AN INQUIRY INTO THE EFFECT OF BLENDED LEARNING AND LEARNING STYLES ON ENGLISH LEARNING OUTCOMES

Abstract

This study investigates the effect of students’ learning styles and their perceptions of blended learning on learning outcomes using a mixed-methods sequential design involving 94 sixth-semester English Department students at the State College for Islamic Studies (STAIN) Ponorogo, with the sample matching the population size. Data were collected through questionnaires, documentation, observation, and in-depth interviews, with quantitative analysis conducted via Simple Linear Regression using SPSS 19.00 for Windows, and qualitative data analyzed using Miles and Huberman’s model of data reduction, display, and conclusion drawing. Findings revealed a significant effect of learning styles and perceptions of blended learning on learning outcomes, with the regression equation Y = 76.784 + 0.595X1 + 0.312X. The lecturer implemented various blended learning models that integrated online and offline interactions, utilizing platforms such as Edmodo, emails, and blogs alongside face-to-face discussions, enabling students to share ideas, communicate, and engage collaboratively to enhance learning outcomes.