Andi Musdariah, Muhammad Basri, Qashas Rahman
This paper focuses on the lecturers’ attitude on Blended Learning-based instruction in teaching English for Business in vocational higher education. It employs case study utilizing online survey research to gather data on lecturers’ attitude on Blended Learning within the lecture’s classroom interaction. Research result indicates that there were marked differences in the way the lecturers’ perceived on Blended Learning in teaching English for Business in Indonesian Vocational Higher Education. These differences influence their classroom teaching practices. The interconnection of the lecturers’ attitude on Blended Learning instructions towards their classroom led to the 3 categories of lectures such as (1) Rich Interactive Blended Learning (RIBL), (2) Moderate Interactive Blended Learning (MIBL) and Poor Interactive Blended Learning (PIBL). What is evident is that the more positive of the lecturer toward Blended Learning instruction in classroom, the better the performance they have on Blended Learning Instruction in teaching English Business in Indonesian Vocational Higher education. This study has sought to expand scholarly understanding of Blended Learning instruction in teaching English for Business in Indonesian Vocational Higher Education. © 2020 Asian EFL Journal Press. All rights reserved.
Post Graduate School, Universitas Negeri Makassar, Lecturer Politeknik Negeri Ujung Pandang, Indonesia; Universitas Negeri Makassar, Indonesia; Business Administration Department, State Polytechnic of Ujung, Pandang, Indonesia; Makassar State University, Victoria University, Ohio State University, United States; Makassar State University, Hasanuddin University, Indonesia
