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INDONESIA
VOKAL: Jurnal Ilmiah Bahasa dan Sastra Indonesia
Published by Universitas Terbuka
ISSN : 29629810     EISSN : 29629810     DOI : https://doi.org/10.33830/vokal.v1i2
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Focusing on Indonesian language and literature education perspective, Jurnal Pendidikan Bahasa dan Sastra Indonesia provides a platform for the presentation, analysis, and criticism of provocative work, publishing articles that transcend disciplines and advance the study of Indonesian language and literature education, such as: The research results of Language Learning and Indonesian Literature. The research results of experimental research of Language Education and Indonesian Literature. The research result of Class Action Research (CAR) of teaching of Language and Literature Indonesia. Research result of Indonesian Linguistics and Literature. Linguistic and Literary analysis.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 31 Documents
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EFL Teachers' Perceptions in LMS-Mediated Blended Classrooms: Insights from a Non-Formal Junior High School Fauziah, Nurul Isra; Merysa
VOKAL: Jurnal Ilmiah Bahasa dan Sastra Indonesia Vol. 4 No. 2 (2025)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/vokal.v4i2.13384.

Abstract

This research aims to explore English as Foreign Language (EFL) teachers’ perception of  synchronous activities, both web-assisted and face-to-face, within Learning Management System (LMS)-facilitated blended classrooms. This study examined the advantages and disadvantages of the different modes of synchronous activities from the teachers’ point of view. A qualitative case study was used in this study, focusing on a non-formal junior high school in Indonesia which implemented a blended learning post Covid era. The data was collected through semi-structured interviews. The findings reveal that web-assisted sessions offer flexibility, accessibility, and inclusivity, fostering student independence and confidence. However, they also present challenges related to classroom management, technical issues, and limited teacher control over student engagement. Conversely, face-to-face sessions provide a more controlled learning environment and allow for immediate feedback, yet some students become overly reliant on teacher guidance and neglect independent learning via the LMS.  This research contributes new perspectives to blended learning, particularly by highlighting the unique implementation and pedagogical challenges in a non-formal junior high school setting following the Covid-19 pandemic.

Page 4 of 4 | Total Record : 31

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