The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL Learning

Abstract

This research was conducted to analyze the implementation of blended learning. This study focused on the implementation Station Rotation and Flipped Classroom models of blended learning in academic writing course in English Education Study Program of UNISNU Jepara. Observation and interview were done to collect the data of the implementation of Station Rotation and Flipped Classroom model. The study found that station rotation was implemented in 3 cycles/rotations; 1) teacher led instruction, 2) independent work or ollaborative activities , and 3) online learning. Whereas flipped classroom was implemented in 2 steps; 1) lecturer share online assignment about the topic through SIAkad Unisnu Jepara, and 2) face-to-face meeting in the classroom. It also found that blended learning can facilitate the flexibiliy and make students learn more active and urge their curiousity.

What do Malaysian ESL Teachers Think About Flipped Classroom?

“…They will be more alerted and enhance learning readiness." This data aligns with the findings of past studies (Jones, 2016;Khaled, 2019;Mahalli et al, 2019;B. Nguyen, B., et al, 2016;Nguyen, H. A. V., et al, 2019;Yang & Chen, 2020).…”

“…A study analysing the implementation of blended learning was conducted by Mahalli et al (2019). The advantages of adopting blended learning models are that they can make it easier for students to learn anytime and anywhere and enable them to learn independently, at their own pace.…”

“…Flipped classroom is a model that enables students to focus and interact during their learning process. It facilitates flexible and independent learning as students can learn anytime and anywhere and individually, at their own pace (Gilboy et al, 2015;Kurt, 2017;Mahalli et al, 2019;McCallum et al, 2015). In addition, this approach can save a lot of the time that is spent on teaching and ensure that more class time is used for student practice; it makes the learners more responsible for their learning and further enhances their independent learning skills (Yang & Chen, 2020).…”

Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study

“…The research conclusions align with Webb & Doman (2016), in the part it leads to increased gains on learning outcomes and enhances cooperation and task orientation between teachers and students, according to Strayer (2012). Within flipped classrooms, we have distinguished three possible roles of teachers in the learnings process, as a facilitator, an instructor, and a resource, while the roles of the learners were as recipients and as partners, according to Mahalli, Nurkamto, Mujiyanto, & Yuliasri (2019). Thus, we have revealed no severe facts to prove flipped learning inefficiency.…”

Sistematización teórica de modelos pedagógicos híbridos adaptados a las necesidades de los sistemas educativos en tiempo de COVID.

“…Este modelo, para el desarrollo de las actividades académicas divide a los estudiantes en grupos que se denominan usualmente como estaciones de trabajo, en las cuales se desarrollan tres aspectos fundamentales: la instrucción dirigida por el maestro en cada grupo, el trabajo independiente y colaborativo de las estaciones, y un aprendizaje en línea complementario (Mahalli et al, 2019). En el contexto actual, este modelo posibilitaría asegurar el aforo permitido en el salón de clases, sin privar a nadie de acceder a su proceso educativo.…”