FLIPPED CLASSROOM MODEL
FLIPPED-CLASSROOM MODEL: PROMOTING BLENDED LEARNING
IN ENGLISH LANGUAGE TEACHING CLASSROOM IN INDONESIA
Atik Ulinuha
(atikulinuha@gmail.com)
Nurul Hidayah Pratama
(nhpratama@ymail.com)
Universitas Negeri Malang
Jl. Semarang 5, Malang, Indonesia
Abstract: This paper intends to promote the use of blended learning for English
Language Teaching in Indonesia. There are several models of blended learning that can be implemented by the teachers to teach the ‘Net’ generation, they are rotation models, flex model, self-blend model and enriched-virtual model.
Flipped-classroom model is one of the rotation models where students rotate on a fixed schedule between face-to-face teacher-guided practice on campus during the standard school day and online delivery of content and instruction of the same subject from home after school. Even though flipped-classroom model has drawbacks such as can lead to digital divide and rely too much on trust between teacher and students, however, the advantages of this model, encourage studentscentered learning and collaborative work, can cover the drawbacks.
Key words: blended learning, flipped-classroom model, English language teaching.
INTRODUCTION
Language Learning and Technology
Since today generation also called ‘Net’ generation, nowadays language teaching practice should consider the use of technology in enhancing students’ proficiency. It is supported by Groves (2011:52) who stated that in learning situation, today youth prefer the utility of technology, creativity, social interaction and community. Ark (2012: 28) also stated that digital learning provides customization, motivation, equalization. Therefore, nowadays, there are lots of teaching practices which are technology-rich instruction such as using computer games to make learning fun. However, today technology can make learning better than that.
Advanced technology gives a big impact to education. One of the impacts is that today learning spaces and practices are no longer bound by
IN ENGLISH LANGUAGE TEACHING CLASSROOM IN INDONESIA
Atik Ulinuha
(atikulinuha@gmail.com)
Nurul Hidayah Pratama
(nhpratama@ymail.com)
Universitas Negeri Malang
Jl. Semarang 5, Malang, Indonesia
Abstract: This paper intends to promote the use of blended learning for English
Language Teaching in Indonesia. There are several models of blended learning that can be implemented by the teachers to teach the ‘Net’ generation, they are rotation models, flex model, self-blend model and enriched-virtual model.
Flipped-classroom model is one of the rotation models where students rotate on a fixed schedule between face-to-face teacher-guided practice on campus during the standard school day and online delivery of content and instruction of the same subject from home after school. Even though flipped-classroom model has drawbacks such as can lead to digital divide and rely too much on trust between teacher and students, however, the advantages of this model, encourage studentscentered learning and collaborative work, can cover the drawbacks.
Key words: blended learning, flipped-classroom model, English language teaching.
INTRODUCTION
Language Learning and Technology
Since today generation also called ‘Net’ generation, nowadays language teaching practice should consider the use of technology in enhancing students’ proficiency. It is supported by Groves (2011:52) who stated that in learning situation, today youth prefer the utility of technology, creativity, social interaction and community. Ark (2012: 28) also stated that digital learning provides customization, motivation, equalization. Therefore, nowadays, there are lots of teaching practices which are technology-rich instruction such as using computer games to make learning fun. However, today technology can make learning better than that.
Advanced technology gives a big impact to education. One of the impacts is that today learning spaces and practices are no longer bound by
References: Acedo, M. 2013. 10 Pros and Cons of a Flipped Classroom. (Online), (http://www.teachthought.com/trends/10-pros-cons-flipped-classroom/), accessed on February 14, 2015. Ark, T. 2012. Getting Smart: How Digital Learning is Changing the World. San Francisco: Jossey-Bass. Bart, M. 2010. The Benefits of Blended Learning. (Online), (http://www.facultyfocus. com/articles/trends 'in 'higher 'education/the 'benefits 'of 'blended 'learning/), accessed on February 11, 2015. Horn, M., & Staker, H. 2012. Classifying K–12 Blended learning. _: Innosight Institute. Christensen, C.; Horn, M.; & Staker, H. 2013. Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids Garrison, D & Vaughan, N. 2008. Blended Learning in Higher Education. Framework, Principles, and Guidelines Groves, C. 2011. The Multimodal Writing Process: Changing Practices in Contemporary Classrooms Sari, A. 2014. Utilizing Electronics Portfolio to Facilitate Peer and Teacher Review for Improving Students’ Writing Ability Silcha, W. 2014. Using Facebook for Process Writing Strategy to Enhance the Teaching of Recount Text for 8th Grade Students at SMP Brawijaya Smart PRESENTED IN MALANG, 15th JANUARY, 2015.