Indonesian Undergraduate EFL Students’ Perceptions toward Flipped Classroom

Abstract

Tujuan dari penelitian ini adalah untuk menemukan persepsi mahasiswa EFL Indonesia terhadap penerapan flipped classroom. Penelitian ini menggunakan desain survey dan data dikumpulkan melalui kuesioner dan disebarkan kepada 30 siswa yang mengalami implementasi flipped classroom. Kuesioner terdiri dari dua aspek, yaitu aspek kebermaknaan dan kompetensi. Hasil kuesioner dihitung secara statistik. Data pada aspek kebermaknaan mengungkapkan bahwa sebagian besar siswa memiliki persepsi positif terhadap pelaksanaan flipped classroom. Di sisi lain, dalam aspek kompetensi, siswa merasa bahwa flipped classroom bermanfaat untuk kompetensi menulis mereka. Namun, untuk kegiatan pra-kelas, seperti menonton video dan membaca materi daring, siswa memiliki berbagai persepsi di dalamnya. Mereka menyukai ide untuk meononton video pengajaran dan materi daring tambahan untuk mempersiapkan mereka sebelum kelas, tetapi mereka tidak benar-benar melihat arti pada pelaksanaan kegiatan pra-kelas tersebut.

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

“…Studies on flipped learning-focused either on experimental research designs (Ahmed, 2016; Obari and Lambacher, 2015; Singay, 2020a) or on assessing students’ attitudes towards using the flipped learning (Maharani et al , 2020; Sunday, 2020b). Ashwin and Mcvitty (2015, p. 345) stated that “engagement can help students to improve their learning outcomes”.…”

“…Studies on the flipped learning put a focus either on assessing students' attitudes towards using the flipped learning (Maharani et al, 2020;Singay, 2020b) or on improving language skills (Ahmed, 2016;Obari and Lambacher, 2015;Singay, 2020a). Flipped learning is found to improve EFL language skills specially oral skills.…”

Students’ Perception on The Use of WhatsApp for Learning Writing During Covid-19 Pandemic: A Case Study

“…The use of ICT as teaching media in EFL classroom is able to solve the problem and help teachers design new techniques in teaching; it also encourages student willingness to learn English and implement enjoyable learning activities (Fithri Al-Munawwarah, 2014). Study that examines the use of ICT for learning conducted by Maharani et al (2020) researched students' perceptions of the flipped classroom, which is a combination of e-learning and face-to-face instructional principles by integrating activities, resources, support, and assessment. Supported by the students' perception of the implementation of the flipped classroom, it is observed that flipped classroom was an effective learning method to enhance Indonesian undergraduate students' writing competence (Maharani et al, 2020).…”

“…Study that examines the use of ICT for learning conducted by Maharani et al (2020) researched students' perceptions of the flipped classroom, which is a combination of e-learning and face-to-face instructional principles by integrating activities, resources, support, and assessment. Supported by the students' perception of the implementation of the flipped classroom, it is observed that flipped classroom was an effective learning method to enhance Indonesian undergraduate students' writing competence (Maharani et al, 2020). Another study related about the use of ICT in teaching and learning was study by Noriega (2016), in this study, the effect of Mlearning on the development of students' writing skills was examined, and it was found that the use of mobile devices can increase students' attention and encouragement to improve their writing skills.…”