Skripsi 02184126
Skripsi 02184126
BACHELOR THESIS
By
WIDYA SARI
Student Id. 02.18.4124
TARBIYAH FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES
IAIN BONE
2022
STATEMENT OF ORIGINALITY
Widya Sari
Student Id. 02.18.4124
ii
APPROVAL SHEET
The two consultants of Widya Sari, Student Id. 02184126, the student of English
Education Department of IAIN Bone had carefully examined and corrected the
that the thesis fulfilled the requirements to be scientific writing and can approved
Approved by:
Consultant I Consultant II
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RATIFICATION
BOARD OF EXAMINERS
Examiner I : (………………..)
Examiner II : (………………..)
Approved by:
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ACKNOWLEDGEMENT
of the worlds, who has given the health and strength to the researcher in
completing this script. May Allah’s peace and blessing be upon his final prophet
During the writing of this script, the researcher received much assistance
advice and golden support. Without them, the writing of this research would never
been possible completed. Therefore, the researcher would like to express the
1. The greatest thanks to researcher’s parent Hatibe and Furwo Asri who
always educate, give affection, support and pray for the researcher’s
success.
3. Dr. Ishak, S.Pd., M.Pd. as the Dean of Tarbiyah Faculty of State Institute of
4. Nirwana Darwis, S.S., M.Pd. as the Head of English Study Program for his
5. Nirwana Darwis, S.S., M.Pd and Nursidah, S.Pd., M.Pd the first and the
second consultant for their guidance and advice during writing script.
6. All staffs of the library of IAIN Bone for their help to find some who have
7. Kamise, S.Pd., M.Pd. as the head master of SMP Negeri 4 Barbbo who has
given chance, support and guidance to complete the research in SMP Negeri
4 Barbbo.
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8. Heriyanti, S.Pd,.M.Si. as the English teacher of SMP Negeri 4 Barebbo
10. The best appreciation to the researcher’s beloved cousins Anjar Utari,
Leny Melyani, Ratu Ayu DJ, and Nindi Aulia who have given time,
11. The best appreciation most profound thanks to Zaizal, Nurfifiana, An Nisa
Arya , Rina Ritsna Gisma, and all of the researcher’s classmates at 18 TBI
12. The researcher’s friends who always give happiness, Isallary, Muchaimin,
Nurasyiki Safitri, Yuni wira, Miranda, Yusya Renilda thanks for always
The researcher realizes that, this writing script is still far the simplest one.
Remaining errors are the researcher’s own. Therefore, constructive criticism and
Finally, willingly the researcher prays may all our efforts are blessed by
The Researcher,
Widya Sari
Student Id. 02.18.4126
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LIST OF CONTENT
Cover Page..........................................................................................................i
Statement of Originally.......................................................................................ii
Thesis Ratification..............................................................................................iv
Acknowledgement...............................................................................................v
List of Content.....................................................................................................vii
List of Tables.......................................................................................................x
Abstract...............................................................................................................xi
CHAPTER 1: INTRODUCTION....................................................................24
A. Background.............................................................................................24
B. Problem Identification.............................................................................25
C. Research Question...................................................................................26
D. Research Objectives................................................................................26
E. Research Significance.............................................................................26
F. Research Scope.......................................................................................26
B. Theoretical Review.................................................................................28
1. Students’ Motivation..........................................................................28
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d. The Form of Students’ Motivation................................................32
C. Conceptual Framework...........................................................................37
C. Research Instruments..............................................................................38
A. Findings...................................................................................................42
B. Discussion...............................................................................................50
1. Observation.........................................................................................50
2. Interview.............................................................................................50
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CHAPTER V: CONCLUSSION AND SUGGESTION................................53
A. Conclusion...............................................................................................53
B. Suggestion...............................................................................................54
BIBLIOGRAPHY.............................................................................................55
APPENDIXES...................................................................................................57
CURRICULUM VITAE...................................................................................68
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LIST OF TABLES
Table I............................................................................................................42
Table II...........................................................................................................43
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ABSTRACT
This thesis discuss about the Students’ Motivation for Hybrid Learning
in English Learning at Second Grade of SMP Negeri 4 Barebbo academic year
2021/2022. This research used a qualitative method with descriptive qualitative.
Sampling in this study using the purposive sampling technique, where the
sampling technique were take one teacher and 5 students. The data was collected
by interview and observation.
This research is intended to find two problems. The first problem is to find
out motivation on using hybrid learning in English learning and the second
problem is the teachers’ difficult in using hybrid learning.
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CHAPTER I
INTRODUCTION
A. Background
English learning is not foreign to developing language in both
Indonesia and the world because it has become a political, cultural, economic,
and scientific and technological language. English education is a goal for all
nations to learn it both formally and informally.
English learning is now part of the curriculum as both compulsory
subjects and preferred from elementary school to high school. English
language has been approved as an active universal language in the world.
Indonesia is one of the countries infected with pathocovid-19. An
infectious disease caused by acute respiratory syndrome virus 2 (sars-cov-2).
And thus impact society primarily in the field of education. Therefore the
process of teaching learning is carried out from home using media and various
applications to create learning media.
Thus, any activity at home would require a Smartphone or a laptop
equipped with Internet connectivity, or computer. And keep a clean, healthy
lifestyle by running the process of learning teaching from home.
During the completion of the teaching process is known to have many
obstacles. Schools and educators must work hard to seek learning. In addition,
many educators are either struggling with learning media applications or are
just too sophisticated to handle digital technologies. As well as students who
need parental guidance when online learning.
“The result is a decline in students' learning motivation. This can be
seen from students' activation during online learning, there are some students
not following full online learning. Many learners do not collect assignments at
the given time limit. Low study motivation can result in later study results”
(Ghofur&Annauval, 2021, p.2115).
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B. Problem Identification
The researcher have done interview and found several problems including:
1. Students are getting saturated at the time of studying online
2. Lack of motivation for students to study online
3. Master has not been good at using digital technology
4. There's a lot of hindrance in the house during the teaching process
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C. Research Question
1. How are the students’ motivation for hybrid learning in english learning at
second grade of SMP Negeri 4 barebbo?
2. Whats are the teachers’ difficulties in using hybrid learning?
D. Research Objective
The purpose of the research is to find out motivation on using hybrid
learning in English learning and to find out teachers’ difficult in using hybrid
learning at the second grade of SMP Negeri 4 Barebbo in Bone Regency.
E. Research Significance
1. Theoretically, the result of this research is expected to be able to give the
following benefits for educational practitioners, such as teachers, students,
and the researcher.
2. Practically, this research is expected to be one of the source of knowledge
and information for all people, are:
a. For the teachers, this research is expected to help the teacher to give
information about students’ motivation, so it can help them to improve
their learning process.
b. For the students it can help the students to know more about building
their motivation and students can achieve better learning outcomes.
Moreover, students also cannot be separated to the technology especially
Smartphone. Therefore, they could study enjoy and fun.
c. For the next researchers, it can be used to reference to conduct future
research this research can provide a source of knowledge to get more
information for other researchers that will have same discussion and give
contribution in future research.
F. Research Scope
CHAPTER II
LITERATURE REVIEW
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I Wayan Dana Ardika, I Gusti Ayu Dewi Paramita and Evin Yudhi
Setyono, (2021), in their research entitled “The Effect of Blended Learning on
Student Motivation in Civil Engineering Politeknik Negeri Bali”. The research
is quantitative research using Pre-test and Post-test design. In the end, the
tabulated data is formulated using the statistic method. The findings show that
the application of Blended Learning has a significant influence on the students’
motivation. This is shows by Sig. Value or P-Value 0,000 < 0,05. This result
means that there is a significant P-Value between Control and Experiment
Class. While the Students achievement Score is also showing a significantly
different show by Sig value. 0.000 < 0.05. Therefore, Blended Learning has a
significant effect on the students’ motivations in class.
B. Theoretical Review
1. Students’ Motivation
To sustain optimal motivation, learners need to have positive
feelings about their learning experiences and accomplishment.
a. Definition of motivation
Motivation comes from the latin, movement which means to
move or in English to move. Mottive is defined as the power contained in
the organization that pushed to do (driving force).
Motivation is a change in energy in a person's (personal) self who
is marked by the emergence of feelings and reactions to achieve goals.
Motivation can be in the form of basic or internal impulses and
incentives outside of the individual or gifts (Afdareza, Yuanita &
Maimudah, 2020).
Motivation is something mainspring has to do with anything. The
origin of that prompting is both an external and an internal factor that is
changing behavior, and is supported by a variety of elements. It is the
same as learning in the student body, with the encouragement it is
expected to achieve any desired achievement. A student potentially gets
high learning results if they have a high motivation for carrying out the
learning process.
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2) Hang on to a difficult task and have a little trouble dealing with it.
or inherent joy in the act of learning. This study aims to determine the
online learning system that makes it difficult for the student to interact
with both his and her friend and teacher. On the issue the student should
be better than before. Our family and neighborhood support can make it
1) Intrinsic motivation
desire to learn and they do not have the need for external outcomes.
2) Extrinsic motivation
doing an activity simply for the enjoyment of the activity itself, rather
may study hard for a test in order to obtain a good grade in the course.
motivated because she too is doing it for its instrumental value rather
8) Punishment
In the teaching and learning process, giving sanctions to students
who make mistakes are the thing to do to attract and increase
attention students.
e. The factors of students’ motivation
1) Aspirations
2) The students ability
3) Students conditions and environment
4) The dynamic elements and teaching
5) Teacher efforts and learning process.
2. English Hybrid Learning
a. Definition of English Hybrid Learning
Desprayoga (2019, p.1184) state that Hybrid learning consists of
the words hybrid (combination/ mixture) and learning (learning).
Another term that is often used is hybrid course (hybrid = combination,
course = course).
Hybrid learning is a learning model that combines face-to-face
teaching methods with teaching methods that require computers both
offline and online to form an integrated learning approach. So hybrid
learning refers to learning that combines or mixes between face to face
learning (face to face) and computer -based learning (online).
According to Bersin (as cited in Fauzan & Arifin, 2017)
outlined the four main concepts, Hybrid Learning is the combination of
different training media (technologies, activities, and type of events) to
create an optimum training program for a specific audience. I suppose
that the term combination mean traditional learning (face to face
learning) is being supplemented with other electronic formats.
Based on some of the opinions above, it can be concluded that
hybrid learning is learning that combines one or more learning models
or approaches. One example is the combination of the use of web -
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based learning and the use of face-to-face methods that are done
simultaneously in learning.
Hybrid learning facilitates students obtaining materials for
learning activities via the Internet. Teachers can also monitor student
activities over the Internet. It's just that in application there needs to be
an adjustment, which depends on the condition of the school and the
student residence.
Whitelock D and Jelfs, A. (2013, p.99) state that, hybrid
learning integrates traditional learning and web-based approaches in
teaching English effectively. Overall, there exist the three most
common meanings for hybrid learning:
1) The integration of traditional learning with web-based online
approaches.
2) The combination of media and tools (e.g. textbooks) employed in
learning environments.
3) The combination of a number of teaching and learning approaches
irrespective of the technology used.
b. Model in Hybrid Learning
The hybrid learning model is learning which combines learning
strategies using face-to-face activities, learning. Computer based
(offline), and computer online or Internet of things. (Erawati &
Desprayoga, 2019, p.1003).
According to Soekamto (as cited in Nurdyansyah & Fahyuni,
2016, p.17), The learning model is a conceptual design a stage of
systematic learning in order to organize learning experiences to achieve
desired purposes, and function as a teacher's guide in learning activities.
The learning model is a setup for instruction in class or tutorials
to determine learning tools including books, videos, curriculum, and
other so it can help students achieve the purpose of learning. (Erawati &
Desprayoga, 2019, p.1003) A model is defined as a concept that serves
to represent something.
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3) Examination
It tests electronic learning systems. Teachers can make sure the use
of the learning application can be desired. And the students can
make good use of it.
4) Valuation
Feedback from the use of e-learning can be conveyed by learners
and users. There are obstacles, misunderstandings, advantages and
deficiencies in the application. From this comment, teachers can
judge how effective and successful they are using the application.
5) Enhancement
With an assessment of hybrid learning in e-learning usage, teachers
can improve the learning program. Teachers can record what the
learning process feels like to be reduced.
C. Conceptual Framework
Hybrid learning
In Learning English
Students Motivation
focuses on analysis motivation hybrid learning, and the researcher wants to see
CHAPTER III
RESEARCH METHOD
C. Research Instruments
The instrument as a data collection tool must be designed and made in
such a way that it produces empirical data as it is, in order to facilitate the
acquisition of the data needed in the field or research location, the researcher
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used the instrument as a tool to collect the required data. The main instruments
in collecting data in this research are:
1. Observation guidelines, namely this instrument is a tool use to record the
situations that occur at the research site. The instruments can be provided
such as observation of checklist sheets and pens.
2. The interview guide will use it to help researcher conduct the interview.
Generally, the interview guidelines can be broadly divided into three stages
such as the interview preparation, interview process, and evaluation,
including the problems that usually arise in research which was using
interview techniques. The interview of the research was contained any
questions about several problems that related to the case of research. In this
analysis, the research instrument was using structural interview which is
very important to exchange the information between researcher and
informant. It is necessary to conduct in order to collect data as the results of
the observation related to the thesis in particular. The interview guide is a
list of questions conduct questions and answers or direct dialogue between
researcher and informants, namely the teacher and students.
result in drawing wrong conclusions, and vice versa. In this study, the data
triangulation techniques.
etc. which is used only as examining the needed or comparing the data.
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process specify some aspects of the validity in the information obtained to then
be drew up in a study.
credibility test by examining the data that has been obtained through several
sources. Data from various sources are then described and processed. From
get validity of data. Besides, the researcher collects the data by using
3. Documentation
Documentation is the process of collecting data by looking at the
documentation related to the research being conducted. Documents are
historical records of past events. Documents can be written, photographed,
or monumental works created by someone.
F. Technique of Data Analysis
The data analysis technique used in this research was an interactive
model of analysis. It defined there are four concurrent verification flow of
activity in the model: data collection, data reduction, data display, and data
conclusion drawing and verification.
1. Data Collection
After identifying the problem, the researcher collected the data by
interviewing students as information and observing the teaching and
learning process to gain more supporting data. All the recording data and
observation checklist were collected and then the researcher wrote the
transcription of the recording.
2. Data Reduction
It is process of minimizing the amount of the data that needs to be
stored in a data storage environment. In this research, the researcher select
data obtain at the time of research regarding the user students’
motivation on hybrid learning in English learning and then the data
classifies and choose simply.
3. Data Display
In this step, the researcher made describe and discusses the finding of the
researcher in the form systematically. Therefore, it is easy to be analyzed.
Display the data means to present data into organization.
4. Conclusion Drawing and Verification
The last step, the researcher wrote the conclusion in the form of a
description or a reflection and the researcher made conclusion and
suggestion based on the analysis data.
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CHAPTER IV
This chapter consists of two sections. The first section deals with data
findings through observation, and interview. The data consists of observation and
interview result. The second section deals with discussion.
A. Findings
1. Analysis of the result of observation
The data collected through the observation to know identification the
students’ perception towards blended learning method on reading at the
eleventh grade in SMP Negeri 4 Barebbo. The researcher implemented to 12
students of the second grade in SMP Negeri 4 Barebbo.
The observation was made directly in the classroom during the
learning process. In this observation, the researcher used the observation
checklist to make it more effective. It was presented as follows:
a. Observation Of Checklist for Teacher
No Observation Of Checklist for Teacher yes No
1 Disekolah ini pembelajaran bahasa inggris masih v
menggunakan metode hybrid learning
2 Disekolah ini mengikuti protokol kesehatan v
3 Guru mempersiapkan all of tools to teach in hybrid v
learning
4 Orangtua menyetujui model pembelajaran hybrid v
learning
5 Pembagian waktu belajar secara online dan belajar v
secara offline sudah merata
6 Pengaturan jadwal dan waktu yang fleksibel v
7 Students dapat bersosialisasi dengan guru dan teman v
8 Students are more enthusiastic to follow hybrid learning v
class.
Table 1. Observation Of Checklist for Teacher
1) Based on the data above, the researcher could conclude the students
studied with combining between online and offline learning. In
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learning process, the students had the same opportunity to follow the
material synchronous virtual collaboration.
2) Based on the data above, a teaching format that is collaborative that
involves interaction between teachers and students delivered on time
the same one. In the learning process to add learning various methods
to build students motivation who get supprort from parents.
3) Base on the data above, the researcher could conclude that the teacher
berupaya menyiapkan materi pembelajaran untuk meningkatkan
variasi belajar melalui hybrid learning method untuk membangun
semangat siswa dalam belajar menggunakan media.
b. Observation Of Checklist for students
No Observation Of Checklist for Teacher Yes No
1 Siswa mengikuti protokol kesehatan disekolah
2 Siswa senang mengikuti pelajaran bahasa inggris
3 Siswa senang belajar menggunakan metode hybrid
learning
4 Siswa merasa kesulitan dalam proses belajar dalam
metode hybrid learning
5 Orang tua mendampingi siswa belajar online
6 All of students participated to following online class and
offline class
7 Belajar menggunakan metode hybrid learning dapat
memotivasi siswa untuk lebih tertarik dalam mengikuti
proses belajara bahasa inggris
8 Siswa mudah memahami tugas yang diberikan oleh guru
Table 2. Observation Of Checklist for students
1) Base on the data above, the researcher could conclude that 11 siswa
dari 12 siswa senang belajar bahasa inggris menggunakan metode
hybrid learning. The student studied with balancing between online
and offline learning.
2) Base on the data above, the researcher could conclude that students
also cannot be separated to the technology especially Smartphone.
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Therefore, they could study enjoy and fun with combining between
online and offline learning.
.
2. Analysis of the result of interview
The interviews were conducted by using voice note feature in
WhatsApp application, where the researcher was doing question-and-answer
process via voice note. The students must answer the question from the
researcher, as follows:
a. interview of question research for teachers
1) The first question, the researcher wanted to know the opinion of
hybrid learning from the teacher.
Q: In learning English, the teacher used with a form of hybrid
learning. What is your opinion about it?
A: Hybrid learning is combines or mixes learning between face to
face learning and online learning. Hybrid learning began to be
implemented during the pandemic where students could go to
school and apply rules by following health protocols such as:
Using masks, using hand sanitizer, using thermometers and
maintaining distance.
2) The second question, the researcher wanted to know the teachers’
difficulties in using hybrid learning
Q: Whats the teachers’ difficulties in using hybrid learning?
A: The difficulty in teaching using the hybrid learning method are
the teacher prepares two or more learning models and than i must
control to complete in the class. During the pandemic, students
were new to the zoom application, Google meet and others
because they were in the village so that it be one of the difficulties
for teachers. In addition, many students complain because of
internet quota or they don't have cell phones so they didnot
worked assignments.
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Student 3:
Regarding improvement, i feel an improvement because i start to
follow learning English
Student 4:
Sure, because i like both of method
Student 5:
Yes, i have improvement because i have never gotten a bad score.
I like learn with video than it make me dont sleepy and it make
me always miss to learn using zoom aplication
5) The fifth question, the researcher wanted to know the role of parents
in supporting students’ motivation with hybrid learning.
Q: How do your parents support the learning process with the hybrrid
learning system?
Student 1
They always reminds me to do work the task every night
Student 2
My parents give me phone
Student 3
My parents bought me network quota to study and forbade me to
play game
Student 4
My parents always tell me to learn. And they remind me to do my
homework
Student 5
My parents bought me handphone and quota internet.
B. Discussion
funny this method was very good. For using it they could gain a great deal
of various learning with hybrid learning that used more media application.
a. The media application
The teacher used media application , for the application of this
method the students were divided into two groups. Each of the groups
had earned a turn to study online at home then the group used media for
including: Handphone or laptop, internet network, text book. Besides that
the students used more than one aplication in English learning process.
As the student said:
“We studied at home with zoom”
Beside that they used WhatsApp and video aplication to learning.
Each of the groups had earned a turn to study offline at class then the
group used media for including: Dictionary, English text book, flashcard,
speaker whiteboard, and LCD projector.
b. The process of learning
We could showed that when the students studied using hybrid
learning, the teacher made a deal with student where student be divided
into two groups with a portion of 50:50 which means the amount of
students were 24 so 12 peoples taked online class and 12 students more
taked offline class.
Where, they used more than applications in this method that were
Zoom and WhatsApp, video app, Microsoft power point, Tiktok, Youtube
alternative according to the circumstances. But, they mostly used Zoom,
WhatsApp, and Microsoft power point application because of easy to
combining. When the students in the class were give flash card, then the
students at home made videos about materials. Or the teacher prepared other
teaching materials. It makes more them interested in English lesson.
The teacher still informed about the material to be studied for the
next meeting and closed the lesson by saying thanks and greetings to the
students.
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In this chapter, the researcher discusses the conclusion for the result of
Analysis of Students’ Motivation for Hybrid Learning in English Learning at
Second Grade of SMP Negeri 4 Barebbo. The researcher presents conclusions and
suggestions regarding the research result.
A. Conclusion
Based on the result of the analysis and discussion in the previous
chapter, the researcher concludes, as follows:
1. Hybrid learning is combines or mixes learning between face to face learning
and online learning at the same time. The application of the hybrid learning
model is strongly influenced by the conditions of the school environment
and the readiness of the available technology.
2. The difficult of using hybrid learning are the teacher prepares two or more
learning models and than i must control to complete in the class. Besides
that the bad network connection made this method less. We know that every
student had different networks and devices.
3. The process of teaching with hybrid learning are the teacher make a deal
with student where student divide into two groups with a portion of 50:50
which means the amount of students were 24 so 12 peoples taked online
class and 12 students more taked offline class then the teacher displays both
of learning models at once, namely learning for students who take online
class and students who take offline class.
4. Students are motivated by being involved and engaging in conversations
with their teachers and classmate. a communicate service like WhatsApp
and zoom allows classes to communicate in a mode that feels comfortable
and fun for teaching learning. Then having a sense of humor and
remembering not to take things too seriously will help students become
more receptive. It makes learning exciting, and focus on learning. Besides
that, students also get support from parental.
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B. Suggestion
Based on the conclusions above, the researcher would like to give
suggestions to readers and especially for teachers, students, and researcher:
1. For teacher, the teacher should prepare a simple learning material in order
the students can understand it easily. The teachers are expected to be able to
apply effective learning techniques and are supported by adequate
infrastructure such as good networks, mobile phones that support
applications from online learning.
2. For parents, the role of parents to increase effectiveness in online learning.
Parents make sure their children learn with safely and effectively, online
class and offline class then parents can provide facilities and build
enthusiasm for learning.
3. For students, the students must increase their knowledge in the online
learning process and better understand the media used by the teaching
teacher.
4. For the next researcher, the researcher hopes that the next researcher can
prepare everything as good as possible in conducting. However, it is hoped
that the next researcher can take advantage of the hybrid learning in the
teaching and learning process well.
The researcher also expects that this research can give advantages and
that, this thesis is far from being perfect, because of that; constructive advice
and critics are really needed to support this thesis in the future..
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BIBLIOGRAPHY
Abdul Rauf, Suarman, & Sri Kartikowati (2020). “The Influence of Emotional
Intelligence and Student Learning Behavior Through Student Motivation
on Student Learning Outcomes” Journal of Educational Sciences, 4(4).
I Wayan Dana Ardika, I Gusti Ayu Dewi Paramita & Evin Yudhi Setyono,
(2021)“The Effect of Blended Learning on Student Motivation in Civil
Engineering Politeknik Negeri Bali”, Jurnal Sosial dan Humaniora,1(1).
A: Hybrid learning itu nak metode belajar yang di gunakan mulai dari
waktunya pandemi. Siswa bisai pergi sekolah tapi harus jaga jarak,
harus juga pakai masker, ee handsanitiser, sama di cek suhu tubuhnya
dulu baru bisa masuk kelas. Itupun tidak semua siswa bisa datang
sekolah tetapi sebagianji jadi metode hybrid learning mi dipakai untuk
belajar. Sebagian siswa belajar di sekolah sebagian siswa belajar
dirumah.
2.
Q: apa kesulitanta puang dalam penggunaan metode hybrid learning?
(The difficulty in teaching using the hybrid learning method are the
teacher prepares two or more learning models and than i must control
to complete in the class.)
A: Kalau itu nak waktunya saja pandemi, karna disini kan kampung nda
nataupi juga pakai aplikasi kayak zoom atau google meet jadi yang
kupakai kadang Whats app saja. Lalu banyak siswa mengeluh karna
kuota internet, banyak juga bilang tidak ada hpnya. Toh ada juga tidak
kerja tugasnya alasannya susah napahami pelajaran.
(But now it is the new normal, students and teachers have been
vaccinated so they can go back to school. The English teacher has
implemented hybrid learning in the eighth grade because on Friday the
eighth grade has a schedule that is only for learning English. So that
the teacher has the initiative to use the hybrid learning method in
accordance with the mutual agreement of the students)
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Q: Bagaimana cara penyajian materinya itu puang belajar bahasa inggris
menggunakan metode hybrid untuk meningkatkan motivasi siswa?
(for the first, the teacher makes an agreement with the students by
dividing the min to two groups, namely group A and group B. If this
week the schedule for group A to study at home, so the next week to
study at home is group B.
Untuk penyajian materinya eee yang di sekolah belajar iii di lab
komputer karna disana nak lengkapmi toh ada lcd juga bisa sambil say
hello sama temannya yang dirumah ikuti belajar lewat zoom supaya
tambah semangat i.
Kalau yang dirumah sudah saya bikinkan materi lewat power point.
Tapi kadang juga variasi belajarnya pakai media sosial mmm jadi lewat
Whatsapp seperti eee kalau ku suruh bikin video toh untuk na hafalkan
kosakata kusuruhmi kirim lewat Whats app kalau yang dikelas ku kasi
mi flash card.
(if online class, i have make a power point to learning but sometimes i
use Whatsapp to shering their video. And for offline class, i take the
flash card to learning.)
4
Q: Bagaimana dengan pembagian waktu belajar siswa dalam metode
hybrid learning ini apakah sudah merata untuk jumlah siswa puang ?
A: Mmm jadi pembagian nya itu 50-50 artinya nak kan dalam satu kelas
itu 24 siswanya kelas delapan toh eee 12 orang naikutimi kelas online
lalu 12 orangnya lagi ikuti belajar dikelas. Tapi kelas delapan saja
belajar bahasa inggris pakai hybrid learning karna hari jumat jadwalnya
na satu saja pelajarannya jadi 12 orang yang belajar dirumah tidak
masuk mi sekolah jadi semangat i juga kah sepertimi natambah liburnya
tapi tetap harus hadir ikut belajar lewat hp. Kalau untuk kelas lain ee
kelas sembilan sama kelas tujuh belajarji juga media menggunakan
teknologi tapi dapatpi moving class mmm di kasi nonton film edukasi
atau zoomki sama salah satu guru yang ada disekolah terus nabawakan
materi seperti tentang bencana, bahaya narkoba, atau pembulian tapi na
hari minggupi biasanya itu dan tidak setiap pekan. Jadi itu nak
tergantung dari guru kalau ada yang mau bawa materi supaya siswa
tidak ketinggalan juga toh penggunaan media teknologi.
(The students who take part in learning at home have made learning
materials in the form of power points, but the learning models that we
apply also vary so that they are enthusiastic about participating in class
or at home. The distribution of the hybrid learning method is 50:50,
meaning that in one class consisting of 24 students, 12 students who
can take online classes and 12 students can take offline classes. But
only the eighth graders can do this hybrid learning method because
they have an English study schedule on Friday where the day is very
short and there is only one subject.)
5
Q: jadi puang, apakah dengan pembelajaran online mampu membangun
interaksi sosial antara siswa dengan guru?
A: Jadi kalau soal interaksinya itu nak ee bagaimana dih, bagusji karna ini
hybrid learning di adakan kalau mau lagi siswa toh jdi itumi makanya
sebelum diadakan metode ini, bikin dulu kesepakatan sama siswa
supaya dilihat kesiapannya dan senang semua juga. Kalau untuk
tugasnya yang ku kasikan juga sama tidak ku bedakan kelas online atau
offline. Jadi siswa yang sudah ikuti online kelas kumpul tugasnya
pertemuan berikutnya di dalam kelas kadang juga saya tanyakan apanya
yang kurang dipahami, tapi yang kulihat lebih mudah napahami.
Apalagi kalau media pembelajarannya itu unik seperti kemarin saya
suruh bikin video untuk penghafalan kosakatanya lewat tiktok lalu
kusuruh tandai akunku. Jadi siswa itu tertarik apalagi kalau anak
kekinian lebih mau terus main hp. Na sedangkan hp sekarang banyak
larinya ke negatif eeee jadi kita ubah supaya mereka juga toh bisa
gunakan untuk belajar. Lalu kalau anak anak dikota mungkin biasami
na dapat metode belajar begini tapi anak anak dikampung kasian
menjadi hal yang menyenangkan dalam belajar. Jadi kalau ke kota mi
lanjutkan pendidikan atau bersaing diluar atau bagaimana itu tidak kaku
mi juga karna sudahmi nadapat dan naterapkan disekolah jadi fun
teaching. Kalau senangmi siswa pasti kita gurunya ikut bahagia juga
karena bagus interaksi antara siswa dan guru.
Students
A: Oh pelajaran bahasa inggris kak, iye kak seru sekali ku suka karna kalau
belajar di rumah enak kah liburki juga tapi kalau disekolah ki eee bagus
juga apalagi kalau di lab komputerki belajar bisa dilihat teman ta
dirumah.
(English kessons are very fun. I like to learn english taking online class
because i can add more days off and i can see my friends through
computer or handphone.)
2.
Q: Menurut ta dek bagaimana itu sebelum ta belajar bahasa inggris pakai
metode hybrid learng sama sesudah ta belajar pakai metode itu?
(What is your opinion before and after learning English with hybrid
learning?)
(Did you get different motivation when learning with hybrid learning?
Why?)
A: Iye kak karna jadi semangatki lalu lucu lucu juga teman temanku kalau
belajar jadi ketawa semuaki lalu kalau disuruhki kerja tugas video sama
ibu pasti kadang na putar di lab jadi ketawa semuaki lagi lihat hasilnya.
(Yes sis, we spirit because that are funny. if the teacher told to make a
video. Sometimes we all laugh at the result of the video.)
4.
Q: Menurutta dek meningkatji motivasi ta belajar bahasa inggris begitu.
Kalau meningkat kenapa bisa apa yang kasi semangat ki sama kalau
tidak kenapa bisa?
(Does your learning motivation increase when learning with the hybrid
learning system? Why?)
5.
Q: Bagaimana cara orang tua anda mendukung proses belajar with the
hybrid learning sistem?
(How do your parents support the learning process with the hybrrid
learning system.)
A: Nda adaji wee nabilang orang tuaku kak. Ituji saja kalau malam
natanyaka lagi tidak ada ji tugas ta nak. Itu saja.
Student 2
1
Q: Dalam belajar bahasa inggris, guru telah menggunakan metode Hybrid
learning. Bagaimana menurutta dek tentang metode hybrid Learning
yang itu kalau belajarki ada dirumah ada juga di sekolah?
(In learning English, teacher are presented with a form of hybrid
learning. What is your opinion about it?)
A: Kalau saya kak bah kusukaji sepotong ada belajar di sekolah sama ada
juga dirumah tapi samaji waktu ta baru ganti gantianki.
2
Q: Menurut ta dek bagaimana itu sebelum ta belajar bahasa inggris pakai
metode hybrid learng sama sesudah ta belajar pakai metode itu?
(What is your opinion before and after learning English with hybrid
learning?)
A: Lamami belajar begituki kak wettunna ada corona tapi dulu dirumah
semua jeki ikut ma zoom ne sekarang beda pe dibagi jaki ikut disekolah
sebagian. lalu ini seru magampang urasa belajar.
(We use the hybrid learning method since the pandemic but we just
study at home with zoom and now we can combain learning beetween
onlline class and offline class in the same time.)
3
Q: Jadi dek menurutta ini ada perbedaan motivasi kalau belajarki pakai
metode hybrid learning? keanapa bisa?
(Did you get different motivation when learning with hybrid learning?
Why?)
A: Kalo nda belajar begituki biasa biasaji kak tapi kalo bahasa inggris
bagus sedding begitu carana kak pe na gampang masuk di otakku
kurasa gampang kuhapal kak
4
Q: Menurutta dek meningkatji motivasi ta belajar bahasa inggris begitu.
Kalau meningkat kenapa bisa apa yang kasi semangat ki sama kalau
tidak kenapa bisa?
(Does your learning motivation increase when learning with the hybrid
learning system? Why?)
A: Iye kak pasti tambah semangatki pe na kalau bilangmi ibu moki lagi
belajar online hau marennu maneng ni satu kelas
(Hybrid learning makes us more excited. If the teacher says we will use
hybrid learning method then all my friends are happy.)
5
Q: Bagaimana cara orang tua anda mendukung proses belajar with the
hybrid learning sistem?
(How do your parents support the learning process with the hybrrid
learning system.)
Student 3
1
Q: Dalam belajar bahasa inggris, guru telah menggunakan metode Hybrid
learning. Bagaimana menurutta dek tentang metode hybrid Learning
yang itu kalau belajarki ada dirumah ada juga di sekolah?
A: Oh itu kak, bah bagus seru pe nulleki tambah liburta magguru di bolae.
2
Q: Menurut ta dek bagaimana itu sebelum ta belajar bahasa inggris pakai
metode hybrid learng sama sesudah ta belajar pakai metode itu?
(What is your opinion before and after learning English with hybrid
learning?)
3
Q: Jadi dek menurutta ini ada perbedaan motivasi kalau belajarki pakai
metode hybrid learning? keanapa bisa?
(Did you get different motivation when learning with hybrid learning?
Why?)
A: Sma semuaji wee kak susah ka saya belajar bahasa inggris pe beda
ukina beda to dibacai
4
Q: Menurutta dek meningkatji motivasi ta belajar bahasa inggris begitu.
Kalau meningkat kenapa bisa apa yang kasi semangat ki sama kalau
tidak kenapa bisa?
(Does your learning motivation increase when learning with the hybrid
learning system? Why?)
A: Kalo meningkat bah meningkat mua kak pe dulu malas sekalika kalau
belajar bahasa inggris kalo sekarang kuikutimi
(How do your parents support the learning process with the hybrrid
learning system.)
Student 4
1
Q: Dalam belajar bahasa inggris, guru telah menggunakan metode Hybrid
learning. Bagaimana menurutta dek tentang metode hybrid Learning
yang itu kalau belajarki ada dirumah ada juga di sekolah?
A: Hybrid learning adalah belajar didalam kelas dan belajar di rumah. Ituji
kak kutau lalu secara bersamaan.
(hybrid learning is combines or mixes learning between face to face
learning and online learning.)
2
Q: Menurut ta dek bagaimana itu sebelum ta belajar bahasa inggris pakai
metode hybrid learng sama sesudah ta belajar pakai metode itu?
(What is your opinion before and after learning English with hybrid
learning?)
(Before i study with hybrid learning that English learning is normal but
when we learn with hybrid learning where we can do each other’s
assigments without having to look at our friends, assignments because
we learn with fun)
3
Q: Jadi dek menurutta ini ada perbedaan motivasi kalau belajarki pakai
metode hybrid learning? keanapa bisa?
(Did you get different motivation when learning with hybrid learning?
Why?)
A: Kalau motivasi saya motivasi semuanya kak ee karena saya suka sekali
belajar bahasa inggris karena saya ee mau bicara bersama bule nanti
cita-citaku kalau ee ku dapat.
4
Q: Menurutta dek meningkatji motivasi ta belajar bahasa inggris begitu.
Kalau meningkat kenapa bisa apa yang kasi semangat ki sama kalau
tidak kenapa bisa?
(Does your learning motivation increase when learning with the hybrid
learning system? Why?)
(How do your parents support the learning process with the hybrrid
learning system.)
A: Kayak apa itu kak ee ? kayak nasuruhki belajar ee, nasuruhki ingat keja
tugasta.
Student 5
1
Q: Dalam belajar bahasa inggris, guru telah menggunakan metode Hybrid
learning. Bagaimana menurutta dek tentang metode hybrid Learning
yang itu kalau belajarki ada dirumah ada juga di sekolah?
A: Hybrid learning itu kak eee pergiki sekolah pergiki rumah eeh salah ii
belajarki dirumah sama ada juga di sekolah to kak? Yang itue kalau ma
zoom ki juga.
(Hybrid learning is study at home and study at school via zoom app.)
2
Q: Menurut ta dek bagaimana itu sebelum ta belajar bahasa inggris pakai
metode hybrid learng sama sesudah ta belajar pakai metode itu?
(What is your opinion before and after learning English with hybrid
learning?
A: Kalo wettutta belumpi ma zoom dikelas semua jeki belajar kak tapi
susah dipahami apa karna gampangki cakkaruddu tapi semenjak
belajarki ko di hp ee di bolata ii ee kadang engka tugas ta na lucu lucu
sedding magatti dipahami
(before we study through the zoom application we all study in the class
and we feel sleepy in the class but when we study with hybrid learning
that we are fun.)
3
Q: Jadi dek menurutta ini ada perbedaan motivasi kalau belajarki pakai
metode hybrid learning? keanapa bisa?
(Did you get different motivation when learning with hybrid learning?
Why?)
A: Bertambah semangatta belajar kak ee pe karena apa dii kalo saya mauki
lagi belajar begitu semangat ka tuu apalagi ko nakennaki giliran di
rumah kak ee pe pada toha ditambah liburta. Massikola mokia tapi de di
cape cape si pergi di sekola lo
(I very excited when i study at home because i can stay at home more
time and i dont bother to come at school.)
4
Q: Menurutta dek meningkatji motivasi ta belajar bahasa inggris begitu.
Kalau meningkat kenapa bisa apa yang kasi semangat ki sama kalau
tidak kenapa bisa?
(Does your learning motivation increase when learning with the hybrid
learning system? Why?)
A: Iye kak meningkat pe na kalau belajar begitu siki lagi nda pernah ji ta
dapat ka nilai jelle karna bagus wee kak apalagi kalau video video
magattika sedding hapala ii ko disekolah ki saja terus cakkeruddu pasti
rindu siki ma zoom
(yes, i have improvement because i have never gotten a bad score. I like
learn with video than it make me dont sleepy and it make me always
miss to learn using zoom aplication.)
5
Q: Bagaimana cara orang tua anda mendukung proses belajar with the
hybrid learning sistem?
(How do your parents support the learning process with the hybrrid
learning system.)
(Observation)
(Teacher Interviews)
(Student Interviews)