Flipped Classroom Learning Model: Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class
This study is aimed at describing the implementation of flipped classroom learning model and analyzing the impact of this learning model on students’ satisfaction on Grammar class. This study was conducted at Universitas Teknokrat Indonesia. The participants of this study were 48 students of English Education study program who enroll Intermediate Class. The design of this research was descriptive qualitative. Data were obtained from observation, questionnaire and interview. Observation technique was used to gain information on how flipped classroom learning model implemented. Questionnaire consists of 13 statements an participants may respond on the level of strongly agree, agree, neutral, disagree and strongly disagree to gain information about impact of flipped classroom learning model toward students’ satisfaction. Interview was administered to strengthen the data of questionnaire. The results of this study were flipped classroom learning model has been well-implemented in teaching grammar. This learning mode broke the physical limitation between students and lecturers. Another result of this study was the students satisfy with the learning process carried out using flipped classroom. It was found that flipped classroom was easy to implement, promote self-directed learning and improve grammar knowledge. It can be suggested that flipped classroom learning model is an alternative mode incorporating education with technology advancement.
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. English Language Teaching, 9(10), 60-80.
Al-Kathiri, F. (2015). Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges. English Language Teaching, 8(1), 189-204.
Al-Okaily, R. (2015). Mobile learning BYOD implementation in an intensive English program. International handbook of e-learning: Implementation and case studies, 2, 311.
Alresheed, S., Raiker, A., & Carmichael, P. (2017). Integrating computer-assisted language learning in Saudi schools: A change model. In Handbook on digital learning for K-12 schools (pp. 369-380). Springer, Cham.
Al-Shehri, S. (2011, October). Context in our pockets: Mobile phones and social networking as tools of contextualizing language learning. In Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 278-286).
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
Astrid, A (2011). Pembelajaran Tata Bahasa Inggris secara Komunikatif dengan Penyajian Induktif dan Pengintegrasian Keterampilan Berbahasa: Studi Kasus di Kelas Bahasa Inggris I di IAIN Raden Fatah Palembang. Jurnal Ta’Bid. 16(2), 175-208.
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.
Bergman, J., & Sams, A. (2014). Flipped learning. Flipped Learning Netwoks.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
Creswell, J. W. (2012). Educational research; planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ : Pearson Prentice- Hall
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. science, 332(6031), 862-864.
Foote, C. J., Foote, C., Vermette, P. J., & Battaglia, C. (2001). Constructivist strategies: Meeting standards and engaging adolescent minds. Eye on Education.
Graham, C. (2006). Blended Learning System. Definition, Current trend and Future Direction. In C.J. Bonk, & C.R. Graham. The Handbook of Blended Learning: Global Perspectives, Local designs. San Fransisco, CA: Pfieffer.
Haake, S. (2013). 'English in the cloud': The experience of one school in moving its curriculum and learning content online. Literacy Learning: The Middle Years, 21(3).
Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS Tesol journal, 2(1), 98-109.
HOMMA, J. E. B. (2015). Learner autonomy and practice in a flipped EFL classroom: Perception and perspectives in new digital environments.
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
Husamah, H. (2014). Pembelajaran bauran (Blended learning). Research Report.
Johnson, G. B. (2013). Student perceptions of the flipped classroom (Doctoral dissertation, University of British Columbia).
Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41-72.
Keengwe, J. (Ed.). (2014). Promoting active learning through the flipped classroom model. IGI Global.
Kostka, I., & Brinks Lockwood, R. (2015). What’s on the internet for flipping English language instruction. Tesl-Ej, 19(2), 1-12.
Mandasari, B. (2020). The Impact of Online Learning toward Students’ Academic Performance on Business Correspondence Course. EDUTEC: Journal of Education And Technology, 4(1), 98-110.
Obari, H., & Lambacher, S. (2015, August). Successful EFL teaching using mobile technologies in a flipped classroom. In Critical CALL–Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433-438). Research-publishing. net.
Parsons, J., & Beauchamp, L. (2012). From knowledge to action: Shaping the future of curriculum development in Alberta. Alberta Education
Richards, J. C., dan Schmidt, R.(2002). Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman Pearson Education
Santosa, P. P. P. (2017). Hubungan antara penguasaan tata bahasa dengan keterampilan menulis narasi bahasa Inggris Siswa Kelas XI SMK Negeri 2 Depok. Deiksis, 9(02), 182-193.
Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate Students' Perceptions Toward Blended Learning through Instagram in English for Business Class. International Journal of Language Education, 3(1), 64-73.
Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation, The Ohio State University).
Suryani Agustin, D. E. W. I. (2015). The Use of “Flipping Classroom” for Teaching Story Telling to the Tenth Graders. Retain, 3(2).
Copyright (c) 2021 Berlinda Mandasari, Achmad Yudi Wahyudin
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.