BLENDED LEARNING AND EXTENSIVE LISTENING: A PROMISING COLLABORATION TO ENHANCE LISTENING SKILL
(1) Universitas Islam Malang
(2) Universitas Islam Malang
(3) Universitas Islam Malang
(*) Corresponding Author
This research aimed at describing how blended learning strategy by integrating portfolio-based extensive listening activity can improve students’ listening skill. This action research was the response of the classroom problem identified in Listening 2 course in class 2E of English Department, Universitas Islam Malang. The problem was the average score of this class was low (68.86) and only 45% of the students achieved the standard minimum score (≥ 75). Data from interview uncovered that the major cause was insufficient exposure to authentic listening input. The instruments used to gain the data were portfolio and test. The criterion of success set was that 70% of the students obtained the standard minimum score. This research was conducted in two cycles with four meetings for each. At the end of cycle 1, the average score was 75.36 but only 55% of the students achieved the standard minimum score. The test result in cycle 2 indicated that the average score was 78.36 and 73% of the students reached the standard minimum score, meaning that the criterion of success was achieved. This implies that the implementation of blended learning approach with portfolio-based extensive listening activity can significantly enhance listening skill.
Abdullah, H. M. (2015). Improving listening comprehension for EFL pre-intermediate students through a blended learning strategy. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(10), 3666-3674.
Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 533-550.
Banditvilai, C. (2016). Enhancing students' language skills through blended learning. The Electronic Journal of e-Learning, 14(3), 220-229.
Bozan, E. (2015). The effects of extensive listening for pleasure on the proficiency level of foreign language learners in an input-based setting. Kansas: Department of Curriculum and Teaching and the Graduate Faculty of the University of Kansas. Retrieved from http://kuscholarworks.ku.edu
Chang, A. C.-S., & Millett, S. (2013). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT Journal, 68(1), 31-40. doi:10.1093/elt/cct052
Condruz–Băcescu, M. (2012). Blended learning-the future of learning in foreign languages. Synergy, 151-160.
Ducker, N. (2013). Self-directed Internet-based extensive listening portfolios. In N. Sonda, & A. Krause (Ed.), JALT2012 (pp. 516-526). Tokyo: JALT.
Grgurović, M. (2011). Blended learning in an ESL class: A case study. CALICO Journal, 100-117.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Hapsari, Y., & Ratri, D. P. (2013). Extensive listening: Let students experience learning by optimizing the use of authentic materials. Forum Ilmiah IX (Seminar dan Lokakarya Internasional) FPBS-UPI. Malang. Retrieved August 6, 2017, from http://fib.ub.ac.id
Lebedeva, M. Y., Koltakova, E. V., Khaleeva, O. N., & Rusetskaya, M. (2017). Computer-assisted language learning for the development of listening skills: A case study of pre-university Russian as a foreign language. International Journal of Applied Linguistics & English Literature, 257-265.
Mayora, C. A. (2017). Extensive listening in a Colombian University: Process, product, and perceptions. HOW, 24(1), 101-121. Retrieved from http://dx.doi.org/10.19183/how.24.1.311
Onoda, S. (2012). The effect of QuickListens and extensive listening on EFL listening skill development. Extensive Reading World Congress (pp. 176-179). Kyoto: Extensive Reading Foundation.
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. MERLOT Journal of Online Learning and Teaching, 9(2), 271-289.
Reinders, H., & Chou, M. Y. (2010). Extensive listening practice and input enhancement using mobile phones: Encouraging out-of-class learning with mobile phones. TESL-EJ, 14(2).
Stracke, E. (2007). A road to understanding:A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78.
Widodo, H. P., & Rozak, R. R. (2016). Engaging student teachers in collaborative and reflective Oonline video-sssisted extensive listening in an Indonesian initial teacher education (ITE) context. Electronic Journal of Foreign Language Teaching, 13(2), 229–244.
Article MetricsAbstract view : 12 times
PDF - 0 times
- There are currently no refbacks.
This Journal is indexed by:
This work is licensed under a Creative Commons Attribution 4.0 International License.