Blended Learning: Improvisasi dalam Pembelajaran Menulis Pengalaman (Blended Learning: Improvisation in Experience Writing Learning)

Miftakhul Huda(1*)

(1) Universitas Muhammadiyah Surakarta
(*) Corresponding Author


Pembelajaran menulis dengan menggunakan blended learning secara umum meningkatkan partisipasi mahasiswa. Blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas. Selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. 75% mahasiswa pernah membaca novel sejumlah 3-4 judul. Kriteria dibaca adalah novel tersebut harus dibaca tuntas.Genre karya sastra yang dibaca oleh mahasiswa rata-rata adalah roman percintaan. Sangat sedikit yang membaca karya sastra bergenre misteri, dan tidak ada yang membaca karya sastra terjemahan. Dengan demikian, variasi karya sastra yang dibaca oleh mahasiswa kurang heterogen. Berdasarkan data tersebut, diperlukan pemetaan bacaan sastra bagi mahasiswa dan dimasukkan ke dalam kegiatan intrakurikuler sehingga lebih terpantau.

Kata kunci: blended learning, menulis pengalaman, karya sastra, Schoology


Writing lesson using blendedlearning in general improves students’ participation. Blended learning makes the students have more opportunities to learn to write as they can practice outside the classroom. Besides, interactions between students and the lecturer can be optimal, and assessment transparency will be possible as well. 75% of the students had read 3-4 novels. The criterion of ‘read’ is that it had been completely read. The most common genre of the works read was romance/love story. There were only a few of them who read mystery, and none of them had read translated works. Thus, the works read were not really varied. Based on the data, mapping of literary readings for the students is required, and need to be included in the intra-curricular activities to make it easier to monitor.


blended learning; experience writing; literary works; Schoology

Full Text:



Aloesnita, N. dkk., 2012. Writing to Learn via Text Chat : Task Implementation and Focus on Form. Journal of Second Language Writing, 21(1), hal. 23–39.

Chen, B.Q.N., 2014. The Effects of Reading and Writing Habits on Learning Performance in a Blog Learning Environment. Asian-Pacific Educations Reasearch, (70), hal. 1–10.

Chen, P., Kenneth, A. & Wang, H., 2017. Growing the Critical Thinking of School Children in Taiwan Using the Analects of Confucius. International Journal of Educational Research, (1221), hal. 1–12.

Despotović-Zrakić, M.M.A.L.V.S.Z.B.M., 2015. Designing a Mobile Language Learning System Based on Lightweight Learning Objects. Multimed Tools Appl, 74, hal. 903–935.

Frear, M.W. & Bitchener, J., 2015. The Effects of Cognitive Task Complexity on Writing Complexity. Journal of Second Language Writing, 30, hal. 45–57.

Griffin, C.L., 2002. Creative Writing as Resistance and Discovery in an Analysis. Journal of Applied Psychoanalytic Studies, 4(4), hal. 413–443.

Martin-beltrán, M. et al., 2017. Using Digital Texts vs . Paper Texts to Read Together : Insights into Engagement and Mediation of Literacy Practices among Linguistically Diverse Students. International Journal of Educational Research, 82, hal. 135–146.

Noriega, H.S.R., 2016. Mobile Learning to Improve Writing in ESL Teaching. TEFLIN, 27(2), hal. 182–202.

Park, H. & Kim, D., 2017. English Language Learners ’ Strategies for Reading Online Texts : In Fluential Factors and Patterns of Use at Home and in School. International Journal of Educational Research, 82, hal. 63–74.

Plakans, L. & Gebril, A., 2013. Using Multiple Texts in an Integrated Writing Assessment : Source Text Use as a Predictor of Score. Journal of Second Language Writing, 22(3), hal. 217–230.

Renshaw, P., 2016. (Re) Searching Learning Across Contexts : Conceptual, Methodological and Empirical Explorations. International Journal of Educational Research, (1183), hal. 8–10.

Souto-manning, M., 2006. Families Learn Together : Reconceptualizing Linguistic Diversity as a Resource. Early Childhood Education Journa, 33(6), hal. 443–446.

Tahriri, A.M.K.S.A.A., 2014. The Effect of Portfolio Assessment on Learning Idioms in Writing. International Journal of Education and Literacy Studies, 2(2), hal. 53–57.

Weigle, S.C. & Parker, K., 2012. Source Text Borrowing in an Integrated Reading / Writing Assessment. Journal of Second Language Writing, 21(2), hal. 118–133.

Zhao, J., 2013. Application of Metacognitive Strategy Training into Listening Class. Research Journal of Applied Sciences, Engineering and Technology, 5(11), hal. 3239–3242.

Article Metrics

Abstract view : 732 times
PDF - 25 times



  • There are currently no refbacks.

Copyright (c) 2018 LENSA

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0



Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya (Lensa)
p-ISSN: 2086-6100; e-ISSN: 2503-328X
Published by: Faculty of Foreign Language and Culture,Universitas Muhammadiyah Semarang


Member of: