Teachers' perceptions of blended learning in english intensive program at UINSA

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Arnita, Arnita (2020) Teachers' perceptions of blended learning in english intensive program at UINSA. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

In upgrading the quality of teaching and learning processes in English intensive program, UIN Sunan Ampel Surabaya applied blended learning as a new strategy in teaching. Teacher as the active implementer of curricula has significant role in running the program. Their perception is one thing that should be known to measure the effectiveness of the program, therefore, this study aimed to explore teachers’ perception of blended learning in English intensive program particularly the way teachers use blended learning, the advantages, and the challenges of using blended learning. To answer this issue, this study interviewed nine teachers of English intensive program. The finding revealed that the ways teachers use blended learning divided into two parts; online and offline (face to face). Generally, they were given free ways to design the learning activities. The teachers perceived some advantages when using blended learning as the educational approach in teaching English in intensive program. The advantages are categorized into 3 aspects: teaching and learning processes, students’ learning environment, and teachers’ professional development. On the other hand, teachers also faced some challenges when implementing blended learning in English intensive program. Those challenges are categorized into 3 aspects: motivation, technological support, experience and knowledge. The findings highlights that the institution should continue the program, do regular program evaluation, and equip teachers with training to improve their ability in running the program.