




































 

EDUCATIO : Journal Of Education 
Volume 2, Number 2, November 2017 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

 zzzzzz z 

  z 

   

Blended Learning Voice: Students’ Perceptions Of Mid 

Transitioning Into Digital Needs Of Academic Reading 

 
Lilies Youlia Friatin1, Etika Rachmawati2, Ratnawati3 

1, 2,  3Galuh University, Ciamis, West Java, Indonesia 

lilies.youlia@yahoo.co.id, etika.rachmawati@gmail.com, 

ratnawati.english.edu@gmail.com 

 

Accepted: 

August 10, 2017 

Reviewed: 

September 5, 2017 

Published: 

November 20, 2017 

 

Abstract: Blended learning is one of the e- learnings to be concerned its improvement and it can 
not be apart from the digital learning practices. Moreover, the application of blended learning 
itself is such of educational innovation in the 21st century era not only in Indonesian setting but 
also in the worldwide spread. In fact, the deployement of blended learning which is covered by 
e-learning in Indonesia is not good enough in higher education setting. The present study 
investigated students’ perception of applying it in an academic reading class as  part of demand in 
digital era. The descriptive study was employed to analyze the students’ questionnaire toward the 
application of blended learning during classroom practices with the 30 participants took part in 
the research. The students’ positive responses and interpretation from students revealed of 
implementation of it though some troubles occured during teaching and learning process. From 
the result of the data, it indicates that blended learning can be one of the educators’ choices of 
classroom practices in order to improve the quality of higher education and it provides  
innovation of education in digital era. The study  provides the limitations and pedagogical 
suggetions. 

 

Keywords:  Blended Learning, Academic Reading, Perceptions 

 

 

INTRODUCTION  

Educational innovation is one of the government efforts in improving the quality of 

education especially in higher education (Indonesian Government Vision, Mission and Plan, 

2014). Nowadays, innovation especially in educational setting is deliberately related to 

Information and Technologies (ICTs). Besides, the basic output of Indonesian country in which 

the integration of ICTs and the educational setting develop the quality and access of education to 

especially university students around.1 The worldwide facts indicates that the access of education 

widespreadly occured because of technology.2 Also, the influence of ICTs toward educators and 

learners stimulate them to be innovative during classroom practices yet the learning environment 

                                                 
1 D. Kunaefi, ―ICT in University Teaching/Learning and Research in Southeast Asian Countries: A Case of 

Indonesia‖ (Jakarta: Directorate General Higher Education Ministry of National Education Republic of Indonesia,  

2006).  
2 L. M. Jeffrey, L. M., Milne, Suddaby G. J, and A. Higgins, ―Blended Learning: How Teachers Balance the 

Blend of Online and Classroom Components,‖ Journal of  Information Technology Education: Research 13 (2014): 121-140.  



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 224  

 zzzzzz  

   

is supported to do one.3 Recent years, the applications of Web 2.0 Technologies also  have 

coloured significantly in Chinese educational setting.4 The role of ICTs then beneficial in 

calssroom setting for supporting the academic activities but not limited to Internet-based 

content.5  

As the realization of optimalization of ICTs as the soulpart of education, blended 

learning is such of recent crucial ways for meeting the educational worldwide demand in 21st 

century. As it is stated by Bernatek, Cohen, Hanlon & Wilka (2012)6 that integrating between 

pedagogy and practice in educational setting with donating the technology role as the part of the 

academic practices innovation7.  This blended learning provides the flexibility and comfortness 

to the students becuase of prior activities are conducted on line, besides FtF or Face to Face 

activities may be done for crucial consideration between teacher and students so that increasing 

the learnig community is recommendable to support effective learning.8 Some benefits are 

offered by applying blended learning such as; freeness of access, flexibility, active learning zone, 

self-regulated learning promotes.9 From considerations aforementioned, the blended learning is 

noticeable to be applied by Indonesian educators in facing globalization. 

 

RESEARCH PROBLEM 

The research question was, ―What are students’ perceptions of application blended 

learning in academic reading class in terms of utility, satisfaction and motivation?‖. For 

conducting the study, questionnaire with Likert Scale 5 was administered to the students online 

at the end of the semester. The considerations of choosing the online mode were flexibility and 

privacy terms. The term flexibility refers to the online questionaire provides free times and place 

to poll the choices while the following term ― privacy‖ means the educators or other friends 

surely possible to not record one’s polls. Furthermore, the objective of the study was at 

measuring students’ perceptions in terms of utility, satisfaction and motivation during the 

implementation of blended learning in classroom practices. 

 

 

 

LITERATURE REVIEW 

                                                 
3 M. López-Pérez, M. Pérez-López, and L. Rodríguez-Ariza, ―Blended Learning in Higher Education: 

Students’ Perceptions and Their Relation to Outcomes,‖ Computers & Education 56 (2011): 818–826.  
4 R. Shih, ―Can Web 2.0 Technology Assist College Students in Learning English Writing? Integrating 

Facebook and Peer Assessment with Blended Learning,‖ Australasian Journal of Educational Technology 27, no. 5 (2011): 

829-845.  
5 S. Paturusi, Y. Chisaki, and T. Usagawa, ―Assessing Lecturers and Student’s Readiness for E-Learning,‖ 

GSTF Journal on Education (JeD) 2, no. 2 (March 2015).  
6 B. Bernatek, J. Cohen, J. Hanlon, & M. Wilka, ―Blended Learning in Practice. Introduction to Case StudIes 

from Leading Schools‖ (Michael and Susan Dell Foundation, 2012).   
7 Muh Barid Nizarudin Wajdi, ―Metamorfosa Perguruan Tinggi Agama Islam,‖ AT-Tahdzib: Jurnal Studi Islam 

dan Muamalah 4, no. 1 (2016): 92–109.  
8 C. Chen, and K. Jones, ―Blended Learning vs. Traditional Classroom Settings: Assessing Effect iveness and 

Student Perceptions in an MBA Accounting Course,‖ The Journal of  Educators Online 4, no. 1 (January 2007).  
9 G. Saliba, L. Rankine, and H. Rankine, Fundamentals of Blended Learning  (Sydney: University of Western  

Sydney, 2013).  



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 225  

 zzzzzz  

   

Some avidences indicated that application of blended learning significantly and positively  

influence classroom.10 The positive  impact of applying online learning and instructions  showed 

in language learning11. Then, the blended learning is one of the teaching method which is assured 

to be supplemental solution for classroom learning.12 The implementation of blended learning 

then provides big role for promoting students’ achievement cognitively, motorically and 

affectively (Bawaneh, 2011). Another research also reported that the use of blended learning got 

positive result if it compared with the pure face to face activities during teaching and learning 

process.13 The same voice of application of blended learning occured that combining two 

models of learning: traditional and online affected dramatical result on academic writing class 

(Mizayoe & Anderson, 2009) .  

 

E-Learning in Indonesia 

As the part of realization of implementing the e-learning, the coverage of blended 

learning, the Indonesian government through the decree of ministry of Education and Culture 

declared the program of the integrated and opened Indonesian e-learning since 2014 (Guidelines 

of  KDITT, 2014). Through the program, all of the higher education isntitutions both public and 

privates are demanded to develop the courses with Internet-based content. The considerations 

for choosing higher education as the stakeholder of e-learning because of the worldwide 

demands and the globalization competences14. As the previous description of the worldwide 

facts of digital learning in which the access of education and flexibility of education are 

commonly offered to the students without limitations of place and time so that the education for 

whoever is achieved15.  Higher education is then directly facing the challenges from digital and 

globalization era so that the global competencies are crucially needed for university students as 

the part of the input before working. To support the goverment program, some universities and 

higher education institutions now preparing the e-learning in which the forthcoming will be 

mandatory for all higher educations.16 

Theoretical Framework 

As it is explained from the previous session. The author intended to study extent the 

students’ perceptions regarding the blended learning application during the classroom activities 

(utility, satisfaction and motivation) are described in detail from the questionnaire. The utilizing 

of blended learning is the primary-topic to be discussed for evaluating the application of blended 

learning during teaching and learning process and  to do forthcoming activities related to it. The 

                                                 
10 Jeffrey, Milne, Suddaby, and Higgins, ―Blended Learning: How Teachers Balance the Blend of Online and 

Classroom Components,‖ 121-140.  
11 Muh Barid Nizarudin Wajdi, ―Paradigma Pergeseran Educational Technology Menuju Instructional 

Technology‖ (2017).  
12 Shih, ―Can Web 2.0 Technology Assist College Students in Learning English Writing? Integrating 

Facebook and Peer Assessment with Blended Learning,‖ 829-845.  
13 P. Mitchell, and P. Forer, ―Blended Learning: The Perceptions of First-Year Geography Students,‖ Journal 

of  Geography in Higher Education 34, no. 1 (2010): 77-89.  
14 Muh Barid Nizarudin Wajdi, ―Landasan Historis  Perkembangan Teknologi‖ (2017).  
15 Muh Barid Nizarudin Wajdi, ―Kawasan Teknologi Pembelajaran‖ (2017).  
16 Kunaefi, ―ICT in University Teaching/Learning and Research in Southeast Asian Countries: A Case of 

Indonesia.‖ 



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 226  

 zzzzzz  

   

indicators showed the ulizitation of blended learning environments provide the effective and 

efficient learning style to students, promote students’ engangement and empowerment during 

academic activities, active learning and construct problem-based learning.17 The perceptions of 

utility derived of blended learning, the students can easily express their preferences, their 

problems encountered during the use of it and students’ advantages of learning tools provided 

during classroom activities.18 The second part of students’ perceptions assessed is in the term of 

satisfaction19. Some authors have reported that student satisfaction increases when blended 

learning is adopted (Lim & Morris, 2009). The motivation to learn is one of the variables that has 

most often been studied in the field of education (Lim & Morris, 2009). The possibility of having 

more types of interaction has proved to be a factor that increases motivation, creating positive 

attitudes towards learning and leading to higher marks being awarded (Donnelly, 201020; 

Woltering et al., 2009)21. 

 

RESEARCH METHOD 

Participants 

The study  was conducted to the 30 students with lower intermediate reading proficiency 

who studied academic reading. During a semesster, blended learning has been utilized for 

academic activities which combined face to face interaction and online mode during learning. By 

giving them an online questionnaire, the study was aiming to  find out the students’ perceptions 

on application of blended learning at one of private universities in Ciamis, West Java.  

Research Design 

The answers of the online questionnaire were measured by using descriptive analysis on a 

5-point Likert scale, where 1 indicated ―lowest degree of interest or of agreement‖ and 5 

indicated ―highest degree of interest of agreement‖ or vice versa depending on the items of the 

statement. After the data collected online, the value of  data were given for each answers. Then 

the frequency answers  were also multiplied which is totally added at the end of activity. For 

getting the result of interpreation for this case was students’ perceptions on utility, satisfaction 

and motivation toward application of blended learning, the multipicaton of the highest  and 

lowest score and the total number of the students. 

  

RESULT AND DISCUSSION 

                                                 
17 Linda De George, Walker, Hafeez-A. Baig, R. Gururajan, and P. A. Danaher, ―Experiences and 

Perceptions of Learner Engagement in Blended Learning Environments: The Case of an Australian University ,‖ ed.  

Y. Inoune, Cases on Online and Blended Learning Technologies in Higher Education: Concept and Practices (Harsey, New York:  

Information Science Reference, 2010),  23-43.  
18 López-Pérez, Pérez-López, and Rodríguez-Ariza, ―Blended Learning in Higher Education: Students’ 

Perceptions and Their Relation to Outcomes,‖ 818–826.  
19 Muh. Barid  Nizarudin Wajdi, ― المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,‖ At-Tajdid:  Jurnal  

Ilmu Tarbiyah; Vol 5 No 1 (2016): January 2016 (2016),  

http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15.  
20 R. Donnelly, ―Harmonizing Technology with Interaction in Blended Problem-Based Learning,‖ Computers 

& Education 54 (2010): 350-359.  
21 V. Woltering, A. Herrler, K. Spitzer,  and C. Spreckelsen, ―Blended Learning Positively Affects  Students’ 

Satisfaction and the Role of the Tutor in the Problem-Based Learning Process: Results of a Mixed-Method 

Evaluation,‖ Advances in Health Science Education 14 (2009): 725-738.  



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 227  

 zzzzzz  

   

Data analysis 

According to the survey to 25 students of academic reading class,  the data collected 

from the their perceptions of utility, satisfaction and motivation on applying blended learning. 

The part of the topic concerns on the data analysis of students’ perceptions and the fortcoming 

topic is followed by its discussion.  

1. The Students’ Perceptions of Utility 

No Items of Question 
Students’ Perceptions Total 

AN N S O AA  

1 The teacher expects me to do my best 0 9 0 11 5 25 

2 The teacher respects my individual way of learning 2 5 6 7 5 25 

3 It is very easy to organize a group for a project 2 15 4 4 0 25 

4 It is easy to work together wih other students 

involved in agroup project 

1 2 15 6 1 25 

5 The learning objectives are clearly stated in each 

lesson 

1 2 10 8 4 25 

6 The organization of eachlesson is easy to follow 

 

1 5 11 6 2 25 

AN = Almost Never; N = Never; S = Seldom; O = Often; and AA = Almost Always 

 

After getting the raw data from online questionnaire, the respondents’ calculation is 

provided  the following table: 

No 
Items of Question 

Students’ Perceptions Total 

AN N S O AA  

1 The teacher expects me to do my best 2 10 18 28 25 83 

2 The teacher respects my individual way of learning 2 30 12 16 0 60 

3 It is very easy to organize a group for a project 1 4 45 24 5 79 

4 It is easy to work together wih other students 

involved in agroup project 

1 4 30 32 20 87 

5 The learning objectives are clearly stated in each 

lesson 

1 10 33 24 10 78 

6 The organization of eachlesson is easy to follow 

 

2 10 18 28 25 83 

 

From the calculation above, it can be inferred that the highest score is 125 and the 

lowest score is 25. The following is the index formula to measuring students’ perceptions on 

students’ utility of blended learning. 



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 228  

 zzzzzz  

   

0

10

20

30

40

50

60

70

80

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6

Agree

Disagree

 
 

2. The Students’ Perceptions of Satisfaction 

No Items of Question 
Students’ Perceptions Total 

AN N S O AA  

1 The blended learning environment held my interest 

throughout the course 

1 8 10 5 1 25 

2 I felt bored with this course when we got to the end 

of semseter 

1 9 10 2 3 25 

3 The structure of the blended learning environment 

keeps me focused on what is to be learned 

0 6 15 4 0 25 

4 Expectations of assignments are clearly stated 3 2 12 4 4 25 

5 Activities are planned carefully 0 1 6 13 5 25 

6 Using blended learning meet my learning goals 0 3 11 10 1 25 

7 Using blended learning allows me explore my own 

areas of interest 

0 1 12 12 0 25 

8 Using blended learning makes me able to interact 

with other students and the teacher asynchronously 

2 1 11 10 1 25 

 

After the calculating the maximum frequency and index formula to measure 

students’ satisfaction of  blended learning implementation. 



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 229  

 zzzzzz  

   

0

10

20

30

40

50

60

70

80

90

 Quest 1  Quest 2  Quest 3  Quest 4  Quest 5  Quest 6  Quest 7  Quest 8

Agree

Disagree

 
 

3. The Students’ Perceptions of Motivation 

No Items of question 
Students’ Perceptions Total 

AN N S O AA  

1 I decide when I want to learn 1 3 11 8 2 25 

2 In this blended learning environment, i have to be 

self-disciplined 

0 1 5 14 5 25 

3 I have the freedom to ask my teacher what I do not 

understand 

0 5 5 12 3 25 

4 I am regularly asked to evaluate my own work 1 3 10 11 0 25 

5 I was supported by a positive attitude from my 

classmates 

0 0 4 15 6 25 

 

0

10

20

30

40

50

60

70

80

90

Question 1 Question 2 Question 3 Question 4 Question 5

Agree

Disagree

 



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 230  

 zzzzzz  

   

The present study reported the similar perceptions with some previous researches 

which stated that blended learning raised . First, the utility of blended learning achieved good 

response from students in terms of the a high degree of utility, motivation and satisfaction is 

perceived from blended learning, which could lead students to have a positive attitude 

towards learning.22 Another same report is also highlighed by (Mitchell & Forer, 2010)23 that 

the role of e-learning activities can complemen even replace the role of applying the 

traditional modes of learning in digital era. 

 

CONCLUSION 

According to the present study, a significant value of agreement of utility, satisfaction 

and motivation is perceived from blended learning. This learning environment then lead students 

to have got positive response, feedback and attitude toward learning activities. Furthermore, the 

conclusions dramatically indicate that blended learning reinforces students’ understanding of the 

concept active learning, problem-based learning, self-regulated learning and learning community.  

Also, the present study suggests that blended learning nowadays is part of digital learning to be 

familiarized by the educators for promoting the  flexibility and excellent access of education. 

 

 

 

BIBLIOGRAPHY 

Bernatek, B., Cohen, J., Hanlon, J., and Wilka, M. ―Blended Learning in Practice. Introduction to 

Case StudIes from Leading Schools.‖ Michael and Susan Dell Foundation, 2012.  

Chen, C and Jones, K. ―Blended Learning vs. Traditional Classroom Settings: Assessing 

Effectiveness and Student Perceptions in an MBA Accounting Course,‖ The Journal of 

Educators Online 4, no. 1 (January 2007). 

Donnelly, R. ―Harmonizing Technology with Interaction in Blended Problem-Based Learning.‖ 

Computers & Education 54 (2010): 350-359. 

George, Linda De, Walker, Hafeez-Baig, A., Gururajan, R., and Danaher, P. A. Experiences and 

Perceptions of Learner Engagement in Blended Learning Environments: The Case of an Australian 

University, ed. Y. Inoune, Cases on Online and Blended Learning Technologies in Higher Education: 

Concept and Practices. Harsey, New York: Information Science Reference, 2010. 

Jeffrey, L. M., Milne, J., Suddaby G., and Higgins, A. ―Blended Learning: How Teachers Balance 

the Blend of Online and Classroom Components.‖ Journal of Information Technology 

Education: Research 13 (2014): 121-140. 

Kunaefi, D. ―ICT in University Teaching/Learning and Research in Southeast Asian Countries: 

A Case of Indonesia.‖ Jakarta: Directorate General Higher Education Ministry of 

National Education Republic of Indonesia, 2006. 

López-Pérez, M., Pérez-López, M., and Rodríguez-Ariza, L. ―Blended Learning in Higher 

Education: Students’ Perceptions and Their Relation to Outcomes.‖ Computers & 

                                                 
22 López-Pérez, Pérez-López, & Rodríguez-Ariza, ―Blended Learning in Higher Education: Students’ 

Perceptions and Their Relation to Outcomes,‖ 818–826.  
23 Mitchell,  & Forer, ―Blended Learning: The Perceptions of First-Year Geography Students,‖ 77-89. 



  

 
Lilies Youlia Friatin, Etika Rachmawati & Ratnawati 

Blended Learning Voice: Students’ Perceptions of  Mid Transitioning into Digital Needs of  Academic Reading  

 

 

  

Volume 2, Number 2, November 2017 | 231  

 zzzzzz  

   

Education 56 (2011): 818–826. 

Mitchell, P., and Forer, P. ―Blended Learning: The Perceptions of First-Year Geography 

Students.‖ Journal of Geography in Higher Education 34, no. 1 (2010): 77-89. 

Paturusi, S., Chisaki, Y., and Usagawa, T. ―Assessing Lecturers and Student’s Readiness for E-

Learning.‖ GSTF Journal on Education (JeD) 2, no. 2 (March 2015). 

Saliba, G., Rankine, L., and Rankine, H. Fundamentals of Blended Learning (Sydney: University of 

Western Sydney, 2013. 

Shih, R. ―Can Web 2.0 Technology Assist College Students in Learning English Writing? 

Integrating Facebook and Peer Assessment with Blended Learning.‖ Australasian Journal 

of Educational Technology 27, no. 5 (2011): 829-845. 

Woltering, V., Herrler, A., Spitzer, K., and Spreckelsen, C. ―Blended Learning Positively Affects 

Students’ Satisfaction and the Role of the Tutor in the Problem-Based Learning Process: 

Results of a Mixed-Method Evaluation.‖ Advances in Health Science Education 14 (2009): 

725-738. 

Wajdi, Muh. Barid Nizarudin. ―  :At-Tajdid ‖.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها
Jurnal Ilmu Tarbiyah; Vol 5 No 1 (2016): January 2016 (2016). 
http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. 

Wajdi, Muh Barid Nizarudin. ―Kawasan Teknologi Pembelajaran‖ (2017). 
———. ―Landasan Historis Perkembangan Teknologi‖ (2017). 
———. ―Metamorfosa Perguruan Tinggi Agama Islam.‖ AT-Tahdzib: Jurnal Studi Islam dan 

Muamalah 4, no. 1 (2016): 92–109. 
———. ―Paradigma Pergeseran Educational Technology Menuju Instructional Technology‖ 

(2017). 
 

 


