The Implementation of Blended Learning Models for Improving the Achievement of Writing Narrative Text of the Junior High School Student Level

Abstract

This research investigates the impact of blended learning models on the improvement of students’ writing achievement and students’ active participation in writing class. This study was conducted in one of Islamic junior high school at Jember during the academic year of 2024/2025. The participants in this study were the ninth-grade students. The researcher first conducted a preliminary study by interviewing the English teacher to get information, which was continued by doing research using the classroom action research design. The researcher then chose one of classes with the lowest standard English achieved score. During the research, the researcher administered teaching and learning in two meetings. In meeting one, students were taught writing narrative text utilizing station-rotation blended learning model. Meanwhile, in meeting two students were taught utilizing flipped classroom blended learning model. The learning material was a narrative text about folklore and fable, while the application used in this study were WhatsApp, Quizizz, and Instagram which filled a gap in this research compared to previous research. Following the treatment of the class, the researcher performed a final writing test to significant the difference between the scores of students after and before they were taught using blended learning models. Besides, the significance of students’ active participation in the writing class was measured using the observation checklist in each meeting. The result shows that students’ writing achievement improved from 59% to 79% after the teaching and learning process using blended learning was implemented, and the student’s active participation also increased from 72% in meeting one to 79% in meeting two. Since blended learning improves students’ writing achievement on narrative text, English teachers are advised to teach writing utilizing blended learning models. Future researchers are also suggested investigating with another blended learning models and learning applications. In addition, it is recommended to look at the influence of blended learning models on different skills of English.