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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Ayuni Madarina Abdul Rahman
Politeknik Hulu Terengganu, 21700 Kuala Berang, Terengganu, Malaysia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ENGLISH WRITING PERFORMANCE USING BLENDED LEARNING IN TVET EDUCATION Ayuni Madarina Abdul Rahman
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 2, No 1: June 2018
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (458.304 KB) | DOI: 10.30743/ll.v2i1.445

Abstract

This study focuses on Technical and Vocational Education and Training (TVET) includes formal, non-formal and informal learning that prepare young people with the knowledge and skills required in the world of work. English has become an important language in Malaysian higher learning institutions that is used as a medium of interaction and for other educational purposes. For this study, the researcher would like to highlight the impacts of blended learning on students’ writing performance. This is due to the concerns regarding students’ difficulty in English writing. The study used experimental research design to conduct the study that involved 60 students from semester 1 who took Communicative English 1. The study has been conducted on two groups, which were experimental and control group. The students had to answer the questionnaire regarding teacher centred approach (control group) and blended learning approach (experimental group). Also, students do writing test to be correlated with the result from questionnaire. SPSS version 23 that used Kendall’s correlation has become the the tool to analyse the result. The result shows that blended learning has a positive effect to the most students in experimental group.
STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON Ayuni Madarina Abdul Rahman; Mohd. Nazri Latiff Azmi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 4, No 2: December 2020
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.317 KB) | DOI: 10.30743/ll.v4i2.3120

Abstract

Writing requires specific skills in brainstorming, organizing, editing, and proofreading. There are varieties of research conducted in finding which approach is the most impactful to teach writing and one of the approaches emphasized is blended learning, widely acceptable in education field. Nevertheless, its effectiveness on writing is still questionable and the effort to integrate blended learning in teaching writing needs a thorough consideration. Therefore, the purpose of the study is to researcrh the adequacy of blended learning approach on students’ writing performance. Employing an explanatory research type, an experimental research design was applied. A mixed-method method was executed to collect, analyse and interpret data. For quantitative, a quasi-experimental design was carried out to 60 respondents who were selected through purposive samplings and distributed to control and experimental groups. The study used pretest and posttest for both groups. The result shows that there is no significant difference of blended learning and students’ writing performance between the experimental group and control group in the pretest and posttest. Overall, the study shows that both instructions have place in writing. Hence, educators have to become eclectic practitioners who are able to apply suitable approach that can contribute to the growth of teaching and learning writing.
Co-Authors Mohd. Nazri Latiff Azmi