Abstrak
This research aimed to investigate the role of teacher as facilitators in blended learning in the seventh grade of SMP N 1 Solok. Blended learning has emerged as a powerful approach to enhance student engagement and improve learning outcomes; it integrates both face-to-face and online classes. However, in its implementation, the teacher is the main concern as her responsible for integrating learning in both settings. The purpose of the research was to examine whether the teacher played as involved facilitators, silent facilitators, or a combination of both roles in blended learning. This research employed a qualitative descriptive approach, involving observations and interviews with the teacher. The informant was Mrs. Yuli Maria S.Pd, the seventh grade English teacher in SMP N 1 Solok. The instruments used included structured observation sheets and semi-structured interview guides. The data collection techniques encompassed classroom observations, interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, which involved data reduction, data display, and conclusion drawing. The findings revealed that in face-to-face classes, the teacher plays her role as involved facilitator by actively guided and interacted with students. While in online classes, the teacher plays her role as silent facilitator by provided materials and guidance with less direct interaction. It was concluded that the teacher collaborates her roles in blended learning by using a collaborative group work model to ensure continuity between face-to-face and online classes.