Flipped Classroom: Can It Optimize Students’ Ability to Find Out Main Ideas in Listening Comprehension?

Abstract

The present study attempts to describe whether or not and to what extent FlippedClassroom can optimize the college students’ ability to find out the main idea inlistening, and identify the class climate when Flipped Classroom is implemented. Thedata were derived using several techniques including interview, observation, document,and test. The qualitative data were analyzed using Constant Comparative Method; thequantitative data were obtained by finding out the mean score of two raters. The findingof the research showed that the implementation of Flipped Classroom optimized: (1)students’ ability to find out the main idea including: (a) finding out appropiate topic; (b)describing the location of main idea;(c)providing the meaningful supporting sentences.The enhancement of the students’ scores could be proved that the mean score of pre-testwas 65.1; post-test 1 was 72.5; and post-test 2 was 81.1. Twenty two students from 29students had fulfilled the criteria of passing grade which was 75 in post test 2; and (2)enhanced class climate including: (a) the students were involved actively to previewvideo before class; (b) the students liked to discuss the meaning of target language; (c)most students were encouraged to work with their classmates due to mutual project.Considering inspiring result of this research, it is recommended that English lecturersare able to use this research for: guiding the students to explore their ability to find outthe main idea through Flipped Classroom; and being creative to make class climateinteresting by implementing Flipped Classroom.

Efektivitas Model Flipped Classroom pada Pembelajaran Fisika Ditinjau dari Self Efficacy dan Penguasaan Konsep Siswa

“…Beberapa penelitian yang bertujuan untuk mengetahui efektivitas menggunakan model Flipped Classrroom mengungkapkan adanya pengaruh saat menerapkan model pembelajaran tersebut di kelas, salah satunya hasil penelitian penelitian oleh Rokhaniyah (2017) Berdasarkan pada Tabel 3, skor rata-rata tes akhir pada kelas eksperimen adalah 135,9 dan skor rata-rata tes akhir pada kelas kontrol adalah 122,0. Dari skor tersebut terlihat bahwa kedua kelas mengalami kenaikan skor setelah diberikan perlakuan, kenaikan skor rata-rata tes akhir pada kelas eksperimen lebih besar daripada kelas kontrol.…”

Implementasi PBL Terintegrasi STEM dengan Flipped Classroom untuk meningkatkan Kemampuan Berpikir Sistem Siswa SMA pada Topik Usaha dan Energi

“…Terdapat beberapa hasil penelitian terdahulu yang relevan dengan penelitian yang telah dilakukan oleh peneliti. Beberapa penelitian yang bertujuan untuk mengetahui efektivitas menggunakan model flipped classroom mengungkapkan adanya pengaruh saat menerapkan model pembelajaran tersebut di kelas, salah satunya hasil penelitian oleh Rokhaniyah [9] menyatakan bahwa flipped classroom memberikan efek yang positif bagi siswa dilihat dari peningkatan prestasi akademik.…”