Abstract
This study aimed to explore information from 44 Students of Primary Teacher Training Education Department as the sample of research. The 40 items of statement in questionnaires designed from positive point of view and scaled in Likert from; strongly agree (5) to strongly disagree (1). By the content area of two basic research questions in regard to Preferences and benefit for students in applying a sequential blended learning material in teaching English. Data was analyzed in statistic descriptive to get meaning. The result found that, there was 4,22% of students respond to items of questionnaires to more agree and strongly agree to the statements of questionnaires. This total average number of the respond of 44 students were found in 4,6816 % in questionnaires that represented preferences (13 items of statements) and 3,7727% in average found in statement of questionnaires that represent benefits (27 items of statements), meant there was positive respond toward this teaching approach and fixing to the preferences of student and scaffolded students’ other related scientific literacy.
Highlights
It is logical to say that there is no reason to explain any scientific knowledge in detail but is by another or many other different scientific pieces of knowledge
Participants are only pursuing information by behind monitor screen, virtual reality is formed, and opportunities are not limited by time and space (Drori, Manjikian) in an online This study concerned on an integrational sequence of teaching materials for the non-English language learners Pattimura University
Questionnaires were designed in a positive point of view to which tended to explore information as data in terms of the benefits and preferences of students in teaching English providing readily used materials in the form of English-speaking videos provided on the internet online, the Edpuzzle, and YouTube, an adaptive way to scaffolding the non-English language learners’ scientific literacy and the English subject in periodical meeting sequentially
Summary
It is logical to say that there is no reason to explain any scientific knowledge in detail but is by another or many other different scientific pieces of knowledge. Any type of knowledge is integrated, such as (Munz 92) to see a piece of knowledge is at least from a “threedimensional” point of view or even from the irrational commitment, means to consideration detail and comprehensively. To situate specific content activities of teaching integrally and suitably to the four parts of teaching components, using media, material, method, and management has needed take into account. Even though in each of the four teaching components in a detail scientific sites is not a narrow content area, means each one of all parts has its particular scientific disciplines for comprehensiveness, but, today’s technological, computerized development and internet as the most revolutionary invention breaks the barriers, making the world narrow down, and the difficulties access might have changed to be easy access. Participants are only pursuing information by behind monitor screen, virtual reality is formed, and opportunities are not limited by time and space (Drori, Manjikian) in an online (https://www.essaywriting.expert/the-internethas-made-the-world-smaller) This study concerned on an integrational sequence of teaching materials for the non-English language learners (students of primary school teacher education) Pattimura University
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