MOTIVASI BELAJAR SISWA TERHADAP PENERAPAN BLENDED LEARNING DI KELAS BAHASA INGGRIS PADA MASA PASCAPANDEMI

STUDENTS’ LEARNING MOTIVATION TOWARD THE IMPLEMENTATION OF BLENDED LEARNING DURING POST-PANDEMIC EFL CLASSROOM

Karena situasi pandemi covid-19 di Indonesia yang mulai pulih secara bertahap, maka sekolah dapat dibuka kembali untuk pembelajaran tatap muka secara terbatas dengan beberapa ketentuan selama masa transisi ke era pascapandemi. Penelitian ini bertujuan untuk mengamati pelaksanaan blended learning dan motivasi belajar siswa di sekolah menengah pertama pada kelas tatap muka terbatas. Data dikumpulkan melalui observasi kelas dan pengisian angket. Selanjutnya, penelitian ini melibatkan 70 siswa di salah satu sekolah negeri di Sidoarjo, Jawa Timur, di mana pembelajaran secara blended learning diwajibkan selama masa transisi. Hasil penelitian menunjukkan perbedaan yang jelas antara kedua mode; siswa yang mengikuti pembelajaran tatap muka di sekolah terlihat  lebih antusias, berpartisipasi, dan aktif selama kegiatan belajar mengajar, sedangkan siswa yang belajar di rumah tampak lebih pasif dan kurang termotivasi untuk belajar selama sesi blended learning. Siswa selanjutnya merasa blended learning sebagai salah satu cara untuk meningkatkan motivasi belajar mereka. Mereka merasa lebih tertarik pada subjek pelajaran dan menemukan cara yang lebih mudah untuk mencari materi secara online. Selanjutnya, berbagai jenis kegiatan seperti kerja kelompok dan kerja secara berpasangan, pembelajaran kolaboratif, dan pembelajaran individu dapat digunakan untuk meningkatkan keterlibatan dan minat siswa selama praktik bahasa komunikatif. Faktor ekstrinsik dan intrinsik siswa sebagai penggerak belajar juga harus menjadi pertimbangan guru sebelum menerapkan metode pembelajaran dan pendekatan pembelajaran tertentu, terutama untuk pembelajaran bahasa Inggris pasca pandemi.

Kata kunci: blended learning, motivasi belajar, siswa tingkat menengah, pasca-pandemi

As the situation of covid-19 pandemic in Indonesia is gradually recovering, schools may reopen for limited face-to-face learning under particular measures during this transition period to post-pandemic era. This study aims to describe the implementation of blended learning and student motivation in secondary schools in limited face-to-face classes. This study used a qualitative method which collected the data through observation and questionnaires. Further, this study involved 70 students of one urban public school in Sidoarjo, East Java, where the blended learning was mandatory during the transition period. The results show the clear difference between the two modes; students who participated during the in-person learning session are more enthusiastic, engaged, and active during teaching and learning activities, while students who studied at home seemed quieter and less motivated to learn during the blended learning session. Students further considered blended learning as a way to increase their learning motivation. They perceived more interested in the subject and had easier way to find material online. Furthermore, various types of activities such as group and pair work, collaborative learning, and individual learning can be used to increase learner’s engagement and interests during communicative language practice. The extrinsic and intrinsic factors of students as learning drivers should be considered by the teacher before applying certain learning methods and learning approaches, especially for the English learning after the pandemic.

Keywords: blended learning, learning motivation, secondary level students, post-pandemic