The EFL Students’ Perception of Blended Learning Towards Students’ Motivation in English Subject at Junior High School

Ideas Pub Date : 2023-07-31 DOI:10.24256/ideas.v11i1.3803
Ernawati Sihombing, Erika Sinambela, Sahlan Tampubolon
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Abstract

This study aimed to determine the perceptions and motivations of EFL students at SMP St. Ignatius Medan who apply blended learning in English subjects. The collected data were analyzed descriptively and qualitatively. The research findings show that EFL students have a positive perception of the use of blended learning in learning English and an increase in their learning motivation after using this method. This is because 72.9% of students are more comfortable using technology in the classroom, and 53.1% of students have a more interactive and interesting learning experience, even though student feedback is considered to be of lower quality; namely, from the data obtained, only 24% of students easily get feedback from teachers. The main problem for students is that 57.3% of them feel there is a lack of social interaction with classmates and teachers, and 71.9% have problems with poor internet connectivity, which causes them to not fully understand learning material. Student motivation in blended learning is influenced by two factors: the first is the intrinsic factor, where it was found that 57.3% of students felt learning English with blended learning was more interesting and fun. Student motivation related to the extrinsic factor; researchers found that 67.7% of students felt motivated to learn English with blended learning because they could access learning materials more flexibly. From these data, it was found that the impact of learning English using blended learning was due to the intrinsic factor: 94.8% of students felt that English was important for their future, and 84.4% of students felt that learning English was a necessity. from the extrinsic impact factor of blended learning with students' motivation to learn English, 86.4% of students feel that they will get a better job in the future. The research findings show that the use of blended learning can be applied more broadly and effectively in increasing the learning motivation and English skills of EFL students.
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初中英语学生混合式学习对学生英语学科学习动机的感知
本研究旨在确定圣依纳爵棉兰中学英语学生在英语科目中采用混合式学习的看法和动机。对收集到的数据进行描述性和定性分析。研究结果表明,英语学习者对使用混合学习方法学习英语有积极的认知,使用混合学习方法后学习动机增加。这是因为72.9%的学生在课堂上使用技术更舒服,53.1%的学生有更多的互动和有趣的学习体验,尽管学生的反馈被认为质量较低;也就是说,从获得的数据来看,只有24%的学生容易得到老师的反馈。学生的主要问题是,57.3%的学生认为与同学和老师缺乏社交互动,71.9%的学生认为网络连接不好,这导致他们不能完全理解学习材料。混合式学习中学生的学习动机受两个因素的影响:一是内在因素,研究发现57.3%的学生认为混合式学习英语更有趣、更有趣。学生动机与外在因素有关;研究人员发现,67.7%的学生觉得混合式学习有动力,因为他们可以更灵活地获取学习材料。从这些数据中,我们发现混合式学习对英语学习的影响是由于内在因素:94.8%的学生认为英语对他们的未来很重要,84.4%的学生认为学习英语是必须的。从混合式学习对学生学习英语动机的外在影响因素来看,86.4%的学生认为他们将来会找到更好的工作。研究结果表明,混合学习在提高英语学习者的学习动机和英语技能方面可以得到更广泛和有效的应用。
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发文量
11
审稿时长
10 weeks
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