Blended Learning: Indonesian EFL Learners Cognitive Pedagogical Strategy

Fitra Pinandhita, Gunarhadi, Mohd. Hanafi Bin Mohd Yasin, Munawir Yusuf


This study aims to explore the implementation of proper language strategy in English learning within blended learning during the period of the COVID-19 pandemic. The research was conducted at Universitas PGRI Madiun in Jawa Timur, Indonesia. The location of the study is a non-major English class that is spread across two different faculties and departments that enable blended learning during the study. The subjects or participants of this study were the 70 students of primary education department and physical education and sports departments of Universitas PGRI Madiun. The method for analyzing the data included the data reduction and displaying, and drawing the conclusion. The authors discovered a theoretical and pedagogical gap from previous research. The research results show that students prepared and highly used cognitive strategies in learning English as described below: visual strategy (arranging Google meeting with lecturers and delivering material); verbal strategy (students ask questions to lecturers when students do not comprehend information); listening strategy (listening to lecturers’ explanation in online class); writing strategy (participating in online pop quizzes); matrix strategy (having conversations with others). Moreover, students’ respond towards their cognitive implementation within blended learning included step 1 (conveying the learning objectives that students want to achieve and motivating students to learn), step 2 (preparing the materials, inviting students to download the library materials), step 3 (explaining the materials and prepared materials), step 4 (forming students into groups), step 5 (guiding students to the presentation, inviting students to present discussion results); step 6 (confirming discussion results and presentation, giving a few questions to students associated with discussion and presentation and providing students with an opportunity to ask vague questions), and step 7 (evaluating groups and individual quizzes.


Keywords: cognitive pedagogical strategy, blended learning, EFL learners, COVID-19.

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