Generic Structure of Exposition Text

disparate mix-and-match elements. For example, students may be asked to view a digital video , then asked to post a short response about the video on electronic bulletin board. Or students may be asked to assemble a web page of their own on a certain topic, which they then must themselves post on the course website. 25 For some resons, some people may confuse in dfifferentiating the terminology of blended learning with some others likes e-learning, distance learning and face to face which always comes out when we talk about blended learning. For detail, Mason and Rennie define it clearlly on the figure bellow: Figure 2.1 The relationship among blended learning, elearning, distance learning,and face to face learning. 25 Susan Ko and Steve Rossen, Teaching Online a Practical Guide, Second Edition, New York: Houghton Mifflin Compeny, 2004 p. 240 From the picture above it could be seen that distributed education is a broader term which includes aspects of ditance and online education, as well as blending with face-to-face learning. 26 From paragraphs above can be seen that blended learning is a learning model which is combination of face-to-face learning and online learning. Blended learning itself defines into three specific categories which are web enhanced, media enhanced, and web augmented. The term of blended learning itself is a part of distance learning which consist of online learning, but also consist of face-to- face traditional learning in the scope of distributed education the largest term.

2. The Strengths of Blended Learning

Teaching language in 50 EFL students in meaningful, creative, and collaborative way without turning the blended class into a circus is a huge challenge, particularly in a learning environment where students are encouraged to take an active role. Blended instructional model using traditional resource and online technology for learning purposes are not new. 27 In informal education such as courses, blended learning model is their usual learning model. A lot of courses have employed this learning model because it gives opportunities for development of teachers, learners and learning itself. Tho se opportunities can increase students’ motivation and responsibility, a student-centered approach based on individualization, and also accepting the new and dynamic learner’s and teacher’s roles. 28 Furthermore, Krasnova and Sidorenko state that blended learning can be used to achieve the following pedagogical goals. a. To prepare students for independent and productive activity which can develop several skills. Those skills are constructive and algorithmic thinking, 26 Robbin Mason and Frank Rennie, Elearning The key Concept, New York: Routladge Tylor Francis Group, 2006 p.xvii 27 Joy Egbert and Elizabeth Hanson Smith ed, CALL Environment Research, Practice and Critical Issue, Second Edition, Washington: Teachers of English to Speaker of Other Languages, Inc, 2007 p. 404 28 Kristina Mullama, Blended Learning in Language and Interpreter Training, ICT for Language Learning 6 th Edition, 2013.