Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol 8.
No 2.
Oktober 2023, pp.
https://doi.
org/10.
17977/um039v8i22023p113 pISSN: 2548-9879 .
eISSN: 2599-2139 .
http://journal2.
id/index.
php/edcomtech The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic (VAK) Learning Styles on Students' Speaking Skills in Class XI English Language Learning Khopiya Nida1*.
Yayat Ruhiat2.
Isti Rusdiyani3
1,2,3
Pascasarjana.
Universitas Sultan Ageng Tirtayasa.
Jl.
Raya Jakarta Km 4 Pakupatan.
Kel.
Penancangan.
Kec.
Cipocok Jaya.
Kota Serang.
Prov Banten, 42124.
Indonesia.
Email corresponding author*: piyanida0797@gmail.
Article Info Article history:
Received 28-08-2023 Revised 12-10-2023 Accepted 02-11-2023 Published 20-11-2023 How to cite:
Nida.
Ruhiat.
, & Rusdiyani.
The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic (VAK) Learning Styles on StudentsAo Speaking Skills in Class XI English Language Learning.
Edcomtech: Jurnal Kajian Teknologi Pendidikan, 8.
, 113Ae125.
https://doi.
org/10.
17977/um039v8 A The Author.
This work is licensed under a Creative Commons AttributionShareAlike 4.
0 International License Abstrak Tujuan dari penelitian ini adalah untuk mengetahui pengaruh blended learning dan gaya belajar visual, auditory, kinestetik (VAK) terhadap keterampilan berbicara siswa saat belajar bahasa Inggris.
Metode penelitian yang digunakan adalah penelitian eksperimen.
Desain eksperimen yang digunakan adalah desain faktorial, sedangkan penelitian ini menggunakan non-equivalent control group pre-test.
Hasil penelitian menunjukkan bahwa: .
Terdapat perbedaan kemampuan berbahasa Inggris siswa yang diajarkan melalui blended learning dan online learning.
Terdapat pengaruh timbal balik antara model blended learning dan online learning serta pembelajaran visual, auditori, kinestetik (VAK) terhadap kemampuan berbahasa Inggris .
Terdapat perbedaan kemampuan berbahasa Inggris antara siswa yang diajar dengan blended learning dan pembelajaran online dengan pembelajaran visual.
Terdapat perbedaan kemampuan berbahasa Inggris antara siswa yang diajar melalui teknik blended learning dan pembelajaran online, dengan siswa yang mendapat pembelajaran auditory.
Terdapat perbedaan kemampuan berbahasa Inggris antara siswa yang diajar melalui metode blended learning dan pembelajaran online dengan siswa dengan gaya belajar kinestetik.
Kata kunci: blended learning, gaya belajar visual, auditory, kinestetik, keterampilan berbicara siswa Abstract The aim of this research is to determine the effect of blended learning and visual, auditory, kinesthetic (VAK) learning styles on students' speaking skills when learning English.
The research method used is experimental research.
The experimental design used was a factorial design, while this research used a non-equivalent control group pretest.
The research results show that: .
There are differences in the English language skills of students who are taught through blended learning and online learning.
There is a reciprocal influence between blended learning and online learning models as well as visual, auditory, kinesthetic (VAK) learning on students' English language skills.
There are differences in English language skills between students taught using blended learning and online learning with visual learning.
( .
There are 114 | Edcomtech: Jurnal Kajian Teknologi Pendidikan Volume 8.
No 2.
Oktober 2023, 113-125 differences in English language skills between students who are taught through blended learning and online learning techniques, and students who receive auditory learning.
There are differences in English language skills between students taught via blended learning and online learning methods and students with a kinesthetic learning style.
Keywords: blended learning, visual, auditory, kinesthetic, students' speaking skills.
INTRODUCTION
Distance Learning or often known ase-learning requires quite a lot of learning equipment, both in the form of hardware and software.
One of the distance learning software needed isLearning Management System (LMS)) (Muhson, 2.
LMS is a set of web-based systems that allow instructors, teachers, lecturers, or students to share materials, submit and complete assignments, and communicate with each other online (Setiawan, 2.
Conventional methods are still considered better than distance learning because the material is easy to understand and it is also easier to interact with the teacher.
On the other hand, distance learning also has several advantages, including efficiency and time flexibility, ease of submitting assignments, and transparency of grades (Nadziroh, 2.
To complement distance learning with conventional learning, a model is available Blended Learning or blended learning as a solution to overcome the weaknesses of distance learning.
Blended learning is a combination of two historically separate learning models, namely face-to-face .
learning systems and distributed .
learning systems, emphasizing the central role of computer-based information and communication technology in the learning model (Supriyadi & Subiantoro, 2.
Blended learning experts consider it capable of bridging the demands for advances in information systems which are developing very rapidly and the demands to maintain noble values or national character (Husamah, 2.
In several model studies Blended Learning can increase students' understanding (Maskar & Wulantina, 2.
provided that the learning devices have been properly prepared by the teacher (Abdullah, 2.
Even so during the pandemic Vivid-19 All face-to-face activities between teachers and students have been canceled as an effort to prevent transmission of the virus corona.
Some educators improvise by using media teleconference as a substitute for face to face.
Several services are available such as Zoom.
Google Meet.
Microsoft Team.
WebEX.
CloudX and others.
By replacing conventional face-to-face services with face-to-face services video conference This will certainly result in higher costs, especially for internet packages, plus you have to subscribe to the pro version to get all the application features video conference, not to mention that many areas do not have internet services yet.
Even though it feels difficult both financially and in terms of internet services, using video conferences can be used as a temporary alternative to establish interaction between educators and students (Wondo et al.
, 2.
With the use of modelsBlended Learning It is hoped that it will be able to improve students' academic abilities in the midst of conditions pandemic Covid-19.
Academic ability is a person's ability and skills in the academic field (Suciono, 2.
The academic field includes all knowledge taught in formal education.
Academic ability is closely related to cognitive or Intelligence Quotient (IQ).
Different from attitudes and behavior related to affective and competence which lead to psychomotor abilities.
Academic abilities will influence other learning outcomes, both in attitudes and behavior and student competence.
Nida.
Ruhiat.
Rusdiyani.
The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic A .
Based on aspects productive and receptive.
English learning is divided into 4 language components, namely: speaking and writing .
or aspect productiv.
as well as reading and listening .
or aspect receptiv.
These four skills are inseparable parts.
Student activities in learning English include all language competencies in the form of listening skills .
, speaking .
, read .
, and writing .
Speaking skill is one of the skills that requires mastery of other language skills.
Mastery of speaking skills often begins with reading practice .
eading alou.
, speaking skills also begin with writing down ideas to be practiced, and speaking skills also require the ability to pay attention and listen to the person you are speaking to.
By increasing speaking practice .
peaking practic.
it is hoped that students will master these four language skills more quickly and effectively (Suyanto, 2.
Problems that often arise in the English learning process for the majority of students are usually caused by two factors, namely: internal and external factors (Asroji, 2.
Internal factors are factors that arise from within the student, including motivation to learn and activeness in the learning process.
For external factors, students usually receive less practical stimulation from their teachers, either by inviting them to talk or using media and learning models based on the students center.
The classic problem that has arisen is that students do not have the courage to speak English.
Based on the researchers' experience, common problems cause obstacles to mastery of speaking skills .
peaking skil.
for students are: .
Student s lack confidence to practice speaking due to limited mastery vocabulary, .
Students are embarrassed and afraid of being laughed at by their friends if they make a mistake pronunciation, .
Students are not motivated to practice speaking skill due to ignorance of the learning objectives they are undertaking, .
In the learning process, teachers still use methods teacher center not students center, .
Teachers have not used media that is proportional to each competency being taught, .
Teachers are not clear enough in conveying learning objectives for each competency standard (SK) and Basic Competency (KD) to students, .
Teachers are not optimal in providing learning motivation in pre-activity learning.
Based on initial observations by researchers at SMK KARTIKA faced by a number of students in learning are .
When delivering material, the use of media is very minimal and less interesting so that students are not at all interested in the material being taught.
Limited teaching time means that teachers lack detail in delivering the material, resulting in students not understanding the material being taught.
This can influence students' low competency in English subjects, especially speaking skills (Speakin.
These problems arise due to the learning process which has been carried out online and learning from home, so that students are less than optimal in interacting with teachers regarding the material being One way to overcome the problem above is to use a learning model Blended Learning.
Blended Learning is combining the best features of learning in the classroom .
ace-to-fac.
and the best features of learning online to increase active independent learning by students and reduce the amount of face-to-face time in class (Khoiroh, 2.
With Blended Learning, students have more time to study and ask questions to the teacher, whenever and wherever students can access material via the web, video streaming, or communication (Maulida, 2.
In the learning process, teachers have an important role in making the knowledge taught acceptable to existing students (Yestiani & Zahwa, 2.
The learning process cannot be separated from the teacher's ability to develop learning models and methods that are oriented towards increasing the intensity of student involvement effectively in the learning process which can foster student interest, attention and motivation so that the learning process becomes more meaningful (Octavia, 2.
Social skills can not only be developed 116 | Edcomtech: Jurnal Kajian Teknologi Pendidikan Volume 8.
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Oktober 2023, 113-125 through material but also through various methods, media and evaluations (Komar & Winarsih, 2.
One model that can be used to improve social skills is the Blended Learning learning The learning model is one of the factors that influences learning, especially learning outcomes (Gunawan et al.
, 2.
The Visual.
Auditory.
Kinesthetic (VAK) learning style is learning that combines the three learning styles .
eeing, hearing and movin.
of each individual by utilizing the potential they already have by training and developing it, so that all students' learning habits are fulfilled.
Some preliminary research that has been carried out by previous researchers related to Blended Learning includes: Research by Daulay et al.
, .
concluded that there was an influence of Edmodo-based Blended Learning on Biology Science learning outcomes of class Vi students of SMP Negeri 5 Medan.
The learning outcomes that apply the Edmodo-based Blended Learning model are higher than the average learning outcomes that apply the direct learning model, meaning that the Edmodo-based Blended Learning model is able to increase student competency.
Next was Lubis' research .
entitled The Influence of Learning Models Blended learning and Learning Styles on Civics Learning Outcomes in Class VII at SMP Panca Budi Medan concluded that .
differences in models Blended Learning obtain higher Citizenship Education learning outcomes compared to students who are taught using the model Resource Based Learning, .
there is a difference in obtaining higher Citizenship Education learning outcomes with an auditory learning style compared to students who have a visual learning Researchers conducted more in-depth research regarding the influence of Blended Learning and Visual.
Auditory.
Kinesthetic (VAK) learning styles on students' speaking skills in learning English because this is related to learning conditions in the current new normal era.
METHOD
The research method used is experimental research.
Experimental research can be called a research method used to find the effect of certain treatments on others under controlled conditions (Sugiyono, 2.
The experimental design used is a factorial design.
This research design uses nonequivalent control group pretest design, namely research designed for an experimental group and a given control group pretest and post-test not selected at This design was chosen because during the experiment it was not possible to change existing classes.
Pretest used to equalize the initial knowledge of the two groups, whereas post-test used to measure students' English speaking skills after learning.
The dependent variable in this research is students' English speaking skills.
As an independent variable, the treatment is the learning approach, which is divided into two groups, namely Blended Learning and Online Learning .
-Learnin.
As a moderator variable is learning style Visual.
Auditory.
Kinesthetic (VAK), which are divided into three groups, namely visual learning styles, auditory learning styles, and kinesthetic learning styles.
Schematically, the research design can be seen in Table 1.
Table 1.
Research Design
Lelarning (A) Lelarning Stylel
VAK (B)
Visual (B.
Auditoryal (B.
Kinelstheltic (B.
Total Blelndeld Lelarning (A.
Onlinel Lelarning .
l-Lelarnin.
(A.
A1B1
A1B2
A1B3
A1B1 A1B2 A1B3
A2B1
A2B2
A2B3
A2B1 A2B2 A2B3
Nida.
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The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic A .
Information:
= Group of studelnts taught with Blelndeld Lelarning = Groups of studelnts who arel taught using Onlinel Lelarning = Group of studelnts who havel a visual lelarning stylel = Group of studelnts who havel an auditory lelarning stylel = Group of studelnts who havel a Kinelstheltic lelarning stylel A1B1 = Thel group of studelnts who arel taught using Blelndeld Lelarning and havel a visual lelarning stylel A2B1 = Groups of studelnts who arel taught using Onlinel Lelarning and has a visual lelarning stylel A1B2 = Groups of studelnts who arel taught using Blelndeld Lelarning and has an auditory lelarning stylel A2B2 = Groups of studelnts who arel taught using Onlinel Lelarning and has an auditory lelarning stylel A1B3 = Groups of studelnts who arel taught using Blelndeld Lelarning and has a Kinelstheltic lelarning A2B3 = Groups of studelnts who arel taught using Onlinel Lelarning and has a Kinelstheltic lelarning stylel The population referred to in this research is all class XI students of SMK KARTIKA Sampling in this study includednot random .
ot rando.
because the sampling was carried out by selecting deliberately according to the research objectives .
urposive samplin.
There are two data collected in this research, namely data about learning styles Visual.
Auditory.
Kinesthetic (VAK) and students' speaking skills in English subjects.
Data about student learning styles obtained from student scores after answering the instrument is in the form of a learning style questionnaire in the form of a scale likert.
Student learning styles in this research are attribute variables, so that the questionnaire results obtained can differentiate students who have learning styles Visual.
Auditory.
Kinesthetic (VAK).
Meanwhile, data about students' speaking skills is an assessment and student learning outcomes after receiving two learning models, namely Blended Learning and Online Learning .
-Learnin.
The data analysis technique used in this research is descriptive statistics and data analysis requirements.
Before conducting a hypothesis test, a general statistical test is first carried out in the form of descriptive statistics.
Descriptive statistics include mean, minimum, maximum and standard deviation which aims to determine the distribution of the data sampled in the research.
The data analysis requirements use the normality test and homogeneity test.
Data normality testing was carried out using the One-Sample KolmogorovSmirnov test.
Meanwhile, to test the homogeneity of the data, use a normality test with the help of the SPSS 21.
0 for Windows computer program with the condition that if sig.
> 0.
then the data is homogeneous.
This research uses a 2x3 factorial design, so two-way analysis of variance (Two Way ANOVA) is used.
RESULTS
Description of Research Data English Speaking Skills with Blended Learning (Experimental Grou.
English speaking skills of the experimental group using the learning modelBlended Learning obtained through a speaking skills test.
English speaking skills of the experimental group using the learning model Blended Learning for students who have different learning styles visual, it is known that there were 20 students with the lowest score of 65.
00, the highest score of 90 and a total score of 1605.
Average (Mea.
students' English speaking skills 25, and standard deviation (Std.
Deviatio.
6,97.
English speaking skills of the experimental group using the learning modelBlended Learning for students who have different learning stylesAuditoryal, it is known that there were 118 | Edcomtech: Jurnal Kajian Teknologi Pendidikan Volume 8.
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Oktober 2023, 113-125 20 students with the lowest score of 70.
00, the highest score of 95 and a total score of 1625.
Average (Mea.
students' English speaking skills 81.
25, and standard deviation (Std.
Deviatio.
6,85.
The English speaking skills of the experimental group used the learning modelBlended Learning for students who have different learning stylesKinesthetic, it is known that there were 20 students with the lowest score of 65.
00, the highest score of 90 and a total score of 1615.
Average (Mea.
students' English speaking skills 80.
75, and standard deviation (Std.
Deviatio.
6,74.
English Speaking Skills with Online Learning (Control Grou.
Data on English speaking skills of the control group usedOnline Learning obtained through a speaking skills test.
English speaking skills of the control group using the learning modelOnline Learning for students who have different learning styles visual, it is known that there were 20 students with the lowest score of 30.
00, the highest score of 80 and a total score of 1230.
Average (Mea.
students' English speaking skills 61.
50, and standard deviation (Std.
Deviatio.
13,48.
English speaking skills of the control group using the learning modelOnline Learning for students who have different learning stylesAuditoryal, it is known that there were 20 students with the lowest score of 40.
00, the highest score of 80 and a total score of 1300.
Average (Mea.
students' English speaking skills 65.
00, and standard deviation (Std.
Deviatio.
9,87.
The control group's English speaking skills used the learning modelOnline Learning for students who have different learning stylesKinesthetic, it is known that there were 20 students with the lowest score of 65.
00, the highest score of 90 and a total score of Average (Mea.
students' English speaking skills 75.
00, and standard deviation (Std.
Deviatio.
7,25.
Test Requirements Analysis Before testing the hypothesis, it is necessary to test the analysis requirements.
The data requirements needed to test a hypothesis are data that is normally distributed and homogeneous so that the research results can be justified.
Data Normality Test Like a direct data table from the results of the normality test analysis for each group based on the output from SPSS.
Table 2.
Normality Test Results Onel-Samplel Kolmogorov-Smirnov Telst
VISUAL AUDITORYAL KINELSTHELTIC VISUAL AUDITORYAL KINELSTHELTIC
Melan Std.
Delviation Absolutel Most ELxtrelmel Positivel Diffelrelncels Nelgativel Telst Statistic Asymp.
Sig.
-tailel.
Normal Parameltelrsa,b Based on Table 2, the Kolmogorov-Smirnov normality test for the visual learning style experimental group (A1B.
obtained a significance value (Sig.
) of 0.
Auditory learning style (A1B.
obtained a significance value (Sig.
) of 0.
Kinesthetic learning style A1B.
obtained a Nida.
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The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic A .
significance value (Sig.
) of 0.
This means that the experimental group's Sig.
> 0.
05, it can be concluded that the distribution of the experimental group data is normally distributed.
The normality test for the visual learning style control group (A2B.
obtained a significance value (Sig.
) of 0.
Auditory learning style (A2B.
obtained a significance value (Sig.
) of 0.
Kinesthetic learning style A2B.
obtained a significance value (Sig.
) of 0.
This means that the experimental group's Sig.
> 0.
05, it can be concluded that the distribution of the control group data is normally distributed.
Homogeneity Test The Homogeneity Test is used to determine whether several data population variants are the same or not.
If the significance value is more than 0.
05 then it can be said that the variance of two or more groups of data is the same.
Like a data table directly from the results of the homogeneity test with SPSS.
Table 3.
Results of the Homogeneity of Variance Test Sig.
Based on the results of table 3 data, it is known that the value is 0.
843, which means the Sig.
> 0.
So it can be concluded that these samples come from a population that has homogeneous variance.
Thus the use of variance analysis techniques has been fulfilled.
Before testing the hypothesis, first calculate the total score and average score for each group, which can then be used as a basis for statistical decisions for testing the hypothesis.
Like a data table directly from the results of analysis using SPSS.
Table 4.
Results of Two-Way Anova Analysis Delpelndelnt Variablel: ELnglish Spelaking Skills Typel i Sum
Sourcel
Df Melan Squarel
of Squarels Correlcteld Model
Intelrcelpt
FACTOR_A
FACTOR_B
FACTOR_A * FACTOR_B
ELrror Total Correlcteld Total R Squareld = .
444 (Adjusteld R Squareld = .
Sig.
Table 5.
Pairwise Comparisons Delpelndelnt Variablel: Spelaking Skills (I) Pelndelkatan Krelativitas Pelmbel ajaran Melan (J) Pelndelkatan Pelmbel ajaran Visual
Auditoryal Kinelstheltic 80,250 81,250 80,750 Melan Melan Diffelrelncel
(I-J)
61,500
16,250*
44,599
65,000 15,750* 33,499
75,000
4,194
Sig.
Based on the results of the Two Way Anova analysis in Table 4, for factor A, namely the Blended Learning and Online Learning learning approach, it is known that the Fcount = 220 with a Sig value.
= 0.
When compared with the Ftable value of 0.
= 2.
294, the 120 | Edcomtech: Jurnal Kajian Teknologi Pendidikan Volume 8.
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Oktober 2023, 113-125 Fcount > Ftable value .
220 > 2.
is obtained, as well as the Sig value.
< 0.
Thus.
H0 is rejected and H1 is accepted, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning.
This means that the learning model has a significant role in students' English speaking skills.
Meanwhile, for the interaction of factors A*B, namely the influence of the interaction of learning models and learning styles on students' English speaking skills, it is known that the Fcount = 6.
036 with a Sig value.
= 0.
When compared with the Ftable value of 0.
294, the Fcount < Ftable value .
036 > 2.
is obtained, as well as the Sig value.
Thus.
H0 is rejected and H2 is accepted, meaning there is an interaction, so it can be concluded that there is an interaction effect of the Blended Learning and Online Learning learning models with learning styles on students' English speaking skills.
This means that there is an effect of learning model factors on students' English speaking skills which are also influenced by students' learning style factors.
Based on the results of the Pairwise Comparisons analysis in Table 5, for Blended Learning and Online Learning in the visual learning style, it is known that the Fcount = 44.
with a Sig value.
= 0.
When compared with the Ftable value of 0.
= 2.
294, we get the Fcount > Ftable value .
599 > 2.
, as well as the Sig value.
< 0.
Thus.
H0 is rejected and Ha is accepted, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning for students who have a visual learning style.
This means that Blended Learning and Online Learning have a significant role in students' English speaking skills.
Based on Table 5, it is also known that the average learning value for Blended Learning is 80,250 while the average value for Online Learning is 61,500.
This means that there is a difference in the English speaking skills of students taught using Blended Learning and Online Learning of 18,750.
The difference in the results of the mean scores shows that Blended Learning is higher than Online Learning in influencing English speaking skills in students who have a visual learning style.
Meanwhile, the results of the Pairwise Comparisons analysis in table 5, for Blended Learning and Online Learning in the Auditory learning style, show that the Fcount = 33.
499 with a Sig value.
= 0.
When compared with the Ftable value of 0.
294, we get the Fcount > Ftable value .
499 > 2.
, as well as the Sig value.
< 0.
Thus.
H0 is rejected and Ha is accepted, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning for students who have an Auditory learning style.
This means that the learning model has a significant role in the English speaking skills of students who have an auditory learning Based on Table 5, it is also known that the average learning value for Blended Learning is 81,250 while the average value for Online Learning is 65,000.
This means that there is a difference in the English speaking skills of students taught using Blended Learning and Online Learning of 16,250.
The difference in the results of the mean scores shows that Blended Learning is better than Online Learning in influencing English speaking skills in students who have an auditory learning style.
As for the results of the Pairwise Comparisons analysis in table 5, for Blended Learning and Online Learning in the Kinesthetic learning style, it is known that the Fcount = 4.
194 with a Sig value.
= 0.
When compared with the Ftable value of 0.
294, we get the Fcount > Ftable value .
194 > 2.
, as well as the Sig value.
< 0.
Thus.
H0 is rejected and Ha is accepted, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning for students who have a Kinesthetic learning style.
This means that the learning Nida.
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The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic A .
model has a significant role in the English speaking skills of students who have a Kinesthetic learning style.
Based on Table 5, it is also known that the average learning value for Blended Learning is 80,750 while the average value for Online Learning is 75,000.
This means that there is a difference in the English speaking skills of students taught using Blended Learning and Online Learning of 5,750.
The difference in the results of the mean scores shows that Blended Learning is better than Online Learning in influencing English speaking skills in students who have a Kinesthetic learning style.
DISCUSSION
Differences in English Speaking Skills between Students Taught with Blended Learning and Online Learning Models Based on the results of the analysis of the Blended Learning and Online Learning learning models, the value Fcount > Ftable .
220 > 2.
was obtained with a value of Sig.
> 0.
05, so it can be concluded that there are differences in English speaking skills between students taught using Blended Learning and Online Learning.
These results indicate that there are differences in English speaking skills in this study due to different grouping systems in classes.
In the experimental class, each group is formed according to its learning This means that every student who has a visual learning style will join a group of students who have a visual learning style.
Likewise for Auditory and Kinesthetic learning styles.
In this research, the tendency of students in the experimental class for English speaking skills using the Blended Learning learning model is very significant, this can be seen in the students' enthusiasm during learning activities for students who are taught using the Blended Learning learning model when compared to students who are taught using the learning model.
Online Learning.
The results of this study are in line with previous research conducted by Nortvig et ,.
this research is a literature study regarding the impact of E-learning and Blended Learning in relation to learning outcomes, preferences and closeness of students.
The results of this research show that there are several factors that hinder E-learning and Blended Learning which are related to learning outcomes, preferences and closeness of students, including: .
the presence of educators in the learning process.
interactions between students, teachers, and content.
connection or relationship between online and offline Regarding English speaking skills among students who are taught using the Blended Learning learning model, it is certain that English learning activities will be more interesting for all students, because they can learn with complete facilities online or face to face.
Considering this data and the theories above, teacher accuracy is needed in choosing a learning model that suits the characteristics and needs of students, because choosing a learning model can improve students' English speaking skills.
So it can be concluded that the Blended Learning learning model has better English speaking skills compared to students who are taught using the Online Learning model.
The Influence of the Interaction between Blended Learning and Online Learning Models and Learning Styles on Students' English Speaking Skills Based on the results of the analysis of the interaction of factors A*B, namely the influence of the interaction of learning models and learning styles on students' English speaking skills, the value Fcount < Ftable .
036 < 2.
with a value of Sig.
< 0.
05, so it can be concluded that there is an interaction effect of learning models and learning styles on students' English speaking skills.
122 | Edcomtech: Jurnal Kajian Teknologi Pendidikan Volume 8.
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Oktober 2023, 113-125 The results of this research analysis show that there is an interaction effect of learning models and learning styles on students' English speaking skills.
This means that the variables of the Blended Learning and Online Learning learning models with each student's Visual.
Auditory and Kinesthetic (VAK) learning styles have a joint influence on students' English speaking skills.
There is cooperation between these two variables in influencing the dependent variable (English speaking skill.
The results of this research are in line with previous research conducted by Utama .
which concluded that there were differences in student learning outcomes between the Edmodo-based Blended Learning learning model and the learning model without Blended Learning in terms of student learning styles.
The results obtained were that using the Edmodo-based Blended Learning learning model in terms of student learning styles could improve student learning outcomes that were better than Each student has their own learning style.
Learning style does not always mean that students can only or are capable of doing one thing or one area, but is the way they choose to use to perceive or understand something.
Each individual has a different learning style because they also have different basic or natural traits, habits and choices of different ways of receiving and processing any new information they receive.
Learning style is a person's tendency to use a certain way of learning so that they can learn well.
So it must be understood that there is nothing wrong with the learning style that each student has.
It requires a special approach, interesting and innovative learning methods and media to facilitate and help students' learning process understand and master students' English vocabulary.
Differences in learning styles may also influence students' abilities in various areas of expertise.
accordance with the results of the research and discussion above, it can be concluded that there is a significant influence on students' English speaking skills who are taught using the learning model.
Blended Learning for students who have different learning stylesVisual.
Auditory, and Kinesthetic (VAK), compared with the English speaking skills of students who were taught using the learning modelOnline Learning for students who have different learning stylesVisual.
Auditory, and Kinesthetic (VAK).
Differences in English Speaking Skills between Students Taught with Blended Learning and Online Learning for Students with a Visual Learning Style Based on the results of the analysis of the Blended Learning and Online Learning learning models on visual learning styles, the Fcount > Ftable .
599 > 2.
value was obtained, with a Sig.
< 0.
Thus.
H0 is rejected and H1 is accepted, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning for students who have a visual learning style.
The use of stimuli in groups of students who are taught by learning Blended Learning and Online Learning, for English speaking skills adapted to students' learning styles.
For groups of students with a visual learning style, the stimulus provided is in the form of animated videos for each sub-topic of the lesson material.
In the learning process, the visual group was given time to listen carefully to the video.
The visual learning style makes students learn through looking, looking, and the More precisely, the visual learning style is learning by seeing something, either through pictures, diagrams, demonstrations, demonstrations, or videos.
The visual learning style helps students remember lesson material that they see directly so that this has a positive effect on students' English speaking skills.
Nida.
Ruhiat.
Rusdiyani.
The Influence of Blended Learning and Visual.
Auditory.
Kinesthetic A .
The results of this research are in line with previous research conducted by Utama .
which concludes that the Blended Learning learning model is better than the learning model without Blended Learning in terms of visual learning style.
Differences in English Speaking Skills between Students Taught with Blended Learning and Online Learning for Students Who Have an Auditory Learning Style Based on the results of the analysis of the Blended Learning and Online Learning learning models in the Auditory learning style, the value Fcount > Ftable .
499 > 2.
was obtained, with a value of Sig.
< 0.
Thus.
H0 is rejected and H1 is accepted, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning for students who have an Auditory learning style.
English speaking skills among students are taught by learning Blended Learning and Online Learning, for students with an auditory learning style, they are given stimulus by listening to audio during the material review process.
Apart from that, they were also given a stimulus by forming small groups within their groups so that in these small groups students could present .
isten t.
the results of their literature studies more easily to their fellow The Auditory learning style prioritizes the listener's senses.
Learning through hearing something can be done by listening to audio cassettes, lectures, discussions, debates, and verbal instructions .
The results of this research are in line with previous research conducted by Utama .
which concludes that the Blended Learning learning model is better than the learning model without Blended Learning in terms of the Auditory learning Differences in English Speaking Skills between Students Taught with Blended Learning and Online Learning for Students Who Have a Kinesthetic Learning Style Based on the results of the analysis of the Blended Learning and Online Learning learning models on the Kinesthetic learning style, the value Fcount > Ftable was obtained .
> 2.
, with a value of Sig.
< 0.
05, so it can be concluded that there are differences in English speaking skills between students who are taught using Blended Learning and Online Learning for students who have a Kinesthetic learning style.
English speaking skills among students are taught by learning Blended Learning and Online Learning, for students with learning styles Kinesthetic given a stimulus with a simple demonstration according to the subtopic of the lesson material.
Then students are asked to connect the demonstration with the literature on the subject matter.
Learning style Kinesthetic is learning through physical activity and direct involvement which can include handling, moving, touching, and feeling.
Students with learning styles Kinesthetic have a high tendency to do something they want to know or learn directly.
The results of this research are in line with previous research conducted by Utama .
which concludes that the Blended Learning learning model is better than the learning model without Blended Learning in terms of the Kinesthetic learning style.
CONCLUSION
Based on the results of research regarding influenceBlended Learning and learning stylesVisual.
Auditory.
Kinesthetic (VAK) on students' speaking skills in class XI English learning at SMK KartikaBlended Learning andOnline Learning.
There is an influence of interaction between learning modelsBlended Learning andOnline Learning with learning stylesVisual.
Auditory.
Kinesthetic (VAK) on students' English speaking skills.
There are differences in English speaking skills between students who are taught and taughtBlended Learning and 124 | Edcomtech: Jurnal Kajian Teknologi Pendidikan Volume 8.
No 2.
Oktober 2023, 113-125 Online Learning for students who have different learning styles visually.
There are differences in English speaking skills between students who are taught and taughtBlended Learning andOnline Learning for students who have different learning styles Auditory.
And there are differences in English speaking skills between students who are taught and taught Blended Learning andOnline Learning for students who have different learning styles.
From the results of this research and conclusions, researchers can provide suggestions that teachers should be able to increase their insight regarding learning innovation so that they are able to implement and develop learning in the classroom in a more innovative and varied manner so that it can have a positive impact in increasing students' knowledge competence and achievement One approach or learning model that can be recommended for teachers in creating varied learning is the learning model Blended Learning.
And as a teacher you must increase your role as a motivator and facilitator.
It is recommended that future researchers expand the material used in research so as to enable broader generalizations.
REFERENCES