















































154 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 03, October 2020, pp. 154-172 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The effect of Blended Learning Model on students’ Writing Skill 
(An Experiment Study at Tenth Grade of Madrasah Aliyah Ibnu Husain Surabaya) 

Juniati1, Khoirul Huda2 

Students of Institut Keislaman Abdullah Faqih Gresik1 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik2 

juniati@gmail.com1, Khoirulhuda.inkafa@gmail.com2  

 

Abstract 
this research aims to know the effect of the Blended Learning method on students' 

writing achievement in the description text. This study used a quasi-experimental in which 

design involves two groups, namely the experimental group and the control group. The 

experimental group was given learning using the flipped classroom model, and the control 

group was given learning using an online driver or Enriched – Virtual model. The result 

shows that students who are taught using conventional methods can be proven from the 

average writing ability. Students taught using the Flipped Classroom model (86,96) have 

higher scores than those taught using the Online Driver model (81,8). Furthermore, based on 

the results of the T-test, it appears that sig. (0.177) > 0.05. It means that this research indicates 

an effective Flipped Classroom model. 

Key Words: Blended Learning, Flipped Classroom, ICT 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:juniati@gmail.com1
mailto:Khoirulhuda.inkafa@gmail.com


155 
 

I. INTRODUCTION 

Today, we have entered a period called 

the knowledge age. The stages of the 

development of human culture consist of 

four steps, namely: the agrarian century 

(before 1880), the modern period (1880-

1985), the information age (1955-2000), and 

the knowledge age (1995 – present) 

(Dwiyogo, 2018). In this 21st century, the 

world is experiencing a lot of changes in 

various aspects of life, such as in the fields of 

economics, communication, education, and 

others (Aziz, 2019c). In this case, the change 

being targeted is in the world of education. 

Technological developments are currently 

experiencing progress, especially in the 

world of education (Aziz, 2019c). The world 

of education that we used to know in a 

formal institution is only a medium for the 

distribution of various kinds of knowledge 

that can only be obtained through direct 

learning between teachers and students that 

take place in the classroom. However, along 

with the times, advances in the world of 

education ensued. Learning does not only 

take place at the school but, outside the 

classroom, between teacher and student can 

carry out learning activities. Things like that, 

we can be familiar with the term Blended 

Learning. 

Besides, E-learning or electronic 

learning is a computer-based instruction 

system (computer-assisted instruction) and 

a computer called PLATO.  The development 

of e-learning from time to time began from 

1990 to 1999. In 1999, e-learning applications 

were web-based. The development of LMS 

towards web-based e-learning applications 

is growing totally for both learners and 

teaching and learning administration 

(Dwiyogo, 2018). 

The utilization of technology in the 

world of education has a powerful influence 

in the world of learning, which, the 

conventional learning pattern system 

becomes a modern learning pattern system 

with Information and Communication 

Technology, or we are familiar with 

Information, Communication, and 

Technology (ICT). Dwiyogo describes the 

history of blended learning that developed in 

the world of training in the beginning as well 

as in educational institutions, namely, the 

primary learning source is the 

trainer/facilitator (Dwiyogo, 2018). 

In this globalization era, a writer writes 

a paper or a book, and there are many 

mistakes in the ways of writing. Poor writing 

skills can make the first impression of the 

writer unsatisfactory and have a negative 

response if you find an error in spelling or 

grammar. In writing a paper, it is first 

necessary to determine an idea to influence 

or manipulate the mind of the reader, after 

that conduct research about the ideas 

suggested then pour a data and information 

found into a paper in such a way as to force 

us to remain to focus and honing things that 

we don't understand also helps to 



156 
 

communicate with others (criticism and 

collaboration). 

According to Gebhardt dan Dawn 

Rodrigues “writing is one of the most important 

things you do in college.” Excellent and right 

writing skills play an essential role in 

success, both in writing reports, proposals, 

or university assignments (Gebhardt & 

Rodrigues, 1989). The written form is 

necessary, especially in education (Aziz, 

2019b). For example, all subject at school is 

presented in writing. A written form is more 

admitted than oral because the written form 

can be preserved. The same thing has been 

stated by a holiday that paper has an 

essential role in human life. Written 

language is capable of extending and 

delivering whatever that cannot be 

expressed by spoken word (Bannell, 1995). 

In this case, the researcher wants to 

know the students' English ability, which 

consists of four skills, one of which is used as 

a variable, is the ability to write. Whether by 

using blended learning types such as flipped 

classroom and online drivers, the ability to 

write students in writing descriptive text 

has increased or vice versa.  

II. LITERATURE REVIEW 

A. Understanding Blended Learning 

Blended Learning is a combination of 

online-based learning with face-to-face 

learning (face to face) in class (conventional) 

(Amin, 2017). In practice, the use of 

technology is more widely used for learning 

outside the classroom, especially for online 

discussions and gathering assignments 

(Aziz, 2019a). This method emphasizes that 

learning does not only occur in class face to 

face but also outside the classroom through 

online media. 

 With Blended Learning, learning can 

be done anywhere and anytime because 

students can freely access all material learned 

through online media. They can also learn 

independently without having to ask for a 

teacher's explanation in full.  

B. Blended Learning Concept 

The learning system in Blended Learning 

is flexible because students can manage 

learning according to time, place, path, and 

pace. So students can optimize their 

knowledge personally. Besides that, it allows 

asynchronous and synchronous learning 

interactions. Asynchronous learning design 

will enable students to learn at the same 

time. For example, students can read 

messages or respond to discussions in 

forums. Instead, contemporary learning 

design is usually done within a specific time 

in conducting learning such as doing 

quizzes, reviews on chat services, and so 

forth.  

Tabel 1. The control element in the Blended learning 

model 

Control 
element 

Description 

Time Learning is no longer limited to 
school days; they can study 
according to the time they have 

Place Learning is not limited to 
learning in the classroom. They 



157 
 

can study anywhere, such as 
the home, library, etc. 

Path Learning is no longer limited to 
classroom learning by 
lecturers. But the use of 
interactive and adaptive 
software enables learners to 
learn [in existing methods 
tailored to their needs]. 

Pace Learning is adjusted based on 
their speed; they can use more 
time if needed for the learning 
process.  

 

Semler in Tucker stressed that: Blended 

learning combines the best aspects of online 

education, structured face-to-face activities, 

and real-world practice. Online learning 

systems, classroom exercises, and on-the-job 

experiences will provide valuable skills for 

themselves. Blended learning uses an 

approach that empowers various other 

sources of information (Tucker, 2012). 

According to McDonald in Purtadi: The term 

Blended learning is usually associated with 

including online media in learning programs, 

while at the same time paying attention to 

the need to maintain face-to-face contact and 

other traditional approaches to support 

students. This term is also used when 

asynchronous media such as e-mail, forums, 

blogs, or wikis are combined with 

synchronous technology, text, or audio 

(MacDonald, 2006).  

 
C. Blended Learning-Based Learning 

Design 

Learning design is the essential thing in 

implementing Blended Learning. Some 

people interpret if learning has been done 

online means they have done online learning. 

Such something is very wrong. Because 

basically, online learning is not only doing 

learning online but rather, developing 

activities for the development of student 

competencies following the achievement of 

learning and learning objectives. Bloom 

taxonomy is one of the standards used to 

adjust learning outcomes and learning 

designs. 

 

Bloom's taxonomic pyramid (Bloom, 1956) 

The Bloom taxonomy pyramid 

illustrates the levels of In implementing 

blended learning, Bloom's taxonomy can be a 

reference in the development of teaching 

materials and learning activities. Following 

is an example of the application of Bloom's 

taxonomy in the design of learning outcomes 

and activities that can be applied on a 

blended platform 

learning. 



158 
 

 

D. Component of Blended Learning 

 

 

 

 

 

 

 

 

Learning approaches, strategies, models, 

and learning methods are the basis of face to 

face learning in blended learning. The 

learning approach can be interpreted as a 

point of view of the learning process. A 

learning approach, according to Rustaman et 

al., can be implemented using several 

learning methods (Valiathan, 2002). 

Learning strategies are defined as a plan, 

purpose, or set of activities designed to 

achieve specific educational goals. According 

to Sanjaya, in the context of learning, 

approach means the general pattern of the 

actions of the teacher-learners in realizing 

teaching and learning activities. 

According to Lim D. H, Morris that 

various forms of learning methods that are 

usually used in face-to-face learning are: 1) 

Lecture method, 2) Assignment method, 3) 

Question and answer method, 4) 

Demonstration method. Face to face learning 

is one component in blended learning, face to 

face learning students can further deepen 

what has been learned through online 

education, or vice versa online learning to 

increase also the material taught through 

face to face. 

According to Jeffrey L. M, Milne online 

learning is. Online learning is an open and 

distributed learning environment that uses 

pedagogical tools, enabled by the internet 

and web-based technologies, to facilitate 

learning and knowledge building through 

meaningful action and interaction. 

E. Types of Blended Learning 

The types of blended learning itself are 

divided into several class models. However, 

here the researchers only took two class 

models to be used as research material, 

including the following: 

1. Flipped Classroom Model 

The flipped classroom is a method that 

reverses current classroom conditions. If, in a 

conventional classroom condition, the 

teacher presents the material in the school 

and gives assignments at home, then in the 

flipped classroom, the teacher gives the task 

to study the material to be learned.  The 

teacher provides videos, teaching materials, 

references, and others. J. Wesley Baker of 

Cedarville University could be the first 

person to use the term flip classroom. 

The Flipped Classroom is a teaching 

method that has garnered a lot of media 

attention over the last year. USA Today, The 

Globe and Mail, Washington Post, and CNN 

are all media outlets that have recently 



159 
 

reported on this new teaching model. While 

the Flipped Classroom is currently being 

presented as a new teaching innovation, it 

has been in use for well over a  decade 

(Johnson, 2013). 

According to Lius Tirtasanjaya et al. in 

an international journal entitled Assessing 

The Effectiveness of Flipped Classroom 

Pedagogy in  Promoting Students' 

Learning Experience in his findings shows 

that the implementation of the flipped 

classroom model in a one-to-one computing 

environment would be worth exploring 

further. More focus can be placed on the class 

of mixed abilities and higher abilities. 

Scaffolding can be further refined both for 

home activities and classroom activities. One 

improvement that might include 

differentiating guiding questions used in 

lower activities under items in Bloom's 

taxonomy for home activities and higher-

order questions for classroom activities. 

In their book Flip Your Classroom: 

Reach Every Student in Every Class every 

day, Jonathan Bergmann and Aaron Sams 

write (Bergmann & Sams, 2012): “Basically 

the concept of a flipped class is this: that 

which is traditionally  done in class is now 

done at home, and that which is traditionally 

done as homework is now completed in 

class.” 

 

Picture 1: Flipped Classroom Type 

2. Online driver or Enriched –   Virtual 

model 

According to Catlin R. Tucker, the 

online driver is "both the online learning 

platform and the traditional teacher deliver 

content. The majority of work is done 

remotely, but face-to-face meetings with an 

instructor are incorporated as either an 

optional or required element depending on 

the program (Tucker, 2012)". 

According to Perkins Eastman, 

“Expanding upon the self-blended model, 

Enhanced Virtual blended learning delivers a 

portion of every course online. This content 

can be performed asynchronously and at a 

variety of locations. This asynchronous 

content is complemented by face-to-face 

interaction with teachers and peers in more 

conventional school settings. In contrast to 

most of the other blended learning models, 

students may not be on campus every day. 



160 
 

Environmental considerations are similar to 

the self-blended model providing spaces for 

seminars, classes and labs, and cyber lounges 

for using online resources. Reduced 

attendance daily may reduce the overall 

square footage requires for facilities 

(Valiathan, 2002). 

 

Picture 2: enriched – model virtual 

F. Syntax of Blended Learning 

There are three primary stages in the 

blended learning model that refers to ICT-

based learning, as proposed by Grant 

Ramsay, namely: (1) seeking of information, 

(2) acquisition of information, and (3) 

synthesizing of knowledge (Husamah, 2014). 

 The stages of seeking information 

instructors act as experts who can provide 

input and advice. At the scene of acquisition 

of information, students individually and in 

cooperative - collaborative groups try to find, 

understand, and confront it with ideas or 

ideas that are already in the minds of 

students, then interpret 

information/knowledge from various 

available sources, until they can 

communicate again and explain plans and 

the results of their interpretation using ICT 

facilities. 

The last stage of ICT-based learning is 

the step of synthesizing knowledge is to 

construct knowledge through the process of 

assimilation and accommodation based on 

the results of the analysis, discussion, and 

formulation of conclusions from the 

information obtained. 

Blended Learning Model Syntax 

Syntax Teacher's Role 

(1) (2) 

Phase: seeking 
of information 

Search for 
information 
from various 
sources of 
information 
available on 
ICT (online), 
books, and 
delivery 
through face to 
face in class 

• The teacher conveys 
competencies and learning 
objectives to initiate student 
learning readiness while 
preparing students in the 
process of exploring 
relevant material through 
face-to-face learning 
activities (face to face) in 
class and learning with ICT 
supplements (online). 
Material exploration 
activities can be carried out 
individually or in groups 
• The teacher facilitates, 
assists, and supervises 
students in the process of 
material exploration, so that 
the information obtained 
remains relevant to the topic 
being discussed, and is 
believed to be 
validity/reliability and 
academic accountability. 
  



161 
 

Phase: 
acquisition of 
information 
Interpret and 
elaborate 
information 
personally and 
communally 

• The teacher guides 
students to work on the 
worksheets in group 
discussions to inventory 
information, interpret and 
develop on the concepts of 
the material towards 
understanding the topic 
being taught. 
• The teacher confronts 
ideas or ideas that are 
already in the minds of 
students with the results of 
the interpretation of 
information/knowledge 
from various available 
sources. 
• The teacher encourages 
and facilitates students to 
communicate the results of 
explanation and elaboration 
of ideas face to face (face to 
face) or using ICT facilities 
(online), in groups, or 
personally. 
• The teacher scaffolding 
students in working on 
problems both individually 
and in groups 
• The teacher assigns 
students to elaborate 
mastery of the material 
through the provision of 
questions that are open and 
rich (open-rich issue). 

Phase: 
synthesizing of 
knowledge 
Reconstructing 
knowledge 
through the 
process of 
assimilation 
and 
accommodation 
based on the 
results of the 
analysis, 
discussion and 
formulation of 

• The teacher justifies the 
results of exploration and 
acquisition of material 
academically, and together 
students summarize the 
content being learned. 
• The teacher helps 
students synthesize 
knowledge in their cognitive 
structures 
• The teacher assists 
students in 
constructing/reconstructing 
material through the 
process of accommodation 

conclusions 
from the 
information 
obtained 

and assimilation based on 
the results of the analysis, 
discussion, and formulation 
of conclusions on the 
content being taught 

(Adapted from Grant in (Husamah, 2014)) 

G. Strengths and weaknesses of Blended 

Learning 

According to Kusairi that "there are 

many advantages to blended learning when 

compared to face-to-face learning 

(conventional) and with e-learning, whether 

online, offline, or m-learning" (Husamah, 

2014).  

The advantages of blended learning are 

as follows: 

1. Students are free to learn the subject matter 

independently by utilizing the materials 

available online. 

2. Students can discuss teachers or other 

students outside of class hours. 

3. Learning activities undertaken by 

students outside face-to-face hours can be 

managed and appropriately controlled by 

the instructor. 

4. Teachers can add teaching material 

through internet media. 

5. The teacher can ask students to read the 

material or take a test conducted before 

learning. 

6. Teachers can organize quizzes, provide 

feedback, and use test results effectively. 

7. Students can share files with other 

students. 



162 
 

According to Noer that the 

shortcomings of blended learning are as 

follows: 

1. The media needed is very diverse, so it is 

difficult to apply if the facilities and 

infrastructure are not supportive. 

2. Unequal facilities owned by students, such 

as computers and internet access. Blended 

learning requires adequate internet access, 

and if the network is inadequate, it will 

undoubtedly make it difficult for students 

to participate in independent learning 

online. 

3. Lack of knowledge of learning resources 

(teachers, students, and parents) 

regarding the use of technology. 

In addition to students, Kusairi also 

revealed that "blended learning also causes 

various problems, especially for teachers," 

including: 

1. Teachers need to have skills in organizing e-

learning. 

2. Teachers need to prepare digital references 

that can be a reference for students. 

3. Teachers need to design 

recommendations that are appropriate or 

integrated face to face. 

3. Teachers need to prepare time to manage 

internet-based learning, for example, to 

develop the material, develop assessment 

instruments, and answer various 

questions raised by students. 

H. Understanding Writing 

According to Henry Guntur, Tarigan 

states that "writing can be interpreted as an 

activity pouring ideas/ideas by using written 

language as a delivery medium." Besides, 

according to experts, writing, according to 

writers like Asma Nadia argues that "writing 

is the best way to talk and express protest to 

tens of thousands of people, even hundreds of 

thousands of people." By writing, we can spill 

any ideas or ideas that we have in our minds. 

Writing Skills, by Diana Hanbury King, 

is a comprehensive writing program for 

beginning, struggling, at-risk, or reluctant 

writers (Troia, 2006). For these writers, this 

structured program provides an essential 

foundation in thinking and writing skills. 

For proficient and advanced writers, it offers 

strategies, techniques, and opportunities to 

apply them. 

Writing Skills is designed as a 

structured, comprehensive program for 

teaching the composition, grammar, and 

transcription skills necessary for effective 

writing. The series spans grades 2–12 and can 

be used in a variety of classroom settings. As 

a beginning writing program, Writing Skills 

provides step-by-step instruction in the 

foundational skills needed by students to 

become good writers, including grammar, 

sentence structure, paragraph composition, 

mechanics and usage, and transcription. For 

students with learning differences, reluctant 

writers, or at-risk students, Writing Skills 

helps build fluency and confidence and 

provides a variety of strategies and 

opportunities to apply them. Writing Skills 

is ideal for differentiated instruction and can 



163 
 

serve as a comprehensive writing program in 

general classrooms, inclusion classrooms, 

and specialized settings. 

According to Kirszner and Mandell, "the 

writing process consists of pre-writing, 

composing, and writing and revising. The 

prewriting step moves from the 

determination of the material to the 

determination of the topic to get a thesis, 

then raises various ideas to support the 

thesis. The drafting step is the step on how 

ideas are organized. At the writing and 

revision steps, the organization is translated 

into a draft paper; then, the draft is revised 

(style, structure, or mechanics). These three 

steps are not steps that must be sequential 

and alternating but can also go together 

(Kirszner & Mandell, 2012)". McCrimmon 

and Akhadiah et al. argue that "in the writing 

process, there are several stages. The stages 

are preliminary, concerning the 

determination of the topic, determination of 

objectives,  and determination of 

material; draft writing, i.e., development of 

paragraphs, sentences, word choices, and 

writing techniques; and revisions concerning 

the first refinement (draft) and re-reading 

(Budiyono, 2012)". 

I. Principles of the Writing Process 

Based on the theory of the writing 

process that has been explained,  in 

policy, the writing process theory can be 

used as a basis or basis for learning writing 

skills. In principle, the writing process 

consists of three stages, namely pre-writing, 

draft writing, and revised essay. Therefore, 

 learning to write skills based on the 

writing process, the steps also consist of 

these three stages. 

J. Understanding Description Text 

According to Kosasih, description text is 

an essay that describes an object with the 

aim that the reader feels as if he sees the 

object represented. In contrast, according to 

Mahsun, description text is the text that has 

a social purpose of describing an object or 

objecting individually based on its physical 

characteristics. Descriptive writing is also 

writing that defines or represents something 

that will the author disclosed so that readers 

or listeners seemed to see for themselves the 

object that had been discussed, even though 

the reader or listener had never witnessed it 

himself (Hikmah, 2019). 

Descriptive text is a text that describes 

the picture of someone or an object. The goal 

is to describe or express people, places, or 

particular artifacts. A description sentence is 

a sentence that can contain a picture of the 

properties of the objects defined. 

III. METHOD 
This type of research used quasi-

experimental research. This design involves 

two groups, namely the experimental group 

and the control group. The experimental 

group was given learning using the flipped 

classroom model, and the control group was 

assigned learning using an online driver or 

Enriched – Virtual model. 



164 
 

Research Design Nonequivalent Control 

Group Design 

Group Pre-
Tes

t 

Treatmen
t  

Post
-

Test 
Eksperimenta

l 
O1 X (Flipped 

Classroom 
Model) 

O2 

Control O3  O4 

O1: mean pre-test of the experimental group 

O2: mean post-test of the experimental group 

O3: mean control group pre-test 

O4: mean post-test of the control group 

X: write descriptive text with the Flipped 

classroom model 

The steps of the research using this 

design are as follows: 

1. Determine the sample and population 

2. Determine the control group and the 

experimental group that is not chosen 

randomly 

3. Give a pretest to both groups to find out the 

students' initial abilities 

4. Control the conditions so that both groups 

are the same, except the treatment in the 

experimental group 

5. Give posttest to both groups to find out the 

student's final ability 

6. Conduct data analysis to determine the 

student's last ability. 

Scoring Rubric for Descriptive Text 

Writing 

Aspect Score 
Performance 
Description 

Weig

hting 

Content 
(C) 

 
4 

Complete 
information 
describing the object 
(description of 
location, facilities, 

3x 

- object 
information 

 
30% 

 

weather/temperature, 
and scenery); the 
purpose described is 
easy to visualize. 

3 

Adequate 
information 
describing the object; 
the object  described 
is not natural to 
visualize 

2 

Limited information 
describing the object; 
the object described 
is difficult to 
visualize. 

1 
Minimal information 
describing the 
subject. 

Organizatio
n 

(O) 
 

- Sentence 
structure 

 
30% 

4 

Well, organization; 
main points and 
details are connected; 
the sentences are 
logically and 
effectively ordered; 
appropriate use of 
connectors. 

3x 
3 

Fairly well 
organization; main 
points do stand out, 
but the sequencing of 
ideas is not complete; 
the sentences are 
logically and 
effectively ordered for 
the most part; 
missing some 
connectors. 

2 

Loosely organization; 
main points and 
details are 
disconnected; 
sentences are lacking 
logical order. 

1 

The format is not 
acceptable; not 
enough information 
to evaluate 

Language 
Use 
(L) 

 
- Vocabular

y, 
Grammar, 
mechanics  

 
40% 

4 

Few errors in 
linguistic features; 
vocabulary, grammar, 
and mechanics. 

4x 

3 

Several errors in 
linguistic features; 
vocabulary, grammar, 
and mechanics. 

2 

Frequent errors in 
linguistic features; 
vocabulary, grammar, 
and mechanics. 

1 

Dominated by errors 
in linguistic features; 
vocabulary, grammar, 
and mechanics. 



165 
 

IV. RESULT AND DISCUSSION 
A. Description of the Data 

The purpose of this study is to find out 

how mixed learning methods affect students' 

writing skills in the description text. If there 

is indeed an influence, is there a very 

significant influence? 

Because students here are still very 

minimal in their activities to write 

descriptive books in English, for this reason, 

researchers make the method of blended 

learning add to their activeness in writing, 

because this method allows students to learn 

on their own through online media without 

having to center on the teacher and books, so 

they do not feel bored listening to the 

explanations that exist. 

B. Class Descriptions Selected for 

Research Studies 

The research study consists of two 

groups of two classes. Class XI-A is to form 

an experimental group, and class XI-B is to 

create a control group. In the experimental 

group, they will apply the blended learning 

method, while the control group only uses 

conventional methods. Each class consists of 

25 students who are employed as research 

samples. 

1. Sample Description Write descriptive 

text 

Two groups from two types each have a 

total of 56 students. Of these, 25 students 

were in the control group, and 25 students in 

the experimental group. Two groups 

consisting of XI-A and XI-B classes. The 

students were asked questions related to 

descriptive texts about historic sites and 

tourist attractions through test tests in the 

form of pre-test and post-test. The results of 

the trial, it was found that the average pre-

test in the experimental group was 70,4, and 

the control group was 68,32(69), while the 

posttest means of the experimental group 

was 86,96(87) and the control group was 

86,96(87). 

C. Data Analysis 

The table below shows the results of the 

pre-test and post-test mean values of the 

experimental and control classes.  

Test Results for Experimental Class and 
Control Class (Pre-test Score of Writing 
Descriptive Text) 

N
O 

NAME 
L/
P 

Aspect TOT
AL 

 
C+O
+L x 
100 
40 

Con
tent  
(C) 
 3 – 
12  

Org
aniz
atio

n 
(O) 
3 – 
12  

Lan
guag

e 
use 
(L) 
 4 – 
16  

 

1 AA L 6 9 12 68 

2 ADH L 6 12 8 65 

3 AYB P 9 9 8 65 

4 AAM L 9 12 8 73 

5 AIR P 6 12 8 65 

6 BC L 9 9 12 75 

7 DP L 9 9 8 65 

8 DHR P 9 9 12 75 

9 DF L 12 6 8 65 

10 FYP L 9 9 8 65 

11 FO L 12 9 12 83 

12 FDP L 9 9 8 65 



166 
 

13 HG L 9 9 12 75 

14 H L 12 9 8 73 

15 IA L 9 9 8 65 

16 IN P 9 12 12 83 

17 IAE P 6 9 8 58 

18 MARAF L 9 9 12 75 

19 MAR L 6 9 8 58 

20 MBAP P 9 9 12 75 

21 MR L 12 9 12 83 

22 MS L 9 9 8 65 

23 NNS P 9 12 8 73 

24 PDAS P 12 9 8 73 

25 PAPS P 6 12 12 75 
Amount 222 240 240 1760 

Average       70,4 

 

Class (XI-B) 

N
O 

NAME 
L/
P 

Aspect TO
TA
L 
 

C+
O+
L x 
100 
40 

Con
tent  
(C) 
 3 – 
12  

Org
aniz
atio

n 
(O) 
3 – 
12  

Lan
guag

e 
use 
(L) 
 4 – 
16  

 

1 AA L 6 9 8 58 

2 ADH L 6 12 8 65 

3 AYB P 9 9 8 65 

4 AAM L 6 9 8 58 

5 AIR P 6 12 8 65 

6 BC L 9 9 12 75 

7 DP L 9 12 8 73 

8 DHR P 9 9 12 75 

9 DF L 9 6 8 58 

10 FYP L 9 9 8 65 

11 FO L 9 9 12 75 

12 FDP L 9 9 8 65 

13 HG L 9 9 12 75 

14 H L 12 9 8 73 

15 IA L 9 9 8 65 

16 IN P 9 12 8 73 

17 IAE P 6 9 8 58 

18 MARAF L 9 9 12 75 

19 MAR L 6 9 8 58 

20 MBAP P 9 9 12 75 

21 MR L 12 9 8 73 

22 MS L 9 9 8 65 

23 NNS P 9 12 8 73 

24 PDAS P 12 9 8 73 

25 PAPS P 6 12 12 75 

Amount 
213 240 228 

170
8 

Average 
      

68,
32(
69) 

 
Post-test Score of Writing Descriptive 

Text ( Class XI-A ) 

N
O 

NAMA 
L/
P 

Aspect TO
TAL 

 
C+O
+L x 
100 
40 

Con
tent  
(C) 
 3 – 
12  

Orga
nizati

on 
(O) 

3 – 12  

Lan
guag

e 
use 
(L) 
 4 – 
16  

 

1 FSKJG L 12 12 12 90 

2 
FHKH

K 
L 12 12 12 90 

3 HJFH P 12 9 12 83 
4 HHJT L 9 9 12 75 
5 HKFH P 9 12 12 83 
6 YURS L 12 9 16 93 
7 OVNK L 12 9 12 83 
8 YYTNJ P 9 12 12 83 
9 GKFSH L 12 12 12 90 
10 YIYFSK L 12 9 16 93 
11 YRHIO L 12 9 12 83 



167 
 

12 UOUT L 12 9 12 83 

13 
YUFH

H 
L 9 9 16 85 

14 HIFSK L 12 9 12 83 
15 FJSKN L 12 9 16 93 
16 SFSKS P 9 12 16 93 
17 YRLJF P 12 9 12 83 
18 JHFSH L 12 12 16 93 
19 SSKH L 12 9 16 93 
20 FUHKJ P 9 12 12 83 
21 HKSH L 12 9 12 83 
22 HUIS L 12 12 12 90 
23 HJGSF P 9 12 12 83 
24 GSFGI P 12 9 16 93 
25 GYIFS P 12 12 12 90 

Amount 279 258 332 2174 

Average 
      

86,9
6(87

) 

 

( Class XI-B) 

N
O 

NAMA 
L/
P 

Aspect TO
TA
L 
 

C+
O+
L x 
100 
40 

Cont
ent  
(C) 
 3 – 
12  

Orga
nizati

on 
(O) 

3 – 12  

La
ng
ua
ge 

use 
(L) 
 4 
– 
16  

 

1 RKN L 12 9 12 83 

2 AR L 9 9 12 75 

3 ANA L 9 9 8 65 

4 AH L 9 9 12 75 

5 CR P 12 9 12 83 

6 DNC P 12 9 16 93 

7 KA P 9 9 12 75 

8 LM P 9 12 16 93 

9 MPK L 12 9 12 83 

10 MRAN L 9 9 8 65 

11 
MRNC
WA 

L 9 12 12 83 

12 MM L 12 12 12 90 

13 MWC P 9 9 12 75 

14 MMS L 12 9 12 83 

15 MFF L 9 9 12 75 

16 MBR L 9 12 16 93 

17 NAA P 12 9 12 83 

18 NMY L 9 12 12 83 

19 NI P 12 9 12 83 

20 NEM P 12 9 16 93 

21 NOR P 12 12 8 80 

22 RTMK P 12 9 12 83 

23 RFA L 12 9 12 83 

24 SAR P 9 9 12 75 

25 SHS L 12 9 16 93 

Amount 
264 243 

30
8 

20
45 

Average 
 - -    

81,
8(8
2) 

2. The description of the pre-test score 

In this part, the researcher presented the 

result of the students’ writing descriptive 

text score in the pre-test. The chart showed 

the students’ score before getting the 

treatment. The minimum of pre-test 

experimental was 58, and the minimum of 

pre-test control was 58. While the maximum 

of pre-test experimental was 83, and the peak 

of pre-test control was 75. On the other side, 

the mean of each group was different. The 

mean score of pre-test experimental was 

70,40and the mean score of pre-test control 

was 68,32. 

 

 



168 
 

3. The descriptive of post-test score 

In this part, the researcher presented the 

result of the students’ writing descriptive 

text score in the post-test. The descriptive 

statistics of post-test was presented in table 

( see Appendix G ) The chart showed the 

students’ score after getting the treatment. 

The minimum of the post-test experimental 

was 75, and the minimum of post-test control 

was 65. While the maximum of post-test 

experimental was 93 and the peak of post-

test power was 93. On the other side, the 

mean of each group was different. The mean 

score of the post-test experimental was 

86,96, and the mean score of post-test 

control was 81,80. 

4. Normality Testing 

A normal test is needed to find out 

whether the hypothesis of the research has 

been normally distributed or not. This test is 

scored by using SPSS Statistic 20. First, if the 

sig. (of the data) is above 0,05, then it is 

normally distributed. Second, if the Sig. (of 

the data) is below 0,05, then it is not 

normally distributed. The result showed that 

all data were normally distributed. See in the 

table (see Appendix H ). The table showed 

that there was a significant difference in the 

variance. It could be seen from P-value was 

0,177. The variance of the population was 

significantly different if 0,177 < 0,05. So, it can 

be concluded that both of the groups are 

homogenous.  

5. Determining Group Equality 

To determine whether there are 

significant differences between groups, the 

first is to do a pre-test. This pre-test aims to 

test the extent to which students understand 

the essay test in the form of writing 

descriptive texts before being given 

treatment. After that, the procedure is done 

for the experimental class by applying the 

blended learning method and the control 

class using only conventional methods. 

Which process of blended learning as an 

Independent variable and write descriptive 

text as dependent learning. 

With these two variables, it is now 

possible to compare if the average differences 

between groups (experimental and control 

groups) are very different. To determine 

whether the groups differed significantly, an 

independent t-test was performed to 

compare the results of the pre-test and post-

test experimental and control classes. An 

independent t-test was performed 

comparing the experimental class value 

groups with the control class group using a 

significant level of 0.05. Based on the table 

above showed that the data requirement was 

vital if Sig. (2-tailed) is below 0.05. The result 

showed that the Significance .009<0.05, 

which means Ha was accepted, and Ho was 

rejected; thus, it could be concluded that the 

data was significant. It means that there was 

a significant effect of the use of the Blended 

Learning Method on students’ speaking 

achievement. From the table above, the 



169 
 

calculation of the mean difference test of 

student writing between the pre-test and 

post-test data can be seen if the probability 

value of significance or Sig. (2 tailed) is 0,009 

based on the T-Test output? 

The results of this study reinforce 

previous research conducted by Awad 

Soliman Keshta, Ismail Ibrahim Harb 

(Keshta & Harb, 2013), they have compiled a 

thesis in 2013 entitled "The effectiveness of a 

blended learning program on developing 

Palestinian tenth graders' English writing 

skills." Students who were taught using the 

Flipped Classroom model (86,96) had higher 

scores than those who were prepared using 

the online driver model (81,8). 

6. Hypothesis Testing 

Before deciding the result of the 

hypotheses, the researcher proposed two 

hypotheses to be tested:  

Ha: There is the effectiveness of blended 

learning methods on student’s 

writing achievement descriptive 

achievement. 

Ho:  There is no effect of blended learning 

methods on student’s writing 

achievement descriptive 

achievement. 

Hypothesis testing is the last step to find 

out the answer to the research hypothesis. 

From the hypothesis test, it will be found 

whether Blended Learning Method gave 

positives effects to students or not. 

H0 is accepted if the significant value 

(tailed) is higher than 0,05, and rejected if the 

significant value is lower than 0,05. While, 

Ha is allowed if the considerable cost (tailed) 

is more economical than 0,05, and dismissed 

if the significant amount is higher than 0,05. 

To analyses the data of the students' reading 

tests, the researcher used SPSS 20 to know 

the result. The result can be seen as following 

in the table  

D. Discussion 

The purpose of this study was to 

investigate the effectiveness of the blended 

learning method in writing descriptive texts 

in eleventh-grade students of Ibn Husain in 

the academic year 2019/2020. To achieve the 

research objectives, researchers conducted a 

quasi-experimental design. This design has a 

control group, but it cannot function fully to 

control the external variables that influence 

the conduct of the experiment. And also, for 

these two groups, a test will be given. These 

tests are pre-test and post-test. The use of 

the Blended Learning method is useful if the 

data show that tcount > ttable. In line with this 

statement, the analysis of the data above 

indicates that 2,710 is more significant than 

2,06866. That means Ho is rejected, or Ha is 

accepted. Also, the average in the pre-test 

was 70,4, while the post-test was 86.96. 

Although showing a slight difference 

between the two averages, the data show 

that the post-test results are better than the 

pre-test ones. Based on these results, it can 

be concluded that the effective blended 



170 
 

learning method is used in writing 

descriptive texts in eleventh grade MA Ibnu 

Husain Surabaya in the academic year 

2019/2020. 

 The effectiveness of using the 

blended learning method in writing 

descriptive texts in eleventh-grade students 

of Ibnu Husain Surabaya in the academic 

year 2019/2020 shows that conducting the 

teaching process using the reverse class 

model is better than using an online driver 

model. That's because, in the process of 

teaching online driver models, students' 

mastery of the material is still lacking. 

Therefore, most students in the class writing 

descriptive texts get poor scores. Not only 

that, but it also turns out that the English 

proficiency of students here is still very 

minimal. 

 Indeed, this school is also based 

online, but its use is not carried out in the 

classroom. Students use online media when 

teachers give assignments, and they can 

work at home. Meanwhile, when exams, they 

can only apply online media to do so, but here 

they are limited to using online media as a 

tool to do exam questions, not to be used to 

make online media as a tool to answer 

something they don't know. So here I apply 

the blended learning method, where the use 

of online media is not only used for home 

assignments or examinations, but when 

teaching and learning activities take place, 

they can access online media directly. Thus, 

the teacher is not their focal point in learning 

in class; they can independently learn or 

understand the material provided by the 

teacher. Based on the results of the study, 

blended learning is useful for students in 

writing descriptive texts. Class conditions 

indicate that: can be more active, the 

teaching process is more lively and 

meaningful. Because here, students don't just 

focus on the teacher, they can also open 

online media immediately if they don't 

understand the material explained by the 

teacher. Because through this media that has 

been used, there are students who can access 

videos related to the material presented. Not 

only that, in the media, the teacher also 

provides articles related to writing 

descriptive text. 

Thus, the above findings imply that the 

learning process uses the blended learning 

method as a significant factor in writing 

descriptive texts in the eleventh grade of MA 

Ibnu Husain Surabaya students in the 

academic year 2019/2020. 

V. CONCLUSION 

The Researcher conducted this study in 

class XI MA Ibnu Husain Surabaya. Based on 

the results of the post-test data analysis, 

there is a significant difference between 

students' writing achievement in the 

experimental class and the control class. 

Students who are taught using 

conventional methods can be proven from 

the average writing ability. Students taught 



171 
 

using the Flipped Classroom model (86,96) 

have higher scores than those taught using 

the Online Driver model (81,8). Furthermore, 

based on the results of the T-test, it appears 

that sig. (0.177) > 0.05. This means that this 

research indicates an effective Flipped 

Classroom model. 

The concept of Blended Learning is one 

of the innovations in learning. This 

innovation involves mixing conventional 

learning models and online learning models 

with internet networks. Blended Learning is 

a mixed learning model, so the theory used 

also consists of various learning theories 

from several experts by adjusting the 

learning situations and conditions of 

students. One suitable learning theory in 

learning is mental discipline theory because 

it assumes that students have specific 

strengths, abilities, or potentials, and in 

spiritual knowledge, students are disciplined 

or trained. However, Blended Learning does 

not mean replacing conventional learning 

models in the classroom, but it strengthens 

the learning model through the development 

of educational technology. 

Suggestion 

1. In implementing blended learning, 

educators can ensure that all participants 

have adequate facilities and 

infrastructure so that in learning 

independently online, there are not many 

obstacles caused by inadequate facilities 

and infrastructure. 

2. Educators should have prepared the best 

solution to overcome the problems that 

might arise in this method. 

3. Distribution of learning materials must 

be appropriately allocated, taking into 

account the content of teaching 

materials, as well as the learning 

objectives, which should be discussed 

face-to-face or can be studied 

independently. 

4. Educators must also prepare an 

organized schedule for face-to-face and 

independent learning at the beginning so 

that students know the program. 

 

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