Designing the Flipped Classroom Strategy in Teaching Grammar

Johari Johari, Arimuliani Ahmad, Intan Syazwina Salsabila

Abstract


This study provides a simple design of a flipped learning instructional model to teach Basic English grammar at a Private University in Riau. Bloom's taxonomy of educational objectives was utilized as an underpinning to develop a top-down flipped learning model. To support student learning outside of the classroom, Google Classroom, an LMS, was used as a platform to disseminate pre-class video lectures. Moreover, this study employed a design-based research (DBR) approach for instructional technology, which provided several phases, namely; planning, designing, formative evaluation, revising, re-designing, and summative evaluation. Researchers suggest watching, summarizing, and taking notes as the three main tasks that can be done outside the classroom; while discussions and presentations are the main activities that occur in class. The findings of this study have consequences for authorities who should take into account flipped classrooms as the current method of instruction for providing grammar and other disciplines in any higher education institution in Indonesia.


Keywords


Designing; Flipped Classroom; Grammar

Full Text:

PDF

References


Agusliana, Rachmawati, & Hardjono, H. S. (2014). Pengembangan materi pembelajaran keterampilan berbicara bahasa Inggris di smp. Jurnal Tekno-Pedagogi, 4(1), 30–41. https://online-journal.unja.ac.id/pedagogi/article/view/2248

Al-Jarrah, F. I. M., Ayasreh, M., Ahmad, F. B., & Mansour, O. (2021). The Effect of using Flipped Learning Strategy on the Academic Achievement of Eighth Grade Students in Jordan. International Journal of Advanced Computer Science and Applications, 12(8), 534–541. https://doi.org/10.14569/IJACSA.2021.0120862

Al-Naabi, I. S. (2020). Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar. English Language Teaching, 13(6), 144. https://doi.org/10.5539/elt.v13n6p144

Alghasab, M. B. (2020). Flipping the Writing Classroom: Focusing on the Pedagogical Benefits and EFL Learners’ Perceptions. English Language Teaching, 13(4), 28. https://doi.org/10.5539/elt.v13n4p28

Alharbi, M. A. (2019). Integration of video in teaching grammar to EFL Arab learners. Call-Ej, 20(1), 135–153.

Bataineh, R. F., & Mayyas, M. B. (2017). The utility of blended learning in EFL reading and grammar: A case for moodle. Teaching English with Technology, 17(3), 35–49.

Bergmann, J., & Sams, A. (2014). Jonathan Bergmann and Aaron Sams.

Bezzazi, R. (2019). A J A L Learning English grammar through flipped learning. The Asian Journal of Applied Linguistics, 6(2), 170–184. http://caes.hku.hk/ajal

Carhill-Poza, A. (2019). Defining flipped learning for English learners in an urban secondary school. Bilingual Research Journal, 42(1), 90–104. https://doi.org/10.1080/15235882.2018.1561552

Enfield, B. J., & State, C. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. 57(6).

Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences, 206(November), 205–209. https://doi.org/10.1016/j.sbspro.2015.10.006

Hashim, H., Rafiqah M. Rafiq, K., & Md. Yunus, M. (2019). Improving ESL Learners’ Grammar with Gamified-Learning. Arab World English Journal, 5, 41–50. https://doi.org/10.24093/awej/call5.4

Hazaymeh, W. A., & Altakhaineh, A. R. M. (2019). The effect of flipped classroom instruction on developing emirati EFL learners’ pragmatic competence. International Journal of Learning, Teaching and Educational Research, 18(10), 89–111. https://doi.org/10.26803/ijlter.18.10.6

Ishak, T., Kurniawan, R., Zanzibar, Z., Andirfa, M., & Keumala, C. M. (2020). Students ’ needs satisfaction with asynchronous online video. 8(2), 103–111.

Kang, N. (2015). The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners I . Introduction. 41–72.

Lee, K. yuen, & Lai, Y. chi. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0048-6

Lestari, T., Azizah, D. M., & Tamansiswa, U. S. (2020). the Integration of Hots-Oriented Instruction in Grammar Class. 3(1).

Liu, C., Sands-Meyer, S., & Audran, J. (2019). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments, 27(8), 1178–1191. https://doi.org/10.1080/10494820.2018.1528283

Mart, C. T. (2013). The Audio-Lingual Method: An Easy way of Achieving Speech. International Journal of Academic Research in Business and Social Sciences, 3(12), 63–65. https://doi.org/10.6007/ijarbss/v3-i12/412

Mathew, N. G., & Alidmat, A. O. H. (2013). A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction. International Journal of Higher Education, 2(2), 86–92. https://doi.org/10.5430/ijhe.v2n2p86

Moran, C. (2018). Promoting Active Learning Through the Flipped Classroom Model. July. https://doi.org/10.4018/978-1-4666-4987-3.ch009

Nguyen, H. A. V., Tan, C. K., & Lee, K. W. (2019). the Affordances of the Flipped Classroom Approach in English Grammar Instruction. International Journal of Education, Psychology and Counseling, 4(33), 95–106. https://doi.org/10.35631/ijepc.433008

Nugroho, R. A., Basari, A., Suryaningtyas, V. W., & Cahyono, S. P. (2020). University students’ perception of online learning in Covid-19 pandemic : A case study in a translation course. Proceedings - 2020 International Seminar on Application for Technology of Information and Communication: IT Challenges for Sustainability, Scalability, and Security in the Age of Digital Disruption, ISemantic 2020, 225–231. https://doi.org/10.1109/iSemantic50169.2020.9234251

Onojah, A. O., Olumorin, C. O., Adegbija, M. V., & Babalola, T. O. (2019). Perception of Undergraduate Students on the Utilisation of Flipped Classroom for Learning in South-West Nigeria. Malaysian Journal of Distance Education, 21(1), 95–112. https://doi.org/10.21315/mjde2019.21.1.6

Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5–25. https://doi.org/10.1177/0033688214522622

Riza, Z., & Setyarini, S. (2020). EFL Flipped-Classroom: Promoting HOTS in Speaking Skill. 430(Conaplin 2019), 251–255. https://doi.org/10.2991/assehr.k.200406.051

Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18–39.

Sevy-biloon, J. (2017). Eighth Scien 1 The Ohio Sta Corresponden. 5(1). https://doi.org/10.11114/j

Sherralyn, C., & Pudin, J. (2017). Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students. 2(1), 51–64.

Swart, W. W., & MacLeod, K. R. (2020). Flipping Online Analytics Classes: Achieving Parity with Their Face-To-Face Counterparts. Decision Sciences Journal of Innovative Education, 18(1), 119–137. https://doi.org/10.1111/dsji.12200

Taufik, & Purbani, W. (2020). The Implementation of Flipped Classroom as an Attempt to Improve Indonesian EFL Learners’ Speaking Performance. 401(Iceri 2019), 153–157. https://doi.org/10.2991/assehr.k.200204.028

Unal, Z., & Unal, A. (2017). Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models. International Journal of Instruction, 10(4), 145–164. https://doi.org/10.12973/iji.2017.1049a

Wang, J., Wang, D., & Xing, M. (2019). Flipped classroom for practical skills to enhance employability: A case study of business Chinese. International Journal of Computer-Assisted Language Learning and Teaching, 9(1), 19–31. https://doi.org/10.4018/IJCALLT.2019010102

Zainuddin, Z. (2018). Malaysian students ’ perceptions of flipped classroom : a case study Malaysian students ’ perceptions of flipped classroom : a case study. December. https://doi.org/10.1080/14703297.2015.1102079

Zainuddin, Z., Halili, S. H., Aceh, B., & Lumpur, K. (2016). Flipped Classroom Research and Trends from Different Fields of Study. 17(3).

Zainuddin, Z., Hermawan, H. D., Nuraini, F., Prayitno, S. M., & Probowasito, T. (2019). Flipping the classroom with a LMS: Designing a technologybased learning model. Journal of Education and Learning (EduLearn), 13(3), 309–317. https://doi.org/10.11591/edulearn.v13i3.12886

Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916

Zakaria, S., & Md Yunus, M. (2020). Flipped classroom in improving esl primary students’ tenses learning. International Journal of English Language and Literature Studies, 9(3), 151–160. https://doi.org/10.18488/journal.23.2020.93.151.160




DOI: https://doi.org/10.31004/jele.v9i4.548

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Johari Johari, Arimuliani Ahmad, Intan Syazwina Salsabila

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