Exploring English teacher's experience of engaging students in teaching reading using Blended Learning: A case study at SMPN 3 Bojong

Handayani, Rani Dwi (2024) Exploring English teacher's experience of engaging students in teaching reading using Blended Learning: A case study at SMPN 3 Bojong. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This research investigated teacher’s experience with student engagement in blended learning, especially in teaching reading. This study addresses two research questions: 1) What is the teacher’s experience of engaging students in teaching reading using blended learning? 2) What are students’ responses toward blended learning in English reading skills? This study employs a qualitative research method using a case study design and collects data through interviews and questionnaires. Data were analyzed using an interactive model by (Miles and Huberman, 1994) which consists of data reduction, data presentation, and drawing verification conclusions. The interview was conducted with an English teacher, and the questionnaire was conducted with 23 students of SMPN 3 Bojong. The research method allows for a comprehensive exploration of teachers' experiences of students’ engagement regarding the implementation of blended learning in teaching reading. The data analysis reveals that the teacher’s experience of students’ engagement in blended learning in reading was naturally positive. However, one aspect that still needs to be improved is cognitive engagement. Then, students also give positive responses to blended learning in English reading skills. There are three indicators to categorize this data: driver, satisfaction, and barrier. All three indicators show positive feedback. In conclusion, while blended learning proves promising for enhancing student engagement in reading skills, addressing challenges and refining instructional strategies are crucial for optimizing its effectiveness. However, students express a need for more diverse learning experiences to enrich their educational outcomes. To sum up, the research gives recommendation for the future researcher to explore strategies to address students' cognitive disengagement challenge in blended learning.

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