STUDENTS’ PERCEPTION TOWARDS BLENDED

LEARNING METHOD ON READING AT THE

ELEVENTH GRADE OF SMAN 2 BONE

BACHELOR THESIS

Submitted as a Fulfillment of the Requirements for the Educational

Degree (Sarjana Pendidikan) in English Education Program

By
ARMI ANGRIANA
Student Id. 02.18.4076

TARBIYAH FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES
IAIN BONE
2022
 STATEMENT OF ORIGINALITY

This is to certify that to the best of my knowledge, the content of this thesis entitled
“Students’ Perception towards Blended Learning Method on reading at the Eleventh
Grade in SMAN 2 Bone” is my own work. This thesis has not been submitted for any
degree or other purposes. I certify that the intellectual content of this thesis is the
product of my own work and this is proven by the result of plagiarism check attached
in this thesis. Further, all the assistance received in preparing this thesis and sources
have been acknowledged.

Watampone, 2022

Armi Angriana
Student Id. 02.18.4076

iii
 APPROVAL SHEET

The two consultants of Armi Angriana, Student Id. 02184076, the student of English
Education Department of IAIN Bone had carefully examined and corrected the thesis
on the title “Students’ Perception towards Blended Learning Method on Reading
at the Eleventh Grade in SMAN 2 Bone”, and assumed that the thesis fulfilled the
requirements to be scientific writing and can approved to be submitted to final
examination.

Approved by:

Consultant I Consultant II

Nursidah, S.Pd., M.Pd. Rahmah Wahdaniati Suaib, SPd., M.Pd.

NIP. 197702072005012003 NIP. DT025

iv
 LIST OF CONTENT

COVER PAGE ....................................................................................................... i

TITLE PAGE......................................................................................................... ii

STATEMENT OF ORIGINALITY..................................................................... ..iii

APPROVAL SHEET ............................................................................................ iv

LIST OF CONTENT ............................................................................................. v

LIST OF TABLE ................................................................................................. vii

ABSTRACT ......................................................................................................... ix

CHAPTER 1 INTRODUCTION ..................................................................... 1

A. Background ................................................................................. 1

B. Problem Identification ................................................................. 3

C. Research Question ....................................................................... 3

D. Research Objectives..................................................................... 3

E. Research Significance .................................................................. 3

F. Research Scope............................................................................ 4

CHAPTER II LITERATURE REVIEW ........................................................ 5

v
 vi

A. Review of Related Literature ................................................... 5

B. Theoretical Review ................................................................. 7

C. Conceptual Framework ......................................................... 23

CHAPTER III RESEARCH METHOD ....................................................... 24

A. Research Approach and Design ............................................. 24

B. Site and Participants .............................................................. 24

C. Research Instruments ............................................................ 24

D. Procedure of Data Collection................................................. 26

E. Technique of Data Analysis .................................................. 27

CHAPTER IV FINDING AND DISCUSSION ............................................. 29

A. Findings ................................................................................ 29

B. Discussion............................................................................. 44

CHAPTER V CONCLUSION AND SUGGESTION ....................................... 47

A. Conclusion ............................................................................ 47

B. Suggestion ............................................................................ 48

BIBLIOGRAPHY ................................................................................................ 49

APPENDICES ..................................................................................................... 52

CURRICULUM VITAE ...................................................................................... 82

 LIST OF TABLE

Table 1 : The result of Observation

viii
 ABSTRACT

Author Name : Armi Angriana

Student Id. Number : 02.18.4076

Title of Thesis : Students’ Perception towards Blended Learning Method on

Reading at the Eleventh Grade of SMAN 2 Bone

This thesis discuss about the students perception towards blended learning
method on reading at the eleventh grade of SMAN 2 Bone academic year 2021/2022.
The study aimed to find out the students’ perception towards blended learning
method on reading at the eleventh grade in SMAN 2 Bone. This research includes
qualitative research with descriptive qualitative. Sampling in this study using the
purposive sampling technique, where the sampling technique were take one teacher
and 5 students. The data was collected by interview and observation. The result of
this research showed that most of students’ perception towards blended learning
method was hard to be applied on reading to apply on reading especially in that
school. Because, the bad network connection, the students did not feel comfortable
with that method and the material became more difficult to be understood. But, some
of the students felt that this method was actually good. Because, it make the students
have flexible time in studying.

Keywords: students’ perception, blended learning, reading.

.

ix
 CHAPTER I

INTRODUCTION

A. Background

English is the most widely spoken language in the world for communication.

In English, there are four skills; reading, listening, writing and speaking. They

all have strong relationships with each other. On this research, the researcher focused

on one of the skills. It is called reading.

Reading is used to gain information from what the writer wants to convey by

writing. Reading is a process that readers use to get writer's purposes through his

written work (Frankel, et al., 2016, p. 7). With reading, the readers can get

information from the books, articles, journals, and etc.

Nonetheless, there are still difficulties common to readers. That makes

it difficult for the reader to understand what the writer meant. There are a minimum

of four reasons why readers get difficulties in perceiving and comprehending text.

The primary is as a result of the readers and also the writer does not share constant

code. The second is that the readers do not have enough information regarding the

text. Alternative reason is the complexness of the idea expressed within the text. The

last isthe vocabulary that is not acquainted to the readers (Puspitarini, 2017, p. 7).

In fact, those are also the difficulties of the students of SMAN 2 Bone that the

researcher has interviewed already. The students of SMAN 2 Bone feel difficult to

understand the reading because a lack of vocabulary. The lack of vocabulary

is indeed one of the obstacles in the English learning, including reading. Coupled

with the current learning process which requires students to study more from home

or in other words online learning which certainly greatly affects the acquisition of

1
 2

understanding of students' reading learning. In this condition, the method and e-

learning applications used are expected to make the learning process easier and more

effective such as WhatsApp, Zoom, Google Meet and etc. (synchronous) and Google

Classroom and etc. (asynchronous) application. Therefore, blended learning

methodas an alternative learning that is suitable for this condition.

Previously there had been some research regarding blended learning method:

one of them is Humaira, she was investigating the effect of blended learning activity

in teaching reading at second grade senior high school of MAN 2 Model Mataram in

the academic year 2017/2018.

Blended learning is traditional face-to-face and hybrid online learning, so that

the instructions are conveyed well in the classroom and online, and this is where the

online components become natural, traditional, in-class add-on learning. In addition,

blended learning is used to describe a mixture of media contributions; class-based

face-to-face methods (synchronous), distance learning methods (both

synchronous and asynchronous). Blended learning represents a commitment, the

amalgamation of face-to-face components with computer-based distance learning in

which teachers and students interact dynamically (Komang, et al., 2014, p. 2).

Based on the research above, the researcher feels interest to observe about the

students’ reading comprehension with using blended method. Whether it can increase

or decrease the students’ reading comprehension or not. So, the researcher conducts

a research entitled: “Students’ Perception towards Blended Learning Method on

Reading at the Eleventh Grade of SMAN 2 BONE”.

 3

B. Problem Identification

By understanding the key terms, it makes this research is less complicated to

be understood by other researcher and readers. There are several key terms are

related to this research such as:

1. The students feel difficult to understand the reading because a lack of

vocabulary.

2. And the complexness of the idea expressed within the text.

C. Research Question

Based on the background above, the researcher formulates the problem

statement of the study as follows: ”What are the students' perception towards blended

learning method of reading?”

D. Research Objectives

Based on the problem statement above, the objective of the research is

students' perception towards blended learning method on reading at the eleventh

grade of SMAN 2 BONE.

E. Research Significance.

The result of this study is expected to provide these following benefits:

1. Theoretically, this research is expected to be a good reference to know the

students' perception towards blended learning method on reading.

2. Practically, this research is expected to be one of the sources of knowledge

and information that can be use for all people:

a) For the teacher, this research is expected to help the teacher to improve

their methods in teaching learning process in the classroom. Hence, the

teacher can apply an appropriate method to make the teaching more

 4

interesting and enjoying in face to face learning also even in online class.

Hopefully, it can be also useful reference for the English language

teaching.

b) For the students, this research is expected to help students to be pay

attentionabout the offline learning and online learning. Therefore, they can

get the best way to solve their problems on reading.

c) For the next researchers, this research will be as a comparative study for

reference materials.

F. Research Scope

Researcher limits it to focus on the students perceptions’ towards blended

learning at the eleventh on reading at the eleventh grade of SMAN 2 BONE.

 CHAPTER II

LITERATURE REVIEW

A. Review of Related Literature

Many researchers have been performed same as will do which is related to the

method or media the researcher related to the students’ perception towards blended

learning method. They are as follows:

The first research, according to Warman (2018, p. 27) on his research with

title of her study is “Students’ Perception of Using WhatsApp in Blended Learning

on Reading Comprehension”, that there is an increasing recognition that English

reading provides nice opportunities in up language skills. Most EFL learning

opportunities are sometimes classroom-based and/or teacher-centered instead of

centered on students and their wants within and out of doors of the classroom.

However, there has been a growing interest in change theoretical assumptions and

new instructional approaches and strategies which will maintain effective learning,

particularly, underneath collaborative, authentic, and substantive conditions.

The second research, according to Humaira, Abash, & Adyati ( 2018, p. 44).
The titleof their research is “Investigating the Effect of Blended Learning Activity in

Teaching Reading at Second Grade Senior High School.” The aim of this research is

to investigate the effects of the use of blended learning techniques on reading lessons

among students of second grade of the Man 2 Model Mataram in the academic year

2017/2018. In that research, the researcher gave the test for the students to collect the

data.

5
 6

The last research, according to Sari (2016, 7). The title of her research is

"Students’ Perception in a Blended Learning Speaking Class”. The purpose of this

research was to describe students' perceptions of blended learning, which is a

combination of face-to-face classroom and online class using Schoology for speaking

skill. Twenty-six people participated in the research in Bandar Lampung University

second semester students. The information was gathered through the use of a

questionnaire. After students completed the materials, a questionnaire was posted.

The questionnaire was made available in Schoology is accessible via the Google

Forms website. The study's findings revealed that blended learning is effective. This

environment is categorized as something new for the students, but it facilitates

students' understanding.

Referring to the previous researchers finding above, it is indicated that there

are several the same perception of some experts, that is online learning and offline

learning can be mixed to improve or influence the students’ reading skill. Also,

blended learning method is not just about learning from home and learning in

school, but it is also about synchronous and asynchronous applications which

combine with face to face learning. Then, the difference between the researches

above and this research is the first research used WhatsApp as media, the second

research focused on the effect of blended learning and the third research focused on

speaking subject. Meanwhile, in this research the researcher will focus on the

students' perception towards Blended Learning method on reading at the eleventh

grade in SMAN 2 Bone.

 7

B. Theoretical Review
1. Reading
a. The Definition of Reading

Reading is used to gain information from what the writer wants to

convey by writing. Reading is a process that readers use to get writer's

purposes through his written work (Frankel, Becker, Rowe, Pearson &

David, 2016, p. 7). It means, reading is a process to get the information

from the writing.

Then, reading is not only understanding the meanings of texts and

interpreting information, but also correctly structuring information. In

addition, Hudson argues that reading is motivated by the specific goals of

readers, and is the goal is to improve understanding of the text. Reading

is a complex process that includes a process of understanding (Alwasilah,

2020, p. 42).

From the above elaboration, it can be concluded that reading

comprehension is a process aimed at correctly understanding the ideas

ofa text.
b. The Benefit of Reading

1) Cognitive Benefits

Reading can sharpen and brighten our minds. Also, reading

not only makes us better readers, but also makes us better thinkers

and problem solvers. The cognitive benefits of reading go far beyond

as a subject of English.

2) Social Benefits

Reading increases awareness of human experience. This

 8

awareness helps nurture the empathy and understanding of others.

Reading also can help us to achieve our leadership ability. These

effects are particularly applicable to reading literary fiction.

Especially work in larger and universal issues, such as society,

politics and the human conditions. A study published by the

American association for the progress of science students the impact

of literary fiction on one’s ability to understand others. The article

referred to this of humans to discern that others have beliefs and

desires different from their own beliefs and desires.

3) Emotional/Health Benefits

Reading additionally provides knowledge and emotional

comfort. Within the Enchanted Hour, a book concerning the edges of

reading, Wall Street Journal author Meghan Gurdon explores

however reading with this. She says, “In literature, we tend to are

free of physical constraints and from the orthodoxies of our time

and place. We tend to meet characters we would never encounter in

the realworld. In a vicarious manner we have a tendency to expertise

life through them.” In our busy associated heavy lives, an occasional

escape may be a nice relief, even as reading will increase our

emotional awareness of others, diving into the experiences of

characters in books may change readers to envision themselves a lot

of clearly (Wagstaff, 2020).

 9

c. The Aspect of Reading

Reading is presented in a systematic manner as follows:

1) Input: input includes knowledge of letters, word meanings, previous

experience, and curriculum includes textbooks and teaching

methods, as well as what students usually perceive as positive or

negative, and transformative information.

2) Operational procedures: actions that mainly include recognizing

wordsthrough recognizing the general shape of linear units, matching

letters and word formations, or using the context of phrases and

linguistic structure, and then matching words with their meanings.

listed in the mind in the third step, which involves connecting the

different parts of the meaning to understand the overall meaning. All

this is done using effective long-term memory and, in particular,

working memory.

3) Exit: Exit is expressed by completing the reading process by

understanding the text and understanding the meaning. If the input is

incomplete, the output will be dominated by defects (Mahmoud,

2015, p. 63).

d. The Type of Reading

According to Pattel and Praveen, there are 4 types of reading.

1) Intensive Reading

According to Pattel and Praveen, Intensive reading is said to

additional progress in learning beneath the teacher's steering. It will

provide a basis for explaining structural difficulties and expanding

 10

vocabulary and idioms. There will also be material available to

help develop better fluency in speaking and writing. The material

selected must match the material type. The advanced student would

enjoy the mother tongue: stories, novels, plays and poems, articles

on scientific discoveries, artistic achievements, political

development, and aspects of contemporary community life in a

country where the language is spoken.

2) Extensive Reading

According to Pattel & Praveen (2008, p. 115), Extensive

reading is the level of difficulty is lower than in intensive reading.

The purpose of extensive reading is to train the student to read

directly and fluently in the target language for their pleasure, without

the help of the teacher. Extensive reading can form the basis of oral

reports for the rest of the class or a full class discussion.

3) Aloud Reading

Patel & Praveen (2008, p. 115) explicit that reading aloud

conjointly play necessary role within the teaching of English. The

teacher ought to understand that the coaching of reading aloud

should tend at primary level as a result of it is the bottom of words

pronunciation. If it does not care, it will be terribly troublesome at

the secondary level.

4) Silent Reading

Patel & Praveen (2008, p. 115) state that silent reading is a

very important skill in teaching English. This reading should be used

 11

to improve the reading skills of students. Silent reading is done to

get a lot of information. The teacher must make them read silently if

they can read without difficulty. It is a kind of habit where the

student can read without an audible whisper.

e. Reading Comprehension

Comprehension as “the perception and possession of knowledge

about understanding what something means or an indication of coming to

a conclusion, receiving a message from something seen, heard or from a

word, sentence, behavior, event or fact. If someone just reads something

and do not get the information or the understanding, he is not really

reading. Furthermore, the importance of reading rate throughout the

method of reading comprehension must not be ignored. Akyol reported

that redundantly slow reading rate negatively affected comprehension and

reading amount; and reading quick cut the speed for comprehension

(Savaşkan, 2017, p. 80).

In this case, information relies upon not handiest at the traits of the

reader, consisting of previous information and running memory, but

additionally on language processes, consisting of fundamental studying

skills, elaboration, vocabulary, sensitivity to textual content structure,

irregularities, and motivation. It additionally calls for the powerful use of

strategic processes, consisting of tracking information. If the readers are

adept in their information skills, they are able to development

efficaciously from the mastering degree of studying till the very last

purpose of studying (Rombot, Boeriswati, & Suparman, 2020, p. 59).

 12

From the definition above, the writer defines comprehension is the

reason of reading. It is not only reading, but how the reader can get the

knowledge, the information and the understanding of what they read.

f. Teacher Strategy in Teaching Reading

In teaching English, the teacher as the center and mediator of the

students in the classroom, needs to prepare some teaching strategies and

principles in order to teach the students. So that they can understand well

what the teacher is teaching in the classroom. In teaching reading, the

teacher needs some strategies to help students understand reading texts.

According to Brown, the following are seven strategies that can be used

inteaching reading comprehension in the classroom.

1) Identify the purpose of reading

If the reader knows the purpose of reading, the reader can

create distraction or unwanted information. In this way the students

know what information they want to know when reading the texts.

2) Use emic diagram rules and patterns to aid in bottom-up decoding

(especially for beginners)

In the early stages of learning English, one of the difficulties

students find in learning is reading correspondence between

verbal speaking and writing. Here the teacher should also teach the

phonetic words with an ordered vowel sound like (bat, leg, wish, etc.)

3) Using efficient silent reading techniques for relatively rapid

comprehension (for intermediate to advanced levels)

For advanced learners, the teacher can apply reading quickly to

 13

reduce the time spent reading Readers do not need to pronounce every

word or know the meaning go each word, but understanding the text

is more important.

4) Skimming the text for the main ideas

Skimming is one of the most valuable reading strategies for

learners. Searching consists of quickly going through a full text

(e.g. an essay, article, or chapter) to find out what the text is

talking about or to find out the main idea behind the text. Skimming

gives the readers the benefit of being able to guess the purpose of the

passage, the main topic or massage, and possibly some of the

developing or supporting ideas.

5) Scanning the text for specific information

Scanning consists in quickly finding some fragments or

information that the reader needs while reading a text. In the scanning

exercises, students may be asked to look up names or dates, find a

definition of a key term, or list a number of supporting details.

6) Use semantic mapping or clustering

Readers can summarize the long chain of idea so divide in

grouping of the important key of the word that you will get while

reading. It helps the reader to remember the content of the text.

7) Guessing when you are not certain

Learners can use guessing to their advantages to:

a) Guess the meaning of a word.

b) Guess grammatical relationship (e. g. , a pronoun reference).

 14

c) Guess a discourse relationship.

d) Infer implied meaning (“Between the lines”).

e) Guess about a cultural reference.

f) Guess content massages (Suryani, 2019, pp, 14-16).

2. Blended Learning
a. Definition of Blended Learning

Blended learning is a combination of different learning tools

(technologies, operations and interfaces) to design the best learning

programs for specific purposes. Collis and Moonen argue that blended

learning is a mixture of traditional face-to-face and online learning, so

that learning takes place both in the classroom and online (Ghanem, &

Hamayil, 2011, p. 58). Latchem and Jung also say that blended learning

combines face-to-face classroom learning methods with computers to

create teaching methods and new learning environments, and Thorne

explains that the goal of blended learning is to provide learners with an

interactive learning experience and flexibility (Alwasilah, 2020, p. 43)..

b. The Benefit of Blended Learning

According to April Giarla (2018, pp. 32-33), blended learning is

important because it breaks down traditional walls of teaching that do not

work for all students, and now, with access to the latest technology and

resources, we can tailor the learning experience for every student. Time

frames can be adjusted for each person so they can learn at their own

pace.
 15

1) Advantages of Blended Learning for Teachers

a) Teaching is much less luxurious to deliver extra lower priced and

saves time.

b) Blended learning offers flexibility in terms of availability: anytime,

anywhere. In other words, e-Learning enables the student to access

the materials from anywhere, anytime.

c) Access to global resources and materials appropriate to the level of

knowledge and interests of the students.

d) Self-space for slow or fast learners reduces stress, increases

satisfaction and retention of information.

e) E-learning enables more affective interaction between students and

their teachers through the use of email, discussion forums, and chat

rooms.

f) Students can also learn through a variety of activities that apply to

different learning styles.

2) Advantages of Blended Learning for Students

a) Increase Student Interest: When technology is incorporated into the

school curriculum, students are more likely to be interested,

focused, and enthusiastic about the subjects they are studying.

b) Keep Students Focused Longer: Using computers to find

information and data is a great life saver, combined with accessing

resources like the Internet to do research, for longer periods of time

than with books or paper resources, this commitment also helps

develop learningthrough exploration and research.

 16

c) Provides the student with autonomy: The use of e-Learning

materials increases the student's ability to set appropriate learning

goals and take their own learning into their own hands,

developing a skill that is translatable in all subjects (Humaira,

Asbah & Aty Adyati, 2018, pp. 32-33).

3) Principles of Blended Learning

Teachers fascinated by redesigning their traditional face-to-

face (F2F) categories for alloyed delivery might notice the method

overwhelming. Below are 3 guiding principles for obtaining started

with planning effective blended learning. Diaz, V. and Brown, M. Set

the Rhythm of the Course

Effectively designed blended courses transcend the superficial

add-on of non-F2F (face to face) parts into the standard F2F (face to

face) course structure. There ought to be a natural rhythm between in-

class and out-of-class components, every complementary and synced

with one another. For example, a Tuesday/Thursday course that keeps

solely the Tuesday session in-class ought to be redesigned in order

that activities for the Thursday on-line session can build upon what

happened the previous Tuesday and previews what is to return the

subsequent Tuesday.

4) Differentiate Content from Mode

Once planning alloyed courses, it is crucial to differentiate

content (educational materials like readings, lectures, assignments)

from mode (i.e., the tactic through that content is delivered, such as
 17

textbooks, videos, discussion boards, etc.).

5) Define When Learning Happens

Since blended courses scale back in-class time, it is vital to

arrange what learning happens when. Typically, any learning that

advantages from the immediate feedback of the college which needs

social/emotional connections among learners is healthier done

synchronously in-class or through web conferencing. All alternative

learning (preparation exercises, reading, discussion) is delivered

online (Hadjileontiadou, Dias, Diniz, & Hadjileontiadis, 2015, p. 93).

3. Concept of Perception
a. The Definition of Perception

Generally, the term of perception is used in the psychology field.

In terminology, perception is a direct response from absorption or

someone process in knowing some things through sensing. Meanwhile,

in the big psychology dictionary, perception is defined as a process of

observing a person's environment by using senses, so that become aware

of everything that is in environment. Perception is a cognitive process

that is experienced by everyone in understanding information about

environment, either through sight, hearing, appreciation, feeling, and

smell. Simply, perception is as a set of mental actions that organize

sensory impulses into a meaningful pattern (Asrori, 2020, p. 50).

Perception is a process of interpreting or interpreting information

obtained through the system of human senses. There are three aspects of

perception that are considered relevant to human cognition, namely

 18

sense recording, pattern recognition, and attention. From the

explanation, a common opinion can be drawn that perception is a

process that starts from sight to form a response that occurs within the

individual so that individuals are aware of everything in their

environment through their senses (Javanti & Arista, 2018, p. 208).

b. Condition of Perception

According to Sunaryo in Javanti & Arista, conditions of

perception are as follow:

1) There is the perceived object.

2) There is concern which is the first step as preparation for making

perception.

3) There is sense/ receptor, is tool for receiving stimulus.

4) Sensory nerves as tool for transmitting the stimulus to the brain, then

as a tool for responding.

c. Elements That Affect The Perception

Wilson in Javanti & Arista stated that there are elements from

outside and inside that affect the perception include the following:

1) External Elements

a) Concreteness is an abstract form or idea that is difficult to perceive

compared to the objective.

b) Novelty, usually more interesting to perceive than new thing.

c) Velocity, for example fast motion to stimulate emergency is

effective than slow movement.

 19

d) Conditioned stimuli, a condition stimulus, like a door bell, ring

phone, etc.

2) Internal Elements:

a) Motivation, for example feeling tired to stimulate the respond.

b) Interest, interesting thing get more attention than unattractive

things.

c) Need, the need for certain things will be the center of attention.

d) Assumptions also affect perception according to experience of

seeing, feeling, etc. (Javanti & Arista, 2018, pp. 213-217)

d. The Process of Forming Perception

According to Parek in Asrori, perception is influenced by

internal factors related to oneself (e.g. educational background,

differences in experience, motivation, personality and needs) and

external factors related to the intensity and size of stimuli, movement,

repetition and something new. Thus, talking about perception is

basically related to the process of someone's treatment of information

about an object that enters on him through the process of observation

using the five senses. Walgito stated that the formation of perception

through a process, in which the flow of the perception process can be

stated as follows:

Starting from the object that causes the stimulus and the stimulus

hit the senses or receptors. This process is called the natural process

(physical). Then, the stimuli received by the sense organs are continued

by the sensory nerves to the brain. This process is called a physiological

 20

process. Furthermore, there is a process in the brain, so that the

individual can realize what he received with the receptor, as a stimulus

he received. The process that occurs in the brain/center of consciousness

is called the psychological process. Thus, the last stage of the perception

process is the individual is aware of what is received through the senses

(receptors). Perception is part of the whole process that produces a

response or response which after the stimulus is applied to humans. The

sub processes are recognition, feeling, and reasoning. Perception and

cognition are required in all psychological activities. Feeling and

reasonable are not necessary parts of every stimulus-response situation,

although most individual conscious and independent responses to a

stimulus are thought to be influenced by reason or emotion or both. In

the process of perception, there are three main components:

1) Selection is the filtering process by the senses to external stimuli, the

intensity and its type can be a lot or a little.

2) Interpretation is the organizing information process so it has meaning

for someone. Interpretation is influenced by various factors, such as

past experience, value system adopted, motivation, personality, and

intelligence.

3) Interpretation and perception are translated in the form of behavior as

a reaction. So that, the perception process is to select, interpret, and

round off the information that arrives (Asrori, 2020, pp. 51-52).

e. Influence Factors and Play A Role in Perception

Miftah Toha in Asrori states that the factors that influence a

 21

person's perception are as follows:

1) Internal factors: feelings, attitudes and individual personalities,

prejudices, desires or expectations, attention (focus), learning

processes, physical conditions, mental disorders, values and needs as

well as interests, and motivations.

2) External factors: background of family, obtained information,

knowledge and needs around, intensity, size, opposites, and repetition

of motion, new and familiar things or unfamiliar objects.

Other factors that influence the formation of a person's

perception are as follows:

1) Frame of Reference is the knowledge framework possessed which is

influenced by education, reading, research, etc.

2) Frame of experience, which is based on the experience that has been

experienced which cannot be separated from the state of the

surrounding environment.

Stephen explains that there are several factors that influence a

person's perception, namely:

1) The individual concerned (perceiving)

If someone sees something and tries to extend an

interpretation of what he sees, he will be influenced by the individual

characteristics, such as attitudes, motives, interests, interests,

experiences, knowledge, and expectations.

2) The target of perception

The target of perception can be a person, object, or event.

 22

Traits usually affect a person's perception of seeing it. Perception to

target is not something seen in theory but in relation to the people

involved. This causes a person to tend to group people, objects, or

similar events and separate them from other dissimilar groups.

3) Situation

Perception must be viewed contextually, which means the

situation in perception arises, must receive attention. The situation is

a factor that plays a role in the process of forming one's perception

(Asrori, 2020, pp. 52-53).

 23

C. Conceptual Framework

Based on the conceptual framework explained before, the conceptual

framework is arranged by the researcher as follows:

Method

Blended Learning

Reading

Students’ Perception

In teaching reading, method that is used very much supports the

teaching and learning process. One of the methods used is blended learning.

From this conceptual framework, the researcher focus on the reading learning
in the classroom by using blended learning to find out how the students‟

perceptions about the use of this method.

 CHAPTER III

RESEARCH METHOD

A. Research Approach and Design

The researcher employed the qualitative descriptive with a case

study technique. Qualitative studies are the collection and analysis,

interpretation of full narrative and visual records to promote the perception

of a selected phenomenon of interest and involvement or a social interest

from the attitudes of the study participants. Case examine is a qualitative

studies technique to accomplish studies on a unit of examine or bounded

system (e.g., a character teacher, a classroom, or a faculty may be a case)

(Gay, Mills & Airasian, 2012, p. 443).

B. Site and Participants

1. Site

This research took place in SMAN 2 BONE Jln. Poros Bone- Sinjai,

Mare District, Bone Regency.

2. Participants

The participants of this research took 5 students at the eleventh

grade of SMAN 2 BONE.

C. Research Instrument

Instrument is methodological research tool used in research to

collect the data. The researcher needed some instruments. The

instruments that are used inthis research will be observation, and interview.

24
 25

1. Observation

Observation is a method or a way of systematically analyzing

and storing notes that are limited not only to people but also to other

natural objects (Sugiyono, 2014, p. 145). The researcher will observe

the process of learning English through a Blended Learning method in

learning reading. Observation will be divided into two types according

to its implementation, namely (1) Participatory observation is a kind of

observation. When used, it provides complete and clear data and knows

the meaning of any visible behavior in which the researcher directly

participates. (2) Non-participatory observations are observations in

which researchers do not participate directly but only as independent

observers (Sugiyono, 2017, p. 227). In this research, the researcher is

not directly involved and only observed, the observation used is the

observation checklist. An observation checklist is a method of

observation that can provide information about the occurrence or failure

of the observed behavior appears (Sugiyono, 2017, p. 227). The

behavior of the participants is indicated by an observation checklist of

the responses yes and no recorded. Observations are made in this

research to determine the students‟ perception towards blended learning

method on reading.

2. Interview

An interview is a conversation with purpose. The conversation is

conducted by two parties, namely the interviewer who asked the

questions and respondents who answered the questions (Moleong,

 26

2012). Qualitative research uses people as research tools to collect data

from students and teachers or other parties through interviews. There are

three types of interviews, namely (1) A structured interview, which is

an interview in which the researcher has prepared a research tool in the

form of a written question with a prepared answer. (2) A semi-

structured interview is a more open type, a problem- solving interview

where participants are asked for their views and ideas during data

collection. (3) An unstructured interview is a stand-alone interview in

which the researcher does not use a structured and comprehensive

interview with management collect data (Sugiono, 2017, p. 226).

In this research, researcher used semi-structured interview

model. The semi-structured interview is an oral exchange in which one

person, the interviewer, tries to get information through questions from

another person. In semi-structured interviews, the researcher is armed

with key questions that can be developed as the interview process

evolves to lead to the expected data collection. This Interview is used to

obtain information from sufficient data to determine the students’

perception towards blended learning method on reading.

D. Procedure of Data Collection

This procedure of collecting data of the research followed the

procedure as follows:

1. Observation

In this research procedure, the researcher conducted observation

procedure that take meeting by using file notes to collect the data for
 27

supporting the interview. Researchers uses an observation checklist with

"yes" and "no" answers by paying attention to the important components,

that is the student's responses to the blended learning method.

2. Interview

In this research procedure, the researcher interviewed five students

and of SMAN 2 Bone. The first thing to prepare was a list of questions for

asking questions related to the students’ perception towards blended

learning method on reading. In the interview process, the researcher

prepared two options that could be used, the first was using audio recording

where there was a direct interaction process during the question and

answer process, and the second was using voice notes via WhatsApp

application which meant the question and answer process was done

indirectly or online. It depended of the condition. Each student got the

same questions that must be answered. In conducting the interview the

researcher used Indonesian then, the researcher transcribed all the answers

from the participants into English to analyze the results of the interview.

E. Technique of Data Analysis

The qualitative data analysis suits this research is from Miles and

Huberman. The approach was familiarly called “Transcendental realism” and

the main components of their analysis are data reduction, data display, and

verification data (Punch, 2009, pp. 174-175). The explanation of the main

components is explained as follows:

1. Data reduction

The first step is reduction. Reduction means summarizing, and

 28

selecting the point. Reduced data will provide a clearer picture and make it

easier for researchers to carry out further data collection and look for them

if needed (Sugiyono, 2012, p. 247). In this case, the data that was selected

by the researcher was the students’ perception towards blended learning

method from the results of observation and interview during reading

learning process of eleventh-grade students at SMAN 2 Bone.

2. Data display

After reducing the data, the next step is to display data

presentation. The presentation data of this research takes the form of

short descriptions, graphics, category relationship, flowcharts and the like.

By viewing the data, it becomes easier to understand what happened, plan

the next work based on what is understood (Sugiyono, 2012, p. 249).

3. Data verification

The third step in qualitative data analysis is to draw conclusion and

verify. The initial conclusions conclude are temporary and can change if

no solid evidence is found to support them at the next stage of data

collection. But if the conclusions made in the early stages are supported by

valid and consistent evidence then the conclusion are valid (Sugiyono,

2012, p. 252).

The researcher got the conclusion on the students’ perception

towards blended learning on reading to the eleventh-grade students of

SMAN 2 Bone.
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of two sections. The first section deals with data

findings through observation, and interview. The data consists of observation and

interview result. The second section deals with discussion.

A. Findings

1. Analysis of the result of observation

The data collected through the observation to know identification the

students’ perception towards blended learning method on reading at the

eleventh grade in SMAN 2 Bone. The researcher implemented to 5 students of

the eleventh grade in SMAN 2 Bone.

The observation was made directly in the classroom during the

learning process. In this observation, the researcher used the observation

checklist to make it more effective. It was presented as follows:

Table 1 Result of Observation

Observation Aspects
No Yes No

1. The students study with combining online and offline √

learning.

2. The students learn balanced between studying offline and √

online.

3. The students have the same opportunity to ask the teacher √

about the material both offline and online learning.

29
 30

4. The students get assignment in online learning. √

5. The students study prefer online to offline. √

6. The students feel more comfortable in learning online than √

offline.

7. The students feel more comfortable in learning offline than √

online.

8. The students study by using online application. √

9. The students use more than one online application in learning. √

10. The students use application in performing tasks. √

11. The students enjoy study in blended learning. √

12. The students are able to easily gain knowledge in blended √

learning.

13. The students get more information in blended learning √

process.

14. The students feel more comfortable in blended learning. √

15. The teacher gives assignments to students in the form of √

quizzes or questions in blended learning method.

 31

a. Based on the data number 1 to 7 above, the researcher could

conclude that the students studied with combining and balancing

between online and offline learning. In learning process, the students

had the same opportunity to ask the teacher about the material both

offline and online learning. And for the task, the students got it in

online. But, most of students preferred to study offline to online.

Because they felt more comfortable in offline learning than online.

b. Based on the data number 8 to 10 above, the researcher could

conclude that the students used online application in learning

process, and they used more than one application. Then, they used

the application to interact with the teacher in learning process and

performing the tasks.

c. Based on the data number 11 to 15 above, the researcher could

conclude that the student actually enjoyed study in blended learning.

Because, they could gain more knowledge and information easily.

But the students still felt more comfortable in offline learning than

blended learning.
 32

2. Analysis of the result of interview

The interviews were conducted by using voice note feature in

WhatsApp application, where the researcher was doing question-and-answer

process via voice note. The students must answer the question from the

researcher, as follows:

a. What do you think about blended learning method on reading?

Student 1:

The blended learning method is still not a good fit,

especially in my school let alone applied to English. Because, it

makes the material is more difficult to understand.

Student 2:

Actually, the blended learning method is still poorly applied

at my school. I prefer only offline learning, because it makes it

easier to interact with teacher and friends while online learning is

still jammed in the network.

Student 3:

The blended learning method is good, but I prefer offline

learning because it is easy to interact with friends as well as teacher

and the material is easier to understand. Because when it comes to

online learning, I find it difficult to understand the material, let

alone via Zoom or WhatsApp application.

Student 4:

I think blended learning is less effective in learning.

Because, everything seems finite in terms of both the facility and

 33

the absorption of the science. Blended learning also made us not

able to get familiar with friends because the minimum meetings

were offline.

Students 5:

Blended learning method is good but I prefer offline

learning because I can interact directly with the teacher.

Based on the explanation above, most of students stated that

blended learning method was still poor applied at their school. And

they preferred offline to online or blended learning. Because, in

offline learning they could interact directly with the teacher and

they felt easy to understand the material. So, the researcher could

conclude that the students thought that the blended learning was

still poor applied at the school, because the material became harder

to understand especially for reading in English subject. Also they

could not to meet and interact directly with the students and the

teacher. And then, the bad network connection made everything

became difficult.

b. What applications are most appropriate to use in blended

learning?

Student 1:

The application that I used was WhatsApp and Zoom, so the

Zoom link was sent in the WhatsApp group first.

Student 2:

I think the appropriate applications are WhatsApp and

 34

Zoom, since most people already use WhatsApp applicaton also it is

easier to use and also easier to share information and material in

WhatsApp.

Student 3:

I think WhatsApp application is very practical and Zoom

application, we can go head-to-head with the teacher through a cell-

phone or laptop screen. But it can sometimes be a major obstacle to

unstable network.

Student 4:

We used to use WhatsApp and Zoom applications. And I

think the best part of that learning is via Zoom, but since we live in

villages, it is hard to get access to the internet to use Zoom. So the

point is in the more efficient function is Zoom application, but

because of the network constraints I prefer to use WhatsApp

instead.

Student 5:

I think Zoom and WhatsApp applications, because they are

much more efficient.

Based on the explanation above, most of students stated that

the appropriate application were Zoom and WhatsApp. The students

stated that WhatsApp was easy to use and most of people used it, so

it was easy to share knowledge and information. And for Zoom, the

student felt easy to interact with the teacher and Zoom was more
 35

efficient to use in this method, but sometimes the bad connection

made the student and the teacher hard to use Zoom application. The

researcher could conclude that the most appropriate application for

this method was Zoom and WhatsApp applications.

c. Is blended learning more effective, why?

Student 1:

Blended learning is still less effective, as network factors do

not support it.

Student 2:

I think this method is still less effective. Especially when

learning reading, the mention of words sometimes sounds broken.

Perhaps it is because of network or other factors.

Student 3:

This method is still less effective, because sometimes when

we do not understand the material, like a way of pronouncing the

word on reading learning, sometimes the teacher is low to respond,

perhaps a network factor or another factor. So I think it is hard for

us to interact.

Student 4:

Blended learning if I found it to be less effective in learning.

Because, everything seemed finite in terms of both the facility and

its scientific absorption. Blended learning also made us not able to

get too familiar with friends because the minimum meetings were

offline.
 36

Student 5:

I think this method less effective. Because there are some

subjects which are difficult to understand online, like reading in

English subject.

Based on the explanation above, all the students stated that

the blended learning method was not effective to apply in their

school. Especially on reading, sometime the sound of the word or

the sentences that the teacher mentioned was broken. It was because

of the bad connection or other factors. Also sometimes the teacher

was slow respond. And then, reading was difficult to deliver in

online learning. So, the researcher could conclude that the blended

was not effective to apply in that school.

d. Was the material conveyed by the teacher through the online

application conveyed well?

Student 1:

So as with the blended learning experience yesterday. I think

the material a teacher told me was beyond my comprehension.

Actually, the teacher is doing well on the subject, but somehow I

prefer that the teacher present it directly to the class without using

any Zoom or WhatsApp application.

Student 2:

I think the way my teacher delivers the material is very

good, as on reading the text in English, she will read it first and

have us repeat it until it is properly, displayed on the via face to face

 37

in class or on Zoom application.

Student 3:

I think it is good, also if we have question, the teacher

directly can answer our question either way through online or

offline learning.

Student 4:

I do not like this method actually. I prefer to only offline

learning to online or mix. Because in offline learning, the teacher

can explain the material in full as well as easier to bring the material

in class. Whereas, in online the explanation of the teacher is limited

that is usually enough to send a video link or picture to which a task

is then done. So basically, I am less satisfied and less understanding

of this online lesson by using the blended learning method where

reading is one of the more difficult lessons and requires a detailed

explanation.

Student 5:

I think the way my teacher explain the material is good

enough and I found it easy to understand the material.

Based on the explanation above, most of students stated that

the teacher conveyed the material well. But sometimes the students

still felt difficult to understand the material. Because, most of the

students felt that was easier to understand the material in offline

learning than online or blended. Then, the explanation of the

teacher was limited. But still there was the student felt that she
 38

could understand the material well when the teacher delivered it. So

the researcher could conclude that the teacher was good enough in

conveying the material even though sometime still there were some

students could not understand it well because of other factors..

e. Mention the advantages of blended learning method on reading!

Student 1:

The advantage is that we can study at home or elsewhere

other that in class even while helping our parents if they need our

helping.

Student 2:

The advantage is that we can access the material online with

the flexible time, we can learn anywhere during network

connections and save transportation costs.

Student 3:

The advantage is easy accessibility as well as flexible study

period.

Student 4:

We can study and assist with the work of parents and we

feel relax and we also take time to do our task at home.

Student 5:

The advantage is that we found out that there are

applications that can be used in online studies that we did not know

about.

Based on the explanation above, some of the students stated

 39

that the advantages of blended learning, they could study at home

while helping their parents. Also, some of the students stated that

they had flexible time in studying, felt easy to access the material

everywhere, also save transportation costs. And then, there was

student stated that the advantage of this method, she could know

that there were some learning applications that she could use in

learning. So, the researcher can conclude that the advantages of this

method were the students could study from home even while

helping their parents also the material could be accessed anytime

and anywhere as long as there was a network connection, it had the

flexibility time, and also the students learn to use online learning

application.

f. Mention the disadvantages of blended learning method on reading!

Student 1:

The lack of understanding of the material is also a poor

network problem for some of the areas where students live.

Student 2:

Limited access for good networking, especially my friends

who live on the hill. So, it is not appropriate to apply to my school.

Student 3:

The disadvantages of this method which are limited access

to the internet and lack of interaction between teacher and students.

Student 4:

The disadvantage of this method are an undeveloped

 40

network, the material becomes increasingly difficult to understand

and the lack of interactions between teacher and the students.

Student 5:

The disadvantage of this method is that there are difficult

subjects to understand if one is explained online, one is reading. It

is making the material even more difficult to understand.

Based on the explanation above, most of students stated that

the disadvantages of this method were sometimes it was difficult to

apply it because the bad network connection. Also, it made the lack

of interaction between the teacher and the students. And there was

student stated that it made the material more difficult to understand.

So, the researcher could conclude that there were some

disadvantages of this method such as network connection did not

supported, the lack of interaction between teacher and students and

the material became difficult to understand.

g. What should teachers do in blended learning method on reading?

Student 1:

It would be the best not to give too much material. Because,

English subject is the one of the difficult subjects. It is better to

provide little material as long as the students understand it.

Student 2:

I think the teacher should prepare enough good teaching

materials like providing interesting videos that are accessible online

or even displayed offline in the classroom using a projector and

 41

there should also be an evaluation of the students taken offline.

Student 3:

The teacher actually should increase the use of Zoom more

than WhatsApp because, there is more wonderful interaction

between teacher and students. But again, poor networking problems

require teacher to use only WhatsApp.

Student 4:

I think perhaps teaching us is likened to learning offline

only. By implication, as offline learning the teacher explain details

and invite interactions with students, where when class atmosphere

is saturated and the students’ focused are less, the teacher usually

change the atmosphere by maybe giving a little joke, Inviting the

students to ask questions and quizzes that promise an output that

will revive the student’s passion. So I think those tricks that

normally apply in offline learning can also be applied in the online

learning of both via WhatsApp, Zoom and others. It all depends on

the teacher using all the applications well, where the learning

system remains the same and equal between offline and online.

Student 5:

I think it would be great if the application is Zoom

application so that in our online learning we can still better interact

with the teacher.

Based on the explanation above, two of the students stated

that the teacher should increase the use of Zoom application.

 42

Because, Zoom application was more effective to apply in this

method. And there was student stated that it was better just giving a

little material to the student as long as they can understand it well.

Also other student stated that the teacher should prepare a simple

material in order the students could understand it easily. Also other

student stated that the teacher was better to give some jokes in class

to make the atmosphere more relax. So, the researcher could

conclude that the teacher should prepare a simple material in order

it can be easily understood. And increase the use of Zoom if the

connection was stable. And the last the teacher should make the

atmosphere in class more relax by giving some jokes.

h. How do you understand the learning process by using blended

learning process?

Student 1:

Actually this method is not suitable for my school,

especially for me personally. I find it increasingly difficult to

understand English learning material, especially reading. So, I can

only always stay more focused on learning whether or not I

understand the material being taught.

Student 2:

The way I have come to understand learning by using this

method is to repeat words or sentences until they are correct in the

way they are cured.

Student 3:
 43

The way I do to understand learning using this method is

that I only repeat videos or voice note the teacher sends over and

over until I can at least understand them if not entirely.

Student 4:

I was not particularly interested in that method that would

involve online. So, when learning from blended learning I did my

best to understand the lesson and to take care of the difficult

assignments I had been given. In the end, though there were some

difficult assignments that I could not understand at all, so I simply

did them.

Student 5:

The way I do to understand the material better is when I find

it difficult, I ask the teacher directly and also search the answer on

Google.

Based on the explanation above, the students stated that they

actually felt not satisfied with this method. So the way they

understood the material by applying this method were just still tried

their best to focus and follow the learning process well even though

sometimes they found the difficulties. And there was student just

asked the teacher something they did not understand. Then, some

of them usually just re-watched the video and repeated the voice

note about the material again and again. Also they searched the

answer on Google or YouTube. So, the researcher could conclude

that even though this method a little bit hard for them, but they still
 44

tried to focus and find another way to understand and did their

assignments as good as possible.

From the table above, it could be seen that the result of the interview

showed that the students of the eleventh grade of SMAN 2 Bone claimed that

learning by the blended learning method was excellent. But, this method was

less effective to apply in their school. Because, it was a major factor in bad

internet networks for some of the students’ living areas. And there were some

subjects which were difficult to understand if described online like reading in

English subject. However, there were many benefits to the blended learning

method if its internet accessed was good, such as easier learning material to

access, more flexible time, knowledge and information to help us got more

from our teachers. So the blended learning method was very good applied, but

it was still difficult for their school.

d. Discussion

This section discussed the results of data analysis of observation and

interview above that were intended to describe the students’ perception towards

blended learning method at the eleventh grade of SMAN 2 Bone on reading.

1. Observation

Based on the above data, it showed that when the students studied

using blended learning, the student studied combining and balancing between

offline and online. They used more than one application in learning process.

The students felt enjoy when they studied using blended learning method,

because they could get more knowledge and information not only from the

teacher but also from the internet that they accessed easily. Then, the students
 45

got the assignment and performed it in online by using the online application.

But even thought they enjoyed the learning process in blended learning, they

still preferred offline learning to online or blended learning. Because, they felt

more comfortable when they studied face-to-face in class rather than online or

blended learning. In the end of the learning process, the teacher still informed

about the material to be studied for the next meeting and closed the lesson

by saying thanks and greetings to the students.

2. Interview

Based on the data interview above, the researcher found that the

students’ perception of the blended learning method was that they felt in all

honesty this method was very good. For using it they could gain a great deal

of knowledge and information not only from their teacher but also from the

internet. It was much more flexible in study hours as well as even more cost-

effective in transportation.

Then, for the application of this method the students were divided into

two groups. Each of the groups had earned a turn to study online at home and

also to study face-to-face in class. Where, they used two applications in this

method that were Zoom and WhatsApp alternative according to the

circumstances. But, they mostly used WhatsApp application because of poor

network conditions for some areas there. But, from the students’ perception,

they felt more enjoy to use Zoom application, because it felt like they study

face-to-face in class. Then, based on the explanation on the first paragraph

above, basically the blended learning method was really good. But, because of

the big problem was the bad network connection made this method less
 46

effective to apply at that school. Also some of students had perception that

English subject especially on reading was not suitable with the method,

because that made the subject more and more difficult.

Afterwards, the most students’ perception about the way the teacher

conveyed the material was good enough. But the students felt more

comfortable where the materials conveyed directly just in class than via Zoom

or WhatsApp applications in order the students could interact directly with the

teacher.

With all the obstacles experienced by both teacher and students in

application of this method, students strived to remain able to understand the

material taught by the teacher by reading the text again, played the voice note

over and over again, watched the learning video given by the teacher being

sent through the WhatsApp application. They also immediately asked the

teacher about the things that they did not understand and even students used

Google and YouTube as an alternative when the teacher’s material still did

little to understand.

Based on the finding above, the researcher concluded that mostly the

students’ perception towards blended learning method showed that this

method was not effective to apply in their school with that condition. So this

method could not improve their Reading comprehension in this case.

 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher discusses the conclusion for the result of the

students’ perception toward blended learning on reading. The researcher presents

conclusions and suggestions regarding the research result.

A. Conclusion

Based on the result of the analysis and discussion in the previous chapter,

the researcher concludes, as follows:

1. The students preferred offline to online or blended learning. Actually, they

enjoyed the learning process with the blended learning. Because, they could

gain more information and knowledge easily. But, they still felt more

comfortable in offline learning. In offline, they could interact directly with the

teacher without being obstructed by bad network connection.

2. The blended learning method was not effective to apply in the school. Because,

the one of the factors that make this method less effective to apply to the school

was an unstable network connection. In fact that, there were some areas where

students live were very difficult to access the good network. Although, some

students felt that this method actually was good to apply. Because, it was easier

to obtain information and knowledge, as long as they had an access to the

internet. Also, they could study from home, whenever and wherever they were.

So they had flexible time to study.

3. In learning process, students still kept trying to understand the material being

taught even though it was a little difficult for them to understand. There were

ways that they did things like asking their teacher directly what they did not

47
 48

4. know, searched on Google or opened YouTube for more information, repeating

and reviewing the voice note and the videos sent by the teacher.

B. Suggestion

Based on the conclusions above, the researcher would like to give

suggestions to readers and especially for teachers, students, and researcher:

1. For teacher, it is possible to add teacher perceptions on the use of blended

learning method for the student. In this method, it is better just giving a little

material on reading for students. Because the important thing is as long as they

can understand it well. Also, the teacher should prepare a simple learning

material in order the students can understand it easily.

2. For the students, in learning English especially on reading, the students must

more pay attention in learning process whereas it takes online, offline or even

blended learning. And also use the online application appropriately.

3. For the next researcher, the researcher hopes that the next researcher can

prepare everything as good as possible in conducting the research and can do

the follow up of this research. However, it is hoped that the next researcher can

take advantage of the blended learning in the teaching and learning process

well.

The researcher expects that the network connection in some areas in that

school will be getting better. Then, the researcher also expects that this

research can give advantages and source of knowledge as information

especially for English education. Besides that, this thesis is far from being

perfect, because of that; constructive critics and advice are really expected to

support this thesis in the future.

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Komang, Meliawati, et al. ( 2 0 1 4 ) . Developing blended learning based reading

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materials for the tenth grade multimedia students of SMK wira harapan: e-
Journal Program Pascasarjana Universitas Pendidikan Ganesha Program
Studi Pendidikan Bahasa Inggris.
Lems, Kristin et al. (2011) Teaching Reading to English Language Learner. New
York: The Guilford Press.
Moleong, lexy J. (2012). Metodologi Penelitian Kualitatif, Bandung. PT Remaja
Rosdakarya,
Patel, M.F. and Praveen M. Jain. (2008) English Language Teaching (Method, Tools
and Techniques) (pp. 115-116) . Sunrise Publishers & Distributors.
Punch, Keith F. (2009). Introduction to Research Methods in Education. Singapore:
SAGE, 174-175.
Puspitarini, Ika. (2018). Improving the students’ reading skill using multiple
Intelligences approach: Jurnal Fakultas Sastra Universitas Gresik, 6(2), 7.
Rombot, Olifia, Boeriswati, & Suparman. (2020). Improving reading comprehension
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Savaşkan, Vafa. (2017). Investigating the effect of reading types used in Turkish
lessons upon 5th grade students’ reading comprehension. Journal of
Education and Training Studies, 5(8), 80.
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kualitatif, danR&D, Bandung: Alfabeta.
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kualitatif, danR&D, Bandung: Alfabeta.
 51

Suryani, Wiwin. (2019). Teachers’ strategies in teaching reading to students’ eight

grade at madrasah tsanawiyah tarbiyatus sholihin muaro jambi (pp. 14-16.).
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Wagstaff, Jackson V. (2020). Benefits of the habit of reading. Marriott Student
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Academic., 5(2), 27.
APPENDICES

52
 53

APPENDIX I
Research Paper
54
 APPENDIX II
Observation Checklist

Observed Aspects
No Yes No

1. The students study with combining online and offline √

learning.

2. The students learn balanced between studying offline and √

online.

3. The students have the same opportunity to ask the teacher √

about the material both offline and online learning.

4. The students get assignment in online learning. √

5. The students study prefer online to offline. √

6. The students feel more comfortable in learning online than √

offline.

7. The students feel more comfortable in learning offline than √

online.

8. The students enjoy study in blended learning. √

9. The students are able to easily gain knowledge in blended √

learning.

10. The students get more information in blended learning √

process.

55
 56

11. The students feel more comfortable in blended learning. √

12. The teacher gives assignments to students in the form of √

quizzes or questions in blended learning method.

13. The students study by using online application. √

14. The students use more than one online application in learning. √

15. The students use application in performing tasks. √

16. The teacher informs about the material to be studied for √

the next meeting.

17. The teacher closes the lesson by saying thanks and √

greetings to the students.

 APPENDIX III
Interview

No List of
Question
1. What do you think about Blended Learning method on reading?

2. What applications are most appropriate to use in Blended Learning

method on reading?
3. Is Blended Learning more effective, why?
4. Was the material conveyed by the teacher through the online application
conveyed well?
5. Mention the advantages of Blended Learning method on reading!
6. Mention the disadvantages of Blended Learning method on reading!

7. What should teachers do in Blended Learning method on reading?

8. How do you understand learning process by using Blended Learning

method?

57
 58

Student 1

No Question & Answer

(Q&A)

1. Q: Bagaimana menurut anda tentang metode Blended Learning pada

reading?

What do you think about Blended Learning method on reading?

A: Sebenarnya kak metode blended learning masih kurang cocok

untuk diterapkan, apalagi di sekolahku khususnya di mata pelajaran

reading di bahasa Inggris. Karena kak tambah susah sedding

dipahami materinya.

The blended learning method is still not a good fit, especially in my

school let alone applied to English. Because, it makes the material

more difficult to understand.

2. Q: Aplikasi apa yang cocok untuk digunakan dalam metode blended

learning?

What applications are most appropriate to use in Blended

Learning method on reading?

A: Aplikasi yang cocok digunakan saat belajar yaitu WhatsApp dan

Zoom. Jadi link Zoomnya dibagikan di group WhatsApp terlebih

dahulu.

58
 59

The appropriate application was WhatsApp and Zoom. So the Zoom

link was sent in the WhatsApp group first.

3. Q: Apakah metode blended learning lebih efektif, kenapa?

Is Blended Learning more effective, why?

A: Metode blended learning kak masih kurang efektif lah untuk

diterapkan. Karena, masalah jaringan yang tidak mendukung kak.

blended learning is still less effective, as network factors do not

support it.

4. Q: Apakah materi pembelajaran yang disampaikan secara online oleh

guru sudah bagus?

Was the material conveyed by the teacher through the online

application conveyed well?

A: Jadi kak berdasarkan pengalamanku kemarin belajar blended

learning. Menurutku kak materi yang disampaikan oleh guru jauh

dari pemahamanku kak, kurang mengertika kak. Sebenarnya,

guruku to kak sudah bagusmi caranya menyapaikan materi, tapi

entah kenapa saya lebih ku suka sedding belajar langsung kak

kayak guru langsung najelaskanki di dalam kelas kak tanpa

meggunakan aplikasi Zoom atau WhatsApp.

59
 60

So as with the blended learning experience yesterday. I think the

material a teacher told me was beyond my comprehension.

Actually, the teacher is doing well on the subject, but somehow I

prefer that the teacher present it directly to the class without using

any Zoom or WhatsApp application.

5. Q: Sebutkan kelebihan dari metode blended learning pada reading!

Mention the advantages of Blended Learning method on reading!

A: Jadi kelebihan dari metode ini kak yaitu bisaki belajar dari rumah

atau di mana saja selain di kelas bahkan bisaka sambil membantu

orangtuaku kalo butuh bantuan i.

The advantage is that we can study at home or elsewhere other that

in class even while helping our parents if they need our helping.

6. Q: Sebutkan kekurangan dari metode blended learning pada reading!

Mention the disadvantages of Blended Learning method on

reading!

A: Emm kurang bisa memahami materi sama jelek jaringan kak di

beberapa daerah tempat tiggalnya siswa kak.

The lack of understanding In material is also a poor network

problem for some of the areas where students live

7. Q: Apa yang seharusnya guru lakukan dalam metode blended learning

60
 61

pada reading?

What should teachers do in Blended Learning method on reading?

A: Eee sebaiknya tok kak ee jangan meki dikasi banyak materi. Karena

to kak mata pelajaran bahasa Inggris salah satu ee pelajaran yang

susah kak. Jadi lebih baik dikasiki sedikit materi asalkan mengerti

jeki kak.

It would be the best not to give too much material. Because, English

subject is the one of the difficult subjects. It is better to provide little

material as long as the students understand it.

8. Q: Bagaimana cara anda memahami pembelajaran dengan

menggunakan metode blended learning?

How do you understand the learning process by using Blended

Learning process?

A: Sejujurnya kak, eee metode ini tidak cocok di sekolahku, apalagi

untuk saya kak. Karena susah ku pahami materinya kak. Ee jadi

kayak berusaha jeka saja supaya tetap fokus kak mau mengertika

atau tidak kak. Begitu kak.

Actually this method is not suitable for my school, especially for me

personally. I find it increasingly difficult to understand English

learning material, especially reading. So, I can only always stay

61
 62

more focused on learning whether or not I understand the material

being taught.

Student 2

No Question & Answer

(Q&A)

1. Q: Bagaimana menurut anda tentang metode Blended Learning pada

reading?

What do you think about Blended Learning method on reading?

A: Sebenarnya to kak, metode blended learning kak masih tidak cocok

kalau mau diterapkan di sekolahku kak. Lebih kusuka kalo belajar

offline kak, karena ee lebih mudahka berinteraksi sam teman-teman

dan guru sedangkan kalau online ki kadang jelek jaringan.

Actually, the blended learning method is still poorly applied at my

school. I prefer only offline learning, because it makes it easier to

interact with teacher and friends while online learning is still

jammed in the network.

2. Q: Aplikasi apa yang cocok untuk digunakan dalam metode blended

learning?

What applications are most appropriate to use in Blended

62
 63

Learning method on reading?

A: Kalau menurutku kak, aplikasi yang cocok itu WhatsApp dan Zoom

kak. Karena ka ee kebanyakan orang sudah pakai mi WhatsApp kak

baru kak mudah juga digunakan kayak bagi-bagi informasi sama

materi di WhatsApp.

I think the appropriate applications are WhatsApp and Zoom. Since

most people already use WhatsApp applicaton also it is easier to

use and also easier to share information and material in WhatsApp.

3. Q: Apakah metode blended learning lebih efektif, kenapa?

Is Blended Learning more effective, why?

A: Menurutku metode ini masih kurang efektif, terutama pada

pembelajaran reading. Penyebutan kata-katanya kadang patah

patah. Mungkin karena factor jaringan yang tidak mendukung atau

factor lain kak.

I think this method is still less effective. Especially when learning

reading, the mention of words sometimes sounds broken. Perhaps it

is because of network or other factors.

4. Q: Apakah materi pembelajaran yang disampaikan secara online oleh

guru sudah bagus?

Was the material conveyed by the teacher through the online

63
 64

application conveyed well?

A: Menurutku kak caranya guruku menyampaikan materi sudah bagus,

kayak kalau membaca teks bahasa Inggris ki, guru na bacakanki

dulu dan na suruhki ulang ulangi sampai benar pengucapannya baik

secara langsung tatap muka ataupun melalui aplikasi Zoom kak.

I think the way my teacher delivers the material is very good, as on

reading the text in English, she will read it first and have us repeat

it until it is properly, displayed on the via face to face in class or on

Zoom application.

5. Q: Sebutkan kelebihan dari metode blended learning pada reading!

Mention the advantages of Blended Learning method on reading!

A: Kelebihannya yaitu kek mudahki akses materinya kak dengan

waktu yang fleksibel, baru bisa ki belajar dimanapun dan kapanpun

selama ada koneksi internet dan eee hemat biaya trasportasi kak.

The advantage is that we can access the material online with the

flexible time, we can learn anywhere during network connections

and save transportation costs.

6. Q: Sebutkan kekurangan dari metode blended learning pada reading!

Mention the disadvantages of Blended Learning method on

64
 65

reading!

A: Emm keterbatasan akses jaringan yang bagus kak, terutama yang

kek temanku yang tinggal di daerah bukit. Jadi tidak cocok di

terapkan di sekolahku kak.

Limited access to good networking, especially my friends who live

on the hill. it is not appropriate to apply to my school.

7. Q: Apa yang seharusnya guru lakukan dalam metode blended learning

pada reading?

What should teachers do in Blended Learning method on reading?

A: Menurutku kak, ee harusnya guru menyiapkan materi ajar yang

bagus kayak menyediakan video belajar yang bisa di tampilkan atau

diakses baik secara online ataupun langsung di kelas tatap muka

menggunan proyektor dan seharusnya ada jug kayak semacam

evaluasi untuk siswa yang dilakukan secara offline.

I think the teacher should prepare enough good teaching materials

like providing interesting videos that are accessible online or even

displayed offline in the classroom using a projector and there

should also be an evaluation of the students taken offline.

8. Q: Bagaimana cara anda memahami pembelajaran dengan

menggunakan metode blended learning?

65
 66

How do you understand the learning process by using Blended

Learning process?

A: Caraku kak supaya bias ka mengerti pembelajaranya dengan

metode ini yaitu ku ulang-ulang sebut kata-kata atau kalimat sampai

benar penyebutannya sebagaimana mestinya.

The way I have come to understand learning by using this method is

to repeat words or sentences until they are correct in the way they

are cured.

Student 3

No Question & Answer

(Q&A)

1. Q: Bagaimana menurut anda tentang metode Blended Learning pada

reading?

What do you think about Blended Learning method on reading?

A: Emm metode blended learning ini bagus. Tapi lebih kupilih belajar

langsung kak offline, karena lebih mudah ki berinteraksi dengan

guru maupun siswa baru materinya juga lebih mudah dipahami.

Karena kalau dibawakn secara online I kak, kayak susah kupahami

materinya, seperti lewat WhatsApp atau Zoom.

66
 67

The blended learning method is good, but I prefer offline learning

because it is easy to interact with friends as well as teacher and the

material is easier to understand. Because when it comes to online

learning, I find it difficult to understand the material, let alone via

Zoom or WhatsApp application.

2. Q: Aplikasi apa yang cocok untuk digunakan dalam metode blended

learning?

What applications are most appropriate to use in Blended

Learning method on reading?

A: Menurutku kak aplikasi WhatsApp dan Zoom sangat praktis , bisaki

kayak bertatap langsung dengan guru melalui layar laptop ataupun

HP. Tapi terkadang jaringan yang tidak bagus masalah.

I think WhatsApp and Zoom applications are practical, we can go

head-to-head with the teacher through a cell-phone or laptop

screen. But it can sometimes be a major obstacle to unstable

network..

3. Q: Apakah metode blended learning lebih efektif, kenapa?

Is Blended Learning more effective, why?

A: Emm metode ini to kak kek masih kurang efektif, karena kadang

tidak dipahami mateinya, kayak bagaimana cara pengucapan

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 68

katanya di materi reading kak, kadang juga guru “slow respon”,

mungkin we factor jaringan juga kaka tau factor lain. Jadi

menurutku susahki berinteraksi.

This method is still less effective, because sometimes when we do

not understand the material, like a way of pronouncing the word on

reading learning, sometimes the teacher is low to respond, perhaps

a network factor or another factor. So I think it is hard for us to

interact.

4. Q: Apakah materi pembelajaran yang disampaikan secara online oleh

guru sudah bagus?

Was the material conveyed by the teacher through the online

application conveyed well?

A: Menrutku metode ini bagus, juga kalau kita mempunyai pertanyaan,

guru dapat eee langsung menjawab pertanyaan baik secara online

maupun offline.

I think it is good, also if we have question, the teacher directly can

answer our question either way through online or offline learning.

5. Q: Sebutkan kelebihan dari metode blended learning pada reading!

Mention the advantages of Blended Learning method on reading!

A: Kelebihannya ee mudah diakses dan juga jam belajar yang

68
 69

fleksibel.

The advantage is easy accessibility as well as flexible study period.

6. Q: Sebutkan kekurangan dari metode blended learning pada reading!

Mention the disadvantages of Blended Learning method on

reading!

A: Kekurangan dari metode ini yang mana keterbatsan akses internet

dan juga kurangnya interaksi antara guru dan siswa.

The disadvantage of this method which are limited access to the

internet and lack of interaction between teacher and students.

7. Q: Apa yang seharusnya guru lakukan dalam metode blended learning

pada reading?

What should teachers do in Blended Learning method on reading?

A: Guru emm seharusnya meningkatakan penggunaan Zoom daripada

WhatsApp karena, kayak lenih bagus interaksi yang terjadi antara

guru dan siswa. Tapi ya itu lagi kak masalah jaringan yang

mengharuskan guru mau tidak mau hanya menggunakan

WhatsApp.

The teacher actually should increase the use of Zoom more than

WhatsApp because, there is more wonderful interaction between

69
 70

teacher and students. But again, poor networking problems require

teacher to use only WhatsApp.

8. Q:Bagaimana cara anda memahami pembelajaran dengan

menggunakan metode blended learning?

How do you understand the learning process by using Blended

Learning process?

A: Jadi kak caraku supaya bias mengerti pembelajaran menggunakan

metode blended learning ini yaitu saya hanya mengulang-ualng

video atau voice note yang na kirim guru kak sampai paham ka ya

walaupun tidak paham sepenuhnya kak.

The way I do to understand learning using this method is that I

only repeat videos or Voice note the teacher sends over and over

until I can at least understand them if not entirely.

Student 4

No Question & Answer

(Q&A)

1. Q: Bagaimana menurut anda tentang metode Blended Learning pada

reading?

What do you think about Blended Learning method on reading?

A: Blended learning kurasa msih kurang efektif dalam pembelajaran.

70
 71

Karena segala sesuatunya kak masih terbatas baik dari fasilitasnya

sama penyerapan ilmunya. Baru blended leaning juga membuat kita

tidak familiar sma teman-teman karena minimnya pertemuan secara

langsung.

Blended learning if I found it to be less effective in learning.

Because everything seems finite in terms of both the facility and the

absorption of the science. Blended learning also made us not able

to get familiar with friends because the minimum meetings were

offline.

2. Q: Aplikasi apa yang cocok untuk digunakan dalam metode blended

learning?

What applications are most appropriate to use in Blended

Learning method on reading?

A: Kita biasanya belajar menggunakan aplikasi WhatsApp dan Zoom.

Dan e menurutku kak belajar lebih bagus kalau menggunakan

Zoom, tapi karena kita tinggal di perkampungan, jadi susah ki dapat

jaringan yang bagus kak untuk menggunakan Zoom. Jadi intinya

lebih efesien aplikasi Zoom kak, tapi karena masalah jaringan lagi

kak jadi WhatsApp mi penggantinya.

We used to use WhatsApp and Zoom applications. And I think the

best part of that learning is via Zoom, but since we live in villages,

71
 72

it is hard to get access to the internet to use Zoom. So the point is in

the more efficient function is Zoom application, but because of the

network constraints I prefer to use WhatsApp instead.

3. Q: Apakah metode blended learning lebih efektif, kenapa?

Is Blended Learning more effective, why?

A: Blended learning kayak masih kurang efektif. Karena, keterbatasan

dari segi fasilitas sama penyerapan ilmunya kak. Kemudian blended

learning membuat kita jadi tidak familiar sama teman karena

minimnya pertemuan offline.

Blended learning if I found it to be less effective in learning.

Because, everything seemed finite in terms of both the facility and

its scientific absorption. Blended learning also made us not able to

get too familiar with friends because the minimum meetings were

offline.

4. Q: Apakah materi pembelajaran yang disampaikan secara online oleh

guru sudah bagus?

Was the material conveyed by the teacher through the online

application conveyed well?

A: Sebenarnya tidak ku suka ini metode kak. Lebih kupilih offline kak

daripada di onlie atau di mix. Karena kalau offline, guru bisa

menjelaskan materi lebih detail dan mudah dipahami yang

72
 73

dibawakan langsung di dalam kelas. Sedangkan, kalau online,

kayak penjelasannya guru jadi terbatas karena biasanya hanya

mengirim link video atau gambar sama mengirim tugas untuk

dikerja. Jadi pada dasarnya tidak puaska sama tidak mengertika

pembelajaran dengan menggunakan metode blended learning

dimana juga reading merupakan salah satu pembelajaran yang

susah dan membutuhkan penjelasan yang lebih detail.

I do not like this method actually. I prefer to only offline learning

to online or mix. Because in offline, the teacher can explain the

length and ease of comprehension of direct communication in class.

Whereas, in online the explanation of the teacher is limited that is

usually enough to send a video link or picture to which a task is

then done. So basically, I am less satisfied and less understanding

of this online lesson by using the blended learning method where

reading is one of the more difficult lessons and requires a detailed

explanation.

5. Q: Sebutkan kelebihan dari metode blended learning pada reading!

Mention the advantages of Blended Learning method on reading!

A: Kita bias belajar dan membantu pekerjaan orang tua di rumah dan

kita merasa tenang dan juga kita bias ada waktu utuk mengerjakan

tugas di rumah kak.

73
 74

We can study and assist with the work of parents and we feel relax

and we also take time to do our task at home.

6. Q: Sebutkan kekurangan dari metode blended learning pada reading!

Mention the disadvantages of Blended Learning method on

reading!

A: Kekurangan dari metode ini kak yaitu jaringan yang tidak bagus,

materi pembelajaran menjadi lebih susah dipahami dan kurangnya

interaksi antara guru dan juga siswa.

The disadvantage of this method are an undeveloped network, the

material becomes increasingly difficult to understand and the lack

of interactions between teacher and the students.

7. Q: Apa yang seharusnya guru lakukan dalam metode blended learning

pada reading?

What should teachers do in Blended Learning method on reading?

A: Menrutku kak mungkin metode mengajarnya disamakan saja

dengan luring saja. Kan karena maksudnya kak kalau luring kan

dijelaskan secara detai I dan juga mengundang interaksi dengan

siswa, dimana ketika suasana kelas menjadi jenuh dan focus siswa

sudah kurang, guru biasanya mengubah suasana dengan sedikit

bergurau, mempersilahkan siswa bertanya atau memberikan sebuat

74
 75

pertanyaan serta kuis yang menjanjikan suatu output yang bias

membangkitakan kembali gairah siswa. Jadi menurutku trik

tersebut yang biasa diterapkan dalam luring bias juga diterapkan

dalam system daring baik via WhatsApp, Zoom ataupun yang

lainnya. Ini semua tergantung dari gurunya yang bias menggunakan

semua aplikasi dengan baik, dimana system pembelajarannya tetap

sama antara luring maupun daring.

I think perhaps teaching us is likened to learning offline only. By

implication, as offline learning the teacher explain details and

invite interactions with students, where when class atmosphere is

saturated and the students’ focused are less, the teacher usually

change the atmosphere by maybe giving a little joke, Inviting the

students to ask questions and quizzes that promise an output that

will revive the student’s passion. So I think those tricks that

normally apply in offline learning can also be applied in the online

learning of both via WhatsApp, Zoom and others. It all depends on

the teacher using all the applications well, where the learning

system remains the same and equal between offline and online.

8. Q: Bagaimana cara anda memahami pembelajaran dengan

menggunakan metode blended learning?

How do you understand the learning process by using Blended

Learning process?

75
 76

A: Kalau saya lebih pro ke luring, jadi pas luring saya akan

memperhatikan dengan baik pelajaran yang disampaikan. Nah

ketika daring karena penjelasannya kurang, jadi pas pembagian

tugas saya berusa semaksimal mungkin mengerjakan dengan baik

dan berusaha menelaah ilmu dari tugas tersebut. Tapi tidak

menutup kemungkinan ada beberapa tugas yang memang susah

walau sudah berusaha kerng untuk mengerti. Sehingga saya

mengerjakannnya secara asal-asalan atau mencari jawabannya di

internet.

I was not particularly interested in that method that would involve

online. So, when learning from blended learning I did my best to

understand the lesson and to take care of the difficult assignments I

had been given. In the end, though there were some difficult

assignments that I could not understand at all, so I simply did them.

Student 5

No Question & Answer

(Q&A)

1. Q: Bagaimana menurut anda tentang metode Blended Learning pada

reading?

What do you think about Blended Learning method on reading?

A: Metode blended learning bagus kak, tapi lebih ke pembelajaran

76
 77

offline ka kak karena bisaka berinteraksi langsung dengan guru.

Blended learning method is good but I prefer offline learning

because I can interact directly with the teacher.

2. Q: Aplikasi apa yang cocok untuk digunakan dalam metode blended

learning?

What applications are most appropriate to use in Blended

Learning method on reading?

A: Menurutku aplikasi Zoom sama WhatsApp kak. Karena lebih

efektif kak.

I think Zoom and WhatsApp applications. Because they are much

more efficient

3. Q: Apakah metode blended learning lebih efektif, kenapa?

Is Blended Learning more effective, why?

A: Menurutku kak metode ini ee masih kurang efektif, apalagi mata

pelajaran reading di Bahasa Inggris.

I think this method less effective. Because there are some subjects

which are difficult to understand online, like reading in English

subject.

4. Q: Apakah materi pembelajaran yang disampaikan secara online oleh

guru sudah bagus?

77
 78

Was the material conveyed by the teacher through the online

application conveyed well?

A: Menurutku kak sudah bagus mi caranya guruku menjelaskan dan

mdah kurasa juga pahami materinya.

I think the way my teacher explain the material is good enough and

I found it easy to understand the material.

5. Q: Sebutkan kelebihan dari metode blended learning pada reading!

Mention the advantages of Blended Learning method on reading!

A: Kelebihannya ee yaitu kita menemukan bahwa ada aplikasi-aplikasi

yang bias digunakan belajar online yang sebelumnya kita tidak

tahu.

The advantage is that we found out that there are applications that
can be used in online studies that we did not know about.

6. Q: Sebutkan kekurangan dari metode blended learning pada reading!

Mention the disadvantages of Blended Learning method on

reading!

A: Kekurangan dari metode ini yaitu ada memang beberapa mata

pelajaran yang susah jika dibawakan secara online, salah satunya

reading. Karena membuat materinya jauh lebih susah untuk

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dimengerti.

The disadvantage of this method is that there are difficult subjects

to understand if one is explained online, one is reading. It is making

the material even more difficult to understand.

7. Q: Apa yang seharusnya guru lakukan dalam metode blended learning

pada reading?

What should teachers do in Blended Learning method on reading?

A: Hmm menurutku ka, kayak bagus kalau aplikasi yang digunakan

yaitu Zoom, jadi dalam pembelajaran daring masih bisa ki

berinteraksi dengan baik dengan guru.

I think it would be great if the application is Zoom application so

that in our online learning we can still better interact with the

teacher.

8. Q:Bagaimana cara anda memahami pembelajaran dengan

menggunakan metode blended learning?

How do you understand the learning process by using Blended

Learning process?

A: Jadi kak caraku supaya bias mengerti pembelajaran menggunakan

metode blended learning ini yaitu saya hanya mengulang-ualng

video atau voice note yang na kirim guru kak sampai paham ka ya

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walaupun tidak paham sepenuhnya kak.

The way I do to understand learning using this method is that I

only repeat videos or Voice note the teacher sends over and over

until I can at least understand them if not entirely.

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 APPENDIX IV
Documentation

(The screenshots of the interview process via WhatsApp)

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(Learning process by using blended learning method)

 CURRICULUM VITAE

Armi Angriana, she was born in Watang Palakka,

November 4th 1999. She is the last child of 6 children
from the marriage of Manna and Norma. She has two
brothers and three sisters.
She started her education in elementary school at SDN 26
Watang Palakka. She continued her study in junior high at MTs
Al-Faaizun Watang Palakka and finished in 2014. Then she
continued her senior high at SMAN 3 Watampone and finished
in 2017. In 2018, she finally continued her study at State
Institute of Islamic Studies IAIN Bone, English Education Department (Tarbiyah Faculty),
she tried to improve her English by joining a course in GRACE (Greenfield
Language College). As for the organizational experience, she joined in the HMPS
TBI IAIN Bone.

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