Engaging Flipped-Classroom Model in An Indonesian EFL Grammar Instruction
Abstract
Based on the researcher preliminary study, it was found that the flipped classroom models are used as learning models to assist students in facilitating grammar learning. This research aimed to investigate the process of using flipped classroom models in grammar teachings and to find out students' perceptions of grammar teaching using flipped classroom model. This research used qualitative approaches and design case study. Five students at high school participated as participants in the study. The researcher collected the data through observation and interview. The finding showed that the use of flipped classrooms could help students collaborate with each other between group members in formulating problem-solving provided by the teacher and can use class time to be more effective. In addition, flipped classrooms make the learning process easier to use, effective and useful. By using this learning model, most students can understand the material.
Downloads
References
Azar, B. S and Matthies, B.S. (1995). Fundamentals of English Grammar. USA: Prentice Hall Regents.
Bergmann, J., & Sams, A.. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: Internal Society for Technology in Education
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. ISSN1478-0887
Cowan, R. (2008). Teacher's Grammar of English. New York: Cambridge University Press.
Fontaine,L. (2013),,.Analysising English grammar: A systemic-functional introduction.Cambridge: Cambridge University Press
IPA. Jurnal Paedagogy, 8(2), 256. https://doi.org/10.33394/jp.v8i2.3532
Johnson, G. B. (2013). Student Perceptions Of The Flipped Classroom. Columbia: The University Of British Columbia.
Lumaela, E., & Que, S. R. (2021). Using of explicit instruction method in improving students’ grammar ability in simple present tense at class x3 of sma negeri 4 leihitu. JURNAL TAHURI, 18(1), 13 32. https://doi.org/10.30598/tahurivol18issue1page13-32
Maolidah, I. S., Ruhimat, T., & Dewi, L. (2017). Efektivitas penerapan model pembelajaran flipped classroom pada peningkatan kemampuan berpikir kritis siswa. Educational Technologia, 1(2).
Nurkhasanah, S. (2020). Implementasi model Pembelajaran flipped classroom dalam Pembelajaran Jarak Jauh untuk Meningkatkan Partisipasi Belajar
Pudin, C. S. (2017). Exploring a flipped learning approach in teaching grammar for ESL students. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 51. https://doi.org/10.21093/ijeltal.v2i1.47
Riani N. (2017). An analysis of the students’ ability in using adverb of frequency in simple present tense: a study on the first year students of sma n 7 padang in academic year 2009/2010. Nur El-Islam, 4, 22. Retrieved from https://media.neliti.com/media/publications/226436-an-analysis-of- the-students-ability-in-u-bb459a3f.pdf
Rinvolucri, M., & Davis, P. (1995). More Grammar Games: Cognitive, Affective and Movement Activities for EFL Students. Retrieved from https://www.semanticscholar.org/paper/More-Grammar-Games%3A- Cognitive%2C-Affective-and-for-Rinvolucri Davis/127fb5d0ad7e96f5a73274705ad0d70fe14cfed7
Taslim, F. (2016). Improving Students ’ Mastery on Simple Present Tense Through Climbing Grammar Mountain Game (Vol. 23, Issue 2). Retrieved from DOI: https://doi.org/10.15548/jt.v23i2.246
.png)
22.png)
