Developing Students’ Speaking Skills through Flipped Classroom Model

Sudarmaji, Imam; Anwar, Ariskha Ananda Amaliyah; Mulyana, Agus

doi:10.33369/jeet.5.2.188-200

Cited by 15 publications

(17 citation statements)

References 24 publications

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“…The outcomes of the current study lend support to the findings of Sudarmaji et al (2021), who examined the impacts of applying the flipped classroom on students' speaking skills. Their outcomes showed that the online flipped model significantly developed the learners' speaking performances.…”

Section: Discussion Of the Studysupporting

confidence: 73%

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Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude

Pan

Xia²,

Kumar

et al. 2022

Front. Psychol.

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This study inspected the effect of Massive Open Online Course (MOOC) and flipped instruction on EFL learners’ foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Iranian EFL learners, of whom 120 upper-intermediate participants were chosen and divided into two experimental groups—MOOC (n = 40) and flipped (n = 40)—and one control group (n = 40). After that, all selected participants were administered a speaking anxiety questionnaire and a motivation questionnaire as the pre-test of the research. Then, one of the experimental groups received an online-based instruction via Skype: one conversation was instructed to this group online every session. The other experimental group received the treatment via flipped-based instruction. The audio files and the texts of the conversations were sent to this group via the WhatsApp application because they all had easy access to it. On the other hand, the control group did not receive any Internet-delivered treatment yet was trained through a face-to-face method. This process continued until the last session, and after the treatment period, the post-tests of speaking anxiety and motivation were given to all three groups to determine the effectiveness of the treatment. Moreover, two attitude questionnaires were administered to the experimental groups to examine their attitudes toward the MOOC and the flipped models of instructions. The findings of the One-way ANOVA test, Post-hoc Scheffe test, and paired samples t-test showed that there were significant differences between the post-test of the experimental groups and the control group. The results indicated that the experimental groups significantly outflanked the control group after the treatment. Lastly, the outcomes showed that participants in both experimental groups had positive attitudes toward technological-based instructional environments.

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Section: Discussion Of the Studysupporting

confidence: 73%

“…Recently, Sudarmaji et al (2021) scrutinized the flipped instruction's impact on learners' speaking skills. To do this research, 34 senior high school students were chosen as the subjects of the investigation.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude

Pan

Xia²,

Kumar

et al. 2022

Front. Psychol.

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show abstract

“…As stated by Sudarmaji et al (2021) , the flipped classroom increased pupils’ speaking performance level in which they could preview the pre-class materials and then practice their speaking skills. Subsequently, this result supported the findings of Mansor and Yunus (2017) who reported that pupils had more opportunities to practice the language with the aid of Blendspace.…”

Section: Discussionmentioning

confidence: 95%

The Flipped Learning and Blendspace to Improve Pupils’ Speaking Skills

Santhanasamy

Yunus

2022

Front. Psychol.

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During the COVID-19 pandemic, the continuity of teaching and learning is very important to provide sustainable education to all pupils. The most difficult aspect of language acquisition has always been the speaking component. Pupils’ lack of interest and the difficulty in teaching and practicing speaking skills in the traditional classroom are the main issues that hinder pupils’ speaking skills. Thus, the purpose of this study was to explore the flipped learning approach to improve primary school pupils’ speaking skills. In this study, Blendspace was used to support the flipped learning method to help pupils improve their speaking skills. This study employed a mixed-method research design. For pre–posttests, questionnaires and interviews were used to collect data from Year 3 primary school students. The findings revealed that the use of Blendspace in teaching speaking has improved pupils’ speaking skills and that the pupils were motivated to practice speaking inside and outside of the classroom. Hence, the utilization of Blendspace in the flipped learning approach is an effective pedagogy to improve pupils’ speaking skills. The findings of this research would be useful for teachers and policymakers to assist pupils in enhancing their speaking abilities.

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“…According to Sudarmaji et al (2021), students should be asked to improve speaking skills on pronunciation, grammar, vocabulary, and fluency. In mastering speaking skill, the students should pay attention toward any proficiencies of speaking (Suparlan, 2021).…”

Section: Literature Review Speaking Skillsmentioning

confidence: 99%

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Syarifuddin¹,

Muhlisin²,

Thinh³

2022

JOLLS. Lang. Liter. Studies

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Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools.

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Developing Students’ Speaking Skills through Flipped Classroom Model

Cited by 15 publications

References 24 publications

Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude

Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude

The Flipped Learning and Blendspace to Improve Pupils’ Speaking Skills

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

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