Designing Collaborative Blended Learning Activities to Improve Students’ Argumentative Essay Writing Ability and Students’ Perception

Ani Novitasari, Patuan Raja, Flora Flora

Abstract


Penelitian ini mengkaji apakah ada perbedaan peningkatan kemampuan menulis esei argumentatif antara siswa yang diajarkan dengan pembelajaran campuran kolaborasi (CBL) dan siswa yang diajar dengan pembelajaran tradisional, dan juga persepsi mereka terhadap CBL. Studi ini mengaplikasikan desain eksperimen kuasi. Terdapat 33 siswa kelas eksperimen dan 31 siswa kelas kontrol sebagai sampel yang dipilih secara acak di UIN Raden Intan Lampung. Untuk mengumpulkan data, tes dan kuesioner digunakan. Data dari tes dianalisa dengan tes Mann Whitney dengan hasil nilai signifikan yang lebih kecil dari level signifikansi (0.044˂0.05), yang berarti ada perbedaan peningkatan kemampuan menulis esei argumentatif antara siswa yang diajarkan dengan pembelajaran campuran kolaborasi (CBL) dan yang dengan pembelajaran tradisional. Selanjutnya, data dari kuesioner dianalisa dengan statistik deskriptif dengan hasil bahwa siswa berpersepsi positif terhadap CBL dalam menulis esei argumentatif. Jadi, pembelajaran campuran kolaborasi (CBL) lebih dipilih untuk digunakan dan bisa meningkatkan kemampuan menulis esei argumentatif daripada pembelajaran tradisional.

This research investigated whether there is different increase of argumentative essay writing ability between students taught by using Collaborative Blended Learning (CBL) and those taught by offline learning, and their perceptions towards CBL. This study applied quasi experimental design. There were 33 experimental students and 31 control students as the sample chosen randomly at UIN Raden Intan Lampung. To collect the data, test and questionnaire were employed. Data from the test were analyzed with Mann Whitney test resulting significance value that was lower than Sig level (0.044˂0.05) meaning that there is different increase of argumentative essay writing ability between students taught by using CBL and those taught by offline learning. Furthermore, data from the questionnaire were analyzed with descriptive statistic resulting that the students perceived positively towards CBL in writing argumentative essay. Hence, CBL is preferable to use and can increase students’ argumentative essay writing ability better than offline learning.

Keywords: Argumentative essay writing ability, collaborative blended learning, perception.

 

 


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