On the other hand, Mr. Chelto said that the internet connection constrained his class. His reason to say that internet connection is the major constraint is
reasonable. The internet connection in Indonesia is not satisfactory. It is proven when we access or download video. Although we use connection from a
university, I experienced it myself, it is still not satisfying. When I observed Mr. Chelto‟s class, I noticed that when students were accessing video at the same time,
it will buffer and leads to longer time to access. It then may affect the course content.
Blended learning depends much on the internet. More than a half of the activities is done online. Bersin 2004 suggests that network itself is a critical
component of blended learning infrastructure. All contents in the LMS takes some amount of bandwidth to run. Some students require low bandwidth to explore in
the internet; some others require high bandwidth. A teacher will find it difficult to run blended learning with low bandwidth. High bandwidth capacity freely
provided by university will enhance the implementation of blended learning.
c. Teaching Methodology
Both participants did not embrace certain steps which are applicable for all of his classes. Mr. Dedo said that he does not have stiff steps to follow. He started
the steps with material delivery. He did it in class room or when he has a file he uploads it then students download it to discuss in class. He calls it building
knowledge. He maximized the students understanding. Exploration is for enriching the input or practicing. It is defined not only to explore the material in
the internet but also exploring students‟ potentiality using technology. It is really beneficial for students to get better understanding of the material.
When students have built their knowledge, online class will continue with exploration. He considers face to face meeting significant in his class. The
classroomface-to-face teaching component remains central to blended language learning. Freisen 2012 stated many observers argue that there is no replacement
for face ‐to‐face contact, regardless of how far technology has evolved. For
example, face ‐to‐face contact facilitates the transfer of knowledge.
Neumeier 2005 in Marsh 2012 argues that the most important aim of a blended learning design is to find the most effective and efficient combination of
learning modes for the individual learning subjects, contexts, and objectives. Teacher as the implementer should be able to judge the ingredient. The focus is
not to choose the right or the best, or even the most innovative as opposed to the traditional class; but to create a learning environment that works as a whole. Thus
we can conclude that there is no such a rigid steps in blended learning class. A class may have different step from another depending on the students‟ need and
progress Concerning teaching methodology, he stated that he does not have rigid
steps to follow. He liked to make his class as fluid as possible according to his students‟ need. There were two subjects that apply blended learning, namely
Interpreting and Language Teaching Media. Those two classes have different steps in their learning. Flexibility is a principle that he applies. A class may have
different steps from another class. Even in a class, there possibly is more than an activity at the same time.
Blended learning report by Oxford Group 2013, state that in designing blended learning class we need to consider the learning objective. In addition to it,
Singh and Reed 2001 suggest that in blended learning, we are focusing on the learning objective rather than the method of delivery. The reason why Mr. Chelto
not to have stiff teaching steps is that he emphasizes on the objective rather than. The class necessity is also considered to decide the activity. For instance, he said
that if a class need a workshop then he will facilitate it. An advantage of blended learning is the flexibi
lity to select those areas based on your students‟ needs. Learning is more individualized based on the students‟ need. Providing more
personalized learning experience and learning support are the strengths of blended learning Marsh, 2012. His decision not to have specific, rigid steps is in
accordance with a principle in blended learning implementation in which personalization is the benefit.
Out of the steps in his class, a step he emphasizes is confirmation. This step is done after students have finished with their exploration to enrich input.
Confirmation is to find the concluding remark over what his students have been exposed to. Students, facilitated by him, discuss their findings. Here, Mr. Chelto
plays his role as a learning facilitator. Marsh 2012 suggests that one of teacher roles is to facilitate the blends. He facilitates the discussion which is social,
student-teacher interaction in classroom.
d. Teacher Function
