Exploring Efl Students’ Adaptation to Blended Learning

Abstract

English as a Foreign Language (EFL) plays an important role in Indonesia’s education system, particularly at the junior high school level. With the advancement of technology, blended learning combining face-to-face and online instruction has become an increasingly common approach in English classrooms. However, adapting to this learning model remains a challenge for many students, especially those accustomed to traditional teaching methods. This study aims to explore how EFL students adapt to blended learning and to identify the strategies they employ to overcome related challenges. The research applied a qualitative case study design at SMP Alfaqih Muqaddam, involving 15 students in the 2024/2025 academic year. Data were collected through observations, interviews, and questionnaires. The findings revealed that most students were able to adapt well to blended learning. They demonstrated high motivation, active participation, and confidence in using digital tools. Nevertheless, some students experienced difficulties in managing time and maintaining focus during online sessions. To cope with these challenges, students applied several strategies such as taking notes, participating in peer discussions, reviewing materials repeatedly, and utilizing online learning resources. Teacher guidance and peer support were also found to be crucial in helping students adjust to the blended learning environment. The study indicates that EFL students at SMP Alfaqih Muqaddam have shown positive adaptation to blended learning, although aspects such as time management and consistency still require improvement. The findings suggest that continuous support and interactive learning design are essential to enhance students’ engagement and learning outcomes in blended learning contexts.