Name : NURI NURYANI

NPM : 1923042010
Subject : RESEARCH IN LANGUAGE TEACHING

RQ :
1. How effective does Blended Learning in increasing students’ writing competency?
2. How is the students’ perception toward Blended Learning?

No Judul Tahun Penulis Subject/s Design Instrument Finding

1 Effects of Using a 2018 Thelal Iqab 34 third and a quasi-experimental  A computerized 1. There is a statistically significant effect
Blended Learning Oweis fourth year education program for on the English language achievement
Method on Students’ students English, posttest in which the students in the
Achievement and majoring in  An achievement test in experimental group (taught using BL and
Motivation to Learn German-English English the traditional method) performed better
English in Jordan for  A scale for measuring than control group (taught using traditional
Business and motivation to learn method only)
Communication English 2. There is a statistically significant
(GEBC) from the impact on the English language learner
German motivation scale was found that students in
Jordanian the experimental group performed better
University than in the control group, who were taught
using traditional methods

2 Facebook as 2018 Joseph R. 30 students of a quasi-experimental  Sets of teacher-made 1. There is a significant difference in the
integrated blended Carreon grade 7 of formative test, one for performance between the control group and
learning tool in General Emilio the pre-assessment experimental group before the experiment
technology and Aguinaldo and the other one for was conducted in homogeneous class while
livelihood education National High the post-assessment there is no significant difference in the
exploratory School. composed of 30 items performance between the control group and
 T-test for dependent experimental group before the experiment
variable was used in was conducted in heterogeneous class
the study that 2. Students who engage in the contextualized
determined the blended learning instruction and
significant differences intervention showed significant
between the pre- improvement in the learning outcomes in
assessment mean grade 7 TLE exploratory
score and the post- 3. The performance of the experimental group
assessment mean who engage in blended learning methods
score of either control improved significantly better than the control
No Judul Tahun Penulis Subject/s Design Instrument Finding

or experimental group group who did not engage in blended

 interview research learning
design 4. The contextualized blended learning
integration and intervention provides the
students with a positive impression as a
user-friendly instructional tool which bridges
learning according to their own pace, time
and place

3 The Effect of 2017 1. Tina 90 EFL learners A quasi-experimental  Pretest & Postest of 1. There was a significant difference between
Blended Learning on Ghazizade of Safir language Preliminary English the two groups’ means on the posttest of
EFL Learners’ h school, out of Test (PET) reading proficiency
Reading Proficiency 2. amidreza whom 60 2. The means of the experimental group and
Fatemipou learners were the control group were not significantly
r chosen and different in the pretest. Therefore, the null-
assigned into two hypothesis was rejected and it was stated
groups that blended learning has a significantly
(experimental positive impact on the reading proficiency of
and control Iranian EFL learners.
group) 3. Therefore, the null-hypothesis was rejected
and it was stated that blended learning has a
significantly positive impact on the reading
proficiency of Iranian EFL learners.
No Judul Tahun Penulis Subject/s Design Instrument Finding

4 Exploring the 2018 1. Shiela 60 college A quasi-experimental  Pretest and posttest 1. There is a statistically significant difference
Effectiveness of Kheirzade students reading between the performance of pre-test and
Blended Learning in h majoring in EFL comprehension test post-test of experimental group and their
Improving Reading 2. Marzieh at Islamic Azad performance in Exploring the Effectiveness
Comprehension Bahrami University, Iran of Blended Learning in Improving Reading
among Iranian EFL Birgani (divided into an Comprehension 116
Students experimental and 2. There is statistically significant difference
a control group between the performance of control and
consisted of 30 experimental groups in reading tests after
EFL students for they were given different treatments
each)

5 The Effectiveness of 2018 Dr. Afaf M. 30 students of 5th A quasi-experimental 1. Pretest and posttest 1. There is a statistically significant difference
E-Learning ALJASER Primary grade Achievement test between the average scores of students in
Environment students (aged 2. Attittude Scale the control and experimental group in the
In Developing 10-12 years) at post test. It means that the level of
Academic Ashbeelya achievement in the experimental group
Achievement and School in Riyadh taught in e-learning environment is higher
The Attitude (divided into 2 than in the control group taught by
To Learn English groups) traditional method.
Among Primary 2. The results show that the participant have
Students positive attitudes toward learning English
and the participants strongly agree that
English is more important than other
subjects
3. There are statistically significant differences
between the ranks of experimental group
and control group in post test of the scale of
the attitude towards learning English.

6 Exploration of a 2015 1. Rachel 47 students an A quasi-experimental 1. The Group Reading 1. This study examined the efficacy of a
Blended Learning Schechter urban Assessment and blended learning approach, combining
Approach 2. Paul elementary Diagnostic Evaluation teacher-led and technology-based ELA
to Reading Macaruso school in western (GRADE) Pretest and instruction to teach reading to low SES and
Instruction for Low 3. Elizabeth Massachusetts in Posttest ELL students in Grades 1 and 2
No Judul Tahun Penulis Subject/s Design Instrument Finding

SES Students in R. treatment 2. Results indicated that treatment students

Early Elementary Kazakoff classes and 41 in demonstrated gains that were significantly
Grades And control classes higher than gains achieved by the control
Elizabeth students, particularly in the area of reading
Brooke comprehension.
3. There is potential benefit of integrating
digital instruction into an ELA curriculum
utilizing a blended learning approach for low
SES and ELL students and strengthen
previous reports showing benefits of
computer-aided instruction for ELL students

7 A Study of Student’s 2008 1. Buket 34 Quantitative and 1. Questionnaire 1. Results of the findings showed that face to
Perceptions in a Akkoyunlu undergraduate Qualitative Research 2. Kolb’s Learning Style face interaction is a must for students.
Blended Learning 2. Meryem students enrolled Inventory Besides, the students’ reflective reports and
Environment Based Yilmaz in two courses 3. Achievement Test and their feedback showed that blended learning
on Different Soylu (Authoring 4. Records demonstrate was felt to have enhanced their learning
Learning Styles Languages in PC students’ participation opportunities. Student feedback revealed
Environment and to e-learning that the provision of the blended learning
Instructional environment was highly appreciated and positively rated
Design) at by them.
Hacettepe 2. Results from t – test revealed that in terms
University, of differences in views of students on
Faculty of blended learning regarding their learning
Education, styles, a significant difference was noticed
Department when comparing the means of those
of Computer students classified as Assimilators.
Education and According to the Kolb’s Learning Styles,
Instructional assimilators respond to information
Technologies, presented in an organized, logical fashion
Ankara, Turkey. and benefit if they have time for reflection.