STUDENTS’ SATISFACTION WITH FLIPPED CLASSROOM IN BASIC ENGLISH COURSE

Ika Sulis Setianingsih, Tri Cahyaningrum

Abstract


This study aimed at investigating the students’ satisfaction with flipped classroom in Basic English course, namely on grammar topic classes, by employing the Embedded Design in Mixed Method. The sample of this study was 44 students of Diploma 3 of Blood Bank Technology Study Program. The data were collected simultaneously through questionnaire and interview. The result showed that students were satisfied on the teacher aspects, some materials aspects, and classroom interaction aspect. These were because they already knew what flipped classroom is and that flipped classroom is beneficial and interesting to them.

Keywords


flipped classroom, satisfaction, basic English course

Full Text:

PDF

References


Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336

Ansori, M., & Nafi’, N. N. (2018). English Teachers’ Perceived Benefits and Challenges of Flipped Classroom Implementation. 5(2).

Barua, A., Gubbiyappa, K. S., Baloch, H. Z., & Das, B. (2014). Validation of Feedback Questionnaire on Flipped Classroom (FC) Activity. 4(3).

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.

Feng Teng, M. (2017). Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction. The Journal of AsiaTEFL, 14(4), 605–620. https://doi.org/10.18823/asiatefl.2017.14.4.2.605

Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: Supporting a diverse group of students in their learning. Learning Environments Research, 22(2), 297–310. https://doi.org/10.1007/s10984-019-09281-2

Ishak, T., & Kurniawan, R. (2020). Students’ Needs Satisfaction With Asynchronous Online Video Lectures in the Flipped Classroom Environment. The Online Journal of Distance Education and e-Learning. 8(2).

Israel, G. D. (1992). Determining Sample Size. University of Florida. https://www.researchgate.net/profile/Subhash-Basu-3/post/how_could_i_determine_sample_size_for_my_study/attachment/5ebaa4924f9a520001e613b6/AS:890361492811785@1589290130539/download/samplesize1.pdf

Johnson, R. L., & Morgan, G. B. (2016). Survey Scales: A Guide to Development, Analysis, and Reporting (First). The Guilford Press.

Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the Potential of Flipped Classroom in ESL Teaching. International Journal of Emerging Technologies in Learning (IJET), 11(03), 71. https://doi.org/10.3991/ijet.v11i03.5309

Mandasari, B., & Wahyudin, A. Y. (2021). Flipped Classroom Learning Model: Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class. 8(1), 150–158.

McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., Gharkholonarehe, N., & Mumper, R. J. (2013). Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom. American Journal of Pharmaceutical Education, 77(9), 196. https://doi.org/10.5688/ajpe779196

Namhee Kang. (2015). The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners. Multimedia-Assisted Language Learning, 18(3), 41–72. https://doi.org/10.15702/MALL.2015.18.3.41

Nanclares, N. H., & Rodriguez, M. P. (2016). Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education. Journal of Interactive Media in Education, 2016(1), 4. https://doi.org/10.5334/jime.397

Nguyen, T. (2017). Implementation of English flipped classrooms: Students’ perceptions and teacher’s reflection. International Journal of Research Studies in Language Learning, 7(3). https://doi.org/10.5861/ijrsll.2017.1876

Pierce, R., & Fox, J. (2012). Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module. American Journal of Pharmaceutical Education, 76(10), 196. https://doi.org/10.5688/ajpe7610196

Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (Eds.). (2017). The Flipped Classroom: Practice and Practices in Higher Education. Springer Singapore. https://doi.org/10.1007/978-981-10-3413-8

Santos Green, L., Banas, J. R., & Perkins, R. A. (Eds.). (2017). The Flipped College Classroom. Springer International Publishing. https://doi.org/10.1007/978-3-319-41855-1

Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate Students’ Perceptions Toward Blended Learning through Instagram in English for Business Class. International Journal of Language Education, 64–73. https://doi.org/10.26858/ijole.v1i1.7064

Talan, T., & Gulsecen, S. (2019). The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels. Turkish Online Journal of Distance Education, 31–60. https://doi.org/10.17718/tojde.640503

van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003




DOI: https://doi.org/10.52657/js.v9i1.1850

Refbacks

  • There are currently no refbacks.




Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.

web stats View My Stats