A Critical Review of the Blended Learning Implementation in Indonesia

Abstract

Blended learning has become a popular approach in many educational settings, including in Indonesia, as it combines traditional classroom instruction with online learning activities. In the context of English Language Teaching (ELT), blended learning offers flexibility and the potential to enhance student engagement and independent learning. However, its implementation in Indonesia continues to face several challenges. This paper provides a critical review of the current issues encountered by Indonesian teachers in adopting blended learning in ELT classrooms. It highlights persistent challenges such as limited preparation of the teachers, lack of pedagogical support, and curriculum misalignment. In addition, new challenges have emerged, including inadequate internet access, limited availability of digital tools, and insufficient digital literacy among both teachers and students. These issues often result in blended learning being implemented in a shallow way, with limited student interaction and learning outcomes. The review also identifies gaps in teacher training and professional development, which hinder the effective integration of blended learning into classroom practice. To face these challenges, there is a need for more practical guidance, stronger institutional support, and further research that explores context-sensitive strategies for blended learning. This paper aims to contribute to the ongoing discussion by offering insights and recommendations for improving blended learning practices in Indonesian ELT.