Indonesian Undergraduate Perception on Cased-Based Learning with Blended Learning in EFL Paragraph Writing Skill

Authors

  • Ilham

    English Education Program, Universitas Muhammadiyah Mataram, Mataram 83118, Indonesia
  • Siti Kustini

    English Language Education, Banjarmasin State Polytechnic, Banjarmasin 70123, Indonesia
  • Irma Savitri Sadikin

    English Language Education, Esa Unggul University, Jakarta 11510, Indonesia
  • Etika Ariyani

    English Education Program, Universitas Muhammadiyah Mataram, Mataram 83118, Indonesia
  • Edi

    English Education Program, Universitas Muhammadiyah Mataram, Mataram 83118, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i10.10296
Received: 31 May 2025 | Revised: 20 June 2025 | Accepted: 1 August 2025 | Published Online: 16 October 2025

Abstract

Paragraph writing remains one of the most challenging skills for both Indonesian EFL students to acquire and for EFL teachers to instruct. This difficulty is frequently attributed to students' limited vocabulary, insufficient grammatical competence, and challenges in summarizing and paraphrasing. Therefore, the implementation of effective instructional strategies for teaching paragraph writing is urgently needed to address this issue. This study investigates students' perceptions of the implementation of case-based learning (CBL) integrated with blended learning in English as a Foreign Language (EFL) paragraph writing instruction. Employing a mixed-methods approach, quantitative data were gathered through an online questionnaire comprising 31 Likert-scale items distributed across four subscales: motivation, learning process, learning outcomes, and support impact. The motivation subscale included 3 items, while the learning process, learning outcomes, and support impact subscales comprised 12, 6, and 11 items, respectively. Qualitative data were collected through semi-structured interviews to gain deeper insights into the learning experience. The participants of this study were 35 EFL students from the English Department at Muhammadiyah University of Mataram. Quantitative findings indicate that students held positive perceptions of the CBL-blended learning model, highlighting increased motivation, active participation, academic interaction, enhanced paragraph writing skills, critical thinking, creativity, and effective use of technology. The interview data further revealed improvements in student collaboration and communication, as well as greater engagement and comprehension of paragraph writing material. These findings suggest that integrating case-based and blended learning approaches holds significant potential for enhancing EFL writing instruction and offer practical implications for educators and policymakers.

Keywords:

Paragraph Writing; Blended Learning; Perception; Case-Based Learning

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How to Cite

Ilham, Kustini, S., Sadikin, I. S., Ariyani, E., & Edi. (2025). Indonesian Undergraduate Perception on Cased-Based Learning with Blended Learning in EFL Paragraph Writing Skill. Forum for Linguistic Studies, 7(10), 1356–1371. https://doi.org/10.30564/fls.v7i10.10296

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Vol. 7 , Iss. 10 (October 2025)

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Copyright © 2025 Ilham, Siti Kustin, Irma Savitri Sadikin, Etika Ariyani, Edi

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