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and Literature) 

Vol. 4 No. 1, 2023  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 
 

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An Adaptive Blended Learning in  
English Language Teaching  

 
Desi Puspitasari 

Institut Agama Islam Negeri (IAIN) Ponorogo, Indonesia 
desipus@iainponorogo.ac.id 

 
Citra Siwi Hanayanti 

Universitas Madura, Indonesia 
citra.siwi.hanayanti@unira.ac.id 

 

Abstract  

The post-Covid-19 outbreak exposes vulnerabilities in the educational 

system. The learning process shifts from online to blended learning. This 

article aims to describe the process of adapting blended learning for English 

education students. This article discusses the process of applying blended 

learning to English education students, the difficulties of doing so, and the 

impact on students who learn using blended learning at IAIN Ponorogo. 

This research was conducted on 6th-semester English education students at 

IAIN Ponorogo. The findings of this study show that the lectures were 

conducted in blended learning in the English education department at IAIN 

Ponorogo. The students said that blended learning helps them to understand 

the material easily. The finding of this study also revealed a positive impact 

experienced by students. Adaptive blended learning provides the students 

with new experiences as it combines virtual face-to-face learning and 

classroom interaction.   

 

Keywords: blended learning; English language teaching; EFL students 

 

INTRODUCTION  

Since the coronavirus disease (covid-19) spread to Indonesia, many 

human activities have had to undergo many changes. Educational activities 

have also experienced the impact of the emergence of the virus. To prevent 

the spread of   Covid-19, the government issued orders for all educational 

institutions to limit and even stop various activities that cause crowds 

and social contact. Since then, educational activities initially carried out 



ELTALL (English language teaching, applied linguistics 

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face-to-face in the classroom have to turn into distance learning with an 

online learning system. 

Online learning is a learning system that uses technology networks in 

the learning process (Susanti & Prameswari, 2020). The online learning 

system has been commonly used since 2020. Until the end of 2021, the 

government has permitted several levels of education in certain areas to 

conduct face-to-face learning again. However, it must be done within the 

limitations according to the level of PPKM in their respective regions. 

Many educational institutions are still implementing the two learning 

systems alternately to the current conditions of the spread of COVID-19. 

Many educational institutions are applying blended learning to adapt to the 

current pandemic conditions and educational needs. 

Combining face-to-face and online learning is becoming a new 

method of teaching and learning. It is called blended learning. It is an 

educational program in which learners learn, in part, through online 

learning, with some control over time, place, path, and pace (Puspitasari, 

2021). Hence, learners can benefit from it because space and distance no 

longer matter.  

The face-to-face classroom exists in the present. It overviews where 

the class is and how it progresses (Bukhari & Mahmoud Basaffar, 2019). Both 

teachers and learners interact in actual courses. The teachers can respond 

immediately to learners' misconceptions (Brown, 2002). They give correction 

of the student's understanding directly. It is also helpful to live up to the 

curriculum and focus on the entire group's attention (Tomlinson & 

Whittaker, 2013; Hrastinski, 2019). It enables the teachers to observe the 

learners' work and collaborate and teach them in a collaborative manner that 

develops interpersonal skills (Fahlvik, 2014). 

In this study, the researcher examines the process of adapting the 

implementation of blended learning to English education students at IAIN 

Ponorogo. In the pandemic era, students have virtual meetings during the 

learning process. In post-pandemic, the teaching-learning approach 

combines virtual and face-to-face interaction classrooms. In face-to-face 

learning classes, students practice their English skills directly by interacting 

with lecturers and friends. Still, since learning has been conducted online, 

many changes have occurred in it, directly impacting various aspects of 

student learning activities. Therefore, implementing blended learning is one 



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of the solutions to carrying out educational activities during the post-

pandemic outbreak. 

In another study conducted by Susanti & Prameswari (2020) regarding 

the application of blended learning during the COVID-19 pandemic, they 

found various challenges in the teaching and learning process experienced 

by students, teachers,  and parents in  SDIT  Nurul  Yakin and how they 

implement blended learning in English subjects. The learning process is 

carried out using online learning media in the form of google classroom 

and google meet, as well as offline learning, which is expected to be carried 

out by parents as teachers of the students at home. 

In this study, the researchers focus on the blended learning experience 

of English education students at IAIN Ponorogo and find out the student's 

perspectives. The research questions of this research include: (1) how the 

process of implementing blended learning for English education students, 

(2) what are the challenges of implementing blended learning for English 

education students, and (3) the impact of blended learning on English 

education students. 

The classroom activities can be effectively carried out by using blended 

learning. Using compelling interactive materials to access it online might be 

substituted for complete online learning in a mixed classroom approach. It 

may be followed by small-group work, seminars, discussions, or working on 

real-world case studies. The learners' performance in completing the 

activities is anticipated to improve.  

 

METHODS 

The research design used in this study was descriptive qualitative, 

where the data is collected in the form of words and presented 

descriptively (Cresswel, 2010). Qualitative research does not depend on the 

results of numerical calculations. The procedure for conducting qualitative 

research is flexible according to the field's needs, situations, and conditions. 

This method is used for analysis to describe and answer the studied 

problems in more detail. 

By the focus of this study, the researcher described the findings related 

to the blended learning adaptation process experienced by English 

education students in the 6th semester at IAIN Ponorogo for the 2021/2022 

academic year. The data obtained by the researcher was data from 



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interviews and observations. Interview data were acquired from the 

students of the English education department. The data obtained will then 

be analyzed in 3 phases: data reduction, data display, and conclusion. 

 

FINDINGS  

Based on the circular number: B-1363/ln.32.1/PP.00.9/02/2022 issued 

by IAIN  Ponorogo, the implementation of blended learning at  IAIN  

Ponorogo officially starts from the beginning of the even semester of the 

2021/2022 academic year. It was precisely starting on February 21, 2022. 

Blended learning at IAIN Ponorogo began to be implemented after 

previous learning activities had to be entirely online since the beginning of 

the Covid-19 pandemic. Implementing blended learning was regulated by 

policies set by the campus. Still, in practice, the procurement of activities 

learning in the classroom also depends on the consent of lecturers and 

students. 

In general, learning activities at IAIN Ponorogo are held for 14 

meetings in each course for one semester. In IAIN Ponorogo, blended 

learning was implemented by following the rules of online and offline 

learning schedules following existing regulations. English education 

students in the 6
th semester have been determined to conduct online 

learning activities for 7 weeks before the midterm exams and then only be 

able to hold face-to-face meetings after the midterm exam for 7 weeks of 

learning activities until before the final exam. 

During the process of teaching and learning with a blended learning 

model, to hold learning activities both online and offline, it is necessary to 

have learning media as a facility to support learning activities. In IAIN 

Ponorogo, the conventional classes (offline) classes are carried out in 

classrooms directly by utilizing physical media, just like the classes before 

the Covid-19 pandemic. The different thing about the classes is the 

implementation of health protocols. However, during online learning, 

using learning media such as LMS (Learning Management System), media 

conference apps, etc., is essential for the continuity of the teaching and 

learning process. The use of online learning media is even still used during 

face-to-face learning activities in blended learning. 

The data obtained showed that 5 (Tadris Bahasa Inggris/English 

education) TBI classes in the 6th semester, namely TBI A, B, C, D, and 



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and Literature) 

Vol. 4 No. 1, 2023  
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E, organized complete online learning activities during the pre-mid-

semester teaching and learning process. In contrast, there were some 

differences in teaching and learning activities after the mid-semester.  

According to the data obtained, the teaching and learning activities 

after mid-semester are primarily carried out online and offline. Even in 

some courses, many have held whole offline learning from mid-

semester until before the final semester. 

The most widely used learning media in all classes is Whatsapp 

Group. In addition to WhatsApp groups, Google classroom is an LMS 

application commonly used in teaching-learning. Virtual learning also 

cannot be separated from the conference app, where the most widely used 

in English education is the Google Meet application. Although these 

three apps are the most commonly used, many other apps are also used to 

support learning activities in English education classes, such as YouTube, 

e-learning, and zoom meetings. 

The researcher gave some questions regarding the learning experience 

using the blended learning method to some respondents from TBI A, B, C, 

D, and E. From the interview, the researcher asked the student's assessment 

of this blended learning on a scale from 1 to 5. It used the Likert scale. They 

stated that their learning experiences through blended learning were good 

(87%). Meanwhile, 10% of informants said it was very good.  

According to most respondents, the material presented during 

blended learning can be more easily understood because if the students 

have problems learning online or offline, they can ask questions to the 

lecturer directly during offline learning. In addition, with this learning 

model, students are not easily bored because they only have to do online or 

offline learning. 

All respondents felt that the biggest obstacle experienced during 

semester 6 was the learning conducted after the mid-semester exam. 

Many schedule changes occurred, and sometimes suddenly confused. 

The data shows some of the impacts felt by students, both negative 

and positive impacts. The impact experienced by students on the physical 

condition of students who become tired, some feel unable to understand 

the material due to confusion. Some feel it is easy to understand because 

learning is carried out with 2 models. Some feel blended learning is 



ELTALL (English language teaching, applied linguistics 

and Literature) 

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enough to provide variety in learning activities so that learning 

activities are not dull. 

 

DISCUSSION  

The COVID-19 pandemic forces all educational institutions to be able 

to adapt to various learning conditions. Conventional learning, generally 

done offline before the pandemic, had to be done online at the beginning 

of the covid-19 pandemic. Both learning models are standard, and even 

many educational innovations are commonplace in various educational 

institutions. One of them is the implementation of blended learning to 

organize educational activities. 

Educational activities that implement blended learning combine offline 

learning that is carried out face-to-face and online by utilizing a digital 

system; to be categorized as blended learning, at least 30 to 79% of 

learning activities must be carried out online using online learning media. 

Adaptive blended learning provides an individualized learning experience 

with technologies focused on the learners’ strengths (Greving et al., 2020).  

 The data shows that learning activities in English education semester 6 

IAIN Ponorogo can be categorized as blended learning. It is because, 

overall, over 55% of learning activities are carried out by utilizing online 

technology using several learning online learning media such as WhatsApp 

group, google classroom, e-learning, google meet, zoom meeting, and 

youtube. In contrast, the rest of the learning is done face-to-face (offline) in 

the classroom. 

 From the data obtained, most students think that with the 

implementation of blended learning, the learning material is more 

understandable than the previous learning method, which was only done 

online. Implementing blended Learning encourages students to quickly 

understand the material better and be more active in learning, to improve 

student learning outcomes. This learning also emphasizes students learn 

independently by utilizing various sources to increase their knowledge 

(Pardede, 2012; Singh, 2021). 

In addition, blended learning has other advantages, namely the 

efficiency of learning time management and variations in learning that make 

students not feel bored compared to online learning. This advantage is that 

blended learning offers more flexibility in terms of time, place, and variety of 

learning methods compared to online and face-to-face methods. Based on 



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and Literature) 

Vol. 4 No. 1, 2023  
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observations,  it also shows that blended learning makes it easier for 

educators to share their teaching and learning materials with students 

through various  LMS  (learning  Management systems) and other media as 

intermediaries between teachers and students. It is also said that the use of 

digital technology enabled online learning, where activities could be created 

to change in response to the demands of each individual student; Hernández 

& Ramírez, 2016). 

Implementing blended learning also has various shortcomings, 

especially for those applying this learning method for the first time 

(Picciano et al., 2014). From the data obtained based on the respondent's 

answers, all agreed that the biggest obstacle to implementing blended 

learning was the changing learning schedule. The schedule change results 

from the flexibility of time and place and blended learning variations. With 

this flexibility, lecturers and students can change the learning schedule 

according to the majority agreement. Due to the schedule change, students 

often experience confusion about when and where or with what media the 

learning will take place. 

From the implementation of blended learning that students have 

carried out for one semester. There are several impacts felt by students, both 

positive and negative impacts. Students can develop skills and experience 

using digital technology because blended learning can accommodate broad 

technological developments without having to leave face-to-face learning. 

A study conducted by Lynch & Dembo (2004b) found that in a blended 

educational setting, distance education and self-regulation literature 

identify learner self-regulation skills predictive of academic performance. 

In addition, with blended learning, most students can understand the 

learning materials well because, in online learning, students can do 

independent learning by exploring information via the internet. In contrast, 

the lab focuses on active learning and application experiences during face-

to-face learning. By having a strategy for organizing teaching, delivering 

appropriate, unique teaching, and making it easy for students during the 

learning process (Hockly, 2018), the students can be interested in the study 

field. With the teacher's good material delivery strategy, most students can 

easily understand the material. However, because the learning 

organization strategy, especially schedule organization, is still lacking, many 



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students feel confused. Learning becomes less efficient and makes it difficult 

for students to follow the learning process. 

According to (Nguyen, 2021), a mixed learning environment 

combines traditional face-to-face and online engagement. Many teachers use 

it as a top choice for higher education in contexts that are entirely online (Al 

Zumor et al., 2013). The flexibility of online access to both lecture/course 

materials and discussions in the asynchronous classroom is allegedly 

provided to learners by blended courses (Hardiansyah et al., 2021), 

including comprehensive online courses. The crucial component of a 

blended learning environment. However, it is the utilization of traditional 

face-to-face meetings to encourage and support an online social culture that 

supports information acquisition through interpersonal and group debate 

and disclosure (Shahroom & Hussin, 2018; Sasan & Rabillas, 2022; Olah, 

2019) 

 

CONCLUSION AND SUGGESTION  

Blended learning is a learning method that combines conventional 

classes with online digital technology-based courses that have various 

advantages. Among these advantages are the varied classes that make 

students not quickly get bored, the use of appropriate methods and media 

that can make students easy to understand the learning material, and 

advantages in terms of time, place, and learning media. Although there are 

many advantages obtained from blended learning, in its implementation, 

there are still various challenges that become obstacles for students in the 

learning process, such as the organization of learning that needs to be more 

neatly arranged so that learning becomes more efficient and can be readily 

accepted by students. With the implementation of blended learning, 

students felt a positive impact on learning, including the material being 

studied becoming easier to understand because of the collaboration in the 

use of various online learning media and the existence of face-to-face 

interactive classes. In addition to the positive impact, the application of 

blended learning also has a negative impact, namely student confusion due 

to some learning that is less efficient due to chaotic schedules that are not 

consistent and neat. 

Overall, the process of adapting the application of blended learning 

to English education students in semester 6 of IAIN Ponorogo is quite 



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acceptable for students. Although there are still various challenges in the 

learning process, this blended learning brings learning innovations that can 

be considered positive during the COVID-19 pandemic. 

 

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Brown, H. D. (2002). English Language Teaching in the “Post-Method” Era: 
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Bukhari, S. S. F., & Mahmoud Basaffar, F. (2019). EFL Learners’ Perception 
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Cresswel, J. W. (2010). Research Design: Pendekatan Kualitatif, Kuantitatif, dan 
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Fahlvik, M. (2014). The Teacher’s Role in the Blended Classroom. In Practical 
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Fazal, M., Panzano, B., & Luk, K. (2020). Evaluating the Impact of Blended 
Learning: A Mixed-Methods Study With Difference-in-Difference 
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Greving, S., Lenhard, W., & Richter, T. (2020). Adaptive Retrieval Practice 
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Hardiansyah, M. A., Ramadhan, I., Suriyanisa, S., Pratiwi, B., Kusumayanti, 
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Hockly, N. (2018). Blended Learning. ELT Journal, 72(1), 97–101. 

  



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Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 
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	Desi Puspitasari
	Institut Agama Islam Negeri (IAIN) Ponorogo, Indonesia
	Citra Siwi Hanayanti
	Universitas Madura, Indonesia
	Abstract
	INTRODUCTION
	METHODS
	FINDINGS
	DISCUSSION
	The data shows that learning activities in English education semester 6 IAIN Ponorogo can be categorized as blended learning. It is because, overall, over 55% of learning activities are carried out by utilizing online technology using several learnin...
	From the data obtained, most students think that with the implementation of blended learning, the learning material is more understandable than the previous learning method, which was only done online. Implementing blended Learning encourages student...
	In addition, blended learning has other advantages, namely the efficiency of learning time management and variations in learning that make students not feel bored compared to online learning. This advantage is that blended learning offers more flexibi...
	CONCLUSION AND SUGGESTION

