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The effects of blended learning to students’ speaking ability

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DOI: 10.21744/ijllc.v4i3.661

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 International Journal of Linguistics, Literature and Culture
Available online at https://ijcujournals.us/
Vol. 4, No. 3, May 2018, pages: 1~14
ISSN: 2455-8028
http://dx.doi.org/10.21744/ijllc.v0i0.000

The Effects of Blended Learning to Students’ Speaking Ability: A

Study of Utilizing Technology to Strengthen the Conventional
Instruction

Gede Ginaya a
I Nyoman Mei Rejeki b
Ni Nyoman Sri Astuti c

Article history: Abstract

This paper describes a structured attempt to investigate the effect of blended

Received: 10 December 2017
learning through the application of WebQuest project tasks embedded in a
Revised: 10 April 2018
modified conventional teaching model to students’ speaking ability in a
Approved: 20 April 2018
vocational college. Participants were 51 (27 males and 24 females) third-
Published: 21 April 2018
semester students enrolled in a three-year diploma program in Tourism and
Travel Business at one public higher education institution in Bali. Data was
Keywords: collected through the procedure of planning, action, observation, and
reflection. Results from the pretest-posttest control group design were
Speaking Ability; evaluated by paired t-tests and a mixed design ANCOVA (analysis of
Blended Learning; covariance) in order to identify any statistically significant improvements
Conventional Teaching; following the intervention. Meanwhile, qualitative data was analyzed based on
the whole observation of the action and the result of the questionnaires.
Findings revealed that the students participating in the treatment were
significantly improved in terms of English speaking ability, and the
improvement was also supported by their increased learning motivation and
interest. Suggestions for successful online WebQuest-integrated instruction are
provided.

2455-8028 ©Copyright 2018. The Author. Published by IJCU Publishing.

This is an open-access article under the CC-BY-SA license
(https://creativecommons.org/licenses/by/4.0/)
All rights reserved.
Author correspondence:
Gede Ginaya,
Tourism Department, State Polytechnic of Bali, Denpasar, Indonesia
Email address: [email protected]

a Tourism Department, State Polytechnic of Bali, Denpasar, Indonesia

b
Tourism Department, State Polytechnic of Bali, Denpasar, Indonesia
c
Tourism Department, State Polytechnic of Bali, Denpasar, Indonesia

1
2  ISSN: 2455-8028

1. Introduction
Blended learning is a face-to-face learning (traditional) method accompanied by online learning, it is often
defined as the combination of face-to-face and online learning (Garrison, 2011). From Garrison’s point of view,
online learning or e-learning should not be viewed as replacing the enormous value of face-to-face educational
experience. He further states that the power of blended online and face-to-face experiences, that can provide
sustained and rigorous educational discourse. A blended learning environment is a flexible approach, which
combines traditional face-to-face instruction with computer-mediated or online instruction (Bonk and Graham,
2012, Gecer, 2013, Graham, 2013, Oliver and Stallings, 2014).
In line with this view, Khan et al (2012) state that the charm of blended learning approach lies in the adaptation
of technology-aided learning methods in addition to the existing traditional based learning. Huang and Chiang
(2010) state that one of the characteristics of blended learning is flexibility of providing learning resources in the
case that it is usually supported by virtual learning environments (VLEs), which are a computer-based standardized
learning system and are used to sustain content delivery of online learning as well as to promote online
communication between an instructor and learners.
In accordance with using a computer in classroom activities, Ngoc (2017) found that instructional methods
using computer-based activities (CPA) for translation courses could reduce the teacher-centeredness and increase
the interaction in class. Picciano et al (2013) explained an implementation of blended learning model in one
semester. Such a model of learning is involving students do a collaborative project, maintain regular
communication with one another through email, wikis, and group discussion boards, meet face-to-face to present
and discussed the online course materials, and at the end of the semester, there is group project presentation.
Hoic-Bozic and Boticki (2009) investigated the use of the blended e-learning model, which is based on a
mixture of collaborative learning, problem-based learning (PBL) and independent learning, in the University of
Rijeka, Croatia. This research revealed that students were satisfied with the pedagogical approach, and their
academic achievements were also better than expected. Wang (2010) conducted a study on the contribution of ICT
tools to student learning. By analyzing students' online utterances and offline interactions, to determine the extent
of collaborative learning among students from two colleges. This study showed that the implementation of ICT
tools in blended learning does promote social interaction among students and their engagement. While Alayyar et
al (2012) investigated the ICT integration in education for preparing pre-service science teachers at the Public
Authority of Applied Education and Training in Kuwait. After separating the subject of the study into two groups,
each group received a different treatment. The first group was coached by ICT while the second group was offered
a blended condition of an access to an online portal with different tutorials and examples. The findings show that
the blended condition got a higher increase in the participants’ technological knowledge.
The implementation of blended learning in language classroom was conducted by Huang and Chiang (2010).
The students who were studying Chinese as a foreign language taught using the Drupal platform and web 2.0 tools
as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and
assignments and received instructor’s feedback through several online. The findings revealed that the instructor
and students alike responded positively to blended learning and it was suggested that web 2.0 is a promising tool
in promoting effective learning of Chinese. Several studies were also done in English language class by Tomlinson
and Whittaker (2013), Bueno and Lopez (2014), Ali et al (2014), Shaykina (2015), and Vandika (2016). The studies
discuss blended learning approach can assist English language students to improve their learning skills by using
technology. In addition, the implementation of an intervention to students for improving their English skills was
done by Chuo (2007), Kirkgoz (2011), Yang et al (2013), Hung (2015), and Alshumaimeri (2012).
Chuo (2011) investigated the effects of the WebQuest Writing Instruction (WQWI) program on Taiwanese EFL
learners' writing performance, writing apprehension, and perception of web-resource integrated language learning.
The results of the study indicated that students in the WQWI class improved their writing performance significantly
more than those in the traditional classroom writing class. Kirkgoz (2013) conducted a study to investigate
designing and implementing a speaking course through task-based learning blended with the use of technology for
the first-year student teachers of English in Turkish higher education. Analysis of quantitative and qualitative data
revealed that students made a noticeable improvement in their oral communication skills, and they were positive
in their perceptions of integrating technology into the lesson.
Yang et al (2015) in their study examined the effectiveness of integrating critical thinking into individualized
English listening and speaking instruction using Moodle, a virtual learning environment. By involving 83
participants of university students in Taiwan with four dependent variables, namely critical thinking skills (CTS),
critical thinking dispositions, English listening, and speaking proficiency. The results of the study showed that

IJLLC Vol. 4, No. 3, May 2018, pages: 1~14

IJLLC ISSN: 2455-8028  3
learners participating in the treatment significantly improved in terms of English listening and speaking, as well as
on all CTS subscales.
Hung (2015) investigated a structured attempt to integrate flip teaching into language classrooms using a
WebQuest active learning strategy. Adopting a quasi-experimental design, three different formats for flip teaching
were developed in this study. The results indicate that the structured and semi-structured flip lessons were more
effective instructional designs than the non-flip lessons to help the students attain better learning outcomes, develop
better attitudes toward their learning experiences, and devote more effort in the learning process. However,
Alshumaimeri (2012) focused on one of the students’ receptive skills by investigating the effects of using
WebQuest on Saudi male EFL to students reading comprehension performance. By applying a quasi-experimental
research design, the experimental group received WebQuest as supplementary activities while the control group
received traditional teaching method. The result of the post-test in the experimental group indicates that using
WebQuest can improve students’ reading comprehension performance.
All literature reviewed above give some perspective views on the application of blended learning approach. Yet
they could not accommodate the needs on improving the students’ speaking ability in the charm of blended learning
approach at the vocational college, either concerning context, respondent, data analysis, as well as data collecting
instrument. Chuo (2007) found that there were correlated relationships among students' writing performance,
writing apprehension, and perception of WebQuest writing instruction. Kirgoz (2011) found that there was a
significant improvement in oral communication skills of the student teachers of English after the treatment and
they had a positive perception of the application of the blended learning. The similar finding was reported by Yang
et al (2013), Hung (2015), and Alshumaimeri (2012) who found that the treatments applied for the blended learning
had a significant effect on students’ English listening and speaking, learning outcomes, and reading comprehension.
However, the study of incorporating information and communication technology into English foreign language
teaching in order to investigate students’ speaking ability need to be conducted in vocational college. In addition,
few studies have been conducted in Indonesian context that investigates the integration of web-based and language
learning on promoting EFL language skills. The visible gap brought and made this research a useful investigation
to undertake to find out the effectiveness of blended learning when it is applied in EFL class at vocational college.
This research was aimed at finding out the effect of blended learning to students’ speaking ability as one of the
language production skills.

Research Questions
This study aims to investigate the effects of blended learning to students’ speaking ability. It seeks to answer
the following questions:
a) Is there any significant improvement in the students’ speaking scores in control and experimental groups in
the post-tests?
b) Are there any significant differences between the control and experimental groups in the post-tests in
relation to the implementation of blended learning?

2. Research Methods
2.1 Research Design
The design of this study is a quasi-experimental by dividing the students into experimental and control groups.
The experimental group received WebQuest project tasks embedded in a modified conventional teaching model
which was set up from communicative activities, practices, and presentation. While the control group received the
conventional teaching model (presentation, practices, communicative activities) only. The students’ scores of
speaking in the post-test were compared for both groups in order to determine whether there were significant
differences between the groups in relation to the treatment.

2.2 Participants
The study was conducted in Tourism Department at State Polytechnic of Bali involving the third-semester
students. The participants were 51 students in the Travel and Tourism Business Study Program in the 2017/2018
academic year. There are four levels of English proficiency in the study program. The first semester is the false
beginning, the second semester is pre-intermediate, the third and fourth semesters are intermediate, and the fifth
semester is advanced. There were two classes of the third-semester students. 3A class with 23 students (13 males
and 10 females) was assigned to the experimental group and 3B class with 28 students (14 males and 14 females)
as the control group.
Ginaya, G., Rejeki, I., & Astuti, N. (2018). The effects of blended learning to students’ speaking ability. International
Journal Of Linguistics, Literature And Culture (IJLLC), 4(3), 1-14.
doi:10.21744/ijllc.v4i3.661
4  ISSN: 2455-8028

2.3 Instruments
There are two kinds of instruments used in this research, one instrument for recording the students’
performances during the action given, such as teaching diary and observation sheets, and the other instrument was
in the form of tests and questionnaires. There were two kinds of test used in this research, such as pre-test (test 1)
for the preliminary observation in speaking, post-test (test 2) for the final performance in speaking. The
questionnaires were used to collect the data especially those that were related to the students’ feeling, motivation,
interest towards the implementation of blended learning.
Before the tests and questionnaires were administered their validity and reliability were tested. For this purpose,
focus group discussions (FGD) were conducted in the class with different participants in order to measure the
validity and reliability of the instruments before they were standardized by one of the professors in the faculty of
teacher training and education at one public university in Bali.

2.4 Data Collection

The data was collected based on the procedure of classroom-based research which is consisted of planning,
action, observation, and reflection Kemmis and McTaggart (2013). This research project was conducted in a six-
week period in which each week consisted of two meeting sessions and one session was completed in 2 x 50
minutes. In the first week, both experimental and control groups received 2 sessions teaching instruction. The
materials that were used in the instruction taken from the lesson book provided for the students in which the learning
method was mostly deductive, the topic discussions were set up in a chronicle order from presentation, practices,
and communicative activities. In the second week, pre-test (test 1) of the oral presentation was administered to both
groups in order to ensure that the subjects in this study were at the same proficiency level in speaking ability before
the treatment was given.
The treatment period was three weeks. During the treatment period, the experimental group received researcher-
designed WebQuest (web-based activity) as a project task through e-learning using Edmodo network. Each
WebQuest project task was completed within 3 days and submitted based on the due date of task submission in the
Edmodo. In the following classroom meeting session, the students practiced speaking activities by the modified
teaching model which was set up from communicative activities, practices, and presentation. The control group
received only the conventional teaching model provided in the lesson book. This teaching model was set up in
chronicle order of presentation, practices, and communicative activities without WebQuest supplementary. In the
sixth week after the teaching-learning process completed, the students in experimental and control groups received
the same post-test (test 2). The speaking tests in pre-test and post-test were scored based on oral proficiency scoring
categories (Brown and Abeywickrama, 2004). The description of the students’ speaking scores was a modified
form of scale 0-100 which included 5 speaking components, namely grammar, vocabulary, comprehension,
fluency, and pronunciation.

2.5 Data Analysis

The data were analyzed in two ways, namely quantitatively and qualitatively. The quantitative data were
analyzed base on the speaking performances during the instructions. The students’ scores in the preliminary
observation (test 1) were analyzed using SPSS-17.0 program and a t-test was computed to ensure that there was
not any difference between the experimental and control groups. While the scores of the students in the post-test
(test 2) were again analyzed in the SPSS. Then, paired sample t-tests were computed for the results of both groups
in order to investigate the differences between the pre-test and post-test in each group. In order to investigate the
differences between the experimental and control group in the post-test, an analysis of covariance (ANCOVA) was
conducted. Meanwhile, the qualitative data were analyzed based on the result of the observation conducted after
the treatment applied, and the result of the questionnaires. Here, the condition and the situation of the class during
the teaching-learning process took place, the interaction, the motivation, the attitude, and the interest of the students
in doing the communicative activities and practices were analyzed in order to know the effectiveness of the learning
model applied. And also, in order to know the problems that might be faced by the students during the teaching-
learning process, which caused they could not improve their speaking ability.

3. Results and Analysis

This study concerns with analyzing of the quantitative data from the answer of the research questions and
qualitative data from the whole observation of implementing blended learning through 3 applications of WebQuest
project tasks embedded in the conventional teaching model and the result of questionnaires. The research questions

IJLLC Vol. 4, No. 3, May 2018, pages: 1~14

IJLLC ISSN: 2455-8028  5
in this study were concerned about the effect of the blended learning to students’ speaking ability. In order to
provide a plausible answer to the research questions the procedures of implementing blended learning through the
applications of WebQuest project tasks embedded in a modified conventional teaching model were conducted to
generate the students’ speaking ability. In addition, the students’ responses towards the implementation of the
blended learning were investigated by distributing questionnaires in each application of the WebQuest project tasks.
Results of the research questions concerning the application of the conventional teaching model in the control group
and WebQuest project tasks embedded in the modified conventional teaching model in the experimental group and
the result of the questionnaires are discussed in this part.

4.1 The Result of the Pre-test

There were 15 topics discussed in the semester and each topic consisted of two teaching sessions in a week. 3
topics were chosen to be applied in the blended learning. The lesson was conducted in 3 weeks with 2 meeting
sessions every week. Before the students received the treatment, both experimental and control groups were taught
by the conventional teaching model for one week or two meeting sessions. After the teaching-learning process was
conducted, pre-test (test 1) of speaking was administered to both groups in the following week in order to ensure
that the subjects of this study were at the same proficiency level in speaking ability. The results of the pre-test
showed that the mean averages of the subjects’ grades on the pre-test were very similar as they were seen in table
1. These results were computed through Independent Samples Test (t-test) and revealed at the p<.05 level in scores
for the two groups [t = -.117, p= .908].

Table 1
T-test results for the groups’ equivalence

Group Mean St. deviation t Value Sig. (2

(No) tailed)
Conventional Control 55.4393 6.34
(28)
.117 .908
Blended Experiment 55.2609 5.26
(23)

The result of the pre-test showed a poor result. The mean scores of the students after an oral test was assigned by
using the conventional teaching model were only 55.44 in the control group and 55.26 in the experimental group.
This means score was categorized into low beside that the students seemed not focused, uninterested, and often
getting prone during the teaching-learning process.

4.2 The Result of the Post-test

Base on the result of the preliminary observation, the research was started for the next instruction by applying
the treatment. In the planning step the researcher concerned on improving the students’ speaking ability on the
English subject through blended learning in the experimental group. For this purpose, an instructional planning or
teaching-learning scenario and instruments were prepared. Before the students worked online, face-to-face
instruction on the application of the treatment was presented. The teacher displayed the WebQuest project task on
the whiteboard and assigned the students into small groups and each group consisted of 3 until 4 students. In this
case, there were 6 groups of 23 students, 5 groups consisted of 4 students and 1 group consisted of 3 students. The
6 groups of the students then divided into 2 groups, group 1-3, and group 4-6, to be registered in the Edmodo
application as members of the e-learning. There were 3 WebQuest project tasks for the 3 chosen topics and each of
them was completed in 6 meeting sessions in 3 weeks before the post-test was assigned to both groups.
The structure of WebQuest was presented into four stages namely, introduction, task explanation, process, and
evaluation. The introduction stage included introducing the overall theme of the WebQuest, presenting the
WebQuest’s homepage which the students would need to understand for completing the given tasks. The second
stage as task explanation was the description of tasks that the students would have to do as they work their way
through the WebQuest. The task contained WebQuest topics which were chosen from various topics on travel and
tourism business. The topics were in line with the English subject of that semester and they were expected to be
highly motivating and intrinsically interesting for the students. The third stage of the process was setting
communicative activities and practices which were facilitated with group discussions, the pair works, business
Ginaya, G., Rejeki, I., & Astuti, N. (2018). The effects of blended learning to students’ speaking ability. International
Journal Of Linguistics, Literature And Culture (IJLLC), 4(3), 1-14.
doi:10.21744/ijllc.v4i3.661
6  ISSN: 2455-8028

games, role-plays, and problem-solving. Finally, the fourth stage of the evaluation was evaluating the students’
performances in the communicative activities and practices by recording them in the observation form. The last
two stages (stage 3 and 4) were conducted after the students completed their WebQuest project tasks.
After face-to-face instruction in the class completed, the instruction was switched into e-learning using Edmodo.
By this e-learning, the teacher could manage communication with the students online concerning the completion
of the WebQuest project tasks. The students had about 3 days to complete each task and it was submitted based on
the due date stated in the Edmodo. After the submission of the task, the students returned to the class in the
following meeting session of the week to practice speaking in a modified teaching model. On the other hand, the
control group was remaining to be taught conventionally, as in the first instruction, without WebQuest
supplementary. However, the students in this group given the same post-test as the students in the experimental
group.
In the application of the first WebQuest project task, the researcher assigned the WebQuest project task to the
respective group in the first meeting session of week 3. The topic for this task was inquiries and reservation in
travel and tourism business. The terms and condition of this task had been uploaded in the Edmodo which could
be accessed by the students. Each group of the students had about 3 days to complete the task and it was submitted
in accordance with the due date in the Edmodo. The task was checked by the researcher before the students
practiced speaking activities in the class. In the second meeting session of week 3, the teaching-learning process
was conducted in the class. The teacher prepared the instructional planning or teaching-learning scenario before
giving the learning action. The action was conducted in the form of communicative activities and practices which
were facilitated by group discussions and pair works prior to the presentation of language expressions of the
discussed topic. The students’ performances in the communicative activities, practices, and presentation were
recorded in the observation sheet as an observation step of this research.
The whole observation of the first application, it was found that the students still felt not too confident and the
slow students also found themselves still difficult to adjust with others in the group discussions. Knowing the
weakness found in this first application and then it was done a reflection. As the reflection, it can be stated that the
students needed facilitation to encourage the skill of constructing support required in the communicative activities
and practices so that it could release the factors that cause the learning security in the language activities and
practices. The researchers thought that business games and role-plays could be the solution.
In the second application of the WebQuest project task, the whole instruction of the first meeting session was
conducted via e-learning. The topic for the WebQuest project task was explaining places of interest. Similarly, in
the previous application, the students submitted the task via Edmodo before practicing speaking in the class. In
the second meeting session of week 4, the classroom instruction was initiated by setting up the teaching-learning
scenario in which the action was facilitated by business games and role plays in the communicative activities and
practices. In the observation step of this application, it could be stated that the students began to feel comfortable.
They became more active to participate in the group discussions and they were keen to perform an action in the
role-play activity. However, there were some students often borrowed their friends’ works in their respective group
before doing an oral presentation. This problem was considered as a short-term utility learning. As the reflection
step, every student would be given the ill-structured problem to be solved in the next application.
In the third application, the students accessed the WebQuest project task with the topic of suggesting tour
program to be submitted via Edmodo. In the second meeting session of week 5, the researcher started the classroom
instruction by setting up the teaching-learning scenario before giving the learning action. The action was then given
by using problem-solving for the communicative activities and practices prior to the presentation of language
expressions on the discussed topic. In the observation step, it was found that the students were really active in doing
the communicative activities and practices. For the reflection of this application, it can be stated that the students
were really highly motivated in learning English. However, this present study only consisted of three applications
of WebQuest project tasks so the research was stopped.
After the third application was completed, in week 6 the post speaking-test (test 2) was administered for both
experimental and control groups. The speaking test was a set of situations in travel and tourism business related to
some topics, such as inquiries and reservation, explaining places of interest, and suggesting tour programs. The
mean score of the post-test achieved by the students in control group was 63.05 and 84.43 in the experimental
group.
In order to answer the first research question (Is there any significant improvement in the students’ speaking
scores in control and experimental groups in the post-test?), descriptive analysis and paired samples t-tests were
used to investigate any statistically significant differences in the results of the posttest compared with those of the

IJLLC Vol. 4, No. 3, May 2018, pages: 1~14

IJLLC ISSN: 2455-8028  7
pre-test for both groups. Table 2 below shows the paired samples t-test results for speaking scores in the control
and experimental group.

Table 2
Paired t-test results for control and experimental group (differences between pre- and post-test)

Instruction Group Variable Mean St. Deviation t value Sig. (2-

(No) Pre-test Post- Pre-test Post-test tailed)
test
Conventional Control Speaking 55.4393 63.0536 5.71849 6.69209 -5.417 .000**
(28) Ability
Blended Experimental 55.2609 84.4348 5.06294 4.64979 -23.485
(23)
** significant at .05 level

Table 2 shows that the performance of the students in the control group improved significantly in speaking ability
[t = -5.417, p=.000]. There are significant differences between the two proficiencies in favor of the post-test scores
at the level of p<.05. These results might be due to the exposure of explicit functional and grammatical rules more
intensively than in the previous learning so that they had a better experience in doing the practices and
communicative activities. Whereas, the experimental group improved significantly in speaking ability [t = -23.485,
p=.000] at the level of p<.05 in favor of the post-test results. These results were due to the effectiveness of
implementing blended learning. The students became more confident in doing the communicative activities and
practices. However, the margin of the mean scores between the mean scores in the pre-test and the post-test is
higher in the experimental group than in the control group. Figure 1 below shows the overall look of the mean
scores of the control and experimental groups in the pre and post-test.

90

80

70

60

50

40

30

20

10
Control Experiment

pre-test post-test

Figure 1. Mean scores of the control and experimental groups’ speaking ability in the pre and post-test

The results of both groups showed that there were significant improvements in students’ speaking ability after
receiving treatments in the three applications of WebQuest project tasks. However, the treatment effects were
investigated in order to answer the second research question: Are there any significant differences between the
control and experimental groups in the post-tests in relation to the implementation of blended learning? In order to
answer the second research question, an analysis of covariance (ANCOVA) was conducted controlling the pre-test
scores.

Ginaya, G., Rejeki, I., & Astuti, N. (2018). The effects of blended learning to students’ speaking ability. International
Journal Of Linguistics, Literature And Culture (IJLLC), 4(3), 1-14.
doi:10.21744/ijllc.v4i3.661
8  ISSN: 2455-8028

Table 3
ANCOVA tests for the group's post-test results after controlling the pre-test effects

Instruction Group Variable Mean St. deviation F Sig. (2-tailed)

(No)
Conventional Control Speaking Ability 63.0536 6.69209 90.888 .000**
(28)
Blended Experimental 84.4348 4.64979
(23)
**significant at .05 level

Table 3 shows that there were significant differences between the experimental and control group in the post-test
controlling the pre-test scores [F=90.888, p=.000] at the level p<.05. The strongly significant differences occurring
in the students’ post-speaking test support the claim that using the application WebQuest project tasks integrated
to the modified conventional teaching model can improve students’ speaking ability. Figure 2 below shows the
differences in post-test mean scores of both groups.

90

80

70

60

50

40

30

20

10
Pre-test Post-test

Figure 2. Mean scores of both groups speaking ability in the post-test

The figure shows that the experimental group’s mean score is higher than the control group in the post-test.
However, it can be concluded that based on argumentative and narrative applications of WebQuest project tasks
under different planning conditions, there were highly significant differences between the conventional teaching
model and the application of WebQuest project tasks embedded in the modified conventional teaching model. The
application of this learning is in line with the philosophical essence of e-learning that e-learning itself doesn’t mean
to replace totally the conventional learning model in the class, but it can strengthen the model of learning through
diversifying the learning content and utilizing the educational technology.
The students’ responses toward the implementation of blended learning in the English subject showed positive
indication. The evidence of this statement could be seen as the result of the application of the questionnaires on
each application. In the first application there was 22% of the students said that they were very happy and there
was 75% of them said that they were happy, and 3% said that they were happy nor unhappy, when they were asked
about the feeling and interest in learning English through blended learning as it is shown in figure 3 below.

IJLLC Vol. 4, No. 3, May 2018, pages: 1~14

IJLLC ISSN: 2455-8028  9
happy nor unhappy
3%

very happy
22%

happy
75%

Figure 3. The students’ perception of the implementation of blended learning

This students’ positive perception towards the implementation of the blended learning through the application of
WebQuest project tasks was indicated by their active participation in the classroom interaction. Whereas, there
were some problems recorded that faced by the students during the teaching-learning process, such as some students
felt less confident in speaking English because they were afraid of making mistakes in grammar and pronunciation,
limited vocabularies and expressions in producing utterances, difficult to understand other students’ utterances
during the presentation. However, most of the students said that the blended learning used in the English class
could minimize the problems faced by the students. It was due to the reason that communicative activities and
practices with the facilitation of group discussions, pair works, business games, role plays, and problem-solving
were carried out excitingly, and also could release such feelings as boring, hesitant and afraid in learning.

Discussion
From the result of the pre-test to the result of the post-test after the three applications of WebQuest project tasks,
it showed rather an extreme improvement. This significant difference between the students’ achievement in the
pre-test and post-test is the effect of the three applications of the WebQuest project tasks embedded in the modified
conventional teaching model. The advantages of the first application of WebQuest, which was facilitated with
group discussions and pair works in the communicative activities and practices, could be stated as the students
performed actively like questioning, responding others’ and the teachers’ questions. However, this technique was
still not contributing an optimal result. The students became not too confident in expressing their ideas and the
sharing knowledge was still not maximum in the group discussion and pair works. This condition happened because
they still thought about mistakes of expressing the language items to be made in speaking. In addition, some
students still felt insecure working in a group, especially the slow students who were still hesitant to learn from
others.
As the application continued, the students’ interactions were getting better in which they were challenged to be
active in learning due to the technique applied in the second application facilitated with business games and role
plays in the communicative activities and practices. As a result, the students became more actively participated in
the learning since they found the learning was fun and interesting. In addition, they could release their tension and
stress in learning as they could freely express their ideas in the activities and share ideas with other students through
group discussions. Even, the slow students could learn here from others and they got phrases, sentences, and
grammatical points from their friends, which were used for oral presentation.
Finally, in the third application which was facilitated with problem-solving in the communicative activities, the
students could get engaged in collaborative activities, shared learning experiences and new knowledge. This
progress of learning due to the implementation of blended learning by applying WebQuest embedded to the
modified conventional teaching model. In order to ensure a learning progression, the teacher may apply strategies
like explaining some principles or concepts, providing the students with simpler versions of a problem to facilitate
their understanding and support their learning. Such support is continued by the teacher until a time the students
are able to handle the expected complexity level on their own. In this case, scaffolding is really needed for teaching
English as a skill. The WebQuest project tasks offer this facility of supported learning. The tasks provide the
Ginaya, G., Rejeki, I., & Astuti, N. (2018). The effects of blended learning to students’ speaking ability. International
Journal Of Linguistics, Literature And Culture (IJLLC), 4(3), 1-14.
doi:10.21744/ijllc.v4i3.661
10  ISSN: 2455-8028

students with practice space and ample time to learn English for achieving the learning outcomes which are stated
in the syllabus of the curriculum.
In relation to the classroom interaction, the students tried to interact maximally in order to get a better solution
for the problems. These activities and practice were intended to stimulate their speaking creativity. So here, it could
be clearly seen that the students’ participation in the teaching-learning process improved well. It also meant that
the students enjoyed the class and they were pushed to work hard in maximizing their potential to use their English.
Consequently, their speaking ability was improved significantly as it was shown by the result of the post-test.
Another interpretation of the finding has to do with the kind of language input which students were exposed to.
The language input for oral activities which can be derived from wide range of sources that form the basis for
communicative activities and practices will help the students deal with real situations they are likely to encounter
in the future provided to students in the conventional instruction for speaking was somewhat insufficient, that is,
affected to the students' present level of English proficiency. In addition, the instruction received by the students
in conventional method was so monotonous that they could not perform optimally during the teaching-learning
process. Consequently, they often felt low motivated, less interest, and lack of participation in the teaching-learning
process. On the other hand, through the scaffolding Web exploration, students in the experimental group were
guided to surf pre-selected Web materials that were rich in quantity and relevant and elaborate in quality for the
intended study content. The learner reads on internet websites, can be incorporated into the learner’s speaking
repertoire (Laborda, 2009). In other words, the Web materials in the WebQuest tasks offered the kind of language
input that Doughty and Long (2002) described as possessing "linguistic complexity, quality, quantity, variety,
genuineness, and relevance" when they commented on the capability of computer technology in providing input to
language learners. Therefore, the exposure to rich, relevant, and elaborate language input may offer yet another
reason why students in the experimental group outperformed those in the control group instruction in their speaking
ability.
Another advantage of the learning model said by the students was that the language items that had been learned
were not easy to forget as they found them through the learning process and not merely been told by the teacher.
Moreover, they also listed some advantages of the blended learning with WebQuest application, such as the learning
model could encourage them in speaking through the challenging technique applied in the classroom procedure
like group discussions, business games, and problem-solving. By the activities, their interaction in the class could
push them to be active during the learning process so that they could enjoy the class and do not feel boring in
learning. The communicative activities and practices were also influencing the other language skills like listening,
reading, and writing. While the disadvantages of the learning method, they listed the points, like it was less efficient
in times since it needs more time in completing every topic due to the complexity of the students’ characteristics
in the sense that not all students had the same ability in understanding the materials. Some students need more time
to catch them and slightly slow when they did an oral presentation.
Overall, it should be noted that the WebQuest task was effective in itself in significantly reducing students'
speaking anxiety. From this perspective, this particular finding echoes other quantitative and qualitative research
results that the Web-based language-learning environment reduces students' anxiety in speaking (Alias and Hussin,
2002, Laborda, 2010).

4. Conclusion
Based on the result of the findings and discussion stated earlier, it can be concluded that the implementation of
blended learning can improve the speaking and writing proficiency of the third-semester students at the vocational
college. The improvement achieved by the students here is also supported by the fact that the application of
WebQuest active-learning activities can improve the students’ learning motivation and interest. As a result, they
can interact actively during the entire process of learning. Therefore, the application of the web-based activities in
the classroom is really needed in order students can maximize their English language skills.
Considering the conclusion formulated above, blended learning can be used as an alternative technique or
activities in English class. The teacher should be active in facilitating the learning through the application of online
activities so that the activities can encourage students’ critical thinking skills, such as comparing, classifying,
inducing, deducing, analyzing errors, constructing support, abstraction, analyzing perspectives. The teacher’s
creativity in designing fun and dynamic communicative activities will be able to stimulate their learning interest
and motivation.

IJLLC Vol. 4, No. 3, May 2018, pages: 1~14

IJLLC ISSN: 2455-8028  11
Acknowledgments
The authors are very grateful to some parties who have given contributions and encouragements in completing this
article. Particular thanks are owed to the following:
1. Mr. I Ketut Suarta, the Head of Tourism Department and Mrs. A.A.A. N. Harmini, the head of Travel and Tourism
Study Program, State Polytechnic of Bali who gave an access to the authors to conduct a research in the study
program.
2. The third-semester students of Travel and Tourism Study Program in 2017/2018 academic year as the participants
of the research.
3. Prof. Dr. Ni Putu Kerti Nitiasih, MA as an expert who standardized the research instrument.
4. Mrs. Ratih Oktarini and Mr. Rai Jaya Widanta, the authors’ colleagues in the study program or the Institutional
Language Centre who gave some language correction of the article.
5. Mr. I Dewa Made Cipta Santosa, the Assistant Deputy of the Institutional Research Centre, who gave advice to the
authors about writing the article in the international journal.
6. The editors of IJLLC who guided the authors to complete the publication of the article.

Ginaya, G., Rejeki, I., & Astuti, N. (2018). The effects of blended learning to students’ speaking ability. International
Journal Of Linguistics, Literature And Culture (IJLLC), 4(3), 1-14.
doi:10.21744/ijllc.v4i3.661
12  ISSN: 2455-8028

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Ginaya, G., Rejeki, I., & Astuti, N. (2018). The effects of blended learning to students’ speaking ability. International
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Biography of Authors

Gede Ginaya teaches English in the Tourism Department, State Polytechnic of Bali. He received
a bachelor’s degree in English language teaching from The Faculty of Education and Teacher
Training Universitas Udayana, Bali (Currently is UNDIKSA Singaraja) and a master’s degree in
cultural studies from Universitas Udayana, Bali. His research interests include classroom-action
research, cultural studies, and tourism.
The previous publication:
1. The Application of Guided Discovery-Learning Strategy on the English Subject Matter
(Proceeding of the Research Studies III, TPSDP DIKTI 2007).
2. Tourism and Commodification of Culture: A Case Study on Balinese Culture (SOSHUM,
Vol. 1, No. 1, 2011).
3. Understanding Russian Tourists’ Characters in Tourism Industry of Bali (Jurnal
Kepariwisataan STP Nusa Dua Bali, Vol. 9, No. 2, 20015).
4. Conflict of Interests between the Tour Guides and Foreign Representatives in Handling
Russian Tourists at PT. Tiga Putrindo Lestari, Nusa Dua Bali (Jurnal Perhotelan dan
Pariwisata STIPAR-Triatma Jaya, Vol. Vol 1-5, 2015).
5. Enhancing Students’ Speaking Ability Using Scaffolding Technique (SOSHUM, Vol. 4,
No. 3, 2018).

I Nyoman Mei Rejeki teaches English in the Tourism Department, State Polytechnic of Bali. He
received a bachelor’s degree in Business from The Faculty of Economy and Business Universitas
Udayana, Bali and a master’s degree in Marketing from STIE Artha Bodhi Iswara. His research
interests include entrepreneurship, marketing, and managing community-based tourism.
The previous publication:
Pengembangan Ekonomi Kreatif di Kota
1. Developing Creative Economy in Denpasar: Marketing and Production Prospective (JBK,
Vol. 9, 2013).
2. Analytical Hierarchy Process (AHP) Method in the Study of Excellence of Product in
Bangli Regency (Jurnal Profitika, Vol. 5, No. 1, 2013).
3. Community Based Village Management Model in Blimbingsari Tourism Village Melaya
Jembrana Bali (Procceding, 2017)

Ni Nyoman Sri Astuti teaches Front Office and Tourist Attraction Management in the Tourism
Department, State Polytechnic of Bali. She received a bachelor’s degree in hospitality tourism
program from Tourism Study Program Universitas Udayana, Bali and a master’s degree in
Tourism Program from Universitas Udayana, Bali. Her research interests include attraction and
destination research, cultural studies, and tourism.
The previous publication:
1. Foreign Tourist Perception on Bali Tourism Product (Proceeding International Conference
on "The Development of Bali Tourism in The Global Era)
2. The Role of Tourism Departement and Regional Tourism Promotion Agency Developing
Community Based Tourism (International Conference on Asian Tourism Forum 2016)
3. Transportasi and Accommodation Model for Backpacker Supporting Community Based
Tourism (Tourism and Events International Seminar 'Implementing Green and Sustainable
Tourism')
4. Begging Tradition: A Challenge To Develop Muntigunung Village As A Tourist Village
In Globalization Era (The 3rd International Indonesian Forum for Asian Studies:
Borderless Communities & Nation With Borders Challenges of Globalization)
5. Cultural Commodification and The Effect to Local Wisdom in Kuta Village, Bali (The 5th
International Conference on Education and Social Sciences (ICCES)
6. Green Integrated Learning (Seminar Nasional Terapan Riset Inovatif 2017)

IJLLC Vol. 4, No. 3, May 2018, pages: 1~14

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