The Hybrid Language Learning: Lesson Learned from Vocational School Teachers and Students
DOI:
https://doi.org/10.17977/um064v2i42022p495-518Keywords:
Keywords: Moodle-based LMS; Hybrid Learning; Language LearningAbstract
Abstract: The shift from remote learning to hybrid learning mode during the Covid-19 pandemic resulted in positive and not so favorable experiences to English teachers and students. Their experiences are worthy of investigation, from the preparations needed in hybrid language learning using Moodle, the problems that arise during learning, to how these problems can be overcome. The reported study used a case study with a descriptive qualitative approach to investigate these issues. In-depth interviews were conducted to collect data from the selected teachers and students. The subjects were three English teachers and five eleventh graders purposefully selected based on some selection criteria. Results of the interviews showed that the teachers and students had different experiences in hybrid language learning using Moodle-based LMS in terms of the preparation needed, challenges found and solutions of the challenges. Creating interactive materials was challenging for teachers, while internet connection and study independently were the most challenging aspects for students. Awareness of these problems and creativity in designing and using simple and easy to understand materials should be taken into teachers’ consideration. Furthermore, they need to identify and anticipate common student-related issues so that they can address them well. Moreover, teachers and students should work together to find the solutions to hybrid learning obstacles that work best for them.
Keywords: Moodle-based LMS; hybrid learning; language learning
Abstrak: Pergeseran dari pembelajaran jarak jauh ke mode pembelajaran hybrid selama pandemi Covid-19 menghasilkan pengalaman yang positif dan tidak begitu menguntungkan bagi guru dan siswa bahasa Inggris. Pengalaman mereka layak untuk ditelaah, mulai dari persiapan yang dibutuhkan dalam pembelajaran bahasa hybrid menggunakan Moodle, permasalahan yang muncul selama pembelajaran, hingga bagaimana permasalahan tersebut dapat diatasi. Studi yang dilaporkan menggunakan studi kasus dengan pendekatan kualitatif deskriptif untuk menyelidiki masalah ini. Wawancara mendalam dilakukan untuk mengumpulkan data dari guru dan siswa terpilih. Subjeknya adalah tiga guru bahasa Inggris dan lima siswa kelas sebelas yang dipilih secara sengaja berdasarkan beberapa kriteria seleksi. Hasil wawancara menunjukkan bahwa guru dan siswa memiliki pengalaman yang berbeda dalam pembelajaran bahasa hibrida menggunakan LMS berbasis Moodle dalam hal persiapan yang dibutuhkan, tantangan yang ditemukan dan solusi dari tantangan tersebut. Membuat materi interaktif merupakan tantangan tersendiri bagi guru, sedangkan koneksi internet dan belajar mandiri merupakan aspek yang paling menantang bagi siswa. Kesadaran akan masalah ini dan kreativitas dalam merancang dan menggunakan materi yang sederhana dan mudah dipahami harus menjadi pertimbangan guru. Selanjutnya, mereka perlu mengidentifikasi dan mengantisipasi masalah umum terkait siswa sehingga mereka dapat mengatasinya dengan baik. Selain itu, guru dan siswa harus bekerja sama untuk menemukan solusi untuk hambatan pembelajaran hibrida yang paling cocok untuk mereka.
Kata kunci: Moodle-based LMS; hybrid learning; pembelajaran bahasa
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