The Effectiveness of Blended Learning on Students' Scientific Article Writing Skills


  • Yunisa Oktavia Lecturer of English Literature Department, Universitas Putera Batam, Indonesia and Doctorate Program, Language Pedagogy, Universitas Negeri Padang, Indonesia
  • Atmazaki Doctorate Program, Language Pedagogy, Universitas Negeri Padang, Indonesia
  • M. Zaim Doctorate Program, Language Pedagogy, Universitas Negeri Padang, Indonesia


Blended learning, scientific article


Students enrolled in general Bahasa Indonesia courses at universities must learn to write scientific articles. Students struggle to write scientific articles because it is difficult to find writing topics. Students also struggle to come up with creative ideas for scientific articles. Furthermore, the situation of students who work while studying facilitates the use of the blended learning method. Because it is supported by three face-to-face learning components, e-learning empowerment, and mobile learning, the collaboration of blended learning components has a positive impact on student learning development. Learning to write scientific articles was done in a hybrid fashion during the covid-19 pandemic. During the pandemic learning process, blended learning proved to be an extremely effective solution. The study employs an experimental design with research samples drawn from UPB State Administration students in the odd semester of 2021/2022. The findings revealed that blended learning was very effective in improving students' learning outcomes for writing scientific articles. Based on the results of statistical tests, the following conclusions were reached. First, the blended learning method has an effect on students' learning outcomes when it comes to writing scientific articles because   and  = 1,657   means t with dk=25. Second <  (0,30 < 1,25), for interaction = 0,05, indicates that there is no interaction in learning to write scientific articles using the blended learning method.


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