topic. After a
brief introduction to the topic, the lecturer is expected to open a consultation
session for half of the class. At the end of the meeting, the lecturer is expected to
give the students an assignment to find out more about Feature Writing from the
internet, to summarize it into a paper, and then to upload it into their respective
students‟ blog. By doing it that way, the lecturer can measure how well/deep the
students‟ understanding about the topic. For the second meeting for this group, the
lecturer is expected to explain about the topic deeper. Question and answer
session or computer-based activities using tools as well is expected (e.g., Kahoot).
For the assignment, the lecturer is expected to post some reading about the topic
in the teacher‟s blog, and then the students are expected to give comment on it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
Discussion involving whole class is expected, therefore the lecturer may post
something that can arouse the students‟ thinking. This meeting is highlighting
Humanness when the class is having a discussion, Space when doing computerbased activities, and Time for the assignment outside the class hour.
In the ninth meeting in group seven, the lecturer is expected to open the
meeting by presenting another guest speaker. The guest speaker is expected to
have the experience or enough knowledge of the topic (Columnis
ABSTRACT
Ardian, Nikolaus. (2016). How to Implement Blended Learning in Mass Media
Communication Course at the English Language Education Study Program of Sanata
Dharma University. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The study of this paper is to find out how Blended-learning can be
implemented in Mass Media Communication (MMC) course at the English Language
Education Study Program (ELESP) of Sanata Dharma University. Blended-learning
is a well-known method combined from online learning and faceto-face learning. The
rapid development of technology offers an alternative to implement Blended-learning
in MMC course. Thus MMC is chosen as the subject course for this study because of
its compatibility with Blended-learning. This paper tries to find and describe the
answer to the problem: How Blended-learning be best implemented in MMC course?
Library study approach is used to find related theories about Blended-learning in
order to create/design an appropriate Blended-learning based classroom design for
MMC course along with the description for each meeting of the course.
The theories used are the theory of Blended-learning by Chen (1997), Graham
(2006), Luik (2006), and the theory of designing Blended-learning based classroom
by Bath and Bourke (2010). The theories found are combined to answer the research
question. The design of the activities will be described in each meeting in order to
show how it is supposed to be done.
The study found that in the theory of Blended-learning, tools are required to assist
the lecturer along the course to enhance the process during the learning. The tools
needed can be in the form of hardware or a software. For hardware tools, the lesson
needs to be done in the computer laboratory because students will mostly deal with
computer and internet to do the class activities. The software tools can be various
depending on the lecturer’s creativity in making a classroom activity. There was also
a description of the course using Blended-learning, in which each meeting was
described using Blended-learning method. The purpose of the description is as a
guide to teach using Blended-learning method in MMC course in ELESP Sanata
Dharma University context.
Keywords: Blended-learning, MMC, tools, design
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ardian, Nikolaus. (2016). How to Implement Blended-learning in Mass Media
Communication Course in English Language Education Study Program Sanata
Dharma University. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Studi dari makalah ini adalah untuk menemukan dan menggambarkan
bagaimana Blended-learning dapat diterapkan di mata kuliah Mass Media
Communication (MMC) di Pendidikan Bahasa Inggris (PBI) Universitas Sanata
Dharma. Blended-learning adalah metode terkenal gabungan dari pembelajaran
online dan pembelajaran tatap muka, dan MMC adalah salah satu dari banyak mata
kuliah pilihan lain di PBI Universitas Sanata Dharma. Perkembangan teknologi saat
ini adalah alasan mengapa Blended-learning menjadi penting dan MMC adalah
mata kuliah yang memungkin dan tepat untuk diimplementasi dengan Blendedlearning. Jadi mata kuliah MMC dipilih sebagai subjek untuk penelitian ini.
Makalah ini mencoba untuk menemukan dan menggambarkan jawaban dari
masalah: Bagaimana cara terbaik untuk dapat mengimplementasikan
Blendedlearning dalam mata kuliah MMC? Dalam diskusi, penulis menggunakan
pendekatan studi-perpustakaan untuk menemukan teori yang berkaitan tentang
Blended-learning untuk membuat/merancang desain ruang kelas yang sesuai dan
berbasis Blended-learning untuk mata kuliah MMC bersama dengan deskripsi
pemaparan untuk setiap pertemuan kursus.
Teori yang digunakan adalah teori Blended-learning oleh Chen (1997),
Graham (2006), Luik (2006), dan teori merancang kelas berbasis Blendedlearning
oleh Bath dan Bourke (2010). Teori-teori yang ditemukan kemudian digabungkan
untuk menjawab pertanyaan penelitian. Desain aktivitas kelas akan dijabarkan di
setiap pertemuan untuk menunjukkan bagaimana kelas seharusnya dilakukan.
Berdasarkan teori-teori diketahui bahwa dalam Blended-learning, alatalat
diperlukan untuk membantu dosen sepanjang kursus untuk meningkatkan proses
selama pembelajaran. Alat yang dibutuhkan bisa dalam bentuk perangkat keras atau
perangkat lunak. Untuk alat perangkat keras, pelajaran perlu dilakukan di
laboratorium komputer karena siswa sebagian besar akan berurusan dengan
komputer dan internet untuk melakukan kegiatan kelas. Untuk perangkat lunak, bisa
bervariasi tergantung pada kreativitas dosen dalam membuat aktivitas kelas. Ada
juga deskripsi saja menggunakan Blended-learning, di mana setiap pertemuan
digambarkan menggunakan metode Blended-learning. Tujuan dari deskripsi adalah
sebagai panduan untuk mengajar dengan menggunakan metode Blended-learning
dalam konteks di mata kuliah MMC di PBI Universitas Sanata Dharma.
Keywords: Blended-learning, MMC, tools, design
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
HOW TO IMPLEMENT BLENDED-LEARNING
IN MASS MEDIA COMMUNICATION COURSE
AT THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
Nikolaus Ardian Cahyo Saputra
121214094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ardian, Nikolaus. (2016). How to Implement Blended Learning in Mass Media
Communication Course at the English Language Education Study Program of
Sanata Dharma University. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
The study of this paper is to find out how Blended-learning can be
implemented in Mass Media Communication (MMC) course at the English
Language Education Study Program (ELESP) of Sanata Dharma University.
Blended-learning is a well-known method combined from online learning and
face-to-face learning. The rapid development of technology offers an alternative
to implement Blended-learning in MMC course. Thus MMC is chosen as the
subject course for this study because of its compatibility with Blended-learning.
This paper tries to find and describe the answer to the problem: How
Blended-learning be best implemented in MMC course? Library study approach is
used to find related theories about Blended-learning in order to create/design an
appropriate Blended-learning based classroom design for MMC course along with
the description for each meeting of the course.
The theories used are the theory of Blended-learning by Chen (1997),
Graham (2006), Luik (2006), and the theory of designing Blended-learning based
classroom by Bath and Bourke (2010). The theories found are combined to answer
the research question. The design of the activities will be described in each
meeting in order to show how it is supposed to be done.
The study found that in the theory of Blended-learning, tools are required
to assist the lecturer along the course to enhance the process during the learning.
The tools needed can be in the form of hardware or a software. For hardware tools,
the lesson needs to be done in the computer laboratory because students will
mostly deal with computer and internet to do the class activities. The software
tools can be various depending on the lecturer’s creativity in making a classroom
activity. There was also a description of the course using Blended-learning, in
which each meeting was described using Blended-learning method. The purpose
of the description is as a guide to teach using Blended-learning method in MMC
course in ELESP Sanata Dharma University context.
Keywords: Blended-learning, MMC, tools, design
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ardian, Nikolaus. (2016). How to Implement Blended-learning in Mass Media
Communication Course in English Language Education Study Program Sanata
Dharma University. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Studi dari makalah ini adalah untuk menemukan dan menggambarkan
bagaimana Blended-learning dapat diterapkan di mata kuliah Mass Media
Communication (MMC) di Pendidikan Bahasa Inggris (PBI) Universitas Sanata
Dharma. Blended-learning adalah metode terkenal gabungan dari pembelajaran
online dan pembelajaran tatap muka, dan MMC adalah salah satu dari banyak
mata kuliah pilihan lain di PBI Universitas Sanata Dharma. Perkembangan
teknologi saat ini adalah alasan mengapa Blended-learning menjadi penting dan
MMC adalah mata kuliah yang memungkin dan tepat untuk diimplementasi
dengan Blended-learning. Jadi mata kuliah MMC dipilih sebagai subjek untuk
penelitian ini.
Makalah ini mencoba untuk menemukan dan menggambarkan jawaban
dari masalah: Bagaimana cara terbaik untuk dapat mengimplementasikan
Blended-learning dalam mata kuliah MMC? Dalam diskusi, penulis
menggunakan pendekatan studi-perpustakaan untuk menemukan teori yang
berkaitan tentang Blended-learning untuk membuat/merancang desain ruang
kelas yang sesuai dan berbasis Blended-learning untuk mata kuliah MMC
bersama dengan deskripsi pemaparan untuk setiap pertemuan kursus.
Teori yang digunakan adalah teori Blended-learning oleh Chen (1997),
Graham (2006), Luik (2006), dan teori merancang kelas berbasis Blendedlearning oleh Bath dan Bourke (2010). Teori-teori yang ditemukan kemudian
digabungkan untuk menjawab pertanyaan penelitian. Desain aktivitas kelas akan
dijabarkan di setiap pertemuan untuk menunjukkan bagaimana kelas seharusnya
dilakukan.
Berdasarkan teori-teori diketahui bahwa dalam Blended-learning, alatalat diperlukan untuk membantu dosen sepanjang kursus untuk meningkatkan
proses selama pembelajaran. Alat yang dibutuhkan bisa dalam bentuk perangkat
keras atau perangkat lunak. Untuk alat perangkat keras, pelajaran perlu
dilakukan di laboratorium komputer karena siswa sebagian besar akan berurusan
dengan komputer dan internet untuk melakukan kegiatan kelas. Untuk perangkat
lunak, bisa bervariasi tergantung pada kreativitas dosen dalam membuat aktivitas
kelas. Ada juga deskripsi saja menggunakan Blended-learning, di mana setiap
pertemuan digambarkan menggunakan metode Blended-learning. Tujuan dari
deskripsi adalah sebagai panduan untuk mengajar dengan menggunakan metode
Blended-learning dalam konteks di mata kuliah MMC di PBI Universitas Sanata
Dharma.
Keywords: Blended-learning, MMC, tools, design
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ACKNOWLEDGEMENTS
First of all, I would like to give my gratitude to Jesus Christ, who had
guided me until this point where I can finally finish my final paper. His blessing
and guidance has led me until today, and I’m grateful for that. For every moment
of my desperation and laziness in doing my final paper.
Secondly, I would like to thank my parents; my mother Nency Lie and my
father Handoko C.S also my brother Joshua Andrean C.S and my sister Novena
Adelista H.P for all the support, spirit, and encouragement they have given to me,
I am really grateful for that. I would like to thank my relatives as well, who had
supported me until I can finish my final paper.
Thirdly, I would like to thank every lecturer in ELESP, especially
Veronica Triprihatmini S.Pd., M.Hum., M.A. for all her support, guidance, and
also advice so I can finish my final paper quickly.
Last but not least, I would like to thank all of my dearest friends from class
A, B, C, batch 2011, 2012, 2013, and 2014, also my best friend Erika and my
beloved Tintin, and I would like to thank them for their support and love, also for
my buddies Laksa, Randy, Raymond, Thomson, Julius, Andre for their support.
I would like to thank Kiky, Agnes, Nilam as well for helping me to proofread my
final paper.
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TABLE OF CONTENT
Page
TITLE PAGE…………………….……………………………………….
i
APPROVAL PAGE………………………………………..……….…….
ii
STATEMENT OF WORK’S ORIGINALITY…………………………...
iii
PERNYATAAN PERSETUJUAN PUBLIKASI…………………………....
iv
ABSTRACT……………………………………….………………....…...
v
ABSTRAK………………………………………..…………….…..……… vi
ACKNOWLEDGEMENTS..………………………..……………………. vii
TABLE OF CONTENTS……………………………..……………...….... viii
CHAPTER I. INTRODUCTION………………..………………………... 1
A. Background……………………………………………………. 1
B. Research Method…………………………….………………… 5
CHAPTER II. DISCUSSION…………………………………………….. 8
A. The Theories of Blended-learning…………………………….. 8
B. Mass Media Communication Course Description….…………. 14
C. The Blended-learning Classroom Design for MMC Course…..
18
CHAPTER III. CONCLUSION………………………………………….. 25
REFERENCES…………………………………………………………… 26
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CHAPTER I
INTRODUCTION
This paper describes how Blended-learning can be implemented in MMC
course in ELESP Sanata Dharma University. This chapter presents the
background of the study which covers research problem, the significance of the
study, objectives of the study, and the research method used in this study which
covers the steps in doing this research.
A. Background
There are a lot of advantages Blended-learning can offer, for instances, to
broaden the spaces and opportunities available for learning, support course
management activities, support the provision of information and resources to
students, and to engage and motivate students through interactivity and
collaboration. Thus, it is considered as one of the effective methods teacher can
use in this Information, Communication, and Technology (ICT) era. In Indonesian
context, Blended-learning can be helpful to increase student’s skills in using
technologies. It can also increase student’s awareness to the importance of
technologies. In this ICT era, Indonesia needs to be more aware of technologies,
especially since Asian Economic Community or AEC was established. The rivalry
in working world will be more difficult and challenging than before AEC. To
increase the awareness to technologies is one of the solutions Blended-learning
can offer as well.
1
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2
Mass Media Communication or MMC is a course in Sanata Dharma
University that can be suitable and compatible with Blended-learning because
most of the lessons need to deal with computer or laptop for typing, and internet
to browse some sources. In short, MMC class is teaching the students how to be a
journalist in which the students will deal with those technologies almost all the
time. Because of its need of technology, Blended-learning is a solution that can
increase the success rate for the students joining this course. According to
Dzibuan, Hartman, and Moskal (2004) Blended-learning course has the potential
to increase students’ learning outcome rate in comparison with full online learning
only or full face-to-face learning only. Dzibuan, Hartman, and Moskal (2004)
agreed that Blended-learning can increase the success rate of the students because
of its structural design that can give an extensive support to both faculty and
students. Thus, it is important to implement Blended-learning in this course to
help the students to success in this course.
The U.S. Department of Commerce (2010) suggests that students should
continue to demand increased access to technology and to flexible asynchronous
learning experiences. This growing demand is one of the reasons why BlendedLearning is needed. Students are able to master almost every new technology
because students have the interest of technology. Thus, creating a learning method
by using things where the majority of students demand can be useful to catch the
attention from the students. Kim (2015) says that “Active learning occurs when
students are engaged in activities and thinking, as opposed to listening passively
to an instructor”. By engaging the students in activities and thinking, the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
have their attention on the subject. As Dzibuan, Hartman, and Moskal (2004) have
said, Blended learning is a shift from lecture-to student centered instruction in
which students become active and interactive learners. Therefore such activities
are very possible in Blended-learning, where the students can do many things
related to the subject matters. The possibility of the material being well-absorbed
is higher rather than using the old-fashioned face-to-face interaction between the
students and the lecturer only. By having the students’ fullest attention, the
lecturer is able to transfer as much knowledge as possible to the students.
Blended-learning can be used for a long distance lecture as well, where the
lecturer and the students are able to do the course in different places, as long as it
has the tools needed which is a computer or a laptop and internet connection.
Luik (2006) says that E-learning covers all learning with electronic technology
and distance learning is all learning when students are not required to be
physically present at a specific location during the term. What Luik have just
mentioned above is about Blended-learning, which is the combination between Elearning and distance learning. The importance of online learning should be the
priority in Indonesia, especially in MMC course in ELESP Sanata Dharma
University because it is important for the students to master technologies in order
to practice to become a journalist. Thus, online learning should be implemented in
MMC course in ELESP Sanata Dharma University along with the face-to-face
interaction as well to keep the learning value alive.
Although online learning is important, the old fashioned face-to-face
interaction also takes an important parts in the teaching-learning process itself.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Chen (1997) found that dialogue between lecturer-students and student-students
are important, not only to assess the students’ learning but also to develop a sense
of community with others; this sense of community can alleviate the problem of
isolation often reported by distance students. There were times that students need
to have a break from the technologies, and communicate with other people. For
instance when discussing progress, task, material, etc. The lecturer’s existence is
needed here in order to have a structured meeting and to control the students to
stay in the right track. Blended-learning offers the combination for those two
needs in teaching-learning process, which is effective, efficient, and appropriate
for teaching-learning context nowadays. However Sampson (2003) says that the
isolation and individualization of the student may occur in online-learning. Chen
(1997) highlights that face-to-face interaction can prevents the problem of
isolation often reported by distance students. Distance students here can be
students which often not showing up during online discussion or interaction.
There were many possibilities why such thing happened, one example is bullying.
The lecturer needs to prevent this by increasing the sensitivity and ask the class to
join the activities wholly.
Based on the background of the study, one research question will be the
subject of this paper. The question is: How can Blended-learning be best
implemented in MMC course at the English Language Education Study Program
of Sanata Dharma University?
This study is to describe how Blended-learning can be best implemented
in MMC course in ELESP Sanata Dharma University. This paper offers an idea
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
on how to implement Blended-learning concept and how it can be best
implemented in this course.
The results of this study can be useful to improve the quality of education
in Sanata Dharma University. Especially in MMC course in English Language
Education Study Program (ELESP). Lecturers from other courses or programs
might try to implement Blended-learning to get the benefits for other students
from other courses or programs.
There are four benefits of this study. The first one is for English Language
Education Study Program (ELESP) which the result can be implemented in MMC
course, and maybe in other courses in ELESP as well. The second benefit is for
the lecturers, especially the lecturer for MMC course. The lecturer can have a new
understanding on how to implement Blended-learning in the course, which can be
very helpful for the teaching-learning process later on. The third benefit is for the
students (participants of MMC course) to increase their understanding on the
subject matter, and to increase their grades as well. A better understanding will
lead to a better grade, and a better grade means a better achievement for them. The
fourth benefit is for the readers. Readers of this paper might find this description
about how Blended-learning can be best implemented is suitable in their case, and
try to implement it themselves. Readers might find a new knowledge and better
understanding on how to implement Blended-learning.
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6
B. Research Method
A library study method was used in this study, and the data gathered were
taken from books and online sources. According to George (2008) library study
locate and identify sources that provide factual information or personal/expert
opinions and necessary components to answer the research questions. Hancock,
Windrige, and Ockleford (2009) mention that the method needs to be selected so
as to address the question, and Sandelowski (1999) says that there is no
description free of interpretation. Library study was chosen by the writer because
many theories are needed and it is also possible to answer the research question.
By using library study method, a new understanding on how Blended-learning can
be implemented can be found. The writer needs to know how Blended-learning
can be compatible and appropriate in MMC course in ELESP Sanata Dharma
University. Thus, theories about Blended-learning and how to design a Blendedlearning based classroom are collected from many sources in order to answer the
research question.
The first step to conduct this study is to study about Blended-learning. By
the nature of library-study, theories related to Blended-learning are read by the
writer. The aim is to find the appropriate theory of what Blended-learning is, the
nature of Blended-learning, and how to apply Blended-learning. These theories
will be synthesized and combined to have a proper understanding about Blendedlearning itself. After all the theories needed are collected, the nature of Blendedlearning was then emphasized by the writer in order to answer the research
question.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
The second step is to find out the nature of MMC course itself. The
experience after following MMC course was told by the writer, and then followed
by showing the syllabus of MMC course. The description of what MMC course
looks like and how Blended-learning can be implemented were also described by
the writer. The description of MMC course and the syllabus is presented as a
proof to strengthen the writer’s own experience after following MMC course in
ELESP of Sanata Dharma University.
The third step is to design a Blended-learning based classroom. The
theories about what Blended-learning is, the nature of Blended-learning, and how
to implement Blended-learning with the nature of MMC course was combined by
the writer. After that, a Blended-learning based classroom-design was conducted
by the writer in order to answer the research question. The relation between the
theories and the design were presented as well by the writer in order to see the
connection between the theories and the design for the course itself.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
DISCUSSION
The content of this chapter is about the discussion of the problem
formulation that has been written in chapter I. This chapter contains the theories
of Blended-learning which covers what Blended-learning is, the nature of
Blended-learning, and how to apply Blended-learning. This chapter also contains
the description about MMC course, and Blended-learning classroom design for
MMC course. The syllabus of MMC course will be displayed as an additional
resource for this study.
A. The Theories of Blended-learning
There are a lot of discussions, papers, and studies in accordance with the
rise of the usage of the Blended-learning. Many researchers and experts have their
own opinion according to what Blended-learning is. This section consists of 3
parts. The first part contains what Blended-learning is, the second part contains
the nature of Blended-learning, and the third part contains how to apply Blendedlearning, each will be focusing on the theories from experts.
1. What Blended-learning Is
Blended-learning is an online-learning combined with face-to-face
learning. It is a method that occur by the increase of technology nowadays.
According to Graham (2006) Blended-learning is the convergence between
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9
traditional face-to-face learning environments with computer-mediated (or
distributed) learning. This statement strengthens the theories above that Blendedlearning is two different learning methods combined into one method. One is the
traditional face-to-face classroom interaction and the other is computer (or
technology) based learning. These two methods are combined in order to create a
different learning atmosphere in the campus where the students can experience
different ways to study, and the lecturer can teach in a different way of teachings.
Blended-learning is a method that requires „take-and-give‟ interaction. In
which means that Blended-learning is not only a one way interaction, but it is a
two way interaction that requires student‟s engagement in the process. Our current
teaching and learning process usually only „give‟ the knowledge to students, but
Blended-learning offers something else and different. Blended-learning requires
the students‟ participation to take part throughout the process. In other words,
Blended-learning offers more pedagogical richness for us. Graham also mentioned
that in higher education, 83 percent of instructors use the lecture as the
predominant teaching strategy (U.S. Department of Education, 2001). In order to
avoid that predominant teaching strategy which often makes the students bored,
Blended-learning exist. The term Blended-learning itself is to blend two different
kinds of learning into one, one is the traditional face-to-face interaction, and the
other is online-learning. This combination can increase the students‟ participation
and decrease their anxiety in waiting the end of the class, since they are not
always in class. However, Esyin, Norah, and David (n.d.) say that there is no clear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
distinction between self-navigation versus guided navigation. Therefore, the role
of the lecturer is very important here to make it clear.
2. The Nature of Blended-learning
As mentioned before in part A.1, Blended-learning consists of two
methods combined into one, which is the traditional face-to-face interaction and
online-learning. Thus, there are two possibilities may happen in Blended-learning.
First is distance learning, and second is face-to-face learning. Distance learning
has a very high possibilities to occur in Blended-learning, it makes the students
did not need to attend the class. While in face-to-face learning, lecturer and
students meet in the classroom to do the lecture or learning. However, in Sanata
Dharma context, students should attend at least 14 face-to-face meetings with the
lecturer. Therefore, the online-learning substitution class will be replaced with
normal face-to-face class and the class will be held in the computer laboratory for
the whole course instead of doing distance learning.
Blended-learning also requires technology in its implementation. The
required technologies for example are computer, laptop, internet connection, etc.
Although it is quite expensive, but is not in Sanata Dharma University context.
Because Sanata Dharma University has a computer laboratory which can support
the usage of Blended-learning. Also, a minimum requirement for class is
necessary for doing the face-to-face interaction. For example, black/whiteboard,
chalk/marker, table and chair, etc. Those components are necessary for Blended-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
learning, in order to support and help the implementation of Blended-learning
itself.
The elements of Blended-learning are essential before the implementation
of Blended-learning itself. It helps us to come for a better understanding about
Blended-learning first. Graham (2006) mentioned about four elements of
Blended-learning, online-learning, and face-to-face interaction which are: Time,
Fidelity, Space, and Humanness. These four elements are important in order to
understand Blended-learning better so it can be well implemented later on, and to
increase students‟ learning during the course.
a. Time
In blended-learning, the time allocation for face-to-face interaction and
online-learning should be organized well. Both features should be balance in order
to keep the students accomplishing their credits. For example using 1:1 ratio, 1 is
for face-to-face interaction and 1 is for online-learning. It means that for each 1
study-hour in classroom, students need 1 study-hour outside classroom using
online-learning. In that 1 hour, lecturer can do classroom activities with the
students, while in the other 1 hour the lecturer can give students‟ assignments via
online-learning (i.e., reading assigned materials, participating in discussion
forums, or completing online quizzes and tests).
b. Fidelity
Fidelity or consistency is important in Blended-learning. Graham (2006)
suggests a continuum ranging from “High” (i.e., instructional experiences that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
engage all of the senses) to “Low” (i.e. learning experiences that are entirely textbased). Every learning whether it is face-to-face or online learning should be high
in fidelity. Lecturer‟s consistency is needed in order to create visually attractive
and interactive teaching tools that are engaging and also drive students toward the
accomplishment of identified learning outcomes. In short, fidelity determines the
results of Blended-learning itself. Whether the learning is successful or not, it
depends on the level of consistency.
c. Space
According to Graham (2006) the element of space is characterized as a
continuum that extends from full face-to-face, a mixed reality of face-toface/online, and totally online. In other words, it is the continuance of each
aspects of Blended-learning. There is no boundary or limitation for each part of
Blended-learning, for example in full face-to-face, the continuance space for faceto-face aspect is life itself, it means that students (and the lecturer as well) can
learn even at outside class hour. It shows that Blended-learning has the potential
in developing both the students and the lecturer as well.
d. Humanness
The final element in Graham‟s Blended-learning continua is humanness. It
acts as the distinguisher between leaning experience that are delivered by human
(i.e., lecturer) from those delivered by machine (i.e., computer). There will be two
different learning experience gained from Blended-learning, both are completing
each other. Students will get what they did not get from the lecturer in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
computer, and they will also get what they did not get from the computer in the
lecturer. The creativity and sensitivity from the lecturer is important here, to try to
fulfill the students‟ needs in knowledge.
3. How to Apply Blended-learning
Blended-learning cannot be applied without plans before. There are steps
in how to apply Blended-learning method in a course. According to Bath and
Bourke (2010) there are five things to be noted before applying Blended-learning
in a specific course. Bath and Bourke mentioned those five things as (1) the
relevance between course objectives, teaching-learning activities, and assignment
tasks (2) activities should be purposeful, and authentic (3) teaching-learning
activities need to be clearly linked in time and content (4) the workload for a
Blended-learning course should not exceed that of a course in traditional mode
(balance) (5) keeping in proportion. Which according to Bath and Bourke, those
are the guidelines to design Blended-learning based classroom.
Bath and Bourke (2010) also mentioned five more essential systematic
approaches before applying Blended-learning. Which are; Planning for integrating
Blended-learning into the course, Designing and Developing the Blended-learning
elements
mentioned
above,
Implementing the
Blended-learning
design,
Evaluating whether the Blended-learning design is effective or not, and Improving
the Blended-learning itself. Bath and Bourke sees those systematic approaches as
an endless circle which can develop Blended-learning further. If the classroom
design already fulfill its duty to help the students in achieving success in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
course, then it is best to keep it. In the other hand, if the Blended-learning
classroom design has not fulfilled its duty, then it is best to fix and improve it.
Huang, Ma, and Zhang (n.d.) mentioned that task should be clearly identified and
modes of interaction should be put in place right from the start. It is an important
thing to be noted as well before Blended-learning is implemented later on.
B. Mass Media Communication Course Description
Mass Media Communication or MMC course is one of many elective
courses in ELESP using face-to-face interaction method which had 3 credits. The
aim of the course itself is to help the students to understand the nature of
journalism in general and news and feature writing in particular. This course is
designed especially to give the students an experience of writing articles for many
different mass media. In order to prepare for the working world in the future,
MMC course is established to help the students have the experience in journalism
world. The references used for this course are any book on journalism, thus it is
not limited to a certain book. Upon the course completion, students are expected
to have at least the experience of having sent their articles (work) to some mass
media, it can be any newspaper.
The content of the course are the theories related to journal writing,
newsgathering, feature writing, and assignments (writing journal). It is also had a
total of 14 meetings which can be listed as follow:
No. Activities
1.
Introduction to MMC.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
2.
The Nature of News.
3.
The Language of News – 1st draft of 1st assignment.
4.
The Art of Interview – 2nd draft of 1st assignment.
5.
Report and Investigative Report part 1 – 1st assignment deadline. (TS 1)
6.
Report and Investigative Report part 2.
7.
Feature Writing part 1 – 1st draft of 2nd assignment.
8.
Feature Writing part 2.
9.
Columnist – 2nd draft of 2nd assignment.
10.
Freelance and Correspondent – 2nd assignment deadline. (TS 2)
11.
On Final assignment – sharing.
12.
On Final assignment 1st draft.
13.
On Final assignment 2nd draft.
14.
On Final assignment deadline. (on Feature Writing)
Figure 2.1 Table of MMC Course Meetings
In Figure 2.1 we can see that the course is focusing on students‟
preparation to write an article. The main idea of MMC course itself is to help the
students able to write an article/journal. Thus, students need to engage in an
experience that can help them to achieve the target learning. Meyer (2003) says
that in the limited face-to-face interaction allocated hours, students must compete
for time to display knowledge to the teacher. Which is not effective, because the
larger the class means less time for the students to fully understand a particular
material. In Blended-learning, students may have the opportunity to learn more,
absorb more, and to experiment more. For example, students are able to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
understand particular material in the web, because they have much longer time
than in face-to-face class and they still have plenty of time to ask/display their
understanding to the teacher. It shows that Blended-learning can offer the
experience needed by the students in order to achieve the target learning.
There are two main possibilities in implementing Blended-learning for
MMC course. The first possibility is to move the classroom to a computer
laboratory, which can support the realization of Blended-learning itself since it
had enough tools (which cover computer set and internet connection) for students
to work with. The second possibility is by still using the same classroom, but
students should bring a laptop along with them. In terms of cost, the first
possibility is cheaper for the students than the second possibility since it did not
required the students who did not have laptop to buy a laptop. However in terms
of data safety, the second possibility is safer than the first possibility because the
students can save their data in their own laptop. However, the first possibility is
better than the second since it did not burden the students to buy laptop for those
who did not have one. Students can also save their data in the server computer or
by using Exelsa to avoid data loss in the future.
It is also sometimes hard to control the students. Thus the lecturer need to
give an understanding first about Blended-learning in the early meeting. Bath and
Bourke (2010) stated that it is an important step to create an opportunity for
students and lecturer to come together as a group in building a successful learning
and teaching experience in Blended-learning. Thus, to give a purpose to the
students on „what Blended-learning is?‟ and „how to do it?‟ is the very first step to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
do. It is an important thing to do to set the students‟ understanding on how the
course is going to develop in the future. It also can control the students‟ behavior
so the students will not off the track during the process of the course. More
importantly, it can give them the motivation to engage during the course and to
participate in activities during the course. An introduction set is necessary in the
beginning of the course, the idea is to introduce to the students that the course is
going to be different than they usually had. The lecturer may introduce Blendedlearning for the students for the start and how they can learn by using it.
The lecturer needs to create a class-web, it can be Exelsa, Wiki, Pbworks,
or even a Facebook group profile. The purpose of this class-web is to enhance and
to help the course itself. It can also be a place for the students to discuss materials,
to put their assignments, or to do quizzes or tests. The lecturer may decide
whether the web used is for the teacher, students, or whole class freely depends on
the necessity. Most of the class activities can be done in the class-web, for
example the lecturer puts a reading passage in the web so the students can
download it and read it, it can be a place for students to upload their writing tasks,
and it can also be a place for the students to share or to discuss something related
to the lesson.
Additional tools and software are also required in implementing Blendedlearning. It can be a program, website, or any other tools that can enhance the
students‟ performance. It depends on the need of the course and the creativity of
the lecturer to create or use a particular program or website. For example, in
MMC course the students need to gather many sources about an article, therefore
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
the lecturer may let the students to grab one from mass media website. There are a
lot of accessible mass media website from Indonesia (e.g., Kompas, Tribun) or
from outside Indonesia (e.g., BBC) for the students to be able to know on how
article writing is supposed to be done or for simply newsgathering. Not limited to
that, the lecturer also can give the students an assignment of discussion in which
the students are required to discuss a particular material in a forum followed by
everyone else in the course including the lecturer as well.
C. The Blended-learning Classroom Design for MMC Course
It is true that when using Blended-learning, the students are allowed not to
attend the class with online-learning substitution class. However, in Sanata
Dharma context, students should attend at least 14 face-to-face meetings with the
lecturer. Therefore, the online-learning substitution class is suggested to be
replaced with normal face-to-face class and the class can be held in computer
laboratory for the whole course. Without changing the content of the syllabus, the
meeting table is divided along with the Blended-learning elements and in what
way each element of it can make MMC course be more efficient, effective, and
applicable into the following groups of material classification:
Group Activities
1.
Introduction to MMC.
2.
The Nature of News.
3.
The Language of News – 1st draft of 1st assignment.
4.
The Art of Interview – 2nd draft of 1st assignment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
5.
-Report and Investigative Report part 1 – 1st assignment deadline. (TS 1)
-Report and Investigative Report part 2.
6.
-Feature Writing part 1 – 1st draft of 2nd assignment.
-Feature Writing part 2.
7.
Columnist – 2nd draft of 2nd assignment.
8.
Freelance and Correspondent – 2nd assignment deadline. (TS 2)
9.
-On Final assignment – sharing.
-On Final assignment 1st draft.
-On Final assignment 2nd draft.
-On Final assignment deadline. (on Feature Writing)
Figure 2.2 Blended-learning meeting table groups
In Figure 2.2, the first meeting of the course is an introduction to the
course. It is because the first meeting is important for the lecturer to explain how
the class will progress to the students. The lecturer is also expected to introduce
Blended-learning to the students as well. In the first meeting, the students are
expected to understand the rules of the class, the aim of the course, and be familiar
with the implementation of Blended-learning. The lecturer and students may
introduce themselves as well to get to know each other well. The students are also
expected to create their own student‟s-blog for this course, in which it can be a
medium for the students and lecturer later on. While the lecturer is expected to use
Exelsa as the teacher‟s blog, which can also be a medium to discuss/upload
materials. This meeting is highlighting Fidelity when the students and the lecturer
create their blog.
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In the second meeting, the lecturer can start the lesson with the distribution
of a reading passage for each students which can be downloaded from the internet.
The students are allowed to use the computer in order to get their reading passage.
The students should read the passage and after that, there will be a discussion
about the passage. The lecturer may decide how long the discussion will run and
ask some questions to a random students in order to measure their understanding
about the passage. The lecturer also informs the students that there will be TS 1 in
the form of take home test due to next three weeks, therefore the students must
bring their draft of article for the next two weeks. At the end of the meeting, the
lecturer gives the students an assignment for next week. This meeting is
highlighting Space when the students use internet to download the reading
passage and Fidelity when students must bring their draft for the next two
meetings.
In the third meeting, the process is more or less the same with the second
meeting. The students will be asked to download the material, discuss it, and there
will be question and answer session with the lecturer. At this meeting, the lecturer
may use various tools to keep the activities going (e.g., Hot Potatoes). The lecturer
will also check students‟ draft/progress in doing the TS 1. There will be a short
session of consultation for the students to ask the lecturer for their draft/progress
according to the TS 1. The half of the class may consult for this meeting, while
the rest of the class may consult in the following week. At the end of the meeting,
the lecturer may give assignment to the students as well after checking the
students‟ last week assignment. This meeting is highlighting Humanness when
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the lecturer and students are having a consultation and Fidelity for the draft
submission/consultation.
In the fourth meeting, the process is more or less the same with the
previous meeting. The students will be asked to download the material, to discuss
it, to have a question and answer session with the lecturer, and to check the
students‟ last week assignment. The lecturer is also expected to check the
students‟ draft and progress in doing the TS 1. The consultation target is for those
who have not consulted in the last meeting. The lecturer is not expected to give
any assignment for the next following week because the students already had an
assignment to complete their TS 1. However, the lecturer may ask the students to
post their draft in their own students‟ blog so the students will be able to check
their friends‟ progress and their own progress. This meeting is highlighting
Fidelity in materials and draft, Time when students post their draft to their blog
outside the class hour, and Humanness when the lecturer and students are having
a consultation session.
This next group of material classification consists of two meetings, the
first meeting is for the topic and the second meeting is for a guest speaker. In the
first meeting, the lecturer is expected to open the class by asking the students to
submit their TS 1 (it can be via email or in the form of hardcopy). After the TS 1
submission, the lecturer is expected to give a short overall feedback to students.
Then the lecturer may continue to the main topic (Report and Investigative
Report) by distributing a reading passage to the students, discuss it, and there will
be question and answer session with the lecturer. The lecturer is expected to give
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the students an assignment for next meeting. For the second meeting of this group,
there will be a guest speaker. The guest speaker is expected to attend the class
directly, or he/she may give a lecture via Skype (or any other possible media). The
guest speaker is suggested to talk about the topic or his/her experience in dealing
with mass media and the students may ask questions as well. The lecturer is
expected to inform the TS 2 and may give an assignment in the end of the meeting
after checking students‟ last week assignment, once again the form of the
assignment is free to choose. This meeting is highlighting Humanness and Space
when the guest speaker is coming (either directly come to the class or via Skype).
The next group of material classification also consists of two meetings, the
first meeting should be for TS 2 draft checking, and the second meeting is for the
topic. However, in the first meeting, the lecturer is expected to introduce the topic
(Feature Writing) in order to make the students familiar with the topic. After a
brief introduction to the topic, the lecturer is expected to open a consultation
session for half of the class. At the end of the meeting, the lecturer is expected to
give the students an assignment to find out more about Feature Writing from the
internet, to summarize it into a paper, and then to upload it into their respective
students‟ blog. By doing it that way, the lecturer can measure how well/deep the
students‟ understanding about the topic. For the second meeting for this group, the
lecturer is expected to explain about the topic deeper. Question and answer
session or computer-based activities using tools as well is expected (e.g., Kahoot).
For the assignment, the lecturer is expected to post some reading about the topic
in the teacher‟s blog, and then the students are expected to give comment on it.
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Discussion involving whole class is expected, therefore the lecturer may post
something that can arouse the students‟ thinking. This meeting is highlighting
Humanness when the class is having a discussion, Space when doing computerbased activities, and Time for the assignment outside the class hour.
In the ninth meeting in group seven, the lecturer is expected to open the
meeting by presenting another guest speaker. The guest speaker is expected to
have the experience or enough knowledge of the topic (Columnis