Applying Blended Learning as an Effective Model for EFL Learners’ Reading Comprehension

DOI

10.2991/assehr.k.211225.002How to use a DOI?

Keywords

Blended Learning; Reading Comprehension; English Language Teaching

Abstract

As an alternative solution to resolve various reading comprehension problems in the EFL context, it is necessary to implement a blended learning model which combines both online and face to face teaching modes. This study seeks to investigate the effectiveness of the blended learning model on students’ reading comprehension in terms of the literal and interpretative level of comprehension. The research design was a quasi-experimental study using a sample of 60 students in the eleventh grade at SMAN 22 Makassar. Before the experiment was performed pre-test and post-test were conducted to measure students’ reading comprehension. The findings indicated that students taught using a blended learning model, in the form of a face-to-face driver model supported by the Schoology platform, and had significantly made a greater improvement on reading performance. The findings contribute to pedagogical implications where teachers need to be made aware of such a model especially during the pandemic era of Covid-19.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Abidin Pammu
AU  - Hamzah A. Machmoed
AU  - Ani Dyah Astuty
AU  - Sitti Sahraeny
PY  - 2021
DA  - 2021/12/24
TI  - Applying Blended Learning as an Effective Model for EFL Learners’ Reading Comprehension
BT  - Proceedings of the 2nd International Conference of Linguistics and Culture (ICLC-2 2021)
PB  - Atlantis Press
SP  - 7
EP  - 11
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211225.002
DO  - 10.2991/assehr.k.211225.002
ID  - Pammu2021
ER  -