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THE IMPLEMENTATION OF BLENDED LEARNING IN THE ACADEMIC WRITING SUBJECT
(A Case Study of the First Semester Students of Masters Degree Program in the Academic Year 2017/2018)
By
Fatma Indratama S891602012
THESIS
Written as a partial Fulfillment of the Requirement for Graduate Education Degree in English Language Teaching
GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY SURAKARTA
vi MOTTO
“Fa-biayyi alaa’i Rabbi kuma tukadzdzi ban” “So which of the favors of your lord would you deny?”
vii DEDICATION
This thesis is whole-heartedly dedicated to:
My Parents, Zainuri and Sri Sumiati and my dearest brother, Hanan Adi Wirawan
Thank you for the everlasting love, prayers, and support My Husband, Diki Riswandi
Thank you for the love, care, and support
Myself
viii ABSTRACT
Fatma Indratama. S891602012. THE IMPLEMENTATION OF BLENDED LEARNING IN THE ACADEMIC WRITING SUBJECT (A Case Study at the First Semester Students of Masters Degree Program in the Academic Year 2017/2018) First Consultant: Dra. Dewi Rochsantiningsih, M. Ed, Ph.D. Second Consultant:Dr. Nur Arifah Drajati, M. Pd. Thesis. Surakarta. Teacher Training and Education Faculty. Sebelas Maret University. 2017.
The aims of this case study are (1) to describe the implementation of Blended Learning in teaching Academic Writing at the graduate students in the first semester and (2) to find out the students’ Academic Writing achievement when using blended learning. The main subject of this research is the first semester of graduate students in one of the university in Surakarta, Indonesia. The data were obtained from the observation during the research, interview with the students and the lecturer, questionnaire, and students’ writing production. The data were in the form of interview transcripts, field notes, and students’ manuscript.
Based on the findings, it shows that: (1) Blended Learning which is applied in the first semester of Masters Degree Program class runs well. The practice of Blended Learning is implemented in three stages: initial stage, implementation stage, and final stage. The lecturer applies four learning methods in Blended Learning implementation which consists of face to face learning, massive open online course (MOOC), blogging, and writing literacy. In learning Academic Writing through Blended Learning, the students not only get a deep understanding of the material that is given in the classroom but also the students can get the support in getting free-flowing information by socializing with people. Besides those advantages, there are also some effects in blog activities: facilitates students’ critical thinking, provides examples for students for modeling and learning, affects students’ quality of writing, facilitates meaningful learning, and gives students a purpose of writing. Meanwhile, writing literacycan support students’ academic literacy.(2)The students’ achievement during the learning process by using Blended Learning was analyzed and observed by the researcher. The improvement of students’ writing in producing manuscript could be seen in all aspects of Academic Writing (suitability, content, vocabulary, written expression, and format/ logical organization). Blended Learning helps the students to improve their skill in writing a manuscript which isgrammatically correct, the content is relevant, current, and interesting, and the logical organization is well organized.
By employing Blended Learning in Academic Writing teaching and learning process, the lecturer facilitates the learning so that the learning goal and objectives can be achieved effectively. The result of this research implies that lecturer needs to focus on providing more guidance and also the facilities need to improve so that the value of Blended Learning can improve.
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ACKNOWLEDGEMENT
Alhamdulillah that Allah SWT has given his priceless gift to the writer so that through a long process of education she can accomplish this thesis. In addition, the writer is fully aware that her thesis can never be completed without the help of others during the process of writing. Therefore, she would like to express her deepest gratitude to:
1. The Dean of Teacher Training and Education Faculty of SebelasMaret University for his permission in conducting this research.
2. The Head of English Education Department of Graduate
ProgramSebelasMaret University for giving permission to write this thesis. 3. Dra. DewiRochsantiningsih, M. Ed, Ph.D. as the Consultant I for her
supervision, advice, encouragement, criticism, and guidance of every step in the process from the very beginning of the project.
4. Dr. NurArifahDrajati, M.Pd. as the Consultant II for her permission to write this thesis and for her guidance from the very beginning process of research planning to research reporting.
5. All the lecturers of English Education Department of Maters Degree Program inSebelasMaret Universityfor their countless knowledge and inspiration during my study.
6. The greatest thanks are also directed to the writer’s best friend, InsyirahAnwari, for her understandingduring the process of this research. 7. The special thanks are also given to the writer’s friends in class Salebes
Teram of Maters Degree Program. Thank you for loves, motivation, and laughs.
The researcher hopes this research provides a contribution for quality development of educational practice, especially for teaching Academic Writing subject.
Surakarta, January 2018
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TABLE OF CONTENTS
TITLE OF THE RESEARCH ... i
PRONOUNCEMENT ... ii
SUBMISSION ... iii
THE APPROVAL OF THE CONSULTANTS ... iv
LEGITIMATION ...v
MOTTO ... vi
DEDICATION ... vii
ABSTRACT ... viii
ACKNOWLEDGEMENT ...x
TABLE OF CONTENT ... xii
LIST OF TABLES ...xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Statement ... 5
C. Objectives of the Research ... 6
D. Significance of the Research ... 6
CHAPTER II LITERATURE REVIEW A. Blended Learning in Language Teaching and Learning ... 8
1. Techniques in Teaching Language ... 8
2. Blended Learning in Teaching Language ... 9
3. Definition of Blended Learning ... 9
4. Characteristics of Blended Learning ... 9
5. Types of Blended Learning ... 10
6. Advantages of Blended Learning ... 10
B. Writing for Academics ... 11
1. Definition of Writing ... 11
2. Process of Writing ... 12
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4. Principles of Academic Writing ... 13
5. Indicators of Academic Writing ... 14
6. The Difficulties of Academic Writing ... 14
C. Blended Learning in Teaching Academic Writing ... 15
1. Challenges in Academic Writing Subject ... 15
2. Designing Blended Learning in Teaching Academic Writing ... 15
D. Review of Related Research ... 16
CHAPTER III RESEARCH METHODOLOGY A. Setting of the Research ... 22
B. Subject of the Research ... 22
C. Method of the Research ... 23
D. Source of Data ... 24
E. Technique of Collecting Data ... 25
F. Trustwothinness ... 27
G. Technique of Analyzing Data ... 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Description of the Research Setting/ Object ... 31
B. Research Findings ... 32
1. The Implementation of Blended Learning Approach in Academic Writing Class ... 34
a. Teaching Academic Writing Documents for Master Students in the First Semester ... 34
b. The Practice of Blended Learning Approach in Academic Writing Class ... 37
c. Classroom Climate ... 46
d. The Role of Lecturer and Students in Blended Learning Approach During Academic Writing Class ... 48
e. The Difficulties in Conducting Blended Learning Approach in Academic Writing Class ... 56 2. The Students’ Academic Writing Achievement When Using
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Blended Learning Approach ... 61
a. The Process of Students’ Writing... 61
b. Students’ Writing Improvement ... 63
C. Discussion ... 67
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 76
B. Implication ... 81
C. Suggestion ... 82
BIBLIOGRAPHY ... 84
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LIST OF TABLES
Table 3.1 Research Timeline...22 Table 4.1 The Summary of Research Findings ...32 Table 4.2 The Description of Academic Writing Learning Using Blended
Learning Approach ... 37 Table 5.1 Blended Learning Activities in Academic Writing Class ...76
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LIST OF APPENDICES
APPENDIX I ... 88
1. Transcript of lecturer’ interview ... 91
2. Transcript of students’ interview ... 98
APPENDIX II ... 124
1. Field note of classroom observation in academic writing class Meeting 1 ... 125
2. Field note of classroom observation in academic writing class Meeting 2 ... 128
3. Field note of classroom observation in academic writing class Meeting 3 ... 131
4. Field note of classroom observation in academic writing class Meeting 4 ... 134
5. Field note of classroom observation in academic writing class Meeting 5 ... 137
6. Field note of classroom observation in academic writing class Meeting 6 ... 140
7. Field note of classroom observation in academic writing class Meeting 7 ... 143
8. Field note of classroom observation in academic writing class Meeting 8 ... 145
APPENDIX III ... 147
1. Students’ activity in MOOC ... 148
2. Students’ writing production (original article, reviewing, and revision article) ... ... ... ...151
3. Student’s writing check in Grammarly ... 159
4. Student’s KM writing ... 161 APPENDIX IV ... 162 1. Result of questionnaire ... 167 APPENDIX V ... 170 1. Curriculum ... 171 2. Syllabus ... 179 APPENDIX VI ... 184
1. Rubric for Academic Writing ... 185
APPENDIX VII ... 189
