MOODLE-BASED INSTRUCTION IN BLENDED LEARNING TO FOSTER JUNIOR HIGH SCHOOL STUDENTS’ DESCRIPTIVE WRITING: A PRE-EXPERIMENTAL STUDY

Muhammad Anugerah Rimba Abdillah, Arik Susanti

Abstract


Although mastering writing skills is a fundamental component of English as a Foreign Language (EFL) learning, students may struggle in organizing ideas, using proper vocabularies, or constructing sentences accurately in terms of the grammar. This study aims to examine Moodle-Based Instruction in Blended Learning to foster the writing skills. By focusing on junior high school EFL students and descriptive writing, this study addresses a research gap left by previous research that has received limited empirical attention. A sample of 30 eighth-grade pupils from a private junior high school in Sidoarjo, selected from a total population of 147 students, was used in the research, which employed a pre-experimental design. An analytical scoring rubric and a brief essay writing examination were implemented in this investigation. The writing performance of students was assessed before and after the treatment using pre-test and post-test procedures. The significance of the differences was investigated through statistical analyses, which included paired sample t-test. The result indicates there is a significant improvement in the students’ scores. The average score from the pre-test is 67.83, and the post-test is 79.27. The significant improvement happens in vocabulary, organization, and grammar aspect. In conclusion, Moodle-Based Instruction in Blended Learning can foster students’ writing skills. The results of this study has a beneficial impact on the development of students' academic writing abilities, particularly in the area of descriptive text writing. Consequently, this investigation offers empirical evidence in favor of the integration of technology-mediated instruction into the teaching of English at the junior high school level.

Keywords


blended learning; descriptive text; Moodle; writing instruction

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DOI: https://doi.org/10.17509/ije.v19i1.88488

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