INVESTIGATING BLENDED LEARNING IMPACT ON STUDENTS

VOCABULARY ACHIEVEMENT

Minkhatunnakhriyah1,
Universitas Islam As-Syafi’iyah, Jl. Jatiwaringin Raya no 12 Pondok Gede,
Jakarta Timur, Email: minkhatun.riyah@gmail.com

Hanafi Wibowo2,
Universitas Islam As-Syafi’iyah, Jl. Jatiwaringin Raya no 12 Pondok Gede,
Jakarta Timur,Email: hanafiwibowo.fkip@uia.ac.id

Abstract
This study attempts to investigate the effect of blended learning approach on student’s
vocabulary achievement. The methodology of this study used Quasi experiment method
and randomized post-test only control group design. A sample were 60 grade ten
students of SMK Bina Insan Kamil, Bekasi where divided two experiment and control
group which the experiment tough by blended learning approach and control group
learned the same vocabularies trough conventional way. Analyse of the instrument in
this study in items of validity, reliability, difficulty index and discrimination power used
SPSS and analyse the data used T-test to know whether the alternative hypothesis (Ha)
was accepted or rejected. The result of this study showed that there was significant
effect of blended learning approach on student’s vocabulary achievement. The
significant (Sig) score 0.003 is smaller than (<) 0.05. So that this study has a significant
effect of blended learning on student’s vocabulary achievement. Moreover, the
approach of blended learning enhances their motivation to learn vocabularies in
learning process.

Keywords: Blended learning, vocabularies, vocabulary learning

Introduction
In English component, vocabulary is one of the important aspects for mastering
learning English language. Moreover, it is become the backbone of all language that all
the EFL learners should be mastered. In Indonesia, English language has become
second language and as obligation subject be tough in Junior and senior high level

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although in elementary level as local content. Regarding of minister of Education and
culture republic of Indonesia about English language teaching No. 096/1967 that
development of the nation means should be develop the human resources which is
enhance their abilities such as master the foreign language is English language and able
to operate some new technologies. So, the purpose of English language be though it is
enhancing the human resources to deal with this globalization era.

Now days, English language has become one of obligation subject that
examined in national Examination, it has standard competent in English curriculum of
senior high school (2004) that the students are able to communicate English language
both of spoken and written includes listening, speaking, reading and writing. Those skill
related to each other and it is needed mastering many vocabularies to understand those
four skills. However, still many obstacles in mastering vocabularies on EFL especially
in students of senior high school both of internal and external condition. As previous
research conducted by Tryanti & Noni (2019) explained that the students have not
realize yet the important of English subject out of the class those become lacking of
motivation to study English, this appear from lacking of their vocabularies. Especially
on students of senor high school, they think that mastering some vocabularies were
easy, but when the teacher provides daily exercise from reading text the result score
was lower.

Considering the problem above, it is need effort to provide best approach to

enhance their motivation in learning English especially vocabularies. Moreover, in this
digital era, studying will be wherever and whenever without boundaries from space.
Furthermore, the students are able to be creative, innovative, explore what they want in
studying activities. One of approach appropriate with those case called with blended
learning is effective approach for learning process. According to Djiwandono (2013)
blended learning as mixing approach between face to face and online learning. The
combination between conventional means face to face learning in the classroom and
online learning become interesting because it is provided to students does not monotone
way to study English subject especially vocabularies.

Exploring the impact of blended learning approach on learning vocabularies can

be different way. So, based on the background of the problem above, this study attempts

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to answer the following research question: Is there any significant effect of blended
learning on student’s vocabulary achievement.

Vocabulary

Vocabulary is collection of words which is possessed by language and meaning

it is has important role in communication in mastering language especially in English
language. furthermore, it is the rote of language become a word into meaningful
sentence. Many researcher or scholars given the definition of vocabularies is words
used in the field of science and list of words written translated practically Soedjito cited
in (karyani ,2009). Furthermore, as Hornby (1995) mention that vocabulary is the total
number of words in language and list of words with their meaning. This means that
vocabulary is list and total number of words in language with their meaning translated
practically.

The Importance of Vocabulary

Today, vocabulary is an important role in general language learning, as Laufer

(1995) mentioned. That is why many academics have researched this field to help
improve the learning of vocabulary through distinct strategies. Vocabulary
development is a measure of how well foreign language learners can master English
language skills, such as reading, speaking, listening and writing, Bear et al. (2008).
Furthermore, vocabulary is component of language teaching because without adequate
vocabulary students cannot understand others or communicate their own context.
Therefore, in foreign language learning, vocabulary learning is an important
element, since the meanings of new words are most much stressed, whether in kind of
books or in the schools. It is also central to language teaching and a language learner is
of utmost importance. Recent evident suggests that it can be difficult to teach
vocabulary since many teachers do not trust best practice in vocabulary teaching and
often do not know where to begin to concentrate on word learning (Berne& Blachowicz,
2008).
Blended learning
The use of technology in education is very important especially in conventional
pattern learning method or traditional pattern has been modified to a new pattern. that
are use information and communication technology of media. One of use is computer
media with internet which is eventually emerged e-learning. It is relevant method which

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can be implemented in learning process is blended learning. Moreover, blended
learning is effective approach for learning process, the student can explore their
knowledge to each other and enjoyable. Dwiyogo (2011) explained blended learning is
mix between face to face learning and computer- based or media technology both of
online and offline. In other hand, Akko Yunlu and soylu (2006) mention that blended
learning is learning uses a variety method that combine face to face directly with online
teaching. it is blend from media technology such as video streaming, voice-mail, e-
mail. It can be concluded that blended learning is convey two main points: conventional
face-to-face classroom learning with online learning. It means that independent learning
or collaboration by using information and communication technology facilities and
infrastructure.

Methodology
The participants of this study were 60 grade ten students of SMK BINA INSAN
KAMIL Bekasi by cluster random sampling which divided two experiment and control
group, each group consist of 30 participants which in every sample get same chance in
determining of the sample. The experiment tough by blended learning and control group
learned the same vocabularies trough conventional way.

This study conducted were three phases:

a. Planning
This phase, this research contracted all design will be conducted begin from
structured the research question, methodology, some theories of the research.
There were two variable of this research dependent variable and independent
variable applied blended learning approach and vocabulary achievement as
linguistic variable.
b. Collecting the data
In collecting the data of this research develop from indicator of instrument
variables to find out the validity, reliability, discrimination power from the
instrument.
c. Analysis the data
To analyse the data, this research applied to One Way ANOVA by statistic
formulation of SPSS distribute to hypothesis
d. Reporting

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 This phase, the result of this research must be reported clearly structured based
on mechanism written by institution.
This research is quantitative which applied Quasi experimental method by
designing post-test only control group design as the table below:

Figure. 1 Post-Test only control group design

Group Treatment Test
Experiment X T
Control - T

X = Group of experiment applied by blended learning approach

- = Group of control without applied by blended learning approach
T = Conducted by the same test

Findings and Discussion

After the data analysed and calculated trough SPSS programme it shown the
result of this research which consist of descriptive statistic both of experiment and
control class, Test of normality, Homogeneity and ANOVA. Those can be seen below:

Figure. 2 Descriptive statistic

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 From the table above show that, the result of experiment class applied by
blended learning approach was higher that control class. The higher score of
experimental class was 98 and the lowest score 75. While in control group the higher
score was 95 and the lowest score was 60. In can be sump up that the mean of
experimental group score 85 and control 77 of this descriptive result.

In normality test of the data come from experiment and control group applied
by Kolmogorov-Smirnov followed formulation of hypothesis of this research which
(Ho) means significancy accepted value higher than (>) 0,05 and (H a) means,
significancy accepted value lower that (<) 0,05. As table below:

Figure. 3 Tests of Normality

Kolmogorov-Smirnova

Statistic df Sig.

Experimental .140 30 .140

Control .158 30 .053

a. Lilliefors Significance Correction

The table 3 shown that the value of experimental group significant was 0,140
(>) 0,05 and control group of value significant shown 0,053 (<). Therefore, from the
normality result both of experiment and control group, in experiment group Ho was
accepted and Ha was rejected which it is can be mention that sample in control group
come from normally distribution of population. Meanwhile, the homogeneity
population result it can be seen table below:

Figure. 4 Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Experimental 3.220 1 28 .084

Control .014 1 28 .906

The table 4 above shown that the value of experimental group significant was
0,284 (>) 0,05 and control group of value significant shown 0,906 (<) 0,05 Therefore,
from the normality result both of experiment and control group, in experiment group

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(Ho) was accepted and (Ha) was rejected which it is can be mention that sample in
control group come from homogeneity distribution of population.

The last one of data analyse calculated by SPSS programme to find out
whether or not give significant effect of blended learning on vocabulary students used
One Way ANOVA as can see below:

Figure. 5 ANOVA

Experimental

Sum of Squares df Mean Square F Sig.

Between Groups 336.833 15 22.456 .376 .003

Within Groups 836.667 14 59.762

Total 1173.500 29

From the table 5 shown that the significant value was 0,003 (<) 0,05. It was
refused and Ha was accepted (sig. value < 0.05). The observed F can also be used to
determine whether or not variable X has an effect on Y by comparing it with the F table.
It can be inferred that variable X (blended learning) has a major impact on variable Y
(attainment of vocabulary).

Related with the result of this research, implementation of blended learning

approach to enhancing vocabulary knowledge of the student senior high school give the
significant effect in their learning English process especially supported to increasing
vocabularies. Furthermore, since the implementation of blended learning approach
which is learning activities could be conducted in everywhere without eliminated the
distances which is combining face to face and online learning, it is one line with Sharma
(2010) blended learning raise the coherencies between online access and face to face
interaction which provide experiences in effective language learning.

Furthermore, in this digital era, most of teaching learning process need blended
learning approach trough use application tools of learning such as Edmodo, YouTube,
Instagram, WhatsApp and many other digital tools of learning. Those application can
be implemented to students learn English language especially vocabularies that more
fun learning in learning activities. According to Thorne (2003) said that blended
learning approach become famous particularly in language teaching. Furthermore, it’s
possible to teacher and students conducted their learning teaching process out of

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classroom by using video streaming, conferences call, email, tools of multimedia by
combining traditional classroom. In other case, based on the result of practicing blended
learning approach to the students, they were helped by learning their vocabularies
trough making videos with their friend by group. Shahbaz & Khan (2017) examined
the use application digital tools give them effective in learning process.

The significancy of blended learning on student vocabulary knowledge they not

only learn by having fun but also, they learn vocabulary in many aspects such as
noticing, repetition use of vocabularies (Nation, 2001). Moreover, the students learn
unconsciously learn some vocabularies by meaning of context of the lesson argued by
Pazio (2010) that learning vocabularies by blended learning approach more know the
meaning of context vocabularies while they learn English subject which they presume
this subject is one of the difficult one because of their weakness vocabularies.

The important of mastering vocabularies in every student could be essential

because it is one of component language as the backbone of language. According to
Tosun (2015) said that without mastering vocabularies although shown the capability
in grammar it could be failure of communication. So, as English is second language for
the student and compulsory subject in senior high school, its needed method and
approach to enhance learning process in language subject especially increasing
vocabulary knowledge trough blended reading approach.

Conclusion

blended learning approach become famous particularly in language teaching.

Furthermore, it’s possible to teacher and students conducted their learning teaching
process out of classroom by using video streaming, conferences call, email, tools of
multimedia by combining traditional classroom. Furthermore, since the implementation
of blended learning approach which is learning activities could be conducted in
everywhere without eliminated the distances which is combining face to face and online
learning and implementation of blended learning approach to enhancing vocabulary
knowledge of the student senior high school give the significant effect in their learning
English process especially supported to increasing vocabularies

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