THE TENTH GRADE STUDENTS’ PERSPECTIVE TOWARD BLENDED LEARNING TO LEARN ENGLISH AT SMK N 3 PAYAKUMBUH

Tiara, Puspita Devi and Lisa, Tavriyanti (2022) THE TENTH GRADE STUDENTS’ PERSPECTIVE TOWARD BLENDED LEARNING TO LEARN ENGLISH AT SMK N 3 PAYAKUMBUH. Diploma thesis, Universitas Bung Hatta.

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Abstract

The purpose of this research is to describe the tenth grade students’ perspective toward blended learning to learn English at SMK N 3 Payakumbuh. The researcher used descriptive research to conduct this research. The population of this research is the tenth grade students at SMK N 3 Payakumbuh in the 2021/2022 academic year. Purposive sampling was used in this research and the number of samples is 68 students. The instrument for collecting the data in this research is questionnaires. To analyze the reliability of the questionnaire, the researcher used the Alpha formula. The result of the analysis shows that the questionnaire is highly reliable. It is supported by a reliability index 0.84 (very Reliable). Then the questionnaire is valid in terms of content because it was determined by lecturer judgment. After the data were collected, an analysis was carried out by calculating on the perspective of students in general and for each aspects (learning motivation, learning process, the content). The researcher classified students’ perspective by using classification from Putra et al (2021). In general the tenth grade students have positive perspective toward blended learning to learn English at SMK N 3 Payakumbuh. It is indicated by the data that 33 students (49%) have positive perspective. The tenth grade students also have a positive perspective toward blended learning regarding the learning motivation. It is proved by the data that 35 students (51%) have a positive perspective. Furthermore, the tenth grade students have a positive perspective toward blended learning regarding learning process. It is proved by the data that 27 students (40%) have a positive perspective. The tenth grade students also have a positive perspective regarding the content toward blended learning. It is proved by the fact that 36 students (53%) have a positive perspective. Based on the findings, it could be concluded that the tenth-grade students’ perspective toward blended learning is positive in general and for each aspect (learning motivation, learning process, the content). The teachers are suggested to use blended learning as a variation to teach English. The teacher also should develop their skills in using technology to support the learning process at school. For the students, students are suggested to learn English not only at school but also learn English at home by using online platform. For future researchers are suggested to do further research on the implementation of blended learning at the higher grade.

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