ENGLISH WRITING PERFORMANCE USING BLENDED LEARNING IN TVET EDUCATION

Ayuni Madarina Abdul Rahman

Abstract


This study focuses on Technical and Vocational Education and Training (TVET) includes formal, non-formal and informal learning that prepare young people with the knowledge and skills required in the world of work. English has become an important language in Malaysian higher learning institutions that is used as a medium of interaction and for other educational purposes. For this study, the researcher would like to highlight the impacts of blended learning on students’ writing performance. This is due to the concerns regarding students’ difficulty in English writing. The study used experimental research design to conduct the study that involved 60 students from semester 1 who took Communicative English 1. The study has been conducted on two groups, which were experimental and control group. The students had to answer the questionnaire regarding teacher centred approach (control group) and blended learning approach (experimental group). Also, students do writing test to be correlated with the result from questionnaire. SPSS version 23 that used Kendall’s correlation has become the the tool to analyse the result. The result shows that blended learning has a positive effect to the most students in experimental group.


Keywords


blended learning, teacher centred approach, writing skill, students’ perception, English teaching, English learning

Full Text:

PDF

References


Akkoyunlu., B., &Soylu., M.Y. (2015). A study of student’s perceptions in a blended learning environment based on different learning styles. International Journal of Education and Development using Information and Communication Technology(IJEDICT), 11, 80-100.

Banditvilai, C. (2011). Enhancing students’ language skills through blended learning

The Electronic Journal of e-Learning, 14 (3), 220-229. Retrieved from www.ejel.org/issue/download.html?idArticle=508

Chan, W. T. Y., and Leung, C.H., (2016). The Use of Social Media for Blended Learning in Tertiary Education. Universal Journal of Educational Research 4(4), 771-778. Retrieved from www.hrpub.org/download/20160331/UJER14-19505833.pdf

Darmi, R., & Albion, P. (2013). English language in the Malaysian education system: its existence and implications. 3rd Malaysian Postgraduate Conference (MPC2013), 175-183. Retrieved from http://eprints.usq.edu.au/id/eprint/24021

Darus, S., &Subramaniam, K. (2009). Error analysis of the written English essays of secondary school students in Malaysia: a case study.European Journal of Social Sciences, 8 (3), 483-495.

Eldeeb, R. (2013). Review and critique of the book "education and experience" by John Dewey. IOSR Journal of Research & Method in Education, 1(2), 44-47. Retrieved from www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue2/I0124447.pdf?id=1665

Hall, S., & Villareal, D. (2015). The hybrid advantage: Graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education, 27(1), 69-80.

Harwell, R. (2011). The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry. USA: SAGE Publications.

Johnson, L. & Micheal, W.V. (2016). Approaches to teaching EMS: The teacher-centred approaches. 103-120.

Jones, M. G., &BraderAraje, L., (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning. Retrieved from ac-journal.org/journal/vol5/iss3/special/jones.pdf

Jaikumar, J. (2014). Research approach and design. Retrieved from www.slideshare.net/maheswarijaikumar/approach-design.

Kadir, K.A., Noor, W.S.W.M. (2015). Students’ awareness of the importance of English language proficiency with regard to future employment. World Review of Business Research, 5(3),259 – 272. Retrieved from http://www.wrbrpapers.com/static/documents/September/2015/18.%20Kadzrina.pdf

McCall, H. (2017). Using microblogs on Facebook to develop students’ academic reading and writing skills.

Retrieved from

faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume12/Article05.pdf

Mogashoa, T. (2014). Applicability of constructivist theory in qualitative educational research.American International Journal of Contemporary Research, 4(7), 51-59.Retrieved from www.aijcrnet.com/journals/Vol_4_No_7_July_2014/7.pdf

Nahmod, D. (2017). Vocabulary gamification vs traditional learning instruction in an inclusive high school classroom. Retrieved from http://rdw.rowan.edu/etd/2467

Purnawarman, Susilawati, and Sundayana, (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. Retrieved from ejournal.upi.edu › Home › Vol 5, No 2 (2016)

Permana, & Gede, Y., (2017). The Effect of Using Blended Learning Strategy toward the 8 Grade Students’ Writing Competency. Journal of Psychology and Instruction

Retrieved from http://ejournal.undiksha.ac.id/index.php/JoPaI/

Wichadee, S. (2017). A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation. International Journal of Emerging Technologies in Learning, 12(2), 137–154. http://doi.org/org/10.3991/ijet.v12i02.6324

Thirusanku, J. & Yunus. M.M. (2014). Status of English in Malaysia. Canadian Center of Science and Education, 10 (14), 254-260. Retrieved from http://www.ccsenet.org/journal/index.php/ass/article/viewFile/37998/21197




DOI: https://doi.org/10.30743/ll.v2i1.445

Refbacks

  • There are currently no refbacks.


Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id