The advance of the technology has made the teaching and learning process happens interestingly. It
has also carried a great way to teaching reading at the English as a Foreign Language Class in Indonesian
University Context. Accordingly, it becomes feasible to design blended pedagogical practices. This study argues
that blended learning may give impact of fluency training and strategy instruction on reading. It is intended to
engage students’ attitude, interests and motivation on reading development (Grabe & Stoller, 2002). Thus, this
qualitative study reports a series of classroom activities in teaching reading by implementing blended learning
(Fraenkel & Wallen, 2007). Through this pedagogical practice, students get the advancement of their learning
experience. As in conventional teaching and learning English, teaching reading through blended learning covers
learning process in the form of face-to-face teachings, guidance on participant blended learning –be there as
classroom instructions and online learning, training and assessment (Marsh, 2012). The model is in the form of
an interactive teaching method. Conveniences that can be fashioned are the interactive learning through tutorials,
drills, online learning, tools and open-ended learning environments. It not only facilitates English language
learning but also allows the implementation of the advancement of information technology.
Keywords: blended learning, teaching reading, TEFL in an Indonesian University Contex
