The In-Class Flip Model In Teaching Speaking: Improving Elementary Students’ Skill And Learning Process
DOI:
https://doi.org/10.23887/ijerr.v3i2.26600Keywords:
speaking, learning process, the in-class flip.Abstract
This study aimed to enhance the students’ speaking skill and the learning process of speaking by implementing the in-class flip model. The participants of this classroom action research were grade V students of an Islamic elementary school. There were six students who participated in this study. This study was conducted in one cycle consisting of two meetings. The data were collected through observation, interview, and rubric. The findings indicate that the students’ speaking skill improve after learning in the in-class flip model. Before this study, the students struggled with speaking. At the end of this study, the students perform better in speaking in the aspects of vocabulary, pronunciation, and structure. The learning process is student-centered thanks to group activities. The students are also more active, motivated, responsible, and cooperative during the learning process. This study concludes that the in-class flip model is effective to teach English to young learners.References
Anwar C., & Pratama, A. 2016. Flipped Classroom in Teaching Speaking to Young Learners. Proceedings of the 63rd TEFLIN International Conference, Surabaya.
Anwar, C. 2017. Flipped Classroom in Teaching Vocabulary to EFL Young Learners. Proceedings of the 2nd TEYLIN International Conference, Kudus.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. 2010. Introduction to Research in Education. Wadsworth: Cengage Learning.
Bergman, J., & Sams, A. 2014. The Flipped Classroom, CSE, 17(3), 24-27.
British Council. 2020. A Survey of Teacher and Teacher Educator Needs during the Covid-19 Pandemic. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/covid19-teacher-teacher- educator-survey.pdf?utm_source=facebook-bcteachingenglish&utm_medium=social- managed&utm_campaign=bc-teachingenglish
Chilingaryan, K., & Zvereva, E. 2016. Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching. Procedia – Social and Behavioral Science, 237(2017), 1500-1504.
Clare, A. 2017. The Power of Video. In K. Donaghi, & D. Xerri (Eds.), The Image in English Language Teaching (pp. 33-42). ELT Council.
Clark, K. R. 2015. The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal of Educators Online, 12(1), 91–115.
Creswell, J. W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education.
Evseeva, A., & Solozhenko, A. 2015. Use of Flipped Classroom Technology in Language Learning. Procedia – Social and Behavioral Science, 206(2015), 205 – 209.
Faridi, A. 2010. The Development of Context-based English Learning Resources for Elementary Schools in Central Java. Excellence in Higher Education, 1(1), 23-30.
Fauzi, A. 2019. Redefining Learning Process through Flipped Classroom. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 11(2), 114-122.
Goldstein, B. 2017. A History of Video in ELT. In K. Donaghi, & D. Xerri (Eds.), The Image in English Language Teaching (pp. 23-32). ELT Council.
Gonzalez, J. 2014. Modifying the Flipped Classroom: The In-Class Version. Retrieved from https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez
Ho, W. K. 2003. English Language Teaching in Asia Today: An Overview. In W. K. Ho and R. Y. L. Wong (Eds.), English Language Teaching in East Asia Today: Changing Policies and Practices (pp. 1−32). Singapore: Eastern Universities Press.
Kemmis, S., McTaggart, R., & Nixon, R. 2014. The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer Science + Business Media.
Li, D. F. 1998. ‘It’s Always More Difficult than You Plan and Imagine’: Teachers’ Perceived Difficulties in Introducing the Communicative Approach in South Korea. TESOL Quarterly, 32(4), 677−703.
Nunan, D. 2010. Teaching English to Young Learners. Anaheim: Anaheim University Press.
Prabawanti, F. E., Sumardi, Supriyadi, S., & Fauzi, A. 2019. Teaching Strategies in EFL Flipped Classroom. A Trend towards Education 4.0. In the 2nd International Conference on Language, Literature, and Teaching (pp. 47-54). Muhammadiyah University of Surakarta. Retrieved from http://hdl.handle.net/11617/11137
Rahayu, V. W. T. 2016. Teachers’ Challenges in Teaching English to Young Learners in Rural Public Primary Schools in Salatiga (Undergraduate thesis, Christian University of Satya Wacana Salatiga, Indonesia). Retrieved from https://repository.uksw.edu/bitstream/123456789/9473/2/T1_112012033_Full%20text .pdf
Soliman, N, A. 2016. Teaching English for Academic Purposes via the Flipped Learning Approach. Procedia – Social and Behavioral Science, 232(2016), 122-129.
Webb, M., Doman, E., & Pusey, K. 2014. Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model. The Journal of ASIA TEFL, 11(4), 53-87.
Downloads
Published
Issue
Section
License
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
