Islamic University of Indonesia, Yogyakarta
The purpose of this study was to provide educators and other individuals research data who are interested in the Station Rotation blended learning model with an opportunity to peek inside a classroom setting as the model was being implemented in language classroom with large student enrolment. The research used class action research with two cycles in which first cycle applied three stations in one time; then continued by two station with brain storming closing to maximize the exploration of each station member. Active learning was infused to maximize each students performance during the stations. The result shows that (1) active learning infused into vocabulary station were : The power of two, everyone is a teacher here, etc. ; active learning strategies infused into speaking station were : team quiz, jigsaw learning, fish bowl, etc; and active learning infused in writing station were : the power of two, write here and now. (2)The result of variance shows the difference and the number of observation samples for the value of pre test as many as students and the value of post test as many as 54 students. Based on the result of t-stat analysis of -3.1573944259. The hypothesis used is a two-way hypothesis that uses two tail, the result t table is 1.670648865 with probability 0,002491215. Because the probability value is less than α = 5 percent or by looking | t-stat |> t-table so it rejects H0 which means there is a significant difference between the student score before and after the station rotation learning model application with infused active learning strategies.
Active Learning, Station Rotation, Blended Learning, English Classroom