PENGEMBANGAN MODEL COLLABORATIVE BLENDED LEARNING THROUGH WRITTEN SMALL GROUP DISCUSSION  UNTUK MENINGKATKAN SELF EFFICACY SISWA DAN KETERAMPILAN MENULIS TEKS EKSPOSISI ANALITIS BAHASA INGGRIS

DEVELOPING COLLABORATIVE BLENDED LEARNING MODEL THROUGH WRITTEN SMALL GROUP DISCUSSION TO IMPROVE STUDENTS' SELF EFFICACY AND WRITING SKILL OF ENGLISH ANALYTICAL EXPOSITION TEXT

Mulyadi, Ernitasari. 2024. Pengembangan Model Collaborative Blended Learning Through Written Small Group Discussion (CBL Through WiSGuD)   Untuk Meningkatkan Self-Efficacy Siswa dan Keterampilan Menulis Teks Eksposisi Analitis Bahasa Inggris.   Disertasi. Program Studi Teknologi Pendidikan, Fakultas Ilmu Pendidikan. Universitas Negeri Surabaya. Promotor : Prof. Dr. Yatim Riyanto, M.Pd, dan Co Promotor: Dr. Andi Kristanto, M.Pd.

Kata Kunci: pengembangan model pembelajaran, model CBL Through WiSGuD, self-efficacy, keterampilan menulis.

Pembelajaran bahasa Inggris merupakan salah satu mata pelajaran yang wajib diajarkan pada siswa sekolah menengah atas, namun ditemukan beberapa permasalahan yang ada di sekolah yaitu: (1) Siswa kurang percaya diri dengan kemampuannya untuk belajar keterampilan menulis Bahasa Inggris (self efficacy yang rendah). (2) Rendahnya keterampilan menulis khususnya menulis teks eksposisi analitis bahasa Inggris. 

Tujuan dari penelitian ini adalah untuk: 1) mengembangkan dan menguji kelayakan model pembelajaran CBL Through WiSGuD untuk meningkatkan self-efficacy siswa dan keterampilan menulis teks eksposisi analitis bahasa Inggris siswa kelas XI SMAN Model Terpadu Madani Palu, 2) menganalisis kepraktisan model CBL Through WiSGuD  untuk meningkatkan self-efficacy siswa dan keterampilan menulis teks eksposisi analitis bahasa Inggris, 3) menganalisis keefektifan model CBL Through WiSGuD untuk meningkatkan self-efficacy siswa, 4) menganalisis keefektifan model CBL Through WiSGuD untuk meningkatkan keterampilan menulis teks eksposisi analitis bahasa Inggris.

Desain penelitian adalah research and development dengan menggunakan tahapan pengembangan model ADDIE.  Data diperoleh melalui beberapa teknik yaitu: 1) data validasi, 2) wawancara, 3) kuesioner/angket, 4) observasi, 5) tes, dan 6) dokumentasi. 

Teknik analisis data yang digunakan adalah kualitatif dan kuantitatif.  Teknik analisis data kualitatif menggunakan triangulasi yang terdiri dari 4 langkah. Teknik analisis data kuantitatif  terdiri dari: a) data angket validasi ahli terhadap kelayakan dan keefektifan model, b) data angket respon siswa, dan c) hasil tes untuk meningkatkan keterampilan menulis menggunakan paired t-test dengan bantuan software SPSS versi 25.

Hasil analisis data menunjukkan bahwa : 1) model, perangkat pembelajaran serta instrumen model CBL Through WiSGuD masuk dalam kategori layak.  Rata-rata nilai validitas: model 3,92; perangkat pembelajaran 3,72 dan instrumen penelitian 3,88, 2) rata-rata tingkat keterlaksanaan pembelajaran pada tahap skala luas dan implementasi pada pembelajaran offline dan online yaitu sekitar  87% atau terlaksana dengan baik, dan masuk kategori praktis, 3) model CBL Through WiSGuD efektif meningkatkan self-efficacy siswa,  rata-rata hasil respon positif siswa yang dirasakan masuk kategori cukup baik, siswa memiliki self-efficacy yang cukup tinggi, 4) model CBL Through WiSGuD efektif meningkatkan keterampilan menulis teks eksposisi analitis, hasil uji t berpasangan yaitu Sig. (2-tailed): 0,000 atau < 0,05

Mulyadi, Ernitasari. 2024. Development of Collaborative Blended Learning Through Written Small Group Discussion (CBL Through WiSGuD) to Improve Student's Self-Efficacy and Writing Skill in Constructing English Analytical Exposition Text.  Dissertation. Educational Technology Study Program, Education Faculty, Universitas Negeri Surabaya.  Supervisors: Prof. Dr. Yatim Riyanto, M.Pd and Co.Promotor: Dr. Andi Kristanto, M.Pd.

Keywords: learning model development, CBL Through WiSGuD model, self-efficacy, writing skills

Teaching and Learning English is one of the subjects that must be taught to high school students, but several problems have been found in schools, namely: (1) Students lack confidence in their ability to learn English writing skills (low self-efficacy). (2) Low writing skills, especially writing analytical exposition texts in English.

The objectives of this research is to : 1) develop and to test the validity of the CBL Through WiSGuD learning model which can be used to improve the students' self-efficacy and writing skill in constructing English analytical exposition text, 2) analyze the practicality of the CBL Through WiSGuD model in improving students' self-efficacy and writing skill in constructing English analytical exposition text, 3) analyze the effectiveness of the CBL Through WiSGuD model in improving students' self-efficacy, and 4) analyze the effectiveness of the CBL Through WiSGuD model in improving students' writing skill in constructing English analytical exposition text.

The research design is R&D and used the ADDIE approach in developing the learning model.  The data obtained through several techniques, namely: 1) validation data, 2) interviews, 3) questionnaires, 4) observations, 5) test, 6) documentation.  The researcher employs qualitative and quantitative approach in analyzing the data. Qualitative data analysis using triangulation that consists of four steps. Quantitative data analysis consists of a) an expert validation on the validity of the model, b) students' response toward the learning model, and c) the effectiveness of the model (test results) using paired t-test analyzed by SPSS version 25.

The results of data analysis show that: 1) the CBL Through WiSGuD model, its learning tools and instruments are in the valid category.  The average validity value: model 3.92; learning tools 3.72 and research instruments 3.88, 2) the average level of learning implementation at the class trials and in the implementation phase during offline and online learning is around 87% or well implemented, and it is in the practical category, 3) the CBL Through WiSGuD model is effective in improving students' self-efficacy. The average result of the students' positive response on the learning model are in quite good category, students have quite high self-efficacy, 4) the CBL Through WiSGuD model is effective in improving students' writing skills, the results of the paired t test are Sig. (2-tailed): 0.000 or < 0.05.