Efl Teacher Candidates’ Engagement in Mobile-Assisted Flipped Classroom

Pasaribu, Truly Almendo; Wulandari, Mega

doi:10.17718/tojde.961774

Cited by 9 publications

(5 citation statements)

References 29 publications

(54 reference statements)

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“…It brings new vibes for teacher and learners (Alamri, 2019;Etemadfar et al, 2020;Hava, 2021;Lestari, 2021). Also, FC can support the activeness of the students in learning, boost self-regulated learning, better learning environment, promoting students learning responsibility and peer collaboration (Ali Ghufron & Nurdianingsih, 2021;Chiquito et al, 2020;Deng, 2019;Fredriksen, 2021;Gillette et al, 2018;Hava, 2021;Pasaribu & Wulandari, 2021). In the present research, flipped classroom implementation is bit change with previous studies as it focuses on cognitive engagement and academic achievement of students from an outstanding class program.…”

Section: Discussionmentioning

confidence: 92%

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Ammade

Rahman

Nurhasanah

2023

JINoP

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Technology integration has begun to stir the education world particularly when COVID-19 hits the world. One of the popular learning modes during this unstable situation is flipped classroom in which class material is sent earlier to students via communication tools like WhatsApp or Telegram and will be discussed more in an online or offline class meeting. However, the implementation of this learning mode still lacks of research in terms of cognitive engagement and academic performance. In light of this issue, this study aims to research deeply the impact of the flipped classroom on students’ cognitive engagement and their academic performance in learning English particularly writing descriptive text in an outstanding class program. The subject in this research was 18 students of an outstanding class program in a private school in eastern region of Indonesia. Students learning results, observation and questionnaire were used to gather the data needed and then analyzed quantitatively. The findings showed students’ cognitive engagement needs to be encouraged to make them more active and enthusiastic to participate in the learning process. Whilst, the learning result revealed a slight improvement. In conclusion, flipped classroom in an outstanding class program may work well if it is implemented actively by all parties like teachers, students, and parents. We, therefore recommended doing further research on the issue of flipped classroom and learning achievement to enrich the world of education research.

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Section: Discussionmentioning

confidence: 92%

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Ammade

Rahman

Nurhasanah

2023

JINoP

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“…It is about building community, creating a sense of belonging, developing relationships, and establishing trust. Cognitive engagement concerns students' scholastic success (Pasaribu & Wulandari, 2021). It is about how the learning process can build students' critical thinking (Redmond et al, 2018).…”

Section: Students' Online Engagementmentioning

confidence: 99%

“…Active learning activities require students to be more selective in accepting the data or information. Pasaribu and Wulandari (2021) agreed that cognitive engagement focuses on scholastic success. Critical thinking is the first step to achieving this success.…”

Section: Cognitive Engagementmentioning

confidence: 99%

Investigating Efl Students’ Online Engagement in Zoom Main Room and Breakout Rooms

Natalie,

Purnamaningwulan

2024

IJIET

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Zoom as one of the video conference applications facilitates synchronous online learning through its main room and breakout rooms features. This research aimed to compare students’ online engagement in Zoom main room and Breakout rooms. It also explored the extent to which group discussions could facilitate students' online engagement through Zoom Breakout rooms. Ninety-one EFL students participated in this mixed-method study. Quantitative data were collected using 24-item questionnaires addressed to two different groups of students: breakout room and main room students. Qualitative data were collected by interviewing six respondents from the breakout room group to explore their opinions regarding the breakout room’s effectiveness in promoting online engagement. The independent sample t-test towards the quantitative data revealed a significant difference between online engagement that occurred in the Breakout room compared to the Zoom main room (t=-4.922, df=89, p0.05). Further, it was found that Zoom breakout rooms were able to facilitate online engagement in the five engagement aspects, namely social, collaborative, behavioral, emotional, and cognitive engagement. These findings imply that Zoom Breakout rooms can be optimized to boost online engagement.

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“…Pembelajaran Flipped learning menyajikan kondisi kelas yang lebih dinamis, dimana peserta didik secara aktif terlibat dalam proses pembelajaran. Kesempatan peserta didik untuk menyampaikan pendapat ataupun pertanyaan selama proses belajar berlangsung sangat besar, karena dalam pembelajaran ini peran guru bukan menjadi pusat kelas melainkan seorang yang berada di sisi kelas dan memandu peserta didik untuk saling secara aktif belajar bersama-sama ( (Pasaribu & Wulandari, 2021); (Qaisar, 2019); (Tokmak et al, 2019)). Terdapat beberapa kelebihan dalam model pembelajaran flipped learning.…”

Section: Pendahuluanunclassified

Pengaruh Model Flipped Learning Versus Model Direct Learning dan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris Siswa Kelas X SMK Negeri 1 Driyorejo Gresik

Rizqi,

Leksono,

Rohman

2023

edukasia

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Differences in student learning outcomes become a reference in drawing research conclusions. The learning outcomes are grouped based on two variables. Learning outcomes based on the application of learning models and learning outcomes based on the level of learning motivation possessed by students. The type of research used is experimental research. Data collection using written tests and questionnaires. Written test instruments are used to collect data in the form of student learning outcomes. This test is given before learning activities begin and at the end of learning. The questionnaire instrument was used to collect data in the form of students' motivational values and was given before the learning activities began. Furthermore, the research data were analyzed using Two-way Anava. This study has three hypotheses. Based on the results of data processing, it was found that the first hypothesis was accepted, namely that there were differences in the effect of the learning model on student learning outcomes; the second hypothesis is accepted, namely that there is an influence of learning motivation on student learning outcomes; and the third hypothesis is rejected, which means there is no interaction with the Flipped Learning and Direct Learning models and learning motivation on student learning outcomes in English subjects. Suggestions that can be conveyed through this research are that this kind of research should be carried out with a longer research period, using different materials and at different levels. It is possible to obtain generalization of research results. The use of more interesting learning media and effective learning plans will greatly assist in the learning process.

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Efl Teacher Candidates’ Engagement in Mobile-Assisted Flipped Classroom

Cited by 9 publications

References 29 publications

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Investigating Efl Students’ Online Engagement in Zoom Main Room and Breakout Rooms

Pengaruh Model Flipped Learning Versus Model Direct Learning dan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris Siswa Kelas X SMK Negeri 1 Driyorejo Gresik

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