Flipped Classroom with Whiteboard Animation to Promote Communication Skill: A Mixed Method Study

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INTRODUCTION
One of the essential 21st-century skills highly demanded of educators and prospective teachers is communication proficiency.An educator must possess the capability to communicate effectively with their students to facilitate their understanding of instructional material (Remacle et al., 2023;Yusof & Halim, 2014).Furthermore, a teacher is also expected to have the ability to communicate with parents or guardians, providing information related to students' academic progress and fostering mutually supportive collaboration in supporting students' education.Beyond interactions with students and parents, educators also require communication skills to engage with fellow professionals and school leaders in order to fulfil their roles and responsibilities optimally.
Gede Suwardika / Flipped Classroom with Whiteboard Animation to Promote Communication Skill: A Mixed Method Study Communication skills encompass Active Listening, Oral, Written, Assertive and Nonverbal Communication.Active Listening involves attentively comprehending what others are saying and seeking clarification when necessary to grasp the speaker's intentions accurately (Arnold, 2014;Haley et al., 2017).Oral Communication refers to delivering verbal messages constructively and clearly (Colognesi et al., 2023;Kelsen et al., 2022;Liu et al., 2023;Yudintseva, 2023).Written Communication pertains to writing with proper grammar, clarity, and precision (Dursun et al., 2020;Suciu et al., 2015).Assertive Communication involves a direct manner of expressing our feelings, needs, or opinions without threatening or belittling others (Mansour et al., 2020;Men, 2021;Omura et al., 2017).Meanwhile, Nonverbal Communication reinforces or complements oral Communication through facial expressions, body movements, and other elements such as tone, technology, and artifacts (Bender et al., 2022;Hess, 2023;MacGillivray et al., 2023), all of which constitute integral parts of interpersonal communication skills in conveying messages effectively and courteously.Among the student population, 37.14% of students exhibit intermediate levels of interpersonal communication skills, 20% fall into the low interpersonal communication skills category and 4.76% are classified as having very low interpersonal communication skills.Another study indicates that the written communication skills of prospective biology teachers are deemed sufficient (Astuti & Suciati, 2017).These findings underscore the need to enhance students' interpersonal communication skills.Factors contributing to this deficiency in communication abilities include low self-confidence (Arslan, 2010;Widyastuti, 2018), insufficient communication practice, anxiety, and comprehension of the content concepts to be communicated (Carroll, 1980;Mercer-Mapstone & Kuchel, 2017;Nurani et al., 2020;Rivers & Ross, 2018).
In the realm of learning processes, various models are employed to promote communication skills, including Project Based Learning (Kurniawati, 2020), Problem-Based Learning (Lee & Son, 2022), STAD (Murtiyasa & Hapsari, 2020;Zakaria & Amidi, 2020), Two-Stray Two-Stray (Suwangsih et al., 2019), Think Pair Share (Kew et al., 2022), and flipped classroom (Efendi et al., 2023;Kurniawati, 2020).In this study, various flipped classroom models were implemented, allowing for concept reinforcement and implementation in out-of-class activities, as well as presentations and discussions during in-class sessions.Specifically, the researcher chose to implement the micro flipped classroom model (Humrickhouse, 2021;Latorre-Cosculluela, 2021;Nacaroğlu & Bektaş, 2023;Zainuddin et al., 2019), with modifications in out-ofclass activities, transforming them into pre-class activities aimed at concept reinforcement with the assistance of whiteboard animation, and post-class activities for concept/theory implementation.The aim of this research is twofold: (1) to comprehend the impact of implementing a flipped classroom tutorial with whiteboard animation on students' communication skills, and (2) to conduct a qualitative analysis of the implementation of the flipped classroom tutorial with whiteboard animation concerning students' communication skills.

METHOD
The research methodology employed in this study is the Convergent Mixed Methods Design, where both quantitative and qualitative data were collected concurrently, analyzed separately, and subsequently confirmed for their relationship (Creswell & Clark, 2018).Participants in this research were selected from three classes of elementary school teacher students enrolled in the Bachelor's program in Elementary Education (S1 PGSD), taking the Science Teaching course in primary schools (PDGK 4202) and passing the class equivalency test.The total number of participants was 83 students.The experimental group utilized a Quasi-experimental pretest-posttest with a control group design, where one class served as the negative control group (conventional tutorial webinar), one class as the positive control group (Flipped Classroom Model without whiteboard animation), and one class as the experimental group (Flipped Classroom Model with whiteboard animation).
Communication skills data were collected using the Interpersonal Communication Competence Scale (ICCS) questionnaire, employing a Likert scale ranging from 1 to 5. The implementation process of the model was observed over four sessions, with significant and noteworthy occurrences duly recorded.Student worksheets were gathered as part of the documentation of model implementation activities, and interviews were conducted with select students regarding their experiences with the implemented model.Quantitative data on communication skills were analyzed using ANCOVA, while qualitative data obtained from observations of the model's implementation, student worksheet submissions, and interviews were subject to qualitative descriptive analysis (Cohen et al., 2017).The research process is illustrated in Figure 1.The graph illustrates an improvement in communication skills within each group, with varying degrees of change.To determine the significance of these differences, an inferential analysis is conducted.Prior to conducting the inferential ANCOVA test, preliminary prerequisite tests are performed.Table 1 presents the results of the normality assumption tests for data distribution.1 show the results of the normality tests using Kolmogorov-Smirnov and Shapiro-Wilk indicate that the significance value is > 0.05; this means that the independent variable data in all groups are normally distributed.The results of the homogeneity of variance assumption test showed an Fvalue of 0.126 with a significance level of 0.882, which is greater than 0.05, indicating homogeneity of variance in the data.Furthermore, the results of the linearity test between the covariate (pre-test) and the dependent variable are presented in Table 2. Table 2 shows the significance values.Deviation from Linearity (0.136) > 0.05 and Linearity (0.000)< 0.05.The R-squared value is 0.756, indicating that the pre-test (initial communication skills) of students accounts for 75.6% of the variance in their post-test communication skills.This suggests that the data is linear and has a significant directional coefficient.Therefore, hypothesis testing using ANCOVA can proceed.The results of the ANCOVA are presented in Table 3.Based on Table 3, the obtained value of F is 79.218 with a significance level of 0.000, greater than 0.05.This implies that, after controlling for the covariate of pre-test scores in communication skills, there is a significant influence of implementing the flipped classroom model with whiteboard animation tutorials on students' communication skills.The results of the pairwise comparisons between the groups show a significance level of 0.000, which is less than 0.05.This indicates a significant difference in the improvement of communication skills between the negative control group (75.44), the positive control group (80.95), and the experimental group (85.99).In other words, the experimental group, which implemented the flipped classroom with whiteboard animation, demonstrated the highest improvement in students' communication skills.

The qualitative analysis of the implementation of the flipped classroom with whiteboard animation webinar tutorial related to students' communication skills
Tables 4, Table 5, and Table 6 summarise the qualitative data obtained during the implementation of the webinar tutorial model in the three groups.

Pre-class activities:
• Individually, students were assigned the task of reading the module and filling out the Student Worksheet.• On the Student Worksheet, students were tasked with creating a mind map, generating a minimum of two questions and answers using the question words "How" and "Why" related to the material being studied.

In-class activities:
• Student groups assigned to presentations delivered the content of the assigned module.
• Individually, students were responsible for assessing the communication skills of the presentation group on the Student Worksheet.• A discussion session was held after the presentations, focusing more on the practical experiences and activities

Pre-class activities:
• On the student worksheet, students are required to create a mind map.• Students generate a minimum of two questions and answers using the question words "How" and "Why" related to the material being studied.• On the Student Worksheet, students are assigned to create a mind map and generate a minimum of two questions and answers using the question words "How" and "Why" related to the material being studied.

In-Class Activities
In-Class Activities: • The student groups assigned to presentations deliver the content from the assigned module.• Individually, students are tasked with assessing the communication skills of the groups that give presentations on their Student Worksheets.
• A discussion session is held after the presentations, focusing more on experiences and practical activities related to the material covered.• In meetings 3, 5, and 7, mandatory

Pre-class activities:
• On the student worksheets, students create mind maps, some using digital applications and some creating them manually.
• Students generate a minimum of two questions and answers using the interrogatives "How" and "Why" related to the material being studied, as illustrated below: • Students compare the concepts presented in the whiteboard animation video with those in the module.

Observation Data Student Worksheet Data
Interview Data assignments are given to be completed and uploaded to https://silayar.ut.ac.id.

Post-class activities:
• Individual students implement concepts related to the material they have learned or observed in real classrooms and analyze the concepts related to the material implemented by the teacher, following the instructions in the student worksheets.
• Students evaluate and plan for their next web tutorial learning session.
related to the material studied or the results of observations in the classroom, along with an analysis of concepts related to the material implemented by the teacher in the classroom directly.
• Students fill out the evaluation column and plan their next flipped classroom learning session on their respective worksheets.
involve students retrospecting the flipped classroom process, identifying weaknesses, and devising strategies for improved learning.
• Students find learning demands in the flipped classroom learnings with whiteboard animation to be more complex and challenging than conventional instruction.

The Effect of Implementing Webinar Tutorials in Flipped Classroom with Whiteboard Animation on Students' Communication Skills
The quasi-experimental study demonstrated that students' communication skills were most effectively enhanced through the implementation of Flipped Classroom with whiteboard animation media.Prior research has also indicated the effectiveness of the Flipped Classroom model in improving communication skills (Akçayır & Akçayır, 2018;Robbins et al., 2020) as well as the efficacy of whiteboard animation (Achmad et al., 2019;Muhdi et al., 2019;Schneider et al., 2023).In implementing the Flipped Classroom, students independently reviewing whiteboard animation videos and module content before class sessions promote reading, Listening, and active engagement skills as they need to thoroughly understand the video and module content.Additionally, during in-class discussion sessions, students must actively listen to their group's presentations and participate in discussions (Arnold, 2014;Haley et al., 2017).The group of students assigned to deliver presentations must cultivate their oral communication skills (Kutigi et al., 2022;Le Mossa, 1995;Liu et al., 2023;Suwono et al., 2017).They are required to convey the subject matter clearly and effectively to their peers.During discussion sessions, students actively engage in verbal Communication to exchange ideas and perspectives (Dunbar et al., 2006;Men, 2021).Students must complete the Student Worksheet and create PowerPoint presentations according to the specified schedule.This also involves written communication skills, as they must write in a standardized, clear, and precise manner within the documents.Writing skills can be honed through tasks such as composing description assignments, responding to questions, producing papers, drafting reports, delivering presentations, and answering queries (Dursun et al., 2020;Moore & Morton, 2017;Nurakhir et al., 2020).The assessment of group presentation communication skills is conducted descriptively within the student worksheet.This approach assists students in understanding how to express themselves assertively, meaning in a manner that is non-threatening or punitive towards others (Ardita et al., 2019;Chen et al., 2023).Furthermore, this evaluation is a reflective tool for presentation groups to enhance Communication.While the primary focus is oral and written Communication, nonverbal Communication can also occur during classroom discussion sessions (Kuntze et al., 2016;Omura et al., 2018).Body language, gestures, and facial expressions can reinforce or supplement verbal Communication.Additionally, in the classroom setting where students are involved in teaching, they also employ nonverbal Communication in their interactions with fellow students.

The qualitative analysis of implementing the flipped classroom webinar tutorial with whiteboard animation concerning students' communication skills
Implementing webinar tutorials in the Flipped Classroom Model with whiteboard animation media is a highly effective approach for developing students' communication skills.Compared to conventional webinar tutorials and the Flipped Classroom Model without whiteboard animation media, the Flipped Classroom Model with whiteboard animation media excels in comprehensive communication skills development.In the Flipped Classroom Model with whiteboard animation media, students utilize whiteboard animation videos and modules as their primary learning resources.This allows them to effectively develop their reading, Listening, and comprehension skills (Achmad et al., 2019;Chiriacescu et al., 2020;Efendi et al., 2023).During pre-class activities, they further enhance their conceptual understanding by creating mind maps and comparing concepts presented in the videos with those in the modules.Students' mind maps take various forms, including manual creation and digital applications, each reflecting their creativity.These mind maps assist them in grasping the overall picture of the material and its interconnectedness (Beal & Hontvedt, 2023;Jbeili, 2013;Noonan, 2013), thereby boosting their confidence in communicating the topics they discuss.
Furthermore, during in-class activities, the Flipped Classroom Model with whiteboard animation media continues to promote oral Communication, Active Listening, Nonverbal Communication, and assertiveness skills (Dong, 2021;Li et al., 2019;Tazijan et al., 2016).Writing skills are also developed through the creation of PowerPoint presentations during the pre-class phase and the completion of student worksheets throughout the entire tuweb process (Benken et al., 2023;Joseph & Natarajan, 2022).Assertiveness skills are further reinforced through peer assessment of communication skills.Moreover, during post-class activities, students can apply the concepts and learning theories in a real classroom setting by directly communicating with elementary school students and implementing these concepts and theories while teaching in a classroom promotes students' communication skills (Holstein et al., n.d.;Lang et al., 2005).Additionally, documentation and evaluation of the tuweb process support students in understanding their communication weaknesses and making efforts to enhance them.
The results of this study have several important implications.Firstly, the Flipped Classroom approach with whiteboard animation can be an effective alternative for enhancing students' communication skills.Educators may contemplate incorporating this method into their instructional designs to boost students' communication competencies.Secondly, these results offer a deeper understanding of how learning components such as conceptual understanding, oral and written Communication, and direct practice interact to advance students' communication skills.This can serve as a foundation for developing more effective curricula in the context of communication skill development.Thirdly, qualitative findings indicate that students' learning experiences in webinar tutorials using the Flipped Classroom approach with whiteboard animation are more positive.This implies that this approach can enhance student motivation and engagement in learning, which, in turn, can positively impact their learning outcomes.While this research has provided valuable insights, there are still areas that can be further explored in future studies.Some suggestions for future research include: (1) Using a larger sample size to provide stronger generalizability regarding the influence of the Flipped Classroom approach and whiteboard animation media on students' communication skills; (2) Future research could consider other variables that might affect students' communication skills, such as gender, learning motivation, technological proficiency, AI utilization, or instructor characteristics; (3) Further research could involve long-term monitoring of the development of students' communication skills after participating in webinar tutorials with the Flipped Classroom approach and whiteboard animation media; (4) Expanding this research to encompass various courses and academic programs may offer additional insights into the effectiveness of this approach in diverse learning contexts.

CONCLUSION
This research has revealed that implementing webinar tutorials using the Flipped Classroom approach with whiteboard animation media has a positive and significant impact on improving students' communication skills.Data analysis demonstrates that all treatment groups, including the negative control, positive control, and experimental groups, exhibited enhanced communication skills after participating in the webinar tutorials.However, the most significant difference was observed in the experimental group that employed the Flipped Classroom approach with whiteboard animation media.Inferential tests confirmed that the use of the Flipped Classroom approach with whiteboard animation media significantly influenced the enhancement of students' communication skills.These findings align with prior research, indicating that the Flipped Classroom effectively enhances communication skills, and whiteboard animation media is crucial in this process.

Figure 1 .
Figure 1.The Workflow of A Mixed Methods Research

Figure 2 .
Figure 2. The mean scores of communication skills

Table 1 .
Results of the Normality Test for Data Distribution

Table 2 .
The Results of the Linearity Test of The Covariate with the Dependent Variable

Table 3 .
The Results of the ANCOVA

Table 4 .
Qualitative Data from the Negative Control Group (Conventional Webinar Tutorial)

Table 5 .
Qualitative Data of the Positive Control Group

Table 6 .
Qualitative Data of the Experimental Group