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Reflecting Experiences on Using Blended Learning: A Self Narrative Inquiry Research Farani, Rizki
Jurnal Kiprah Vol 9 No 2 (2021): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/kiprah.v9i2.3519

Blended learning (BL) has widely implemented in higher education setting. However, the application of BL presents a wide range of variation. BL is conducted based the consideration of modalities, methods and instruction. As the impact, each instructor has different strategies in applying BL. Therefore, it is important to explore BL practices in order to recognize strength and weakness of BL in different context. In this self-narrative inquiry research, I would like to narrate my personal experience in implementing BL on some theoretical courses in a bachelor program. The stories cover my BL practices from 2015 until 2019 which explain about modalities, methods and instructions selections. In narrating my stories, I highlight benefit and challenges of every BL practice to emphasize personal reflection from past, present and future events. By connecting three life events, I offer a reflection on how to select effective BL practice based on technical considerations, teaching strategies and instructional design. The reflection is expected to provide a reference for educators in designing blended learning for higher education.

CONSTRUCTING ICT COMPETENCE OF PRE-SERVICE EFL TEACHERS THROUGH BLENDED LEARNING APPROACH Rizki Farani; Egista Pregi Fatimaghribi
Jurnal Sosioteknologi Vol. 18 No. 3 (2019)
Publisher : Fakultas Seni Rupa dan Desain ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/sostek.itbj.2019.18.3.11

This research is to evaluate the use of blended learning in English Language Education Program, University of Islam Indonesia. The aim of this research is to describe and evaluate the implementation of blended learning to enhance ICT competence of pre-service EFL teachers in developing instructional media. The research involved 125 pre-service English teachers in Learning, Media and Technology course. During the course, blended learning process was divided into offline meeting for theoretical discussion and media project consultation; and online meeting for material designing and practicum. The data, obtained from March 2018 to April 2018, present several information; a) the analysis of students' achievements; b) the analysis of students' media project and c) document analysis (lesson plan). All data were analyzed by using instructional design and multimedia rubrics in quantitative scales. The results show that most of the students are able to develop appropriate instructional media for English learning. However, some students need more instruction to enhance their understanding during online meeting. The implication of this research is it is challenging to use blended learning for project-based assignment so educators should design balanced activity between practicum and consultation to assist students in developing their project. Keywords: blended learning, pre-service teachers, instructional media for ELT

Observing Teacher’s Motivational Teaching Practices in an EFL Class during Covid 19 Pandemic Rizki Farani; Qowiyun Ma’rufah
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Covid 19 pandemic breakout is a sudden wake up call for educators in terms of elevating the quality of EFL online learning activities. Several previous studies have proven that students’ motivation is one of the important aspects in learning English. However, each educator has different teaching practices. There is no standard on how teachers design strategies to motivate their students. Therefore, it is essential to explore various kinds of teachers’ techniques in motivating students. To reveal more motivational techniques in EFL settings, this study aims to observe teacher’s motivational teaching practices in one of Senior High Schools in Yogyakarta. By using qualitative method in a form of an observational study, this research captured online learning activities in an English subject online classroom. The data was collected by using observational checklist and field notes. As additional data, interview was conducted as confirmatory data. An English teacher volunteered herself to be the participant who explained about motivational teaching practices. After collecting data through video recording, LMS activities and interview, the data was analysed by using thematic analysis technique based on motivational teaching practice’s components. The results show that teachers mostly use positive retrospective self-evaluation by providing feedbacks and reward. In addition, teacher also generated initial motivation by maintaining and protecting students’ motivation during learning. In sum, teacher has succeeded to create basic motivational condition. It implies that student-teacher interaction in online learning is not only limited to share materials and conduct assessment but also build positive and safe environment for students.

Students’ Interaction in Asynchronous Blended Learning: The Analysis of Community of Inquiry Framework Implementation Rizki Farani
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.905 KB)

The purpose of this study is to describe students’ interaction in asynchronous blended learning as a part of community of inquiry activities. This research is self-observational study in ICT-based course for pre-service English teachers. There were 91 students who participated in blended learning activities. Data were obtained from offline teaching journals and online activities in Google Classroom Platform. The data were analyzed by using community of inquiry framework to describe social, cognitive presence and teaching presence. The findings showed that offline activities provided more social presence, cognitive presence and teaching presence. Meanwhile, online activities only provided teaching presence and cognitive presence without strong social presence. The implication of this research is students attend the online learning as a part of required instruction in the course only, not because of self-awareness of building knowledge. Keywords: interaction, asynchronous Blended Learning, community of Inquiry framework

Revisit Bloom’s Taxonomy: A reflection of education in a digital era Rizki Farani
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9347

Bloom’s taxonomy has been used in the education field since 1956. It promotes a higher form of thinking in education. However, the shift from traditional classroom interaction to technology-based education, such as e-learning, blended learning, and distance learning, changes the paradigm on how educators design learning instruction. This article presents a general description of Bloom’s taxonomy application in the digital era based on some literature reviews. The articles were selected purposively among open-access journals only in two reputable international journals: (1) Computer and Education and (2) Cogent Education. The journals were selected due to their publication mostly related to Bloom’s taxonomy in the education field. The review covers two aspects: (1) the identification of Bloom’s taxonomy applications and (2) the modification of Bloom’s taxonomy to promote thinking skills. The analysis presents information on how educators modify Bloom’s taxonomy to deliver content through technology-based learning. The results show that: (a) there is limited access to identify Bloom’s Taxonomy studies; (b) there is limited open access to literature reviews on Bloom’s Taxonomy in the education field; (c) modification of Bloom’s Taxonomy in the digital era position technology as a tool to facilitate students’ learning, and (d) most learning only builds students’ cognitive skills. There is still a limited exploration of affective and psychomotor domains. As a further recommendation for future research, there is a demand to provide more open-access journals on how to use technology to support affective and psychomotor domains.

Portraying Metacognitive Awareness Skills of Senior Year College Students: Survey Study Farani, Rizki; Taufiqurrahman, Baikuni; Azis, Mita Farani
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8415

Prior researches regarding metacognitive awareness had been conducted but none of them analyzed particularly only to the metacognitive awareness and the senior year of university students. Thus, the aim of this study is to map metacognitive awareness skills of senior year college students at the English Language Education Department. There were 90 students who participated in this survey study. In order to assess their metacognitive awareness skills, this study employed Metacognitive Awareness Inventory (MAI) from Schraw & Dennison (1994), consisted of 52 items, divided into 8 domains: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, monitoring, debugging strategies, evaluation. The data were analyzed by using a descriptive quantitative method to determine the highest and the lowest domain that represented respondents’ metacognitive awareness. The results showed that the highest metacognitive awareness skill of senior year students was planning ( = 4.02), followed by procedural knowledge (= 3.99), monitoring (= 3.91), information management strategies (= 3.88), declarative knowledge (= 3.87), evaluation ( = 3.85), debugging strategies ( = 3.83), and the lowest domain was conditional knowledge (= 3.81). The findings implied that senior year students could determine goals before starting their learning process. They knew how to achieve their goals, monitored their process, managed information, obtained knowledge, analyzed their performance, and revised their process based on analysis. However, they needed to improve their skill in selecting effective strategies based on specific circumstances.

Facilitating students’ readiness for blended learning during the COVID-19 pandemic Farani, Rizki; Budiningsih, C. Asri; Rohman, Arif
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.27988

Blended learning during COVID-19 pandemic creates diverse combination of face-to-face synchronous and asynchronous activities. However, there is still limited exploration on students’ readiness in terms of finishing their tasks. Most studies only focus on general description of students’ learning preparation. To complete the existing literature, we investigated the use of training, tutorials, and simulations to facilitate students’ readiness for blended learning during the COVID-19 pandemic. Three iterative phases of preparation, learning implementation, and investigating findings were employed in a frame of design-based research (DBR) method. The data consists of classroom’ observations, students’ reflective notes, and students’ achievements reports. All data were coded and analyzed statistically and qualitatively to determine the benefits of training, tutorials, and simulations in supporting students’ readiness to complete tasks. The results show that training, tutorials, and simulations facilitate extra asynchronous interaction and time to help students prepare their drafts for submission. Students can achieve all predefined learning goals at the end of the semester. The results imply that educators need to explore more initial activities prior blended learning to facilitate students’ readiness.

Revisit Bloom’s Taxonomy: A reflection of education in a digital era Farani, Rizki
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9347

Bloom’s taxonomy has been used in the education field since 1956. It promotes a higher form of thinking in education. However, the shift from traditional classroom interaction to technology-based education, such as e-learning, blended learning, and distance learning, changes the paradigm on how educators design learning instruction. This article presents a general description of Bloom’s taxonomy application in the digital era based on some literature reviews. The articles were selected purposively among open-access journals only in two reputable international journals: (1) Computer and Education and (2) Cogent Education. The journals were selected due to their publication mostly related to Bloom’s taxonomy in the education field. The review covers two aspects: (1) the identification of Bloom’s taxonomy applications and (2) the modification of Bloom’s taxonomy to promote thinking skills. The analysis presents information on how educators modify Bloom’s taxonomy to deliver content through technology-based learning. The results show that: (a) there is limited access to identify Bloom’s Taxonomy studies; (b) there is limited open access to literature reviews on Bloom’s Taxonomy in the education field; (c) modification of Bloom’s Taxonomy in the digital era position technology as a tool to facilitate students’ learning, and (d) most learning only builds students’ cognitive skills. There is still a limited exploration of affective and psychomotor domains. As a further recommendation for future research, there is a demand to provide more open-access journals on how to use technology to support affective and psychomotor domains.

Learning Theories In Instructional Multimedia For English Learning Farani, Rizki
Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i2.4439

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning has appeared in several learning methods and media. One of popular media today is instructional multimedia by using computer. There are many educators who design English material in certain computer software or games. It is still possible to apply learning theories in instructional multimedia program since multimedia provides complete learning by using text, picture, sound, video and animation. Multimedia program can adapt students' differences in learning. It is a good potential of collaborating learning process and technology to learn English better. The program will help students to master the whole English language competence (listening, speaking, reading and writing). This paper will discuss the types of learning theory that can be used in instructional multimedia to learn English. This paper also provides several examples of instructional multimedia product that contain learning theories application.Key Words: Learning theories, Instructional multimedia, English learning

Content-Based Instruction Approach In Instructional Multimedia For English Learning Farani, Rizki
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4445

Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentation of selfstudy program in a computer. Instructional media combines several aspects such as text, pictures, graphic, sound and video. There are many English materials that are presented in a computer display by combining all aspects of multimedia. This method can help learner to understand the material better by visualizing the concept. In integrating CBI approach in instructional multimedia by using computer, there are two important aspects in creating effective multimedia, such as displaying reading text and integrating all English skills. In displaying reading text, CBI approach play important role in presenting reading passages about certain topic based on students' interest and multimedia aspects also play significant role in visualizing all concepts and vocabularies from the reading passage. This paper will discuss the integration of CBI approach in instructional multimedia for English learning deeply by presenting the basic concept and providing some examples of instructional multimedia display.Keywords: Content-Based Instruction Approach, Instructional Multimedia, English Learning

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