Oral Peer Feedback in A Flipped Speaking Job Interview Class: Practice And Learners’ Attitudes

Abstract

Since flipped learning facilitates student-centered approach, it is necessary to administer such assessment which involves students’ participation. As the assessment as learning, peer feedback facilitates students to offer and receive comments from their peers. The present study aimed at investigating the practice and students’ voices of peer feedback in their flipped speaking job interview class. Twelfth graders of a state vocational high school in Indonesia (n=30) participated in this case study. The data gathered from the result of observation, student questionnaire, and semi-structured interview. The study indicated that students had a positive attitude toward peer feedback. It fostered more interaction with peers resulting in a more dynamic atmosphere. Moreover, students perceived peer feedback as a useful activity to locate their errors and learn strategies to soften their comments. The study serves as a guideline for applying peer feedback in the speaking area utilizing flipped instruction.

Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

“…While for the term attitude (behaviour), it is considered important in understanding the teachers' thought processes, classroom practices, changes, learning to teach, and conducting their teaching syllabi (Richardson, 1996) because the attitude can influence someone's perception (Jabeen & Shah, 2011). The word attitude can also be defined as a mental response to a given situation that may also be interpreted as a cognitive and experiential condition (Halliday, 1999;Sumardi et al, 2020). The behaviourists describe attitude as a social product, meaning that someone's process of thought is reflected in his behaviour and relates to his behavioural patterns (Speilberger, 2004).…”

Implementation of Flipped Classroom Model in Vocational High School: A Systematic Literature Review

“…Some in-class activities that can be carried out are discussions and reviews of materials considered difficult for students. Besides discussions, there are problem-solving activities (Usmadi and Ergusni, 2019), pair practice (Sumardi et al, 2020), doing exercises with a higher level of difficulty (Fahmi et al, 2020), making mind maps (Nugroho et al, 2020), and designing projects or making products to exhibitions (Basyah, 2018). Therefore, it can be concluded that the flipped classroom can be combined with other learning models with thorough preparation, both in designing in-class learning and out-ofclass learning.…”