After two years of school closure, the Government of Indonesia has released a new approach to accommodate the need for the teaching and learning process in the new normal time. Such an approach is expected to enable teachers to manage the classes flexibly through both offline and online channels. The present study aims to explore how English teachers in Indonesia respond to the implantation of Blended Learning approach at schools in the post-pandemic situation. The study employed a multiple case study approach to reveal the lived experiences of four English teachers from selected senior high schools in East Lombok. In collecting the data, the researchers employed observations, interviews, and documentation. The process of data analysis was went through a number of processes. The data resulted from interviews were transcribed, grouped and sorted according to emerging themes. The overall findings of the study show that the problems of implementing blended learning apparently appeared due to
i) The lack of teachers’ knowledge of technology,
ii) Inadequate internet access,
iii) The students’ lacked ability to adjust to the learning system and
iv) The lack of parental supports.
The implementation of blended learning by the three English teachers was found to be unsuccessful because the teaching and learning process went inadequately through the synchronous learning activities only. The study found that teachers’ responses to the policy of blended learning went into two directions. Three participants accepted the blended learning whereas one teacher did not. These types of responses insinuate that what is laid down in the policy is not always responded accordingly. Furthermore, the problems in implementing blended learning were discussed thoroughly in this article.
Keywords: The teaching of English, online learning, blended learning, new normal
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