ODD-EVEN SYSTEM IN BLENDED ENGLISH LEARNING: A STUDY OF TEACHERS’ AND STUDENTS’ ACTIVITIES AND PERCEPTIONS

Abstract

This study aims to find out about teachers’ and students’ acitivities and perceptions on the application of odd-even system in blended English learning. This study uses the qualitative-descriptive method to achieve the research objectives, the data collected were in the form of questionnaire and interviews. The data resources in this study were the English teachers and the eleventh grade of SMAN 10 Pinrang In order to get the sample, this study was used convenience sampling for the interview instrument and simple random sampling technique for the questionnaire instrument. The results of data analysis showed that (1) Teachers' activities on the application of odd-even system in blended English learning were divided into 3 namely preparation, implementation, and evaluation. (2) Students' activities on the application of odd-even system in blended English learning are divided into 5, namely visual activities, oral activities, listening activities, writing activities, and mental activities. (3) Teachers' perceptions on the application of odd-even system in blended English learning, namely the system has been implemented well despite time constraints and lack of student attention, but this system can increase teacher-student interaction. (4) Students' have positive perceptions on the application of odd-even system in blended English learning because it has several benefits based on the perceptions of teachers and students.Based on the discussion considerations, the researchers concluded that the activities implemented by teachers and students were not much different during learning before and after the odd-even system in blended English learning, besides that it also had several benefits. Therefore, the application of the odd-even system is either used in blended English learning or limited face-to-face.

 Keywords— teachers’ and students’ activities, teachers’ and students’ perceptions, odd-even system, blended English learning.