Employing Flipped Classroom: A Case Study in Indonesian EFL University Context

Ridha Rifa'atus Sya'adah, Rahmat Rahmat, Neni Marlina

Abstract


The research in flipped classroom is gaining popularity across countries. However, there is very limited research that describes how to implement flipped classroom method in learning. This study aims to describe how to implement the flipped classroom in TELL classes. The research design of this study is case study. Then, the technique of collecting the data through email interviews. After that, the data was analysed by thematic analysis. As the result of this analysis, it was found that the implementation of flipped classroom is divided into three stages such as pre-class activities of flipped classroom, while class activities of flipped classroom, and post-class activities of flipped classroom. Moreover, while implementing flipped classroom there are such challenges that arise and how to overcome them.

Key Words: Flipped Classroom, EFL, Bloom’s Taxonomy, Mastery Learning, Constructivism

Full Text:

PDF

References


Aburezeq, I. M. (2020). The Impact of Flipped Classroom on Developing Arabic Speaking Skills. Asia-Pacific Education Researcher, 29(4), 295–306. https://doi.org/10.1007/s40299-019-00483-z

Afrilyasanti, R. (2017). Indonesian EFL Students’ Perceptions on the Implementation of Flipped Classroom Model. 8(3), 476–484.

Ansori, M., & Nafi, N. N. (2019). English Teachers'perceived Benefits and Challenges of Flipped Classroom Implementation. Jeels (Journal of English Education and Linguistics Studies), 5(2), 211-228.

Bergmann, J., & Alexandria, A. S. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. In Teaching Theology & Religion (Vol. 17, Issue 1). https://doi.org/10.1111/teth.12165

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals: Cognitive Domain. Longman.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Borit, M., & Stangvaltaiteâ€Mouhat, L. (2020). GoDental! Enhancing flipped classroom experience with gameâ€based learning. European Journal of Dental Education, 24(4), 763-772.

Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.

Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology class: Towards a practice of online pedagogy. Journal ofSociology, 49(4), 471–485.

Hoffmann, S. (2014). Beyond the flipped classroom: Redesigning a research methods course for e3 instruction. Contemporary Issues in Education Research, 7(1), 51–62.

Hollweck, T. (2015). Robert K. Yin. (2014). Case Study Research Design and Methods. Thousand Oaks, CA: Sage. 282 pages. Canadian Journal of Program Evaluation, 30(1).

Osman, S. Z. M., Jamaludin, R., & Mokhtar, N. E. (2014). Flipped Classroom and Traditional Classroom: Lecturer and Student Perceptions between Two Learning Cultures, a Case Study at Malaysian Polytechnic. International Education Research, 2(4), 16–25. https://doi.org/10.12735/ier.v2i4p16

Rajaram, K. (2019). Flipped Classrooms: Providing a Scaffolding Support System with Real-time Learning Interventions [J]. International Journal for the Scholarship of Teaching and Learning, 9(1), 30-58.

Vygotsky, L. S., 1978. Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman., Eds.) (A. R. Luria, M. Lopez-Morillas & M. Cole [with J. V. Wertsch], Trans.) Cambridge, Mass.: Harvard University Press. (Original manuscripts [ca. 1930-1934]).

Zainuddin, Z. (2017). First-Year College Students' Experiences in the EFL Flipped Classroom: A Case Study in Indonesia. International Journal of Instruction, 10(1), 133-150.

Zainuddin, Z., & Attaran, M. (2015). Malaysian students’ perceptions of flipped classroom: a case study. Innovations in Education and Teaching International, 53(6), 660–670. https://doi.org/10.1080/14703297.2015.1102079




DOI: https://doi.org/10.37058/jelita.v1i2.4451

Refbacks

  • There are currently no refbacks.