Blended Learning for Aviation School

Abstract

Blended learning has been identified as a highly promising instructional approach within vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditional and blended learning environments. The present study employs a quantitative research approach, utilizing an experimental design. The sample for this study comprised 120 cadets, with 24 cadets representing the Medan Aviation Polytechnic and 96 cadets representing the Surabaya Aviation Polytechnic. The results of this study suggest that the mere adoption of technology and the removal of the traditional classroom setting do not suffice in establishing an optimal learning environment for individuals learning a second or foreign language. Nevertheless, there exists a considerable opportunity to amalgamate conventional educational settings with contemporary technological advancements in order to enhance students' academic achievements across various abilities and sub-skills, with a particular emphasis on oral communication proficiency. Based on the results obtained from the study, it is possible to draw the following conclusions: 1) A statistically significant disparity exists in the proficiency of English speaking skills when employing the blended learning approach. 2) A statistically significant discrepancy is observed in the proficiency of English speaking skills for the experimental group, thereby corroborating the efficacy of post-implementation learning strategies.