This study aims to describe how blended learning is implemented and how English communicative competence is improved for university students. The research was conducted at Nahdlatul Ulama Islamic University, Jepara Indonesia. This is descriptive qualitative research with a case study approach. The subjects of research are English instructors and university students. The informants are 20 English language instructors and 10 students. The data were collected by the technique of interview, questionnaire, and observation. The data were analyzed through data collection, data reduction, data presentation, and concluding. Blended learning based-model at the University is implemented through conversation and dialogue in pairs or groups, teacher-student interaction, literature usage, classroom simulation, and role-play, computer-assisted classroom activities, reading English news and watching English TVs, and participating in social media through e-mail, WhatsApp and Facebook and so on. communicative competence attained along with the activities of blended learning implementation are grammatical competence, sociolinguistic competence, strategic competence, and discourse competence. This study recommends employing the activities of the communicative language teaching approach and supporting modern technologies to achieve better English communicative competence.