THE EFFECT OF LMS-SUPPORTED BLENDED LEARNING ON STUDENTS' ENGLISH PROFICENCY IN ENGLISH FOR ACADEMIC PURPOSE INSTRUCTION

Faisal Rahman, Faida Azhimia, Noor Aisyah

Abstract


This research aims to identify the effect of Learning Management System (LMS) supported blended learning on students’ English proficiency in English for Academic Purpose (EAP) classroom. Previous studies have explored the broader benefits of blended learning. However, there is a lack of studies specifically investigating its impact on EAP instruction. This study aims to address this gap by providing a comprehensive analysis of LMS-supported blended learning in EAP, contributing to a deeper understanding of its potential benefits and challenges in this specialized area of language education. This research implies quasi experimental study method with one group pretest posttest experimental design. The population of this research was 138 students of pharmacy study program of Sari Mulia University academic year 2023/2024 who took EAP course divided into three classes. The sample of this research was 45 of class A students who were selected using cluster random sampling technique. The result found that LMS supported blended learning has no significant effect on students’ English mastery in EAP classroom. This indicates that main hypothesis (H1) is rejected and alternative hypothesis (H0) is accepted. Nevertheless, LMS supported blended learning is still helpful and applicable in EAP instruction since the students’ mean score indicates small improvement on their English proficiency.


Full Text:

PDF

References


A P, R. (2024). The Learning Management System (Lms) And Student Leaning Effectiveness: A Systematic Literature Review. International Journal of Research Publication and Reviews, 5(6), 1857–1861. https://doi.org/10.55248/gengpi.5.0624.1460

Abdullsttar Sadiq, D. (2022). The effects of blended learning on students’ achievement in a foundation english course: A study on foundation english students at TISHK University in Erbil, Iraq. Revista Amazonia Investiga, 11(59), 21–34. https://doi.org/10.34069/AI/2022.59.11.2

Albatti, H. (2023). Blended Learning in English Language Teaching and Learning: A Focused Study on a Reading and Vocabulary Building Course. World Journal of English Language, 13(5), 121. https://doi.org/10.5430/wjel.v13n5p121

Al-Busaidi, K. A. (2012). Learners’ Perspective on Critical Factors to LMS Success in Blended Learning: An Empirical Investigation. Communications of the Association for Information Systems, 30. https://doi.org/10.17705/1CAIS.03002

Cao, T. X. L. (2023). Benefits and challenges of using LMS in blended learning: Views from EFL teachers and students at a Vietnamese public university. International Journal of TESOL & Education, 3(3), 78–100. https://doi.org/10.54855/ijte.23335

Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523–2546. https://doi.org/10.1007/s10639-019-09886-3

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (Eighth edition). Routledge.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3. https://doi.org/10.1186/s41239-017-0087-5

Erizar, E., Marzuki, A. G., Hidayati, T., Juliana, R., & Yulia, A. (2024). The Impact of Online Learning on Undergraduate English Students’ Achievement. Journal of English Education and Teaching, 8(2), 288–302. https://doi.org/10.33369/jeet.8.2.288-302

Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. SAGE Publications.

Fitria, T. N. (2024). Using an Institution Platform of E-Learning in English Language Teaching (ELT) Process at ITB AAS Indonesia. International Journal of Computer and Information System (IJCIS), 5(1), 22–36. https://doi.org/10.29040/ijcis.v5i1.150

Hockly, N. (2018). Blended Learning. ELT Journal, 72(1), 97–101. https://doi.org/10.1093/elt/ccx058

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7. https://doi.org/10.1186/s41239-017-0043-4

Liu, M. (2013). Blended Learning in a University EFL Writing Course: Description and Evaluation. Journal of Language Teaching and Research, 4(2), 301–309. https://doi.org/10.4304/jltr.4.2.301-309

Ma, L., & Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of Computer Assisted Learning, 37(5), 1397–1408. https://doi.org/10.1111/jcal.12579

Mohamed, F. A. E. (2021). The Effectiveness of the Blended Learning in Enhancing EFL Learning and Collaboration. World Journal of English Language, 12(1), 92. https://doi.org/10.5430/wjel.v12n1p92

Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452

Thakre, N. V. (2024). Learning System Application. Gurukul International Multidisciplinary Research Journal. https://doi.org/10.69758/GIMRJ2406I8V12P120




DOI: https://doi.org/10.31932/jees.v8i1.3890

Article Metrics

Abstract view : 408 times
PDF - 106 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.