Hybrid learning dalam pembelajaran keterampilan berbicara bahasa Prancis
DOI:
https://doi.org/10.21831/ltr.v21i2.46705Keywords:
hybrid learning, keterampilan berbicara, bahasa PrancisAbstract
Penggunaan teknologi dalam dunia pendidikan dapat diterapkan dalam pembelajaran bahasa asing khususnya pembelajaran Bahasa Prancis. Teknologi dapat dimanfaatkan pada penerapan model pembelajaran hybrid learning yang berfokus pada penggunaan teknologi. Hybrid Learning sendiri merupakan model pembelajaran yang menekankan proses pemerolehan keterampilan dan pengetahuan yang dikembangkan melalui desain pembelajaran yang mengintegrasikan pembelajaran tradisional dengan model online berbasis teknologi. Penelitian ini bertujuan untuk melihat hasil belajar mahasiswa keterampilan berbicara mahasiswa menggunakan model pembelajaran hybrid learning dan mendeskripsikan langkah-langkah penerapannya dalam proses pembelajaran. Penelitian ini menggunakan mixed-method dengan desain kuasi eksperimen untuk mengukur hasil belajar mahasiswa dan metode deksriptif untuk mendeskripsikan langkah-langkah penerapannya. Keterampilan berbicara merupakan keterampilan berbahasa yang wajib dikuasai untuk bisa berkomunikasi dengan Bahasa Prancis, sayangnya kemampuan berbahasa Prancis mahasiswa masih dinilai kurang. Melalui hybrid learning mahasiswa akan lebih mudah meningkatkan kemampuan berbicara Bahasa Prancis karena mereka berkesempatan untuk menggali informasi seluas-luasnya melalui teknologi dan internet. Hasil penelitian menunjukkan bahwa metode ini cocok digunakan dalam pembelajaran keterampilan berbicara Bahasa Prancis karena dari hasil pengukuran yang dilakukan menunjukkan bahwa ada pengaruh penggunaan model hybrid learning dalam pembelajaran keterampilan berbicara Bahasa Prancis. Kemudian untuk penerapannya terdapat 11 langkah mulai dari pemilihan pembelajaran online, pemilihan media dan teknologi yang digunakan hingga refleksi kegiatan.
Kata kunci: hybrid learning, keterampilan berbicara, bahasa Prancis
Hybrid learning in learning French speaking skills
Abstract
The use of technology in education can be applied in learning foreign languages, especially learning French. Technology can be utilized in the application of a hybrid learning model that focuses on the use of technology. Hybrid Learning is a learning model that emphasizes acquiring skills and knowledge developed through learning designs that integrate traditional learning with technology-based online models. This study aims to see student learning outcomes of student speaking skills using a hybrid learning model and describe the steps of its application in the learning process. This study uses mixed-method with a quasi-experimental design to measure student learning outcomes and descriptive methods to describe the implementation steps. Speaking skills are language skills that must be mastered to be able to communicate in French, unfortunately, students' French language skills are still considered lacking. Through hybrid learning, students will find it easier to improve their French speaking skills because they have the opportunity to explore the widest possible information through technology and the internet. The results showed that this method was suitable for learning French speaking skills because the measurements showed an effect of using a hybrid learning model in learning French speaking skills. Then there are 11 steps for the implementation, from choosing online learning, choosing media and technology used to reflecting on activities.
Keywords: hybrid learning, speaking skill, FrenchReferences
Alberts, P.P., Murray, L.A., & Stephenson, J.E. (2010). Eight educational considerations for hybrid learning. American Journal of Educational Research, 185-202. https://doi.org/10.12691/education-1-10-1.
Bruffee, K. (1993). Collaborative learning. Baltimore: The John Hopkins University Press.
Bull, S., & Ma, Y. (2001). Raising learner awareness of language learning strategies in situations of limited recourses. Interactive Learning Environments, 9(2), 171-200. 10.1076/ilee.9.2.171.7439.
Direktorat Pendidikan Lanjutan Pertama. (2005). Metodologi pembelajaran dengan pendekatan kontekstual. Malang: Pusat Pengembangan Penataran Guru IPS PMP Malang.
Driscoll, M. (2002). Blended learning: Let's go beyond the hype. E-Learning, March 1.
Gení§lter, B. (2015). How does technology affect language learning process at an early age?. Procedia - Social and Behavioral Sciences, 199(2015), 311 – 316. https://www.researchgate.net/publication/286029739_Blended_learning_Let's_get_beyond_the_hype.
Graham, C. R. et al. (2003). Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology I-V. Hershey, PA: idea Group Inc.
Graham, C.R. (2005). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk and C. R. Graham (Eds.), Handbook of blended learning:global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Hubackova, S., & Semradova, I. (2013). Comparison of on-line teaching and face-to-face teaching. Procedia – Social and Behavioral Sciences, 89, 445-449. 10.1016/j.sbspro.2013.08.875.
Hayati, N. & Wijaya, M. (2018). Pengelolaan pembelajaran melalui blended learning dalam meningkatkan receptive skill peserta didik di pondok pesantren. Jurnal Palapa, 6(2), 1–18. https://doi.org/10.36088/palapa.v6i2.64.
Iskandarwassid & Sunendar, D. (2008). Strategi pemelajaran bahasa. Bandung: SPs UPI et PT. Remaja Rosdakarya.
Khan, B. H. (2005). E-learning quick checklist. London: Eric. https://eric.ed.gov/?id=ED508902.
Klimova, B.F. & Kacetl, J. (2015). Hybrid learning and its current role in the
teaching of foreign languages. Procedia - Social and Behavioral Sciences, 182(2015), 477-481. https://cyberleninka.org/article/n/583510.pdf.
Larsen- Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: OUP.
Lu, E. Y., Ma, H., Turner, S., & Huang, W. (2007). Wireless Internet and Student-centered learning: A Partial Least-Squares model. Computers & Education, 49(2), 530–544. http://dx.doi.org/10.1016/j.compedu.2005.10.009.
Mardapi, D. (2012). Pengukuran penilaian & evaluasi pendidikan. [Assessment measurements & educational evaluation]. Yogyakarta: Nuha Litera.
Mothejzikova, J. (2005/2006). Didaktika cizich jazyku v novem evropskem kontextu (I, II). Cizi jazyky, 49(4,5), 131-133; 171-173.
Mufidah, N, dkk. (2019). Hybrid Learning dalam pembelajaran kosa kata bahasa arab pada anak berbantuan media, Journal Al-Mudarris 2, 1(40). https://doi.org/10.32478/al-mudarris.v2i1.227
Nurgiyantoro, B. (2012). Penilaian pembelajaran bahasa. Yogyakarta: PBFE UGM.
Pombo, L., & Moreira, A. (2012). Evaluation framework for blended learning courses: A puzzle piece for the evaluation process. Contemporary Educational Technology, 3(3), 201–211. 10.30935/cedtech/6078.
Poulova, P. & Simonova, I. (2012). Flexible e-learning: Online courses tailored to student's needs. Proceedings of the 9th International Scientific Conference on Distance Learning in Applied Informatics DIVAI 2012), 251-260. https://doi.org/10.1016/j.sbspro.2015.04.830.
Schunk, DH. (2012). Learning theories an education perspective, Diterjemahkan Oleh Eva Hamdiah, Rahmat Fajar, dengan judul Teori-Teori Pembelajaran Perspektif Pendidikan. Yogyakarta, Pustaka Pelajar.
Sugiyono. (2014). Metode penelitian kualitatif dan kuantitatif. Bandung: Alfabeta.
Tomlinson, B. (2009). Materials development in language teaching. Cambridge: Cambridge University Press.
Utami, I.G.A LP. (2016). Teori konstruktivisme dan teori sosiokultural: Aplikasi dalam pengajaran bahasa inggris. Prasi, 11(1), 4-11. http://dx.doi.org/10.23887/prasi.v11i01.10964.
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94. https://www.learntechlib.org/primary/p/6310/.
Wang, F.L., Fong, J., & Kwan, R.C. (2009). Handbook of research on hybrid learning models: Advanced tools, technologies, and applications. United States of America: Information Science Reference.
Whitelock, D., & Jelfs, A. (2003). Editorial: Journal of educational media special issue on blended learning. Journal of Educational Media, 28(2-3), 99-100.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
