Analyzing the Use of Flipped Classroom through Students’ Learning Environment: A Perspective from EFL Learners

Salsabila Auliya Ananda, Devinta Puspita Ratri

Abstract


Learning innovation is one of the important things in the development of student learning process and experience, one of them is Flipped Classroom. It is one of teaching innovation and methodology that is still actively utilize by the educators nowadays. Therefore, this research is to analyze students' perspective about the use of flipped classroom through their learning environment. The research methodology used is a quantitative survey design. This research involved 100 fifth and seventh semester students majoring in English Language Education at Universitas Brawijaya. These students have experienced using the flipped classroom in their learning. A close-ended questionnaire via Google Form was used to collect data from the participants about the efficacy and challenges in using a flipped classroom through their environment. The data of this research were analyzed through descriptive statistics. Focused on the results, despite recent research indicates that some students find it difficult to concentrate outside of the classroom due to interruptions or distractions. most of students give their positive perspective toward the use of flipped classroom, as demonstrated by its effectiveness in assisting with offline session preparation and increasing their level of participations.


Keywords


EFL Learners’ Perception; Flipped Classroom; Learning Environment

Full Text:

PDF

References


Albert, M. and Beatty, B.J. (2014). Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades. Journal of Education for Business, 89, 419-424. https://doi.org/10.1080/08832323.2014.929559

Alghamdi, F. R., & Almalki, M. S. (2022). Understanding Flipped Classroom in the EFL Context: A Gender-Based Perspective. Advances in Social Sciences Research Journal, 9(7). 580-599.

Anwar, C., & Rohmawati, I. (2022). Students’ Perceptions of the Flipped Classroom Approach for Learning Speaking Skills. KnE Social Sciences, 2022, 570–583. https://doi.org/10.18502/kss.v7i14.12011

Bergmann, J., Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education: Eugene, OR, USA.

Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. In Proceedings of 120th ASEE Annual Conference and Exposition. Atlanta, GA (Vol. 30, No. 9, pp. 1-18).

Check, Joseph & Schutt, Russell. (2012). Research Methods in Education.

4135/9781544307725.

Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.

Egbert, Joy & Herman, David & Lee, Hyungyung. (2015). Flipped Instruction in English Language Teacher Education: A Design-based Study in a Complex, Open-ended Learning Environment. 19.

Fulton, K. (2012). Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning. Learning & Leading with Technology, 39, 12-17

Freeman, S. et al. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. PNAS, 111, 8410-8415.

https://doi.org/10.1073/pnas.1319030111

Gilboy, M. & Heinerichs, S. & Pazzaglia, G. (2014). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior. https://doi.org/10.1016/j.jneb.2014.08.008

Graham, C. & Woodfield, W. & Harrison, J.B. (2012). A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education. The Internet and Higher Education, 18. 4-14.

Khadafi, M., IDRUS, H., & MARTRIWATI, M. (2022, March). THE EFL LEARNERS’

PERCEPTION ABOUT FLIPPED LEARNING METHOD FOR INCREASING

WRITING ABILITY. In International Undergraduate Conference on English Education (IUCEE) (Vol. 1, No. 1, March).

Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245–252. https://doi.org/10.1007/s11528-016-0045-4

McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS, 23(5), 477-486

Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19(3). https://doi.org/10.1002/cl2.1339

Pape, L., Sheehan, T., & Worrell, C. (2012). How to Do More with Less: Lessons from Online Learning. Learning & Leading with Technology, 39(6), 18-22.

Reidsema, Carl & Hadgraft, R., & Kavanagh, L. (2017). Introduction to the Flipped Classroom. https://doi.org/10.1007/978-981-10-3413-8_1

Richter, T. & McPherson, M. (2012). Open Educational Resources: Education for the World?

Distance Education 33. 201-219. https://doi.org/10.1080/01587919.2012.692068 Sezer, R. (2010). Pulling out all the stops. Education, 130(3), 416-423

Seljan, S., Banek M., Špiranec, S., & Lasić-Lazić, J. (2006). CALL (computer-assisted language learning) and distance learning. In P. Biljanović & K. Skala (Eds.), MIPRO 2006: 29th International Convention ((pp. 145–150). Opatija Croatia: Proceeding

Shyr, W. J., & Chen, C. H. (2018). Designing a Technology-enhanced Flipped Learning System to Facilitate Students’ Self-regulation and Performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213

Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology 26(3), 347–358.




DOI: https://doi.org/10.31004/jele.v9i1.466

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Salsabila Auliya Ananda, Devinta Puspita Ratri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.