Comparing The Effectiveness Between Hybrid and Conventional Tuition for Teaching Writing

Author: Anna Nurawalia (Universitas Gadjah Mada)
Speaker: Anna Nurawalia
Topic: Language pedagogies
The (SCOPUS / ISI) SOAS GLOCAL CALA 2019 General Session

Abstract

This research investigates effectiveness of hybrid instruction for teaching writing, compared to conventional tuition in Halu Oleo University. It employs quantitative data to investigate effectiveness of Hybridity in the Edmodo Learning Management System, as complementary instruction occurs in one cohort, compared to employment of conventional tuition in another cohort with standard Writing courses.

This study was conducted at students’ Writing Classes at an English Study Program in Halu Oleo University in2013/2014. The total number of students involved in both of groups was 146 but the valid numbers were just 60 students. In taking sample, the researcher used Purposive Randomized Sample. The instruments of data collection were writing test and a questionnaire. The writing test was collected by assigning a pre-test to know students prior knowledge, treatment to conduct teaching writing through LMS instructional program Edmodo, and post-test to know students writing achievement after giving treatment. The questionnaire was divided into 6 items of close-ended questionnaire and the data collection was conducted in post-test. The survey was made to investigate students’ motivation after given treatment under hybrid instructional program compared to the conventional tuition.

Findings through analysis of variance f-test in which df= 3 between groups and df=91 within groups, ftable= 2.96 and tcount= 49.249 showed that fcount > ftable with sig α < 0.05 or H0 is rejected and H1 is accepted. Thus, it can be concluded that hybrid is effective compared to conventional tuition for teaching writing.

Furthermore, the result of questionnaire reveals that students’ responded positively on the combination of face to face and the use of LMS instructional program during and after the treatment rather than those students who attended conventional group. In addition, students had a very high motivation on the use Edmodo in teaching writing as the tested hypothesis shows a significant impact of students’ motivation and their improved writing performance compared to these students who attended the conventional tuition. The finding suggest that integrating LMS instructional program Edmodo into EFL writing instruction is effective for enhancing students’ writing performance and provides a positive learning experience.

Keywords: Hybrid Learning Mode, LMS instructional program Edmodo, Conventional tuition, Writing Skill, EFL