Flipped Classroom in Improving ESL Primary Students’ Tenses Learning

Abstract

Contribution/ Originality: This study contributes to the current existing approach of flipped classroom in tenses learning. Much has been said about its potential but limited studies have examined the perspective of younger students at the age of nine in a rural area. Therefore, this adds to the existing literature on this issue. INTRODUCTIONEducation nowadays is no longer restricted to any publication knowledge or constricted to a four walls building. It is now towards gearing and transforming younger students to a more ethical technological sophisticated and fast pace in exploring their hidden potential as well as acquiring critical thinking and communication skills before entering the 4th Industrial Revolution era (Azlan, Zakaria, & Yunus, 2019;Hashim & Yunus, 2019). On the contrary, to cater the demand that is coherent with current situations, revolutions, or modifications in viable curriculum and equivalent to international measures requires necessary changes (Lo, 2018).Even Malaysia has recently adopted a new align CEFR curriculum as its language acquisition benchmark towards reaching the global standards in line with other Asian and European countries (Lo, 2018). Therefore, flipped learning together with blended learning are introduced in all educational institution as mentioned in Malaysian Education blueprint (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025).

The Effectiveness of a Flipped Classroom Strategy in Developing Grammatical Concepts Among Fifth Grade Primary School Students

“…It was also found that the mean scores of the experimental group for the total score of the grammatical concepts test was 21 compared to 13.62 for the control group and accordingly the differences are in favour of the experimental group. The results agree with previous studies (Al-Ruwaili & Al-Talafha, 2020;Loizou & Lee, 2020;McEvoy et al, 2016;Zakaria & Yunus, 2020;Zou, 2020) that demonstrated the efficiency of using the inverted class strategy in developing concepts, in favour of the inverted class strategy, which has increased the enthusiasm of the female students where the learner played a major role in it and because the inverted class strategy provided a mechanism to assess learners' assimilation through tests and short assignments.…”

“…After extracting the views and perceptions of the participants, the researchers concluded several design principles that can be used with the flipped classroom strategy. Zakaria and Yunus (2020) conducted a study to explore the impact of using flipped classroom strategy in improving the tenses learning of students learning English as a second language. The participants were 36 students from a school in Negeri Sembilan, Malaysia.…”

“…Further to the above, one of the reasons for the researcher's choice of this study is that there is no previous study -to the best of the researcher's knowledge -that revolves around the effectiveness of using the flipped classroom strategy in developing grammatical concepts among female primary school pupils. There are several studies on using the flipped classroom strategy in subjects other than Arabic grammar (Al-Ruwaili & Al-Talafha, 2020;Loizou & Lee, 2020;McEvoy et al, 2016;Zakaria & Yunus, 2020;Zou, 2020).…”

Model Pembelajaran Inovatif Berbasis Flipped Classroom Dalam Pengajaran English Grammar

“…Kelas tradisional tidak lagi dapat memenuhi harapan siswa; dan karenanya, model pengajaran yang berbeda seperti Flipped Classroom diperlukan untuk mencapai harapan secara efektif (Yousufi, 2020). Dari kajian empriris dari beberapa peneliti ditemukan bahwa memang benar Flipped Classroom tebukti secara efektif untuk dalam pembelajaran English grammar pada tingkat sekolah dasar, tingkat menengah, maupun tingkat pendidikan tinggi yang mana model ini mampu memotivasi siswa dalam belajar mandiri serta lebih bermakna melalui bantuan media teknologi informasi (Al-Harbi & Alshumaimeri, 2016;Warden, 2016;Shih & Huang, 2018;Zakaria & Yunus, 2020;Yanto, Triyani, & Pravitasari, 2020;dan Mandasari & Wahyudin, 2021) kemungkinan bahwa terdapat beberapa siswa yang memiliki kendala teknologi dalam mengakses materi pembelajaran di luar kelas. Kendala yang muncul adalah ketika siswa tidak meliliki perangkat teknologi dan askses internet yang memadai.…”

Becoming University Language Teachers in South Korea: The Application of the Interpretative Phenomenological Analysis and Social Cognitive Career Theory

“…Besides remote locations and schools facing recruitment challenges, subject matter shortage is another significant issue in the contemporary educational environment (Dzikunu, Asiaman, & Pajibo, 2019;Fishman, 2015;Zakaria & Yunus, 2020). Unlike social sciences and liberal arts subjects, which may have higher populations of potential teachers, the areas of science, technology, engineering, and mathematics (STEM) education continues to face extreme shortages of qualified teachers, particularly teachers with industrial and professional experience from the workplace and business environment (Reinhold, Holzberger, & Seidel, 2018).…”