JOLLT Journal of Languages and Language Teaching April 2022. Vol.

10, No,2
https://e-journal.undikma.ac.id/index.php/jollt/index p-ISSN: 2338-0810
Email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id e-ISSN: 2621-1378
DOI: https://doi.org/10.33394/jollt.v%vi%i.4994 pp.118-133

OBTAINING PREFERENCES FROM A HYBRID LEARNING SYSTEM

TO PROMOTE ENGLISH-SPEAKING ABILITY THROUGH FOCUS
GROUP DISCUSSION
1
Tan Winona Vania Anabel, 1Debora Chaterin Simanjuntak
1
English Language Program, Universitas Advent Indonesia
Corresponding Author Email: 1821012@unai.edu

Article Info Abstract

Article History In the new normal era, the learning system has changed from online learning to
Received: February 2022 hybrid learning. This learning system is widely applied in many universities. Thus
Revised: March 2022 surfacing students and lecturers’ voices is of absolute importance in obtaining
Published: April 2022 preferences for best practices in English language teaching. In the EFL context,
Keywords speaking fluency is one of the elements of speaking that have many difficulties to
Hybrid Learning; be mastered by students. This study was conducted to derive suggestions and
Speaking Fluency; preferences for best practices in hybrid learning systems for English-speaking
Focus Group Discussion; ability through Focus Group Discussion (FGD) method. From the FGD, we draw
transcripts, back-to-back translations, field notes and activity artefacts to
demonstrate the process of the discussion. The information gathered was
examined using thematic analysis and an interpretative description approach.
The participants of this study were Non-English majors and English lecturers.
The result revealed that college students faced speaking challenges during hybrid
learning to hone their speaking fluency. Emerging themes were identified wherein
in a hybrid learning system, the lecturer utilized multifaceted learning, digital
resources and communication tools to improve students' speaking fluency. As for
the implementation, technical support and mental readiness for hybrid learning
are the reasons for the possibility of hybrid learning that affects students'
speaking fluency.
How to cite: Anabel, T. W. V., & Simanjuntak, D. C. (2022). Obtaining Preferences from a Hybrid Learning
System to Promote English-Speaking Ability through Focus Group Discussion, JOLLT Journal of Languages
and Language Teaching, 10(2), pp. 118-133. DOI: https://doi.org/10.33394/jollt.v%vi%i.4994

INTRODUCTION
The current pandemic situation has compelled educators to transform ways of teaching
and learning. They have to plan for accessible scenarios ranging from hands-on teaching to
completely remote learning (Hanifah et al., 2022). Technological breakthroughs have led to
developments in almost all education practices. One of the new trends in hybrid teaching and
learning systems by mixing face-to-face learning with online learning. However, the concept
of hybrid learning should not be mistaken that it is merely a combination of online and face-to-
face instruction. Rather, this learning system focuses on the accomplishments of the learning
objectives by applying the proper methods to meet the needs of the learners (Lin, 2008).
Through a hybrid learning system, students are given the ability to observe and listen to the
teacher from home while displaying their interactions and knowledge without removing the
classroom setting (Ismail & Abdulla, 2019). Innumerable schools, universities and other
academic institutions include hybrid modes of instruction into their curricula; wherein,
educators combine parts of in-person and online instruction in a hybrid system. This mode of
instruction combines on-campus meetings with flexible-schedule online learning (Panigrahi et
al., 2018; Singh et al., 2021). More notably, students have the opportunity to participate in both
face-to-face and online learning, as well as scheduled and self-paced classwork—simply put,
learning does not have to be restricted to a set timetable but can occur at any time and place

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 118
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

(Nashir & Laili, 2021; Singh, 2017). Each institution takes the opportunity to build hybrid-
based learning media by combining technology to fulfill the needs of the students (Abdullah,
2018; Zainuddin & Keumala, 2018).
Hall and Villareal (2015) conducted a study on a hybrid learning system and they found
out that the students perceived the benefits of online tools and face-to-face interactions, as well
as the flexibility of working at their speed and on their own time. The findings of the study
indicated that participants gained experiences in hybrid courses and their recommendations in
terms of enhancing their ability to use, manage and assess technology effectively. The data
revealed four broad themes: organization and adaptability, online activities, interactive classes,
and balance. Multimedia technology, CD-ROM, video streaming, online text animations, and
video streaming are all part of hybrid learnings. Hybrid learning helps make the classroom more
like a real-life setting (Rizal, 2017). Apart from the advantages, hybrid learning systems also
have some downsides. Zainuddin et. al., (2018) stated that one of the difficulties of applying a
hybrid learning system is that this system requires high-tech amenities and extensive
preparation on the part of the educators. Educators should be proficient in the use of technology
and devote significant time to developing the ability to use numerous web platforms.
Additionally, they must compile materials from a variety of digital sources, such as a website
or video, which are then incorporated into the Learning Management System (LMS), allowing
students to learn from the accessible resources.
This present study chose Universitas Advent Indonesia as the field of study since this
university started implementing hybrid learning system in year of 2021. This is one of the
universities that carries out a hybrid learning system during Covid-19 outbreak. It would be an
appropriate research place to recruit the participants since the class system blends online setting
and face-to-face setting and the lecturers would implement the hybrid system in their teaching
(Fajri & Saputri, 2021). The study somehow would focus on the use of a hybrid learning system
in speaking course for non-English major students. It was initially conducted to obtain
suggestions and preferences on hybrid learning systems whether it can be applied for teaching
skill-based subjects such as, speaking course; wherein, a speaking course requires interactive
learning activities or hands-on tasks.
Seemingly, in Indonesia, English is thought of as the main foreign language in the
country, and it is given more attention than any other foreign language that is taught there
(Haidara, 2016). It is a skill that students should master since it demonstrates their ability to
communicate in English and their ability to acquire information from others. It is one of the
four English skills that require more effort to be mastered. It is thought of as the main foreign
language in the country, and it is given more attention than any other foreign language that is
taught there (Haidara, 2016). Strengthening English speaking ability is imperative for
Indonesian EFL students, since it is well recognized that speaking is critical for students to
execute their communication skills more effectively (Akhyak & Anik, 2013). Some
psychological factors influence students to speak English. Even though most EFL students think
they know a lot of English words and grammar, they are anxious when they speak English.
People have a lot of troubles with English because they are afraid of making mistakes, feel shy,
and do not have enough confidence in daily speech (Haidara, 2016). Sosas (2021) stated that a
successful speech requires fluency and accuracy, which learners must develop competitively.
Academic institutions place a premium on teaching students to communicate effectively for
many years. Through speaking, students can give, receive or share information with others and
they will have the ability to spend their time performing constructive activities such as, having
dialogues, debating, and engaging in conversation (Zuraida Ihsan & Wahidah, 2019).
Therefore, this study was conducted to obtain suggestions and preferences from
lecturers’ and students’ voices regarding speaking English fluency taught through hybrid
learning systems with the research questions:

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 119
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

1. What are the experiences of students on speaking fluency enhancement conducted

through hybrid learning?
2. How would lecturers enhance students’ speaking fluency through hybrid learning?
3. How likely is hybrid learning to influence students’ speaking fluency?

RESEARCH METHOD
This is qualitative descriptive research in which a phenomenon is described to investigate
and explain happenings in the social environment (Nassaji, 2015). Additionally, this study aims
to explore lecturers’ and college students’ experience in teaching-learning speaking through
hybrid learning during the ongoing Covid-19 pandemic. The researcher analyzes the
participants’ statements, details their perspectives, and conducts the study in a natural context.
In this study, the researcher used the Focus-group Discussion (FGD) method to gain the data.

Research Design
The researcher used a qualitative narrative research methodology to elicit information
regarding college students' and lecturers' attitudes about hybrid learning and speaking fluency.
The researcher considered trust as a central phenomenon deserving of investigation and
comprehension (Creswell J, 2002). According to Creswell (2015), narrative research designs
are qualitative techniques in which researchers describe persons' lives, gather and narrate their
stories, and compose narratives about their experiences. In education, these stories frequently
centre on classroom experiences or school activities. The data was collected with the FGD
method. Krueger and Casey (cited in Tümen Akyıldız, 2020) stated that focus group discussions
are used to gather information about the factors that impact students' and lecturers’ ideas and
behaviours. Furthermore, unlike personal interviews, focus group discussions allow
participants to think aloud and feel free to express their thoughts, discuss counter-arguments
with their peers, and change their minds as the conversation progresses, much as individuals do
in casual life settings (Lauri, 2019).

The Subject of the Study

The non-English Major students who enrolled in Listening and Speaking for College
courses were recruited from three faculties: Nursing, Technology Information and Accounting.
The lecturers who utilized hybrid learning system to teach speaking course. All the participants
were recruited through purposive sampling. The participants were divided into 4 main groups.
One group consists of three up to seven people who are grouped into the same group, namely
majoring in Nursing S1, Technology Information, Accounting and also a group of English
lecturers who teach speaking courses.

Table 1.
The Demographic Features of the Participants
No Participants Male Female Status
1 Accounting 3 4 College student
2 Nursing 2 4 College student
3 Technology Information 1 5 College student
4 English lecturer 1 2 Lecturer

Activity
In the focus group discussion, the researchers was collecting ideas and opinions, learning
the participants’ attitudes to develop the discussion (Lauri, 2019). The focus group incorporated
the following activities:
Reflect and Share: the goal of this activity is to provide participants with time to ponder and
share. Participants were giving questions to answer.

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 120
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

Identify differences of opinion: this activity was designed to extract information, facts, details
on the focused points. Participants were allowed to give arguments, extract complexities of their
views on improving speaking skills through a hybrid learning system.
Review and Discover: in this activity, participants were provided with feedbacks to complete
the discussion. The objective of this activity is to encourage the participants to give vivid
answers on the research variables.

Table 2
Participants Details
Group 1 Group 2 Group 3 Group 4
Length of discussion 90 90 90 90
Group size 7 6 6 3
Sex [F:M] 3:4 2:4 1:5 1:2
Participants discipline Accounting Nursing Technology Information English Education

Instruments
For the data collection, the researcher used WhatsApp, Google Form and Zoom. First, the
researcher asked the English lecturer for the recommendation of their students who took English
speaking courses. Afterwards, the researcher contacted them through WhatsApp to ask about
their willingness to be a participant. Henceforth, the researcher made a WhatsApp group for
each department to make it easier to give information about the discussion. Then, the
participants were asked to fill out the Google Form for data collection as a sign of willingness
to be a research subject. The researcher had prepared ten questions which consist of the
introduction question, the main questions and the closing. To avoid bias, the interview was done
in Bahasa Indonesia and conducted with a moderator.
Data Analysis
Because we are separated by distance, this focus group discussion is conducted virtually
via Zoom application. After collecting the data the researcher translated the transcription from
Indonesian into English and provided back-to-back translation as well. Translating the acquired
data is critical since it enables researchers to identify themes and sub-themes. Kielmann et al.,
(2012) stated that transcribing the results of qualitative data is critical because it allows
researchers to become familiar with the data and the environment in which they were acquired.
In addition, the researcher then applied thematic analysis to analyze the data. Braun and Clarke
(2006) suggested that thematic analysis is an effective technique for exploring the viewpoints
of various research participants, revealing parallels and differences, and eliciting unexpected
findings. The analysis is divided into various steps, beginning with familiarization with the
original data and continuing with the assignment of initial codes to statements that summarize
the primary point of the interviews (Saldaña, 2013). To preserve the participants' privacy, codes
like KI-1 and KI-2.L were used to report statements. These codes indicated the student's first
key informant and the lecturer's second key informant.

FINDINGS AND DISCUSSION

Analysis of data revealed the opinions of the participants about the experiences of students
on speaking fluency enhancement conducted through hybrid learning, how the lecturers
enhance students’ speaking fluency through hybrid learning is, and how likely hybrid learning
influences students’ speaking fluency is. The finding and discussion of each research question
were displayed below.

Students’ Experiences on Speaking Fluency Enhancement through Hybrid Learning

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 121
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

When transitioning to a new set of teaching and learning systems, students usually feel a
significant difference. Based on the information gathered during the discussions, the researchers
discovered that each participant had a comparable experience with the hybrid learning method
for improving students' speaking fluency. The researcher composed participants’ experiences
into three emerging themes.
Perceived Learning Interest
In the new learning system – a hybrid learning system, the students perceived the
difference in their way of learning because of the existing situation and conditions, they use
technology to learn in different ways. They slowly began to adapt with the online-offline
situation by identifying their learning interest. They share their perception about their
understanding of the hybrid learning system as stated in the following excerpts:
KI-14: Hybrid learning are two modes of learning, online and offline.
KI-17: Hybrid learning that uses online applications and some that are face-to-face
KI-10: One is face-to-face, one is studying in class, the other is through zoom media
or like google meet media or other media provided
As mentioned by the participants above, it is shown that hybrid learning is the
combination of synchronous and asynchronous learning. According to Tolga Kayalar et al.,
(2021) synchronous learning is an online learning platform that brings teachers and students
together in a virtual environment in the same or separate locations. While asynchronous
distance learning refers to an English learning process delivered via online videos and course
materials in which the students and instructor are separated in terms of both location and time
(Güneş & Alagözlü, 2021). Hybrid learning, in other words, is the learning system that conducts
online and offline at the same time.
The participants accentuated that they often use technology-based applications in
speaking courses during hybrid learning to help them improve their pronunciation, volume, and
intonation, such as YouTube, digital dictionaries, and other English learning websites and
applications.
KI-7: I think the most important thing is the Zoom application, Ma’am. Maybe the
second order is YouTube, Ma’am. YouTube. Google's third order. Suppose the
following order is an application like Translate online-offline.
KI-19: I have ever downloaded the U-dictionary dictionary, Ma’am.
KI-10: I might just go to this one, Ma’am. Go to Google Translate.
KI-12: I once downloaded the application, and I think it's pretty helpful for me. The
application is ‘Cake’ if I'm not mistaken.
Most of the participants utilize Zoom, YouTube, and digital dictionaries, such as U-
dictionary, Cake and Google Translate to practice their pronunciation or enunciation as well as
to help them explore word meanings, some of which may be difficult to understand. The
previous study found that the participants who completed the exam reported that the Google
Translate application helped them pronounce words more clearly (Wongsuriya, 2020). While,
other studies conducted about YouTube, the findings demonstrated that using YouTube to be
fascinating, encouraging and improve EFL learners' speaking skills, fluency, and pronunciation
has a favourable influence (Hamad et al., 2019; Purnamasari, 2018).
Speaking Challenges
In the hybrid learning system, the college students stated that they had difficulties while
studying speaking courses. Among them they stated that they fear making mistakes and get the
negative evaluation, as stated in the following excerpts:

KI-9: When it comes to speaking, Ma’am, sometimes if I were studying, I made

mistakes, I got confused about what to say, how do we arrange the words, how

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 122
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

do we want to ask the lecturer, Ma’am. It's also a shame to ask if I use
Indonesian while this course is in English, ma'am.
KI-7: Generally speaking, of course, more than 70% we should practice, ma’am. We
practice in the sense that there must be an interlocutor. So, in this hybrid, we as
the students seem to act passively. So, our weakness in this hybrid in speaking 3
is that our students are passive, ma’am. Passive, we are afraid to express ideas,
and also no contractions with friends around.
KI-1: The factors of difficulty in speaking English actually start with ourselves. Maybe
some people say that English is complicated. It's hard to learn English. Difficult.
And when we have studied English, there are people in our environment or
maybe in our own families who say 'don’t get like that, or 'Son of English'. Other
difficulties that affect it are our intention.
KI-4: The main thing is that I always think I'm worried I'll be afraid of being turned
on, fearful of being digitized.
KI-5: So basically, uhm don't look at other people too much, it's essential always to
try, Ma’am. But uh, there are friends or people at home as well, 'what are you
doing like that, Ma’am. So, they don't like us to grow like that.
It is implied that the way college students face speaking challenges through hybrid
learning. They are afraid of making mistakes when they speak and getting negative evaluations
from others. The thing that causes them to be afraid to speak English is their lack of self-
motivation to encourage them to be able to speak English as stated in the following excerpts:
KI-10: The intention, Ma’am. Lack of intention, Ma’am. If you don't have the will, you
won't be able to, Ma’am. That's the biggest obstacle, the hardest, Ma’am.
Gather intentions, and don't be lazy.
KI-4: My most significant difficulty is myself, Ma’am. Because even though we have
prepared these words in our minds, to say it is difficult, Ma’am. To be brave,
Ma’am. That's the biggest problem for me, Ma’am.
From the excerpts above, it is shown that due to a lack of self-motivation, college students
believe that this is one of the challenges to being able to speak up. As stated in the previous
study, Abrar (2016) said that when learners demonstrate an unwillingness or reluctance to
engage in comfortable language acquisition, this indicates a lack of motivation.
In addition, one of the challenges of hybrid learning is the network issue. One of the
speaking challenges that the participants face during the hybrid learning systems is the
occurrence of network issues. That is inevitable. Hybrid learning systems require a stable
internet network connection so that teaching-learning can run smoothly. In the excerpts below,
the participants shared their experiences about how do they feel about internet network
problems while studying through hybrid learning:
KI-1: Depends on our respective networks’ systems. It's a little bit difficult if you learn
online. However, it's good enough what our lecturers teach us in English.
KI-2: The online lecturers are pretty good, Ma’am. At least it's the same. The problem
is that we are on the network, and maybe the device too.
KI-18: My opinion about the hybrid learning system at the UNAI campus is quite
reasonable. Well, we all use pretty advanced technology. So, the only drawback
is the network or Wi-Fi.
From the excerpts above, it is shown that the problem of the internet network in the hybrid
learning system class can hinder the existing teaching and learning process, especially in
speaking courses. In the previous study, Purwadi et al. (2021) proposed that students'
impression of online learning as an inadequate learning activity is fueled by a lack of internet
network assistance. This is the reason some of them said that they prefer to do the offline class
for the speaking course as stated in the excerpts below:

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 123
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

KI-14: For the Speaking class, it's actually better offline.

KI-16: UNAI has prepared well, especially speaking. In my opinion, it's still better
offline, Ma’am.
From the excerpts above it is shown that the participants prefer to attend the speaking
course in face-to-face class rather than online or hybrid. It is very ineffective when learning
speaking courses if it is limited by an unstable internet network.
Hybrid Learning Development
In its development, the hybrid learning system was divided into two parts, learning
process and learning systems. For the learning process, the participants shared the learning
process they had experienced during the speaking course through hybrid the following excerpts:
KI-3: It's repeated more often repeatedly until we remember everything.
KI-8: The lecturer asks us to give a presentation.
KI-10: We learned about one topic, e... Then the lecturer told us to direct us directly to
make a short conversation, Ma’am.
KI-14: So, we are usually told to find a video ourselves, for example. Then we were
asked to conclude in English. For speaking in class, for reporting as well.
KI-7: The method that Sir also uses in class is usually the training method, Ma’am.
We don't have a week without practice. There is no day without exercise. There
must be practice. Everything we learned; our lecturer told us to practice.
From the excerpts above, it is shown that the participants had experience in the hybrid
learning process by doing the repeating and practical activities, such as doing the presentation,
conversation, and reporting. Repetition in terms of learning in speaking practice is very helpful
in improving speaking fluency. By doing repetition it can help to memorize things well. In the
previous study, Ihsan and Wahidah (2019) found out that the teacher's made an effort to
overcome the learners' speaking challenges including asking them to memorize vocabulary,
forming an English group, practising speaking in English, and motivating them about the value
of English.
The participants shared their experience of the learning system they face during the
speaking course through hybrid learning. They declared that they found a way how to improve
their knowledge of English vocabulary by obtaining some resourceful material to help them
improve their speaking skill in order to enhance vocabulary and speaking fluency.
KI-3: How do we compose words and remember the words. Eh, if I'm going to deal
with the… I usually read a lot. Read that book, Ma’am. Read, Uhm, keep
reading, not just in silent reading but like we are talking like that.
KI-9: Keep watching movies in English.
KI-18: So, to improve it, I often learn vocabulary or uh… speaking from YouTube, uh
people from abroad so that uhm… it sounds fluent and natural.
The excerpts above show that the participants try to find a way to help them improve their
speaking skills. They found out that reading a book, watching English movies, and learning
vocabulary through YouTube can help them to enhance their speaking fluency. Reading aloud
can help the participants to remember words in orderremember words to improve their
vocabulary knowledge. This is supported by the findings of a study by Daud et al., (2019) stated
that the read-aloud strategy was effective in improving primary students' comprehension of
difficult vocabulary words. By watching English movies, the participant believed can improve
their vocabulary knowledge. As Damanik & Katemba (2021) found out in their study that
students can increase their vocabulary by viewing English movies and series on Netflix. Besides
that, watching YouTube videos can also gain the vocabulary of the participants. In the previous
study done by Kabooha and Elyas (2018), the result is the impact of YouTube on students'
vocabulary acquisition was statistically significant. The children’s vocabulary achievement also
improved significantly, according to the findings.

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 124
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

From the themes described above, it was found that students had different experiences
when learning to improve speaking fluency through hybrid learning. It was found that they
learned to use the application to help improve their speaking fluency. However, they also face
speaking challenges such as being afraid of making mistakes and getting negative evaluations.
Because the hybrid learning system requires a stable internet network, one of the obstacles they
face is the internet problem that hinders the learning process. In the development of hybrid
learning, students also shared their experiences with the learning process and learning system.
It was said that they carried out practical activities and repetition methods that could help them
improve their fluency. Not only that, but they also increase their vocabulary through reading
and watching English movies.
Lecturers’ Strategies to Enhance Students’ Speaking Fluency through Hybrid Learning
When transitioning to a new set of learning, the teaching method will be changing. With
changing teaching methods, there will also be changes in the results felt by teachers and
students. Through the discussion, the participants shared their experience with the teaching
method that the lecturer uses for teaching speaking through hybrid learning. The researcher
composed participants’ experiences into two emerging themes:
Multifaceted Learning
Multifaceted is frequently used as a metaphor, figuratively or metaphorically. In
education, the use of multifaceted learning is to refer the several perspectives, from various
points of view, and with various methodologies. In the following excerpts, the lecturer shared
their experience of their teaching method to enhance students’ speaking fluency through hybrid
learning.
KI-1.L: They listen first to the motivator, and they can't just listen once and then report.
I'm sure they've heard it three or four times before they dare to report. Because
of what he heard; it must also be displayed in class. So, everyone, the whole
class, knows that maybe he reports incorrectly, summaries and comments that
are not true, it means he didn't hear. That's it.
KI-3.L: In fact, this activity somehow turns to become "interviewing and being
interviewed -conversation" After that, to enhance the student's listening and
speaking skills, I often asks them to listen to devotionals, motivational speeches,
songs, or even famous people's experiences of life. After listening to the
audio/seeing the video, they are assigned to transmit the information that they
received to their friends. This activity is done in order to see how much
information they absorbed by their own ways and how much they can share the
imitation, explanation, expansion, and so forth.
Accessible method is a teaching method that is easy to do in accordance with the
existing circumstances. At this moment the pandemic is still happening but the learning process
continues. The lecturers use accessible methods so that the learning process can continue to run
well. In the excerpts above, it is shown that the lecturer used the Audio-lingual method and
Present – Practice – Produce (PPP) method during the hybrid learning to improving their
students’ ability in their speaking fluency. The reason why the audiolingual technique is good
for language learning, particularly for listening skills, is that it molds learners into native
speakers. This strategy engages pupils in the acquisition and learning stages of recognizing
structure and phonological characteristics (Samawiyah & Saifuddin, 2016). Henceforth, the
study of Jones & Carter (2014) found out that the adoption of a PPP framework was more
effective since it resulted in a temporary increase in students' capacity to employ discourse
markers but was not sustained over time. By doing the repetition, conversation practice, and
reporting as their practical activity the learners applied both of the method of their skills
practices. The lecturers give more attention to the grammar rules and pronunciation of the
students so they can speak properly with good pronunciation and good structure.

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 125
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

According to Genc (2018) the structural approach provides a framework for foreign
language instruction by emphasizing the necessity of knowing the target language's structures.
The same source stated that it views language as a collection of structurally connected parts
that work together to encode meaning. Phonemes, morphemes, words, structures, and sentence
kinds are all included as elements. Structural approach is used to enable students to develop
their speaking fluency.
Emerging Technology
In English hybrid learning, to aid in the learning process, college students are expected to
use specific application. Basically, these applications have already been discussed and selected
for a certain purpose. The application is used to assist in the teaching and learning process. In
the excerpts below, the participants shared their experience using the application that they used
for learning speaking in hybrid learning:
KI-1: Our lecturer, when he teaches, sometimes he uses media such as YouTube and
the ESL-lab application.
KI-2: We are also in class if there is vocabulary that is a bit difficult to pronounce,
Ma’am, so, our lecturer, go straight to Google Translate and make the volume
so we can hear it too.
KI-4: So, all this time, we always use the link esl-lab.com.
Almost all the participants applied Zoom, YouTube, e-books, digital dictionary such as
Google Translate, and English-learning websites such as esl.lab.com as the digital resources
and communication tools that they use in speaking class during hybrid learning. The use of
Zoom as the tool of distance education learning is evidenced by Memiş (2021) determining
educators' perceptions and attitudes toward the use of Zoom in distance education is critical for
successfully integrating the Zoom application, a technology that is already in use in a variety
of nations and educational levels, into distance education. Basically, YouTube for the digital
resources in hybrid learning evidenced by a previous study done by Maziriri et al., (2020) stated
that perceived usefulness had a bigger impact on student opinions of learning via YouTube than
perceived ease of use. Using YouTube as a digital source can help college students in hybrid
learning systems that use technology.
Furthermore, the participants used ESL platform to help them in listening in order to
develop their vocabulary knowledge. Ayyat and Al-Aufi (2021) accentuated that this kind of
website is quite successful and beneficial to ESL students. The study done by Jaber and Iyada
(2019) found out that online practice on medium ESL platforms episodes resulted in substantial
changes in listening comprehension accomplishment in favour of the post-test results. The use
of Google translate can help the participants in order to enhance learners’ English vocabulary.
As evidenced by Kai & Hua (2021), according to the conclusions of this study, Google
Translate may be an excellent teaching tool for increasing learners' English language
vocabulary. Indeed, some students indicated that they would derive the greatest advantage from
their self-learning if they were aided in effectively using Google Translate (Bahri & Mahadi,
2016). Some of the participants also shared that their lecturers give e-books as their instructional
and resourceful material as a substitute for a physical book. This happens because of the
distance that separates students and teachers.
KI-6: Sir also once told links to look for e-books and electronic books.
KI-10: Maybe an e-book, Ma’am. Eh, if it's from an e-book, sure. Then there may be
audio. So, from, so the lecturer provides like one book but an e-book.
From the excerpts above, it is shown that the participants shared that their material during
hybrid learning is from e-books. According to a study of scholarly e-book utilization by
Höppner et al., (2009), academics laud electronic books for their search capabilities but believe
print books will continue to be the most comfortable way to read a text cover to cover. Students
reported their favourable attitudes toward eBooks and their intention to continue using them in

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 126
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

the future. They were really delighted with the features of interactivity, highlighting, font size
adjustment, and hyperlinking to external sources (Oyaid & Alshaya, 2019).
The various excerpts have sh previously that college students' experiences with new
technology during hybrid learning demonstrate that participants were able to follow along with
the use of existing applications to assist them in speaking courses and improve their speaking
fluency. The findings indicated that instructors employed a multifaceted approach to learning.
An accessible method is simple to implement in light of current circumstances. In practice,
lecturers employ the Audio-lingual and PPP methods to assist students in improving their
speaking fluency through hybrid learning. Additionally, to help college students improve their
speaking abilities, the lecturer utilizes tools such as Zoom, YouTube, e-books, digital
dictionaries such as Google Translate, and English-learning websites.
Possibility of Hybrid Learning to Influence Students’ Speaking Fluency
Based on the data obtained from the discussion, the researcher found that each participant
stated the possibility of hybrid learning affecting students' speaking fluency. Following that,
the researchers organized the participants' experiences into two emerging themes.
Technical Support
There are many obstacles to implementing a hybrid learning system in an educational
institution. These obstacles occur beyond the control of the teacher and students so which
hinders the teaching-learning process and does not run efficiently. One of the various problems
that arise is a technical issue, such as the occurrence of network issues. As seen in the following
excerpts:
KI-18: Sometimes our network is slow, so sometimes, the lecturer's voice stutters.
KI-2.L: Yes, in my class, listening and speaking materials must be delivered in 2-way
communication and requires a stable connection, which, if disturbed, will
disturb the concentration of students while learning is taking place.
KI-3.L: Yes. I have several problems. First, it's pretty challenging to focus. When I was
busy teaching the offline students, I sometimes forgot if students were on the
screen. However, I think this happens because this method is still currently used.
Second, internet connection sometimes interrupts the interaction between
teacher and students.
KI-10: The problem is the internet. So, when we speak, the students who talk don't reach
the lecturers, and even from the lecturers, it doesn't get the students, Ma’am.
From the excerpts above it is shown that the participant, both lecturers and college
students feel the same way about the occurrence of a bad internet network. Although it has
advantages over distance learning, unfortunately, it does not guarantee that learning will run
well. One of the drawbacks of hybrid learning is the occurrence of network issues. This is
evidenced by the study done by Sitzmann et al., (2010) who found that technical issues can
affect the teaching-learning process. According to Hariadi & Simanjuntak (2020), the
challenges that arise during asynchronous e-learning include not just technical issues such as
signal and internet data, but also a task submission deadline. Aside from that, the other technical
issue on hybrid learning is partly supported facilities and equipment. The lack of adequate
facilities for the teaching and learning process will greatly affect the efficiency of the lessons
delivered by the lecturer. As the participants declared in the following excerpts:
KI-3.L: Talk about the campus leader who facilitates encourages hybrid learning. Of
course, they tried the various best ways. For instance, they prepared digital tools
in every room. But when we talk about speaking and listening in class. Honestly,

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 127
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

speaking, we need our lab, which is our vital need. And because of the distance
or even signals... Sometimes the sound is kind of a bit problem.
KI-1.L: Of course, the university provides facilities, right. It was a well-held facility. But
the problem there is that not all students can access it. That's the biggest
problem I have seen.
From the excerpts above it is shown that the importance of having sufficient and adequate
facilities is vital for the continuity of the teaching-learning process because the lack of existing
facilities can hinder the learning process.
Hybrid Learning Implementation
For the implementation of hybrid learning, it is necessary to understand first the hybrid
learning itself. Hybrid learning is one of the educational methods approaches that are applied
nowadays in many universities. In the excerpts below the lecturer shared their understanding of
hybrid learning:
KI-2.L: Hybrid learning is an educational model approach that combines online
learning with teaching in real classrooms like face-to-face school time in
general.
KI-3.L: Hybrid learning is referred to as blended learning where the students and
teacher do their teaching-learning process through combined both offline and
online activities. By doing this, students can join and interact in class across
distances.
From the excerpts above, it is shown that the lecturer knows the term hybrid learning and
they are said that hybrid learning is the combination of online learning and offline learning as
we know as asynchronous and synchronous learning. Hybrid learning does the teaching-
learning process through combined offline and online activities. In addition, Cahyani et al.,
(2021) found that the combination is said to offer the prospect of addressing the necessity for a
face-to-face meeting, synchronous learning's connection concerns, and asynchronous learning's
lower engagement.
The other thing that must be prepared and considered to carry out hybrid learning is mental
readiness on hybrid learning. The implementation of hybrid learning requires mental readiness
towards the adjustment between online and offline learning. In the following excerpts the
lecturers shared their experience on student mental readiness toward hybrid learning system:
KI-2.L: Yes, in my opinion, the lack of student motivation is one of the main problems of
learning English. Then many students consider English a complicated subject,
and not enough time for practice. Their time dealing with English is only in
English lessons.
KI-3.L: For me, memorizing, I think, is the essential factor. Their background,
particularly socio-economic background, contributes to these difficulties. In
general, for example, those whose family fully supports memorize better. It's
different compared to those who have to work for their own lives and study (self-
supporting students). In some cases, it doesn't affect.
From the excerpts above, it is shown that the students lack mental readiness for hybrid
learning. The lecturers said that their students lack motivation and time management. The
previous study done by Dikbas Torun (2020) found that self-directed learning was revealed to
be the strongest predictor of academic accomplishment, whereas the desire for e-learning was
also discovered to be a predictor of academic achievement. In addition, the factor of economic
background can be one of the factors toward mental readiness in hybrid learning. Hariadi and
Simanjuntak (2020) discovered that the finding of their study revealed that the students lack the
necessary electronic equipment to engage in the learning process. This occurred as a result of

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 128
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

several circumstances, including familial economic factors. Additionally, because e-learning is

conducted via the internet, students are required to have a certain amount of internet data or
quota, which requires them to pay additional money to acquire.
The findings indicate that two possibilities of hybrid learning affect students' speaking
fluency. The first is technical support. The participants, both students, and lecturers, expressed
similar attitudes on the incidence of a poor internet connection and a lack of suitable facilities.
Hybrid learning requires a stable internet connection and necessary facilities to ensure that the
learning process runs well. The second factor to consider is that both lecturers and college
students must be mentally prepared to engage in hybrid learning.
In a broad sense, student and lecturers’ voices represent the contribution to the English
language teaching system. (Bourne and Winstone, 2021) stated that over the past few years, the
importance of students’ voices has become increasingly prominent because of their
involvement in developing best practices to support language learning. It is hoped that this study
will give greater insight on what to prepare in implementing hybrid learning speaking to teach
language courses. Throughout the discussion, the participants felt that they were given
empowerment, as a result of being valued as experts and having the collaboration with the
researchers to gain insight for a better teaching-learning purpose. Their shared experiences are
valued as effective information for the implementation of a hybrid learning system.
It can be seen from the findings that teaching speaking and practising speaking fluency
through a hybrid learning system requires high-tech amenities to tackle some obstacles and
shortcomings, namely, poor internet connection, inadequate speaking sources, or low
interactive activities. High-teach amenities will help both students and lecturers to conduct
various kinds of speaking activities. Aside from that, in implementing a hybrid learning system,
the mental readiness of students should be considered, in which, the online students may feel
that they receive different treatment from the offline students. The online students have limited
interaction with the lecturer, meanwhile, the offline have a more convenient time to interact
with the lecturers. it is highly recommended to conduct speaking courses through face-to-face
teaching so that students will have intensive interaction with their peers and lecturer.

CONCLUSION
Conclusively, from all the findings that have been obtained through Focus Group
Discussions, it was revealed that all participants, both students and English lecturers, had hybrid
learning experiences to share. The non-English majors viewed hybrid learning and they
declared they often use technology-based application applications in speaking courses during
the hybrid learning to help them improve their pronunciation. However, they face speaking
challenges that hinder them to improve their speaking fluency. They declared that they fear
making mistakes, getting negative evaluations, lack of self-motivation, and the occurrence of
network issues. Oher than that, non-English majors shared that they found a way out to do
practical activities to help them develop their speaking skills such as repetition, reporting, do
the presentation and conversation. They believed through these ways they can improve their
speaking ability. Throughout the hybrid learning process, the lecturers used multifaceted
learning in order to enhance college students’ speaking fluency.
In order to build up the college students’ speaking skills, the lecturer uses applications
to help the students during the hybrid learning process with the use of Zoom, YouTube, e-
books, digital dictionary such as Google Translate, and English-learning websites. Henceforth,
the lecturer stated that there were two possibilities of hybrid learning that could affect students'
speaking fluency. First, technical support requires a good internet network and adequate
facilities or equipment so that learning can run smoothly. Second, both lecturer and college
students must be prepared and considered to carry out hybrid learning is mental readiness on
hybrid learning. Understanding students’ and lecturers’ voices give meaningful contribution to

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 129
 Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

English language teaching. This study can be disseminated into classroom settings to provide
activity-oriented environment.

ACKNOWLEDGEMENT
We would like to express our sincere gratitude to God Almighty for granting us wisdom
and understanding to complete this study. We wholeheartedly dedicate this study to the English
Education study department which has given us solid support to use all facilities we needed to
perform data analysis. We also appreciate the value of time that our participants gave to be
willingly involved in the discussion. Their brilliant insights, accurate facts and detailed
information have helped us come up with great findings. In addition, we would like to sincerely
thank the readers for some criticism and suggestions for the success of this Focus Group
Discussion. Hopefully, this article can be of great use to enthusiastic readers and future
researchers.

REFERENCES
Abdullah, M. (2018). Reading Speed and Comprehension Enhancement in Hybrid Learning
Delivery Mode. Advances in Language and Literary Studies, 9(3), 25.
https://doi.org/10.7575/aiac.alls.v.9n.3p.25
Abrar, M. (2016). Teaching English Problems: An Analysis Of Efl Primary School Teachers
In Kuala Tungkal. The 16th Indonesian Scholars International Convention, 94–101.
Ayyat, A., & Al-Aufi, M. A. (2021). Enhancing the Listening and Speaking Skills Using
Interactive Online Tools in the HEIs Context. International Journal of Linguistics,
Literature and Translation (IJLLT) , 4(2), 146–153. https://doi.org/10.32996/ijllt
Bahri, H., & Mahadi, T. S. T. (2016). Google Translate as a Supplementary Tool for Learning
Malay: A Case Study at Universiti Sains Malaysia. Advances in Language and Literary
Studies, 7(3). https://doi.org/10.7575/aiac.alls.v.7n.3p.161
Bourne, J., & Winstone, N. (2021). Empowering students’ voices: the use of activity-
oriented focus groups in higher education research. International Journal of Research
and Method in Education, 44(4), 352–365.
https://doi.org/10.1080/1743727X.2020.1777964
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research
in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cahyani, N. M. W. S., Suwastini, N. K. A., Dantes, G. R., Jayantini, I. G. A. S. R., & Susanthi,
G. A. A. D. (2021). Blended Online Learning: Combining The Strengths Of Synchronous
And Asynchronous Online Learning In Efl Context. Jurnal Pendidikan Teknologi Dan
Kejuruan, 18(2).
Creswell J. (2002). Educational Research Planning, Conducting, and Evaluating Quantitative
and Qualitative Research (4th ed.).
Creswell, J. (2015). Educational Reserach Planning, Conducting, and Evaluating Quantitative
and Qualitative Research (5th ed.).
Damanik, I. J., & Katemba, C. v. (2021). Netflix As A Digital Efl Learning Aid For Vocabulary
Improvement: College Students’ Perspective. ETERNAL (English, Teaching, Learning
and Research Journal), 7(2), 442–455.
Daud, Z., Shahid Kazi, A., & Kalsoom, T. (2019). Vocabulary Building through Read-Aloud
Strategy of Primary Level Students in Pakistan. Pakistan Journal of Distance & Online
Learning, 247–264.

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 130
Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

Dikbas Torun, E. (2020). Online Distance Learning in Higher Education: E-learning Readiness
as a Predictor of Academic Achievement. Open Praxis, 12(2), 191.
https://doi.org/10.5944/openpraxis.12.2.1092
Dr Akhyak & Anik, I. MP. d. (2013). Improving the Students’ English Speaking Competence
through Storytelling (Study in Pangeran Diponegoro Islamic College (STAI) of Nganjuk,
East Java, Indonesia). International Journal of Language and Literature, 1(2), 7.
Fajri, D., & Saputri, S. (2021). Development of English Learning Model Based on Local
Wisdom with Blended Learning Approach Using Macromedia Flash at SMPN Satu Atap
Tunda Island. Journal of Languages and Language Teaching, 9(4), 422-431. DOI:
https://doi.org/10.33394/jollt.v9i4.4098
Genc, Z. S. (2018). Structural Approach. In The TESOL Encyclopedia of English Language
Teaching (pp. 1–6). John Wiley & Sons, Inc.
https://doi.org/10.1002/9781118784235.eelt0164
Güneş, S., & Alagözlü, N. (2021). Asynchronous Distance Learning and Blended Learning in
terms of Learner Autonomy, Motivation and Academic Success. In TOJET: The Turkish
Online Journal of Educational Technology (Vol. 20, Issue 3).
Haidara, Y. (2016). Psychological Factor Affecting English Speaking Performance for the
English Learners in Indonesia. Universal Journal of Educational Research, 4(7), 1501–
1505. https://doi.org/10.13189/ujer.2016.040701
Hall, S., & Villareal, D. (2015). The Hybrid Advantage: Graduate Student Perspectives of
Hybrid Education Courses. International Journal of Teaching and Learning in Higher
Education, 27(1), 69–80. http://www.isetl.org/ijtlhe/
Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The Impact of Using YouTubes
and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners.
English Language Teaching, 12(6), 191. https://doi.org/10.5539/elt.v12n6p191
Hanifah, R., Setyaningsih, E., & Sumardi, S. (2022). EFL Students’ Engagement during
Emergency Remote Teaching: Does Technology Matter?. Journal of Languages and
Language Teaching, 10(1), 19-35. DOI: https://doi.org/10.33394/jollt.v10i1.4188
Hariadi, I. G., & Simanjuntak, D. C. (2020). Exploring the Experience of Efl Students Engaged
in Asynchronous E-Learning. Academic Journal Perspective : Education, Language, and
Literature, 8(2), 72. https://doi.org/10.33603/perspective.v8i2.4194
Hediansah, D., & Surjono, H. (2020). Hybrid Learning Development to Improve Teacher
Learning Management. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(1), 1–9.
https://doi.org/10.17977/um038v3i12019p001
Höppner, M., Horstmann, M., Rahmsdorf, R., van der Velde, W., & Ernst, O. (2009). The
future of eBooks? Will print disappear? An end-user perspective. Library Hi Tech, 27(4),
570–583. https://doi.org/10.1108/07378830911007673
Ismail, S. S., & Abdulla, S. A. (2019). Virtual flipped classroom: New teaching model to grant
the learners knowledge and motivation. Journal of Technology and Science Education,
9(2), 168–183. https://doi.org/10.3926/jotse.478
Jaber, A., & Iyada, A. (2019). The Effect of Adopting Some Medium esl-lab.com Episodes on
Developing Listening Comprehension Skills of English Major University Students.
Educational Research Association The International Journal of Research in Teacher
Education, 10(3), 54–77. http://www.eab.org.trhttp://ijrte.eab.org.tr
Jones, C., & Carter, R. (2014). Teaching spoken discourse markers explicitly: A comparison
of III and PPP. IJES, 14(1), 37–54. http://revistas.um.es/ijes

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 131
Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

Kabooha, R., & Elyas, T. (2018). The Effects of YouTube in Multimedia Instruction for
Vocabulary Learning: Perceptions of EFL Students and Teachers. English Language
Teaching, 11(2), 72. https://doi.org/10.5539/elt.v11n2p72
Kai, T. F., & Hua, T. K. (2021). Enhancing english language vocabulary learning among
indigenous learners through google translate. Journal of Education and E-Learning
Research, 8(2), 143–148. https://doi.org/10.20448/JOURNAL.509.2021.82.143.148
Kielmann, K., Cataldo, F., & Seeley, J. (2012). Introduction to Qualitative Research
Methodology: A Training Manual. www.write-arm.com
Kurniati, A., Eliwarti, & Novitri. (2015). A Study On The Speaking Ability Of The Second
Year Students Of Smk Telkom Pekanbaru Studi Tentang Kemampuan Speaking Siswa
Kelas Dua Smk Telkom Pekanbaru. Jurnal Online Mahasiswa Fakultas Keguruan Dan
Ilmu Pendidikan, 2(2), 1–13.
Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review Of Key
Factors. MAKARA, SOSIAL HUMANIORA, 12(1), 9–20.
Lauri, M. A. (2019). WASP (Write a Scientific Paper): Collecting qualitative data using focus
groups. Early Human Development, 133, 65–68.
https://doi.org/10.1016/j.earlhumdev.2019.03.015
Lin, O. (2008). Student Views of Hybrid Learning. Journal of Computing in Teacher
Education, 25(2), 57–66. https://doi.org/10.1080/10402454.2008.10784610
Maspul, K. A., & Amalia, F. (2021). Normalisation of Schools in the Process of Face-to-face
Activities in Indonesia. Academia Letters. https://doi.org/10.20935/al3570
Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student perceptions towards the use of youtube
as an educational tool for learning and tutorials. International Journal of Instruction,
13(2), 119–138. https://doi.org/10.29333/iji.2020.1329a
Memiş, C. (2021). Elementary School Teachers’ Views Scale on the Using Zoom in
Compulsory Distance Education During the Pandemic: Psychometric Properties. The
European Educational Researcher, 4(2), 267–282. https://doi.org/10.31757/euer.428
Nashir, M., & Laili, R. N. (2021). Hybrid Learning as an Effective Learning Solution on
Intensive English Program in the New Normal Era. IDEAS Journal of Language Teaching
and Learning, Linguistics and Literature, 9(2), 220–232.
https://doi.org/10.24256/ideas.v912.2253
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis.
Language Teaching Research, 19(2), 129–132.
https://doi.org/10.1177/1362168815572747
Oyaid, A., & Alshaya, H. (2019). Saudi University Students Views, Perceptions, and Future
intentions towards E-books. Malaysian Online Journal of Educational Technology, 7(1),
68–75. https://doi.org/10.17220/mojet.2019.01.005
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance,
and learning outcome—A review of literature. International Journal of Information
Management, 43(May), 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Purwadi, Saputra, W. N. E., Wahyudi, A., Supriyanto, A., Muyana, S., Rohmadheny, P. S.,
Ariyanto, R. D., & Kurniawan, S. J. (2021). Student perceptions of online learning during
the covid-19 pandemic in indonesia: A study of phenomenology. European Journal of
Educational Research, 10(3), 1515–1528. https://doi.org/10.12973/EU-JER.10.3.1515
Rizal, D. (2017). Hybrid Learning of Daviq . com in the Subject of Teaching Listening and
Speaking Daviq Rizal. Vision: Journal For Language and Foreign Language Learning,
6(2), 177–191.
JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 132
Anabel and Siamnjuntak Obtaining Preferences from a Hybrid ……..

Saldaña, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.).
www.sagepublications.com
Samawiyah, Z., & Saifuddin, M. (2016). Phonetic Symbols through Audiolingual Phonetic
Symbols through Audiolingual Method to Improve the Students’ Listening Skill.
DINAMIKA ILMU, 16(1), 35–46.
Singh, J. (2017). Enhancing Student Success in Health Care Programs: Active Learning in a
Hybrid Format. Journal of Instructional Pedagogies, 18, 1–14.
https://files.eric.ed.gov/fulltext/EJ1182732.pdf
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face
Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-
Pandemic World. In Journal of Educational Technology Systems (Vol. 50, Issue 2).
https://doi.org/10.1177/00472395211047865
Sitzmann, T., Ely, K., Bell, B. S., & Bauer, K. N. (2010). The effects of technical difficulties
on learning and attrition during online training. Journal of Experimental Psychology:
Applied, 16(3), 281–292. https://doi.org/10.1037/a0019968
Sosas, R. v. (2021). Technology in teaching speaking and its effects to students learning
English. Journal of Language and Linguistic Studies, 17(2), 958–970.
https://doi.org/10.52462/jlls.66
Sutisna, E., & Halira Vonti, L. (2020). Innovation Development Strategy For Hybrid Learning
Based English Teaching And Learning. ENGLISH REVIEW: Journal of English
Education , 9(1), 103–114. https://doi.org/10.25134/erjee.v9i1.3783
Tolga Kayalar, M., Professor, A., & Binali, E. (2021). Perspectives of University Students on
the Efficiency of Synchronous and Asynchronous Learning. Journal of Educational
Leadership and Policy Studies.
Tümen Akyıldız, S. (2020). College Students’ Views on the Pandemic Distance Education: A
Focus Group Discussion. In International Journal of Technology in Education and
Science (IJTES) (Vol. 4, Issue 4). www.ijtes.net
Wongsuriya, P. (2020). Improving the Thai students’ ability in English pronunciation through
mobile application. Educational Research and Reviews, 15(4), 175–185.
https://doi.org/10.5897/ERR2020.3904
Zainuddin, Z., & Muftia Keumala, C. (2018). Blended Learning Method Within Indonesian
Higher Education Institutions. In Jurnal Pendidikan Humaniora (Vol. 6, Issue 2).
http://journal.um.ac.id/index.php/jphpISSN:2338-8110/eISSN:2442-3890
Zuraida Ihsan, H., & Wahidah, N. (2019). Teacher’s Efforts to Overcome the Students’
Difficulties in Speaking Ability. Voices of English Language Education Society, 3(2).
https://doi.org/10.29408/veles.v3i2.1273.g919

JOLLT Journal of Languages and Language Teaching, April 2022. Vol. 10, No.2 | 133