RESEARCH PROPOSAL

Ahmad Mustamir Waris

A; Tittle
Blended learning and its correlation with learners computer self-efficacy in
English learning
B; Background
The development of ICT in nowadays is growing rapidly in all sector of human
life. It has brought significant changes in the speed and innovation of education in
various countries. In fact there is a very large ICT pressure on the education system
globally because: First, evolving technologies provide a tremendous opportunity to
develop management education and learning process in schools, second specific
student learning outcomes that can be identified by the use of new technologies, and
the third ICT has large potential to transform all aspects of education in the schools
and use it to achieve learning goals.
In education, ICT utilization is becoming a must, because like it or not current
flows of ICT has influenced every aspect of life. Therefore we need a paradigm shift
in education to achieve effectiveness and efficiency of the optimal education. ICT has
the potential for very large and function in improving the quality of education, it is
necessary for a cultural movement the use of ICT for education. The important role of
integration of ICT in the learning process is to build the skills of the 21st century
society, namely 1) ICT and media literacy skills. (2) critical thinking skills, (3)
problem solving skills, (4) effective communication skills; and (5) collaborative
skills.
Another trend is very clear in the application of ICT in education of the
availability and widespread use of the internet (Baer, 1998; Goffe & sosin, 2005;
Hiemstra & Poley, 2007; Oliver, 2005; Vogel & Klasssen, 2001) more than 90% of
students have access to the Internet in colleges and universities (Tutty & Klein,
2006), and nearly 79% of students agreed the use of the Internet has increased their
college academic experience (Pew Internet & American Life, 2002). While Yu, et al.
(2008) stated that internet-based learning (e-learning) has become an important part
in computer-mediated learning
Since English become a must course in all education level of Indonesia, students
have to learn English language even though they dont like or they arent interested to
learn it. This is the main problem for the most of English teacher. The teachers is
pushed to find the fun and attractive learning that is the most crucial issues in English
learning. Especially in teaching foreign language, like English, by using and
optimizing blended learning the issues can be solved by the teacher and can be the
best solution for learner in learning English Blended learning is the latest method that
provides the ease of learning that combines different ways of delivery, models of
teaching and learning styles, introducing a wide selection of media dialogue between
the facilitator and the person who received the teaching. If more specific, it can be
said that blended learning is a teaching method that combines face to face
(conventional learning) with online learning and offline learning.
According to So & Bonk (2010: 200), Blended learning is a key part of the
teaching and learning process at the moment and will be so in times to come.
International collaboration and exchange without a doubt will be fused with blended
learning. As the research results of So & Bonk (2010) has revealed that the learners
who understand blended learning can add to the level and impact of their
collaborative learning in the classroom.
Form of blended learning models, combines personal interaction in the classroom
meeting directly with the flexibility of online education that has a high learning. The
learning process can be improved by means of linking the learning materials are
available online at any moment when learners need to access it (Bender, 2006: 114).
Providing online learning package via the Internet or the blended e -learning is one
of the efforts of learners, although without any teacher. Miarso (2004: 553-554) states
that the learner can perform learning activities without having a teacher, but the
learners in a learning activity must exist learning activities. In addition, through e-
learning, learners can acquire new knowledge through their own experience, in which
they are required to be able to learn independently and be responsible for their
learning. Through these experiences, the changes in self- learners can last longer.
Accordingly , Pidarta ( 2000; 1970 suggests that learning is a relatively permanent
change in behavior as a result of experience ( not the result of the development , the
influence of drugs or accident ) and could carry other knowledge and be able to
demand a relatively permanent change in knowledge or behavior , because experience
( Mayer , in Seels & Richey , 2000; 13).
The change of learning style, of course, will affect the learning outcomes.
According to Reigeluth (1983), the results of a learning is all the effects that can be
used as a value indicator of the use of learning strategies under different conditions.
Meanwhile, Slavin (1997) says, learner's outcomes are influenced by the applied
learning strategies and influenced by the characteristics of learners. The same thing
also expressed by Dick & Carey (2001) that the learner achieved the learning
outcomes are influenced by: 1 ) a method or strategy implemented , 2 ) learning
conditions are established , 3 ) the interaction between methods and learning
conditions . Learning strategies are specifications for selecting and studying events
and activities in learning. Events and activities may include a variety of activities ,
such as the introduction ( apperception , motivation ) , the presentation of the material
, giving examples , assignments , training , providing feedback , and so on . So the
availability of the learning package e-learning plays a role in the success of the
learning process of learners.
One thing that also influences the behavior of individual learners in e-learning is
the Computer Self-Efficacy (CSE). CSE concept is regarded as one of the variables
that are important for the study of individual behavior in the field of information
technology (Agarwal et al. 2000). CSE is defined by Compeau and Higgins (1995) as
a judgment of one's computer capabilities and expertise to perform the tasks
associated with telmologi information. According to Compeau and Higgins study of
these CSE important in order to determine an individual's behavior and performance
in the use of information technology.
The study of human behavior and competence in using information technology has
been widely performed and generally refers to the social cognitive theory proposed
by Albert Bandura. Bandura (1986), proposed the concept of self-efficacy to explain
an individual's belief in his ability to do something. Compeau and Higgins (1995),
adopted the concept of Bandura's self-efficacy and competence to explain human
behavior in using the computer. Compeau and Higgins concept is known as the
Computer Self Efficacy (CSE). Further study related to CSE someone has done a lot
and generally refers to the CSE dimensions, namely: knowledge, skills, attitudes, and
abilities.

C. Problem Statement
Based on the background mentioned above, the researcher is interested in
formulating problem that will be explored in this research as follows:
1. Is blended learning can be applied and effective in English teaching and
learning?
2. Is there any appropriate way in applying blended learning for English
teaching and learning?
3. Is there any correlation between blended learning and computer self-
efficacy to the English teaching and learning achievement?

D. Objective of the Research

Relating to the problem statement above, the objectives of this research are:
1. To find out whether or not blended learning can be applied and effective in
English teaching and learning.
2. To find out appropriate way in applying blended learning for English
teaching and learning.
 3. To find out correlation between blended learning and learners computer
self-efficacy

E. Significance of The Research

This research provides information and suggestion which can be helpful in
establishing blended learning in English teaching and learning and the correlation
with students computer self-efficacy. Furthermore, the research is really expected to
provide contribution and recommendation to create different ways in teaching
English by English teacher. It is also expected to motivate students and give
meaningful contribution to both English teacher and English learners theoretically
and practically in the development of English teaching by blended learning.

F. Scope of The Research

The scope of the research is restricted to the implementation of blended
learning and its correlation with learners computer self-efficacy in English teaching
and learning.

G. Review of Related Literature

1.Some pertinent ideas
a. Blended learning model
Basically that online-based learning (blended e-learning) allows for a process
of collaborative learning and learner-centered (student centered), so it is more likely
to occur in their own learning and proactive self-learners. Learning activities centered
on the learner such as problem solving, collaborative, investigative work, as well as
experiments (Jacobsen & Kauchak, 2009).
Yu, et.al. (2008) and Vogel & Klassen (2001) states that the adaptive nature of
the computer technology enable learners to serve the material needs of learning, with
various styles and abilities. Teachers are taught computer seems to be choosing
collaborative learning, cooperative learning and self-regulated learning (Annnad &
Haughey, 1997; Kozma & Johnston, 1991; Vogel & Klassen, 2001; Wheel, S., 2001).
While Ring and Mathiieux (2002) stated that online learning should have high
authenticity (ie, learners have to learn in the context of the workplace), high
interactivity and high collaboration.
Blended learning model is a learning model that combines of face-to-face and
computer assisted learning with both offline and online to build an integrated learning
approach. In the past, digital-based materials has been practiced but within the limits
of the support role, which is to support teaching face-to-face. The goal of blended
learning is to provide the most effective learning experience and efficient. Blended
learning is also often defined as a system of learning that is done by combining the
learning of face-to-face with technology-mediated learning (technology mediated
instruction).
The original meaning and also the most common definition of blended
learning is refers to learning that combines or mixes between face-to-face learning
and computer-based learning (online and offline). Thorne (2003) describe blended
learning as "it represents an opportunity to integrate the innovative and technological
advances offered by online learning with the interaction and participation offered in
the best of traditional learning.
while Bersin (2004) defined blended learning as:
"the combination of different training "media" (technologies,
activities, and types of events) to create an optimum training program
for a specific audience. The term "blended" means that traditional instructor-
led training is being supplemented with other electronic formats. In the
context of this book, blended learning programs use many different forms
of learning, perhaps complemented with instructor-led training and other live
formats".

Currently, the term blended became popular, the more combinations are
referred to as blended learning. Others name the term blended with a "hybrid," and
"mixed-mode". In research methodology, used the term "mixed-methods" to indicate
a combination of quantitative and qualitative research. Another called in learning
with eclectic approach, which combines a variety of approaches to learning.
However, the definition of blended learning is learning delivery strategy that
combines face-to-face learning using activities, computer-based learning (offline),
and the computer is online (internet and mobile learning).

Face to Face

Blended Learning

Offline Online
 Figure 1. blended learning illustration

Blended learning model of e-learning is essentially combines the advantages

of various learning techniques. According Stenler (2005): blended learning combines
the best aspects of online learning, structured face-to-face activities, and real-world
practice. Online learning systems, classroom training and on-the-job experience have
major drawbacks by themselves. The blended learning approach uses the strengths of
each counter the others' weaknesses. Because of that, the blended e-learning is a
combination of learning advantages that is done in-person and virtually.

Table 1. Comparative assessment of learning model

Blended Learning
No. Variable Conventional class Virtual class
class
1. registration At campus Online both
Learning
2. life scheduled both
environtment
Campus
3. At campus Outside campus both
environtment
4. Teacher attendent needed Unneeded booth
Scheduled, place & Anywhere &
5. schedule both
time anytime
6. Email no Yes Yes
Audio-Video
7. Conferencing no no Yes
Chatting
8. consultation Face to face announced both
9. Study group yes no yes
10. homework yes no yes

Hirumi (2002) proposed a framework of interaction in e-learning blended

learning that consists of three levels. The first level is a self-learner interaction to help
students monitor and regulate their own learning. Level two learner interacts with
human and non-human resources, where learners interact with human resources and
non-human. Level three is learner-instruction interaction, which consists of activities
to achieve the learning outcomes. The following figure shows interactive strategies to
Face to face interaction
promote learning in higher education (Berge, 1999; Gilbert & Moore, 1998; Schwier
Student-teacher
& Misanchuk, 1993).

interaction
student-content/material

interaction
student- supporting

Student-teacher Student-teacher Student-teacher

interaction
student-environtment
 figure 2. interaction in blended learning

2. Self Efficacy and Computer Self Efficacy

The basic concept of self-efficacy was first put forward by Bandura's social
learning theory in the background. This concept was proposed by Bandura in relation
to the discussion of one's belief in the ability of his own (Lenox and Subichm 1994:
302).
The definition of self-efficacy according to Bandura (1986) in Campeau and
Higgins (1995) are: "People's Judgments of their capabilities to organize and execute
courses of action required to ATTAIN designated types of performances. It is
concerned not with the skills one has but with. Judgements of what one can do with
whatever skills one possesses." The definition indicates that, the key characteristics of
the construct of self-efficacy, namely: skill component and abilities in terms of
organizing and carrying out an action.
Elliot, et.al. (2000: 352) stated self-efficacy is: Individuals beliefs in their
abilitiest to exert control their lives, feelings of competency. Hjelle dan Zieggler
(1992: 34) defined self-efficacy as An individual belief that he or she can execute
the behavior required to produce certain response outcome.
Another definition stated by Schunck (1983: 848) that is: Self efficacy is
concerned with judgment abaut how well one can organize and execute course of
action required in situation that may contain ambiguous, unpredictable and stressful
elements.
In the research field of information systems, many researchers (Compeau and
Higgins, 1995; Stone et al. 1996; Wijaya 2003) who have tested the self-efficacy
variables were associated with a variety of computer behavior.
In the context of computers, CSE (computer self-efficacy) describe the
individual's perception of his ability to use computers to accomplish tasks such as
using software packages for data analysis, writing letters using mail merge with a
word processor that is more than simple skills such as formatting a floppy or restart
the computer.
 According to Compeau and Higgins (1995) CSE (computer self-efficacy) is
defined as a judgment of one's capability to use a computer / information systems /
information technology. Based on social cognitive theory developed by Bandura
(1986), self-efficacy can be defined as the belief that one has the ability to perform a
particular behavior. Bandura states that a person's perceived self-efficacy plays an
important role in influencing motivation and behavior (Igbaria and Livari, 1995).
This is not a judgment on a person's past in using the computer, but it involves a
judgment that will be made in the future. Research results Campeau and Biggins
(1995) showed, that there are three factors that can affect the CSE, namely: (1) the
encouragement of the other party (2) the other party as a user (3) support.

H. Conceptual Framework

There are three main elements to be explained: they are:

1. Blended learning and its correlation with students computer self-efficacy.
2. The researcher compared two teaching technique, using blended learning
and conventional one. Blended learning conducted in experimental group, while
conventional one applied in conventional procedure; Students just heard explanation
from the teacher orally or using media ( whiteboard, power point etc) did task and
then answered questions of the exercise. This was conduct in control group.
3. The output was the result of the process of both treatments. The results were
the students learning achievement of the experimental group and control group and
the students computer self-efficacy of experimental group.
Based on the explanation, the theoretical framework was visualized in the
following:

Blended Computer Self

Learning Efficacy

Teaching and
Learning
Achievement

Figure 3. Conceptual framework

Hypothesis
There were two hypotheses that were applied in this research. They were Null
Hypothesis (H0), meant that was not effective in English teaching and learning.
Alternative Hypothesis (H1) meant that the use of English Deluxe 10 was effective in
English teaching and learning.

Research design
In this research the researcher applied quasi-experimental method, with non-
equivalent control group design (Gay et al, 2006). It involved two groups, one
experimental group with treatment of blended learning and control group with
conventional way. Both groups was given pretest and posttest. The pretest was given
to find out the prior knowledge of students while posttest was used to find out the
effectiveness of blended learning . Gay stated that the control group is needed for
comparison purpose to prove if the new treatment is more effective than other (Gay et
al, 2006:254).
Pretest was administered prior to treatment to assess their cuurent state. And
posttest was administered to measure treatment effects. The aim of this test was to
find out the effectiveness of blended learning.
The design would take the following form:
EG O1 X1 O2
CG O1 X2 O2
Table 2. Research design (adapted from Gay et al, 2006:258).
Where:
EG = Experimental group
CG = Control group
O1 = Pretest
O2 = Posttest
X1 = the treatment by using blended learning
X2 = the treatment by using conventional learning

Research variable
This research uses two variables. They are independent variable and
dependent variable. The two variables were defined as follows: Independent variable
of this research was the implementation of blended learning. It is applied in the
procedure of blended learning. Dependent variables were Students English
achievement and computer self-efficacy.
 Operational definition of variable
a. blended learning is a learning process that combines face-to-face and without face
to face (delivery of content over the Internet). In face-to-face learning without the
newsgroup done simultaneously with the same time (realtime) communication
used is synchronous communication. In face-to-face learners and learners more to
discuss about the material and the problems encountered during the learning via
the internet or online learning. Syntax learning include, (1) independent study /
introduction, (2) independent study and search for information / presentation of the
material, (3) do the exercise, (4) inference, (5) independent practice, and (6) the
cover. Student-centered learning activities.
b. Conventional learning model is the traditional learning process where there is face-
to-face in the classroom by using the method of lecture, discussion, question and
answer, and giving assignments intact for one semester. Syntax learning include;
(1) introduction, (2) the presentation of the material, (3) guided practice, (4)
inference, (5) feedback, and (6) closing. Learning activities centered on the
lecturer.
c. Computer Self-Efficacy (CSE) is the consumer confidence to its ability to use a
computer. Computer Self-Efficacy measurements using instruments developed
from the questionnaire, called the Computer User Self-Efficacy (Cuse) Scale, in
the form of self-report scale (self-reported scale), which is composed by Cassidy
and Eachus.
d. Result is the level of students mastery learning from the learned aterial in the form
of the ability of knowledge, understanding, analysis and evaluation are measured
by using description test.

Procedure of collecting data

The procedure of collecting data was presented in chronological order as
follows:
a; Pretest
Before doing treatment, the students were given pretest to find out their
English mastery. The pretest was given to both of groups, experimental and control
groups.
b; Posttest
The posttest was given to the students. The result of pretest and posttest were
calculated in order to measure whether or not the students got progress in learning
both control and experimental groups.
c; Questionnaire
After giving posttest the questionnaire was distributed to the students to know
the students computer self-efficacy.
 Technique of data analysis
This research used descriptive statistic in analyzing the data. Descriptive
statistic data analysis which was used in this research consisted of the sum number,
mean, standard deviation number, frequencies table and histogram of the data. To
analyze the data the researcher used SPSS 16.0 program for windows. The collected
data was analyzed through the following techniques:
1; Scoring the students test result. The students achievement classification
was gained by dividing their total correct answer by the total score. The
result, then, was multiplied with one hundred, the maximum achievement
classification.
The formula for indicating the students score:
True answer
X 100( Interval of t h e score level)
Total score
2; Classifying the students score into the following:
The mean score is classified into five levels as follows:
1. 80-100 is classified as very good
2. 70-79 is classified as good
3. 60-69 is classified as average
4. 50-59 is classified as poor
5. 0-49 is classified as very poor
The classification of students score is taken from scoring system which is
applied internally.
3; Calculating the mean score, standard deviation, frequency table and t-test
between grammar mastery of the experimental and control group by using
inferential statistic through SPSS 16.0 evaluation version for Windows.
4; Instruments for measuring Computer self-efficacy is questionnaire adapted
from the Computer User Self-Efficacy (Cuse) Scale, in the form of self-
report scale composed by Cassidy and Eachus. One of the measuring
instrument for Computer self-efficacy is Computer User Self-Efficacy
Scale (Cuse) or self-efficacy Scale for Computer Users that was designed
to assess self-efficacy against the use of computers for adult learners
(Cassidy & Eachus, 2002).
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