scholarly journals Fostering Students’ Grammatical Competence Through Flipped Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 57-72
Author(s):  
Firdausa Fadhilah ◽  
Ratna Sari Dewi ◽  
Zaharil Anasy ◽  
Ismalianing Eviyuliwati ◽  
Syauki Syauki
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Grammatical Competence ◽  
Digital Era ◽  
Criterion Score ◽  
Field Note ◽  
Tenth Grade ◽  
Post Test ◽  
Efl Students

ABSTRACTThis study aims to identify whether Flipped Classroom strategy can enhance students’ grammatical competence. EFL students still found difficulties in understanding and mastering grammar despite its central role in learning a new language. As we are living in the digital era, we can optimize digital tools in teaching and learning to assist students and teachers. Furthermore, students nowadays are tech-savvy, so it would not be very difficult to integrate technology into classroom. The participants of this research were the tenth grade students at SMAN 4 Tangerang Selatan. Classroom Action Research (CAR) was implemented as the research design with two cycles which comprised three meetings in each cycle. The cycle consisted of planning, acting, observing, and reflecting. The instruments used were test, questionnaire, observation, and researcher’s field note. The results showed that 77.14% of students passed the minimum criterion score; further, the results among pre-test, post-test 1, and post-test 2 significantly increased. These findings indicate that Flipped Classroom have the potential to improve students’ grammatical competence.   ABSTRAKStudi ini bertujuan untuk meningkatkan kompetensi gramatikal siswa melalui strategi Flipped Classroom dan untuk mengetahui bagaimana strategi tersebut meningkatkan kompetensi gramatikal siswa.   Siswa yang menggunakan bahasa Inggris sebagai bahasa asing (EFL) masih mengalami kesulitan untuk memahami dan menguasai tata bahasa meskipun peran sentralnya dalam belajar bahasa.  Karena kita hidup di era digital, kita dapat mengoptimalkan alat digital dalam proses belajar-mengajar untuk membantu siswa dan guru.  Selain itu, siswa saat ini sudah paham teknologi sehingga tidak terlalu sulit untuk mengintegrasikan teknologi ke dalam kelas. Melihat fenomena ini, oleh sebab itu, penelitian telah dilaksanakan. Subjek penelitian ini adalah siswa kelas X di SMAN 4 Tangerang Selatan. Penelitian Tindakan Kelas (PTK) dilaksanakan sebagai desain penelitian dengan dua siklus yang terdiri dari 3 pertemuan di setiap siklusnya. Instrumen yang digunakan adalah tes, angket, observasi, dan catatan lapangan peneliti.  Hasil penelitian menunjukkan bahwa 77,14% siswa dinyatakan lulus kriteria ketuntasan minimal (KKM).  Hasil pre-test, post-test 1, dan post-test 2 meningkat secara signifikan yang menunjukkan bahwa Flipped Classroom dapat meningkatkan kompetensi gramatikal siswa.

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING BOTTOM-UP TECHNIQUE

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Hari Razaki Akbar ◽  
Sofian Maral ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Word Processing ◽  
Teaching And Learning ◽  
Test Field ◽  
Bottom Up ◽  
Listening Test ◽  
Field Note ◽  
Tenth Grade ◽  
Field Notes

The aim of this research was to improve students listening comprehension by using Bottom-Up technique. This research is a classroom action research which has done in three cycles. The subject for this research was the tenth grade students in class X TAV. The research was conducted by using Bottom-Up technique which consists of three main stages. There are word processing, phrase processing, and comprehension. The researcher observed students improvement in listening comprehension by collecting data through field notes, observation checklist and listening test. Field note and observation checklist were used to gather the students attitude in learning process. The data of listening was collected through listening test and it was assessed through scoring rubric. The result showed that students problems in understanding the contents of listening and vocabulary had been solved by using Bottom-Up technique. In the first cycle, the students mean score was 76.7. It increased in the second cycle to 82.1, and 83.7 in third cycle. As the conclusion, the technique was able to be used in improving students listening comprehension. The researcher recommends the teacher to use Bottom-Up technique as a technique in teaching and learning process, especially in the teaching listening with the similar setting and difficulty.

scholarly journals The elimination of anticipated written errors from L1 interference through flipped classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Napacha Prapawadee
Keyword(s):  
Flipped Classroom ◽  
Mother Tongue ◽  
Asynchronous Learning ◽  
Positive Attitudes ◽  
Thai Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Simple Sentences ◽  
Support Students

Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference.  In addition, other related studies reveal that flipped classrooms can support students’ learning process.  It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited.  Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities.  The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study.  The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities.  Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom.  The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement.  Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom

scholarly journals The Effect of E-mail and WhatsApp on Jordanian EFL Students' Reading Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kafa Mohammad Bani Khalaf
Keyword(s):  
Potential Effect ◽  
Instructional Program ◽  
Combination Group ◽  
Future Research ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
E Mail

This study aims to examine the potential effect of an e-mail and WhatsApp based instructional program on Jordanian EFL tenth-grade students' skimming and scanning skills of reading. To collect the data, two instrument were utilized: a pre-test and a post-test. The study used a quasi-experimental design. The participants of the study were 60 Jordanian tenth-grade female students from four sections who were purposefully chosen from Bahraini Basic School for Girls in Jordan. 15 students comprised the control group and 45 comprised three experimental groups of 15 students each. The findings reveal significant differences (at 0.05) in the students' mean scores on the post-test, in favour of the students in the WhatsApp group, the e-mail and WhatsApp combination group and the e-mail group respectively. The findings also reveal a significantly high effect of the instructional program on scanning than on skimming. A number of implications and recommendations for future research are put forth.

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

scholarly journals THE IMPLEMENTATION OF MAKE A MATCH METHOD TO IMPROVE WRITING DESRIPTIVE TEXT AT TENTH GRADE STUDENTS IN SMK JABIR AL-HAYYAN

2020 ◽  
Vol 3 (2) ◽  
pp. 259
Author(s):  
Mahmud Yusuf ◽  
Hasanudin Hasanudin
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Match Method ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Academic Year

Based on the phenomena that students have difficulties in writing descriptive text, the students could not write because do not have any ideas when they are asked to write. So, they need some ways which could help them in writing. The problems in writing can be solved by implementing some strategies in teaching writing. One of approach that teacher can use to help students write a good text is MAM. The main objective of this study is find out if MAM can improve students’ ability in writing descriptive text. The research method used is quantitative research, specifically quantitative with one group pretest-posttest design. The sample take two class at tenth grade students of SMK Jabir Al-Hayyan in academic year 2019/2020. The data had been obtained in post-test of experimental class were: the highest score was 96, the lowest score was 62, and the mean score was 80.50. Post-test of control class were: the highest score was 89, the lower score was 60, and the mean score was 71.54. It can be seen from the data showed that students’ score in experimental class was highest than control class. It means that using make a match method was effective, easier, and more understable to be applied in teaching and learning process, especially in writing descriptive text. Keywords:  Improve, Make A Match Method, Writing Descriptive Text

scholarly journals Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement

2021 ◽  
Vol 3 (2) ◽  
pp. 37-53
Author(s):  
Mohsine Wahib ◽  
Youssef Tamer
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Flipped Classroom ◽  
Experimental Studies ◽  
Control Group ◽  
Great Success ◽  
Success In Higher Education ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.

Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física (Comparative analysis of motivational profiles and flow status between a tradi

Retos ◽  
2020 ◽  
pp. 338-344
Author(s):  
Pablo Cuenca Ruano ◽  
Salvador García Martínez ◽  
Alberto Ferriz Valero ◽  
Juan Tortosa Martínez
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
The State ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Student Test ◽  
Para Determinar ◽  
Experimental Group

El proceso de enseñanza y aprendizaje está muy determinado por la motivación y el ambiente de aprendizaje. La motivación y el ambiente de aprendizaje, dentro de la educación, dependen mucho de las metodologías educativas que se implementan en los centros educativos. El objetivo de este trabajo es comparar la motivación y el estado de Flow entre la estrategia metodológica Flipped Classroom y una metodología tradicional. Para ello se llevó a cabo un estudio de diseño cuasiexperimental, con selección de la muestra no probabilística e intencional. 103 alumnos universitarios participaron en el estudio, divididos en un grupo experimental (Flipped Classroom) y un grupo control (metodología tradicional). La motivación y el estado de Flow se evaluaron antes de comenzar la impartición de lecciones relacionadas con la asignatura: “Didáctica de la Educación Física” y al finalizar la misma (cuatro meses). Se utilizaron los cuestionarios de metas de logro 2x2 (Guan et al., 2006) y DREEM (Herrera et al., 2015). Para determinar si existían diferencias iniciales y finales entre los grupos se realizó la prueba T-Student de muestras independientes. Para observar las diferencias intragrupo (pre vs pos-test) se utilizó una prueba T-Student para muestras relacionadas. Los resultados muestran que existen diferencias significativas entre el grupo de control y el grupo experimental en las variables aproximación/maestría (p < .001), enseñanza (p = .003) y aprendizaje (p = .05). Con la metodología Flipped Classroom el alumnado presenta niveles en la motivación y en el estado de Flow superiores al alumnado que imparte una metodología tradicional.  Summary. The teaching and learning process is highly determined by motivation and the learning environment. The motivation and the learning environment, within education, both of them depend a lot on the educational methodologies that are implemented in educational centers. The objective of this work is to compare the motivation and the state of Flow between the Flipped Classroom methodological strategy and a traditional methodology. For this reason, a quasi-experimental design study was carried out, with a selection of the non-probabilistic and intentional sample. 103 university students participated in the study, divided into an experimental group (Flipped Classroom) and a control group (traditional methodology). The motivation and the state of Flow were evaluated before the beginning of the lessons related to the subject: "Physical Education Didactics" and at the end of it (four months later). The 2x2 achievement goal questionnaires (Guan et al., 2006) and DREEM (Herrera et al., 2015) were used. To determine if there are initial and final differences between the groups, the T-Student test was performed on independent samples. To observe intra-group differences (pre vs. post-test), a T-Student test was detected for related samples. The results found that there are differences between the control group and the experimental group in the variables approach/mastery (p < .001), teaching (p = .003) and learning (p = .05). With the Flipped Classroom methodology, students have higher levels of motivation and Flow status than students who teach a traditional methodology.

scholarly journals THE USE OF TEXT ALOUD SOFTWARE IN TEACHING STUDENTS' PRONUNCIATION

2020 ◽  
Vol 7 (1) ◽  
pp. 27-41
Author(s):  
Roslaini Roslaini ◽  
Cahya Komara
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Small Scale ◽  
Technology Application ◽  
English As Foreign Language ◽  
English Pronunciation ◽  
Technology Applications ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Pronunciation is often viewed as difficult English sub-skill for EFL students in Indonesia. Many of students did not know how to respond the problem of pronunciation they have in class. Moreover, many teachers or lecturers also did not support the students’ pronunciation teaching and learning with a proper media. This situation happened in second semester students of English Department, FKIP UHAMKA Jakarta 2018/2019 Academic Year. In fact, there are plenty of technology applications that can support or assist them to practice pronunciation by their own. One of it is Text aloud Software. Thus, in this small-scale study, the researchers aim to reveal the use of Text Aloud Software as one of technology application that can help English as Foreign Language (EFL) students to mastery English pronunciation in the classroom. This study applies quantitative method with the use of quasi-experimental design and also added by close-ended questioners. The question of this research is; does Text Aloud Software help EFL students to master English pronunciation? To be able to answer the research question, this study involved 20 respondents who were selected purposively. The results showed that both data of pre-test and post-test in control class and experiment class was normally distributed and homogeny. The statistical test or t-test also showed that t observed (to = 1.68) was smaller than t table (tt = 2.02) which was 1.68 < 2.02. It can be concluded that Ho is rejected and Hi is accepted. Therefore, Text-Aloud Software is effective in helping students to master pronunciation.

scholarly journals The Use Of Podcast To Improve The Speaking Competency of The Tenth Grade Students of SMA Negeri 1 Amlapura In Academic Year 2015/2016

2017 ◽  
Vol 1 (1) ◽  
pp. 30
Author(s):  
A.S. Dianithi
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Tenth Grade ◽  
Post Test ◽  
Minimum Score ◽  
English Speaking ◽  
The Subject ◽  
Academic Year

The objective of this research was to improve students’ English speaking competency by using podcast in teaching and learning. The subject of the research was the speaking competency of the tenth grade students of SMA Negeri 1 Amlapura, i.e. X MIA 1 class. The method used in this study was Classroom Action Research (CAR), conducted in two cycles. There were two kinds of data collected, the qualitative data were obtained from the questionnaires and observation checklist. The quantitative data were collected by conducting pre-test and post-test. The result of study showed that the main score of the students’ English speaking competency gained on the pre-test was 60.43, on the post-test 1 was 72.46 and on post-test 2 was 79.78 and 83.33% of students could pass the standard minimum score. It can be concluded that the students’ English speaking competency could be improved by using podcast in English teaching and learning. 

scholarly journals IMPROVING STUDENTS’ WRITING DESCRIPTIVE TEXT USING MIND MAPPING TEACHING STRATEGY OF THE TENTH GRADE STUDENTS OF SMA NEGERI 4 KUPANG IN ACADEMIC YEAR 2017/2018

2020 ◽  
Vol 5 (12) ◽  
pp. 147-154
Author(s):  
Frangelina Pajolia Salem
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Teaching Strategy ◽  
Mind Mapping ◽  
Writing Ability ◽  
Tenth Grade ◽  
Post Test ◽  
Academic Year

This project entitled “Improving students’ writing descriptive text using mind mapping teaching strategy of the tenth grade students of SMA Negeri 4 Kupang in academic year 2017/2018.” This research is aimed at; 1) to find out the use of mind mapping teaching strategy can improve the writing ability of tenth grade students, 2) to find out the weakness and strength of mind mapping teaching strategy. This research was classified as action research. It was done in two cycles. The first cycle was divided into two meetings and the second cycle was divided into two meetings. The research was done with the participation of 43 students of the tenth grade students of science program. The data obtained during the research were qualitative and quantitative data. The qualitative data were in the form observation checklist while the quantitative data were in the form of the students’ scores. The results of the research showed that the use of mind mapping effectively improved the students writing ability. Based on the qualitative data, the students were able to generate their ideas to produce well-organized recount texts. They were also able to use the appropriate vocabulary, correct grammar, punctuation, spelling, and capitalization in their writings. During the teaching and learning process, they also showed positive response toward the lesson. Based on the quantitative data, the students’ mean score improved. In the pre-test, the students’ mean score was 60.58 The  students’  mean  score  in  the  post-test  1  is 70.81  and  the students’  mean  score  in  the  post-test  2  is  78.60,  which  the  last  mean  score is  higher  than  KKM  which  is  75.00.  It  means  that  there  are  a  difference between  the  students’  writing  descriptive  text  before  and  after  the  action research.

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