The implementation of flipped classroom model in telling narrative text learning at 8c class in SMP Darul Muta'allimin Sidoarjo.
THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN TELLING NARRATIVE TEXT LEARNING AT 8C CLASS IN
SMP DARUL MUTA’ALLIMIN SIDOARJO
THESIS
Submitted in partial fulfilment of requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English
By: Ermaris Suweni NIM D05212008
ENGLISH TEACHER EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY SURABAYA
(2)
2
(3)
(4)
(5)
(6)
ABSTRACT
Ermaris Suweni (2017). THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN TELLING NARRATIVE TEXT LEARNING AT 8C CLASS IN SMP DARUL MUTAALLIMIN SIDOARJO. A Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisors: Sigit Pramono Jati, M.Pd
Key Words: EDPUZZLE, Writing Ability, Recount teks
This study discusses the application or use of flipped classroom in SMP Darul Muta’allimin Sidoarjo. This study did not cover the effects of using the flipped class method. The research questions of this study were How was the implementation of flipped classroom on telling narrative learning at 8C class in SMP Darul Muta’allimin Sidoarjo? What was the teacher’s perception about the implementation of Flipped Classroom on telling narrative learning at 8C class SMP in Darul Muta’allimin Sidoarjo? And How was the students’ Perception about the implementation of flipped classroom on telling narrative learning at 8C class in SMP Darul Muta’allimin Sidoarjo? The selection of this method was based on the experience of the schoolteacher, who thinks that students need more time to practice their language skills. 32 students from grade 8C were willing to be researched. The data were collected by observing the class to get a teaching-learning video using flipped classroom, an instrument taken from Graham Brent Johnson was used to identify students' perceptions of the flipped classroom method, and several interview items compiled from the same source were submitted to the teacher for opinions on the flipped classroom. The study found that student was more engage to learn with flipped classroom, but there were some reviews. First, the media and material should be balance. Second, teacher need to learn more about the flipped classroom application.
(7)
ABSTRAK
Ermaris Suweni (2017). THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN TELLING NARRATIVE TEXT LEARNING AT 8C CLASS IN SMP DARUL MUTAALLIMIN SIDOARJO. Skripsi. Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Negeri Sunan Ampel, Surabaya. Pembimbing: Sigit Pramono Jati, M.Pd
Key Words: EDPUZZLE, Writing Ability, Recount teks
Studi ini membahas tentang penerapan flip classroom di SMP Darul
Muta’allimin Sidoarjo. Studi ini tidak membahas pengaruh dari flip
class. Rumusan mari studi ini adalah bagaimana penerapan flip class pada telling narrative di kelas 8C di SMP Darul Mutaalimin? Bagaimana presepsi siswa terhadap penerapan flip class pada telling narrative di kelas 8C di SMP Darul Mutaalimin? Bagaimana presepsi guru terhadap penerapan flip class pada telling narrative di kelas 8C di SMP Darul Mutaalimin? Pemilihan penggunaan metode ini berdasarkan pada pengalaman dari guru sekolah tersebut yang berfikir bahwa siswa membutuhkan lebih banyak waktu untuk mengaplikasikan kemampuan berbahasa mereka. 32 siswa dari kelas 8C di diteliti. Data di ambil dari observasi kelas untuk mendapatkan video belajar mengajar menggunakan flip class. Instrument yang digunakan diambil dari hasil riset Graham Brent Jhonson untuk mengidentifikasi presepsi siswa , beberapa pertanyaan interview dari sumber yang sama juga digunakan untuk mengetahui presepsi guru terhadapa flip class. Studi ini menemukan bahwa siswa lebih tertarik belajar menggunakan flip class. Namun ada beberapa catatan, yang pertama, media dan metri yang disampaikan haruslah seimbang, kedua, guru butuh lebih banyak belajar lagi tentang penggunaan flip class.
(8)
TABLE OF CONTENTS
ADVISOR APPROVAL SHEET III
EXAMINER APPROVAL SHEET IV
PERNYATAAN KEASLIAN TULISAN V
DEDICATION SHEET VI
MOTTO VII
ACKNOWLEDGEMENT VIII
ABSTRACT IX
TABLE OF CONTENT X
LIST OF TABLES XIX
LIST OF FIGURES/GRAPHICS XX
LIST OF APPENDICES XXI
CHAPTER I: INTRODUCTION 1
A. Research Background 1
B. Research Questions 4
C. Objective of the Study 4
D. Significance of the Study 4
E. Scope and Limits of the Study 5
(9)
1. Flipped classroom 6
2. Telling Narrative Story 7
a. Story Telling 7
b. Narrative 7
CHAPTER II: REVIEW OF RELATED LITERATURE 9
A. Review of Related Literature 9
1. Flipped Classroom 9
a. Definition 9
b. The Implementation of Flipped Classroom 11 c. The Advantages of Flipped Classroom 13 1) Students Got Help on Difficult Topics 13 2) The Enhance of Teacher-Student Interaction 14
2. Telling Narrative Story 15
a. Storytelling 15
b. Narrative Text 16
3. Teacher and Learners Perception 17
B. Review of Previous Study 17
CHAPTER III: RESEARCH METHOD 22
A. Research Procedure 23
B. Data and Source of the Data 24
1. Type of Data 24
a. Primary Data 24
b. Secondary data 24
2. Source of Data 25
3. Research Location 25
4. Subject of the Study 25
C. The Presence of the Researcher 26
D. Research Instrument 26
E. Data Collection Technique 29
1. Observation 30
2. Questionnaire 31
5. Documentation 31
F. Data Analysis Technique 32
1. Data Reduction 32
(10)
3. Drawing Conclusion 33
G. Research Stage 33
CHAPTER IV: FINDING AND DISCUSSION 34
A. Finding 34
1. The implementation of flipped classroom on telling narrative learning at 8C class in SMP Darul Muta’allimin Sidoarjo 34
2. The Teacher’s Perception About the Implementation of Flipped
Class on Telling Narrative Learning at 8C Class in SMP Darul
Muta’allimin Sidoarjo 36
3. The Students’ Perception about the Implementation of Flipped
Class on Telling Narrative Learning at 8C Class in SMP Darul
Muta’allimin Sidoarjo 37
a. The Flipped Class was More Engaging than Traditional
Class 38
b. I Would Not Recommended the Flipped Class to My Friend 39 c. The Flipped Class gave Me the Greater Opportunities to
Communicate with Other Students. 40 d. I Like Watching Lesson on Video 41
e. I’m Spending Less Time Working on Traditional English
Homework 42
f. Social Media (YouTube, WhatsApp, Puzzle, Etc.) was not an important part of my learning 43 g. I regularly watch video assignment 44
h. I dislike when I can’t take the quiz with my own pace 44
i. I would rather watch traditional lesson than a lesson video 45 j. I find it easy to pace myself through the course 46 k. The Flipped class gives me less class time to practice
English 47
l. I am more motivated to learn English in the flipped class 48 m. The flipped class has not improved my learning of English
49
B. Discussion 49
1. The Implementation of Flipped Class on Telling Narrative Learning at 8C Class in SMP Darul Mutallimin Sidoarjo 50 2. The Teacher’s Perception sbout the Implementation of Flipped
(11)
Class on Telling Narrative Learning at 8C Class in SMP Darul
Mutallimin Sidoarjo 53
3. The Students’ Perception about the Implementation of Flipped Class on Telling Narrative Learning at 8C Class in SMP Darul
Muta’allimin Sidoarjo 53
a) The Flipped Class was More Engaging than Traditional
Class 53
b) I Would Not Recommended the Flipped Class to My Friend 54 c) The Flipped Class gave Me the Greater Opportunities to
Communicate with Other Students. 54 d) I Like Watching Lesson on Video 54
e) I’m Spending Less Time Working on Traditional English
Homework 55
f) Social Media (YouTube, WhatsApp, Puzzle, Etc.) was not an important part of my learning 55 g) I regularly watch video assignment 55
h) I dislike when I can’t take the quiz with my own pace 56
i) I would rather watch traditional lesson than a lesson video 56 j) I find it easy to pace myself through the course 56 k) The Flipped class gives me less class time to practice
English 57
l) I am more motivated to learn English in the flipped class 57 m) The flipped class has not improved my learning of English
57
CHAPTER V: CONCLUSION AND SUGESTION 59
A. Conclusion 59
B. Suggestion 59
(12)
1
CHAPTER I INTRODUCTION A. Research BackgroundEnglish was a foreign language for Indonesian country. It was taught from elementary level to college. It was one of the government efforts to create the young generation in order to be able to face the globalization era that was fully signed by knowledge and technology. The goal of English teaching and learning in Indonesia mainly reflected in the area of development in both written and spoken aspects, especially for skills that learners must be achieved. However, in the process of development, the unfortunately fact happens when the most teaching processes in Indonesia were unable to reach the goal.
Including English skill are: reading, listening, writing, and speaking. Therefore, in this research, the writer Would like to discuss about speaking skill that focused on telling narrative text. In the teaching learning process, there must be an interaction between the teacher and the students. The teacher Would not be the one who did the communication but the students also did it through giving a story in their class. The problem was not all learners Could speak English fluently.
In speaking skill, there were some parts that the students had to be mastered. Those were dialect, grammar, vocabulary, fluency, and comprehension.1 But the most important thing was the habit. Because speaking English was difficult for those who were
1 Arthur Hughes, Testing for Language Teachers (New York: Cambridge University Press, 2003), 131.
(13)
2
not accustomed to speak English. In fact, however people had doctoral degrees but they never practice to speak, they would not be able to speak fluently as the people who use the language in their daily life.
This research was originated from the problems above. The researcher got some complaint from one teacher on Darul Muta’allimin Sidoarjo junior high school; she said that her students could not talk English because of some factors. One of them was afraid, shy, and they had no enough time to practice because it was not their daily language.
According to Penny Ur, there were several factors that obstruct the implementation of speaking skill; 1) the limit time and opportunities to practice speaking English at school, 2) the students did not talk using English but using their own language or mother tongue use, and 3) some of the students were afraid of having mistaken when they speak in the class, and some students dominate the class in speaking activity.2
The problems had been mentioned also happen on 8C grade learners of SMP Darul Muta’allimin. They did not had enough time to practice their skill in speaking. They also shy to speak in front of the class. Teacher often asks learners to speak in front of the class to perform their skill. It was so heavy for their age to speak in front of public. In addition, they also had a fear to make a mistake when they speak in English. When it happens, oftentimes the laugh would appear from their classmate.
2 Penny Ur, A Course In Language Teaching (New York: Cambridge University Press, 1996), 121.
(14)
3
Flipped classroom was the right solution for those problems. With flipped classroom, they would had much time to practice their skill ability. In addition, because they speak with their friend individually or in small group, their feel of shy and anxiety of making mistakes would decrease.
This study was conducted in second grade at SMP Darul Muta’allimin, Sidoarjo. Some reason that the researcher chooses this school were because: SMP Darul Muta’allimin recently use the flipped classroom method. Moreover, the writer has been doing the preliminary research beforehand when the researcher helps the teacher as the assistant teacher at this school. Furthermore, the writer wants to did this research because the students Could decide their own pace in this flipped method. For example, if they did not understand the materials they could look at it all over repeatedly because they learn it at home, for the proving that they had learned in their home, they should share their ideas about the topic and if they don’t understand the video, text or power point slide which given they could asked the teacher on the next meeting. It also gives the students more time in the classroom to activate the knowledge since the process of engaging the knowledge happened in their home.
Therefore, the writer wants to discuss and analyze the implementation of flipped classroom, the teacher’s perception and the students’ response of implementation flipped classroom in SMP Darul Muta’allimin Sidoarjo.
(15)
4
The focus of this research was the using of flipped classroom on learning narrative text. This focus was chosen because this material was argued as the easy and enjoyable material to be practiced by the learners on junior high school, because they had an imagination on it.
A descriptive statistic was used to analyze the data was come from the questionnaires and interview question which adopted from Marion Engin Journal. The questionnaire was objected for the learners and the interview was prepared for the teacher.
B. Research Questions
The purpose of this research or the research’s aim was to analyze the implementation and the responds of flipped classroom in telling narrative text. Therefore, the leading research questions that the researcher proposes to pursue are:
1. How was the implementation of flipped classroom on telling narrative learning at 8C class in SMP Darul Muta’allimin Sidoarjo?
2. What was the teacher’s perception about the implementation of Flipped Class on telling narrative learning at 8C classroom SMP in Darul Muta’allimin Sidoarjo?
3. How was the students’ Perception about the implementation of flipped classroom on telling narrative learning at 8C class in SMP Darul Muta’allimin Sidoarjo?
C. Objective of the Study
Based on the background of the study that has been explained above, the research objectives that the writer wants to achieve by this study are:
(16)
5
1. To describe the implementation of flipped classroom on telling narrative learning in SMP Darul Muta’allimin Sidoarjo. 2. To know about the teacher’s perception about the
implementation of Flipped Class on telling narrative learning in SMP Darul Muta’allimin Sidoarjo.
3. To explain the students’ perception about the implementation flipped classroom on telling narrative learning in SMP Darul Muta’allimin Sidoarjo
D. Significance of the Study
1. For the author, this study would be so valuable as the knowledge and sources in teaching English especially in teaching speaking or narrative text. Therefore, the author may apply this knowledge in the future when she becomes the English teacher.
2. For the teacher, this research could be a reference to develop their teaching method, so they could build up their knowledge and activate their ability in learning language.
3. For the students, this study would help them to increase their motivation in learning English and make them to had enough time to practice their English skill. So, they could master English with their own pace and joyful, it would be easier for them.
4. For the next research, it could be a reference to develop an efficient method related to another focus teaching-learning field.
E. Scope and Limits of the Study
This research focuses flipped classroom and narrative telling story. The media used of this method was video and Power points were given to the students to be learned at home.
(17)
6
It was purposed for learners in order to they had enough time to learn narrative story then performed it individually or Cooperatively in the class in the next meeting. In addition, by using this method, the teacher could control and measure their skill development periodically and efficiently.
The objects of this study were 32 females of the second year’s learners of Darul Muta’allimin Junior High School Sidoarjo in 8C class and the teacher of this class.
F. Definition of Key Term
There were several important keywords to define in this study that help the researcher acts the research and understand the concept of the study clearly.
1. Flipped classroom
In the flipped classroom model, the normal activities in class and the activities as homework were switched or flipped. Strayer stated that in this model, the introduction or material giving occurs outside of class, while the engagement occurs inside the classroom.3
3 Jeremy F. Strayer, ―The Effect Of The Classroom Flip on The Learning Environment: A Comparison in Learning Activity in A Traditional Classroom
and A Flip Classroom That Used in Intelligent Tutoring System‖ (The Ohio
(18)
7
In some earlier studies, flipped class was assumed as the online class which all learning activities were implemented via internet or technology. But in the some of the new study, it was argued as the blended class because it more effective. The blended classroom was implemented by using technology as the media to learn and using class as the media to activate it (baker as cited in Strayer).4
2. Telling Narrative Story
a. Story Telling
In general storytelling has a meaning as the way to communicate by the story. According to Collin Cobuild Dictionary, it was the activity of telling or writing stories.5 But in educational research, storytelling was assumed as the media or method has significant contribution on learning and teaching process to build speaking, writing, reading and listening skills.6
b. Narrative
In simply narrative shows a series of events.7 However there was many definitions of narrative according to the context, it always relates to the series of event. According to this study content, narrative assumed as the story containing the series of event had to learn by the learners. It was usually correlated with the fairy tiles and others.
4 Jeremy F. Strayer, ―The Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in a Traditional Classroom
and a Flip Classroom That Used an Intelligent Tutoring System‖ (The Ohio
State University, 2007), 1.
5Collin Cobuilt, ―Collin Cobuilt,‖ 2006.
6 Fikriah Fikriah, ―Using the Storytelling Technique to Improve English Speaking Skills of Primary School Students,‖ English Education Journal 7, no. 1 (2016): 89.
(19)
8
Another study assumed that narrative was the way to learn the chronological event, the humanity value, and the way to communicate well.8 It involves facts, ideas, theories, and dreams from the perspectives and in the context of
someone’s life.9
8 Heeok Heo, ―Story Telling and Retelling as Narrative Inquiry in Cyber
Learning Environments,‖ in Beyond the Comfort Zone: Proceedings of the 21st
ASCILITE Conference, 2004, 375,
http://www.ascilite.org/conferences/perth04/procs/heo.html. 9
(20)
(21)
9
CHAPTER IIREVIEW OF RELATED LITERATURE A. Review of Related Literature
1. Flipped Classroom
a. Definition
A flipped classroom was the opposite of conventional classroom. It could be called as the active learning classroom, because the learners had more chance and times to activate or practice their ability had been learned. Staker and Horn (as cited in Engin) asserted that flipped classroom was a blending learning model in which the time, place, and pace was controlled by learners.1
According to Lage, Platt, and Treglia, ―Inverting the classroom means that events that had traditionally taken place inside the classroom now take place outside the classroom and vice versa‖.2 While Bergmann and Sams Asserted that a flipped classroom could be described as a setting where that ―which was traditionally done in class was now done at home,
1 Marion Engin, ―Extending The Flipped Classroom Model: Developing Second Language Writing Skills Through Student-Created Digital Videos,‖ Journal of the Scholarship of Teaching and Learning 14, no. 5 (December 2014): 14, doi:10.14434/josotlv14i5.12829.
2Lage, M. J, Platt, G. J, and Treglia, M, ―Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.,‖ The Journal of Economic Education, 31, no. 1 (2000): 32.
(22)
10
and that which was traditionally done as homework was now completed in class‖.3
One of the main purposes of this method was to make time efficiency. Because it was need a few time in class which was used to give an instruction, then the learning process was acted out of class and would be applied in the next meeting in the classroom.4
According to the definition above the flipped classroom could be conclude as the blending method between the conventional classroom and modern classroom. But the part of traditional method was little where the teacher gave instructions which was purposed to point the activity should did in class. Then the learners learning by themselves outside the class then perform it individually or cooperatively in class. The function of the teacher was change from the Stage to Side. It means the teacher did not gave a full material to the learners, but they Would be a facilitator for all learners who got a difficult in the material had been learned. In sum the learners learn outside the classroom time, while classroom time could be used for engaging in activities, discussing concepts, clarifying hard-to-understand information, and investigating questions related to content.5
3 Bergmann, J and Sams, A, Flipped Your Classroom: Reach Every Student in Every Class Every Day, Eugene (ISTE: OR, n.d.), 13.
4 Christopher Nwosisi et al., ―A Study of the Flipped Classroom and Its
Effectiveness in Flipping Thirty Percent of the Course Content,‖ International Journal of Information and Education Technology 6, no. 5 (May 2016): 348, doi:10.7763/IJIET.2016.V6.712.
5Assist. Prof. Dr. Ahmet, ―The Implementation of A Flipped Classroom in
Foreign Language Teaching,‖ Turkish Online Journal of Distance Education 16, no. 4 (October 2015): 29.
(23)
11
There were many media could be used on flip class, such as YouTube, TOONDO, Comic Maker, EdPuzzle, and others. Teacher could be more creative and could monitor the students progress by using that technology. It also appropriate with the students habitual in this era which always need gadget for their activity. b. The Implementation of Flipped Classroom
The traditional classroom was focused on teacher center model,6 while the flipped classroom was focused on learners’ center, so the learners were strived for more active and creative. In addition the classroom time was not used for input the theory or material. The learners did it out of the classroom time. So when they were in classroom they activate or express what had been learned by discussion or investigating question related to the content.
Flipped Classrooms could be delivered by either video or audio.7 In the application, in many research mentioned that flipped classroom was used a video or other social media to convey the material to be learned by
6 Ibid.
7 Lutz-Christian Wolff and Jenny Chan, Flipped Classrooms for Legal Education, SpringerBriefs in Law (Singapore: Springer Singapore, 2016), 49, http://link.springer.com/10.1007/978-981-10-0479-7.
(24)
12
students outside the classroom time, then it would be discussed in the classroom. Bishop and Verleger (as cited in Logan) asserted ―it was individual video-based learning outside the classroom and group learning inside the classroom.”8
But it could use audio as the media of flipping class.
In a study, the practice of flipped classroom was executed as these following steps.
by using you tube, teacher gave a video of case study and set of guiding question related to the video had to be answered by learners the night before the class
Students were given the first part of the case study to work on and apply what they learned in the previous night’s video.
After they complete the first part of the case study, a second part of video was shown in class to spur discussion.
This step was continued until the part of video was over.9
While In many study was mentioned that the step of audio flipped classroom implementation was similar to video flipped classroom.
8 Brenda Logan, ―Deep Exploration of The Flipped Classroom Before
Implementing,‖ Journal of Instructional Pedagogies 16, no. 1 (July 2015): 2. 9 Clyde Freeman Herreid and Nancy A. Schiller, ―Case Studies and the Flipped
(25)
13
The teacher gave audio contain of material and some guiding question to be answered by the learners out of the classroom time, then in class, teacher gave the learners some activities based on the audio content had been given previously.10
So, it was mean that flipped classroom used media (audio or video) to be learned by the learners in home, then it Would be presented, activate, or discussed in the classroom. But it could be modified according to the learners’ conditions. The flipped classroom could use a power point or another media appropriate with the learners’ needs and conditions.
c. The Advantages of Flipped Classroom
The main advantages of flipped classroom were the learners had more time to learn and understand the material given, in addition they also had more chance to express and discuss the material had been learned. According to Bergmann and Sams, there were several advantages of using flipped classroom as bellow.
1) Students Got Help on Difficult Topics11
In traditional classroom, the instruction, the material, and the assignment was explained by the teacher directly, when they bring that material and instruction to home, some of them would stuck and still confuse with that.
10 Wolff and Chan, Flipped Classrooms for Legal Education, 50–51.
11Jon Bergmann and Aaron Sams, ―The Flipped Classroom,‖ CSE 17, no. 3 (2014 2013): 24.
(26)
14
The attitude could be done by them was gave up, call a friend, ask the teacher the next day, or in the worst case, cheat.12
By the flipped classroom could re-learn the material and review the instruction time after time. So, they could understand by themselves about what had to did about the assignment, the instructions, and the material.
2) The Enhance of Teacher-Student Interaction In fact, a one-way communication was applied by using the direct instructions by teacher in traditional class often occur. The teacher stands in front of the class and delivering instruction, material, and assignment. It was ineffective because while the teacher was speech the learners were busy with their note. In addition, this kind of interaction only could be happened in the classroom.
Shift to the direct instruction outside of class time by using video or audio, it frees up more time for teachers to interact in small groups with students or one-on-one. Simply, the teacher Could talk or interact with the learners everyday (not depend on the classroom held)
12
(27)
15
2. Telling Narrative Story
a. Storytelling
In academicals theories, it was assumed as the method or media to present or implement the effective way of learning. By using storytelling, learners had more opportunities to get more input, more expressing the knowledge, and more in improving their skill.13 In addition it could be implemented in traditional and modern classroom.
Traditionally, it has been existed since long ago in many countries. For Examples were china, Germany, Indonesia, and others.14 The teacher gives the story to learners and they just focus on the story and enjoy it. In modern classroom, it was used in flipped classroom method by using technology. Teacher could use the social media in the teaching and learning environment, for example the weblog, podcasts and digital storytelling.15
13
Eman Mohamed Abdel-Hack and Hasnaa Sabry Abdel-Hamid Ahmed Helwa, ―Using Digital Storytelling and Weblogs Instruction to Enhance EFL Narrative Writing and Critical Thinking Skills Among EFL Majors at Faculty
of Education,‖ International Research Journal 5, no. 1 (January 2014): 9. 14Mokhamad Gufron and FAURIS ZUHRI, ―Teaching Speaking of Narrative
Text through Storytelling to the Tenth Graders in MAN 2 Kota Kediri,‖
RETAIN 2, no. 2 (2014): 1,
http://ejournal.unesa.ac.id/index.php/retain/article/view/7558.
15 Eman Mohamed Abdel-Hack and Hasnaa Sabry Abdel-Hamid Ahmed
Helwa, ―Using Digital Storytelling and Weblogs Instruction to Enhance EFL
Narrative Writing and Critical Thinking Skills Among EFL Majors at Faculty
(28)
16
It was more functional and more effective when it combines with online classroom. Fikriah States Storytelling Could be used as a learning strategy for online education.16 And it gives many positive impact17 and improvement on learning process.
b. Narrative Text
Narrative was one of the genre text types that must be learned by students at school as stated as the material that has to learn by students in the syllabus. According to Anderson and Anderson state that a narrative was a text which used to entertain, amuse, and educate the students.18 However, the function of Narrative text was not only to entertain the reader but also deal with actual or vicarious experience in different ways. Moreover, it usually deals with series of problematic event which lead to a crisis or turning point of some kinds, which in turn to find a resolution. The events could be real or imaginary, means that the story of the text was not entirely factual and most of them were imaginative Structure.19
16 Fikriah, ―Using the Storytelling Technique to Improve English Speaking
Skills of Primary School Students,‖ 89.
17 Ibid.
18 Mark Anderson and Kathy Abderson, Text Type in English 2 (Melbourne: Macmillan, 1997), 6.
19
(29)
17
3. Teacher and Learners Perception
Perception was the way of the person thing about. It
was the interface
between the inner and outer worlds. Hugenberg and Bondenhausen assert “social targets and the contextual stimuli of the outer environment create signals (visual, auditory, etc.) that could be sensed, and the perceiver receives these signals and converts them into psychologically meaningful representations that define our inner experience of the world.” 20
The purpose of the perception was estimating the true properties of the world.21 By the perception human Could gave the description about the new thing discovered.
In this case of study, it analyzes the perception of the learners and teacher. The flip class was the new thing sensed by them, it would be the stimuli to build their respond (their feeling, their suggestion, and their complaint) of it.
B. Review of Previous Study
This study was derived from some previous studies which correlate with flipped learning or E-learning mentioned bellow.
The first study was written by Asmara Miftakhol Jannah entitled “The Effectiveness of Flipped Classroom to Improve Students’ Reading Comprehension to The Third Grade Students of Mts Unggulan Al-Jadid Waru Sidoarjo”22
.
20 Galen V. Bodenhausen and Kurt Hugenberg, ―Attention, Perception, and
Social Cognition,‖ n.d., 2.
21Donald D. Hoffman, ―The Interface Theory of Perception: Natural Selection
Drives True Perception to Swift Extinction,‖ n.d., 1.
22 Asmara Miftakhol Jannah, ―The Effectiveness of Flipped Classroom to
Improve Students’ Reading Comprehension to The Third Grade Students of
Mts Unggulan Al-Jadid Waru Sidoarjo‖ (Universitas Islam Negeri Sunan Ampel Surabaya, 2017).
(30)
18
This study was focused using flip learning to improve reading skill. It was shown that flip class could improve their reading skill and build up their motivation to read.
Second was entitled “The implementation of a flipped
classroom in foreign language teaching”23
written by Ahmet Basal. This study was focus on the flip class implementation on the foreign language learning. This study assert that the flipped class had many benefits, for example free classroom time, opportunities for personalized learning, opportunities for more student-centered learning. But the modern method was not guarantee that successful, the human ware was the key of the learning success.
Third, the journal was written by Clyde Freeman Herreid and Nancy A. Schiller entitled “Case Studies and the Flipped Classroom”.24
This study asserts that in early some students were had some problems to follow the flipped class, but for the long term they could follow it and develop their skill fluently.
23 Ahmet Basal, ―The Implementation of a Flipped Classroom in Foreign
Language Teaching.,‖ Turkish Online Journal of Distance Education 16, no. 4 (2015): 28–37.
24 Clyde Freeman Herreid and Nancy A. Schiller, ―Case Studies and the
Flipped Classroom,‖ Journal of College Science Teaching 42, no. 5 (2013): 62–66, http://www.jstor.org/stable/43631584.
(31)
19
Another research was come from Brenda Danker in “Using flipped classroom approach to explore deep learning in large classrooms” journal. The classroom flip in this study has shown encouraging results especially in the area of student participation in the lesson. The students had shown that they were involved in their own learning, with some students even applying what they learned in their own projects, and in their everyday lives. Students in this study also showed how they were able to connect new ideas to previous knowledge and apply it to the real world.
“The Perceived Effects of Flipped Teaching on Knowledge Acquisition” was the fifth study focus on the effect of flip learning implementation to the learners’ knowledge acquisitions. It was written by Galen Newman, Jun-Hyun Kim, Ryun Jung Lee, Brandy A. Brown, and Sharon Huston. This research creates an initial direct connection between the flipped classroom and perceived increase in student learning.25
The next study was conducted from Jeremy F. Strayer on his thesis entitled “The Effect of The Classroom Flipped on The Learning Environment: A Comparison in Learning Activity in A Traditional Classroom and A Flip Classroom that Used in Intelligent Tutoring System”.26
The flipped class which was compared with traditional class in make the better atmosphere in learning process.
25 Galen Newman et al., ―The Perceived Effects of Flipped Teaching on
Knowledge Acquisition.,‖ Journal of Effective Teaching 16, no. 1 (2016): 68, http://eric.ed.gov/?id=EJ1092703.
26 Jeremy F. Strayer, ―The Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in a Traditional Classroom
(32)
20
However, the flipped class was better than other traditional class, teacher and learners still need a textbook to control their awareness of the material learned. 27
The seventh previous study was ―The effect of the flipped classroom on student achievement and stress”28 written by Cara A. Marlowe. It analyzes the emotion and achievement progress was caused by flipped class implementation. This study discovers that flipped class could improve the students’ enthusiasm on learning. Cara states some students had positive feedback, they could develop their learning style and organize their learning time well. In case, some students prefer like to use the habitual method in learning but they appreciate this method decrease their stress in learning.
The next study was focus on the using narrative as the teaching method. Because the author assumed that narrative was the effective way on learning and it was proofed for long time ago. Human prefer like to listening story, because it could build up their imagination and improves their memory. This statement was discussed in the Barkhuizen’s journal entitled “A narrative approach to exploring context in language teaching”.29
27 Ibid., 196.
28 Cara A. Marlowe and others, ―The Effect of the Flipped Classroom on
Student Achievement and Stress,‖ 2012,
http://scholarworks.montana.edu/xmlui/handle/1/1790.
29G. Barkhuizen, ―A Narrative Approach to Exploring Context in Language
Teaching,‖ ELT Journal 62, no. 3 (April 17, 2007): 231–39, doi:10.1093/elt/ccm043.
(33)
21
“Narrative Story ℡ling as a Teaching & Learning Strategy”30
was the study conducted by Louise Kavanagh McBride, Breda Mulgrew, and I. T. Letterkenny. It states that narrative was one of the effective methods in language learning and teaching.
The last previous study was come from Jonathan Ostenson in his journal entitled “Exploring the boundaries of narrative: Video games in the English classroom”.31
This study talks about the using of games according to the narrative text in English learning. This study proof that game combined by narrative material more absorbable and easier to understand. Because human in all ages still had a fun to enjoy the learning combined with the game.
While the study would be investigated by the author focuses on the flipped learning using on the narrative teaching-learning. The flipped class here was not pure but it was blended by the traditional method. So, the learners still had to had attendance and could had discussion with their teacher.
30 Louise Kavanagh McBride and Breda Mulgrew, ―Narrative Story Telling as
a Teaching & Learning Strategy‖ (Letterkenny IT, Port Road, Letterkenny, Co.
Donegal, 2011).
31Jonathan Ostenson, ―Exploring the Boundaries of Narrative: Video Games in
the English Classroom,‖ English Journal, 2013, 71–78, http://www.jstor.org/stable/24484129.
(34)
(35)
CHAPTER III RESEARCH METHOD
Based on the problem and the objective of the study, the research method that the researcher would use was descriptive qualitative research because this study was about the issue or social phenomenon that needs to describe any conditions and situations of the phenomenon descriptively. According to Keith, qualitative methods were the methods used to empirical research where the data were not in the form of numbers and also qualitative research include the way of thinking about the social reality being studied, the way of approaching it and conceptualizing its designs and methods used to represent that way of thinking, and to collect data.1 Moreover, Qualitative research was one of research procedures that produce the descriptive data, such as, utterance or written texts and people behavior that were observed.2
On the other word, descriptive qualitative research was the research based on the descriptive data in spoken form or written data by the subject of the study. The data taken also has the characteristic that shown the data was authentic, reliable, valid, systematic, practice. Hence, the researcher would analyze the flipped classroom implementation of second grade students in SMP Darul Muta’allimin Sidoarjo to get the qualitative data.
1 Keith Punch, Developing Effective Research Proposals Essential Resources for Social Research (London: Sage Publications, Inc, 2000), p. 3–4.
2 R. Biklen and S. Bogdan, Qualitative Research for Education (Boston, 1992), 21–22.
(36)
23
A. Research Procedure
This research was designed as observation rsearch with qualitative approach. The researcher want to investigate the flip class implementation and the respond from teacher and students about it. There were some steps were acted by researcher to do this research.
First, according to the problems had been known by the researcher that students at SMP Darul Muta’alimin had low academic achievement in speaking. They feel difficult to speak because had no enough preparation for it. Then the teacher plan to use the flipclass to solve it. So the researcher choose the title according to the problems was happened. The teacher suggested to the researcher to acted the research when the students perform the speaking with narrative text material. The class chosen was VIII class. they are consist of girl students. According to teacher, they always feeling shy and look unready to perform speaking in every time. They always silent.
Second, after decide the theme and time of the research, the researcher take some instrument, such as observation classroom checklist, closed quistioanre to investigate students preception, and some interview item to investigates the teacher preception.
Third, the research only acted in one time while the speaking class going on. The researcher took a video when the class going on, and fill the observation checklist. 10 minutes before end of class, the researcher give questionnaire to the students and give instruction how to fill it. While the students fill the questionnaire, the researcher make an interview with the teacher with the instrument had been prepared.
(37)
24
After all data had been collected, the data will be analyzed and presented with some diagram and description.
B. Data and Source of the Data
1. Type of Data
The data of this study was classified into 2 kinds, they are. a. Primary Data
Primary data was the main data of the research collected from the subject of the study. The primary data was collected by doing some observation and questionnaire. The researcher would observe the teacher in teaching English and her strategy in implementing the flipped classroom. In addition, the researcher gives the questionnaire to the teacher and students to find out their responds of flipped classroom strategy.
b. Secondary data
The secondary data was the supporting data obtained from sources, such as document related to flipped classroom and narrative text. Some of document that the researcher needs were the student’s telling story score, media in teaching narrative text, student’s course book and so on. Furthermore, the researcher takes pictures and video records as proof of the teaching and learning process. Some theories were also taken by the researcher to support the data obtained.
(38)
25
2. Source of Data
The sources of both primary and secondary data were from teachers, students, and the document as the supporting data at SMP Darul Muta’allimin Sidoarjo. The primary data was taken from class observation and questionnaire to teacher and students. On the other hand, the secondary data was obtained by the copies of documents that related flipped classroom and narrative text.
3. Research Location
The research would be hold on second grade of SMP Darul Muta’allimin Sidoarjo. As the information and the confirmation of the teacher, her class would be use the flipped method. Moreover, the researcher chooses this school as the location of this study.
4. Subject of the Study
The study would concern on the teacher’s teaching narrative text using flipped classroom. The researcher would choose SMP Darul Muta’allimin as the participants and the subject of the study. According to the preliminary research, the teacher in this school used flipped classroom as one of the strategy in teaching narrative text. Thus, the researcher would have to interview and observe the teacher to collect the data. Besides the teacher as the subject of the study, the students in eight classes also included as well as the subject of the study. There were class is 8C. The students would be needed for the questionnaire as the other reference of the data.
(39)
26
C. The Presence of the Researcher
In this study, the researcher played role as the observer and data collector. The researcher attends to class as the observer to get a video and monitor the learning process by using flipped method. The researcher also takes a score of telling narrative text before and after implementing this method. In addition, this research has been permitted by the head master, the teacher, and the research Subject. D. Research Instrument
In order to collect the data, the researcher would use some instruments. Moreover, some documents used to support the research that it would be analyzed by the researcher such as observation field note guidance and questionnaire sheet.
The first was the observation guidelines which were needed to guide the observation. So that the researcher would take a note to the observation guidelines about the implementation of flipped classroom. The suitable classroom observation checklist in this research was focusing on preparation, teaching, classroom management, self-communication, and language use. According to Carvajal, however the observation was designed according to the research need, but it always included these important factors to observe, they are classroom preparation, while teaching, classroom management, and communication between student and teacher.3 (see appendix 1)
3 M. Carjaval Brenes, ―Classroom Observation in Teeaching Practice‖, in Practice Teaching A Reflective-Approach (2009), p. 103.
(40)
27
The second research instrument applied in this study was a closed questionnaire which was named Likert Scale Questionnaire. According to Key, closed questionnaire or restricted form calls for a "yes" or "no" answer, short response, or item checking; was fairly easy to interpret, tabulate, and summaries.4 The researcher used this type of questionnaire because this type contained item checking as in the questionnaire used in this research. The questionnaire used was about the participants might feel when they were speaking English inside and outside the class. The questionnaire was taken from a dissertation of Graham Brent Johnson.5 it was used after students has spent over two weeks with the Flipped classroom, so they had opportunities to express their feeling about it. According to Graham Brent Johnson, the most important aspect should be measure from students’ perception about Flip class learning experience consist of five major themes. They are mastery learning, pacing, time, social media and videos, and specific Flip classroom question.6 (see appendix 2)
The last instrument that the researcher would use was the audio/video recording to help the researcher in doing the observation and the interview. There were tape-recorder, video recording or hand phone and some documentation as the note taking or observation list.
4 Key, James. P. 1997. Questionnaire and Interview as Data-Gathering Tools. OklahomaStateUniversity.Available:
http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage16.ht m
5 Graham Brent Johnson, ―Student perceptions of the Flipped Classroom‖ (University of British Columbia, 2013), p. 99, https:
//open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0073641, accessed 20 Mar 2017.
6
(41)
28
In addition, the researcher also asks a co-observer to help record the classroom activity and so did the documentation. The interview Text was derived from a dissertation of Graham Brent Johnson.7 According to him, besides providing the student, the educator also need be provided to know the quality of the Flipped Class implementation. For educator providing, the focus would be measure was the detailed Flip Class implementation including advantage and disadvantage and general feedback (see appendix 3). in sort, the process of collecting data was specified in table below:
Table 3.1 Techniques for Collecting Data Based on Research Questions Research Question Data Collection Technique Instrument Data and Source of Data RQ 1 The implementation of flipped classroom Observation Observation field note guidance Teacher and students learning process RQ 2 students responds
Questionnaire Questionnaire sheet
Students feeling
7
(42)
29
RQ 3 Teacher Perception
Interview Question
Interview Sheet
Teacher Perception
E. Data Collection Technique
The data collection or the procedure of development was by some steps, the researcher followed the theory of Patton to conduct the qualitative data. The most common sources of qualitative data include observations, questionnaire and docu-ments.8
1. Observation
Observation was the process of collecting data and information directly by observing people and places at the sites.9 In addition, according to Cambridge dictionary, observation was to watch carefully the way something happens or the way someone did something, especially in order to learn more about it. Thus, Observation was one of the techniques to observe and find out directly and indirectly the activity happened and the subject of the study. This kind of method was used to investigate the implementation of flipped classroom in SMP Darul Muta’allimin Sidoarjo (Research Question 1)
8 Michael Quinn Patton, Qualitative Research and Evaluation Method (London: Sage Publication, 2002), 2.
9 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Ohio: Pearson, 2005), p. 4.
(43)
30
In this study, the researcher would conduct the research directly to the subject of the study uses a participant observation. According to Creswell, a non-participant observer was an observer who visits a site and records notes without becoming involved in the activities of the participants.10 The researcher comes to the class and observation everything that happens in the classroom during the implementation of flipped classroom for teaching storytelling. After that the researcher Would make a note the students who absentee, pay attention, and observing the teaching learning process. The researcher Would also analyze the student’s performance based on the score which take by the teacher and the researcher through the task given. In doing the observation, the research would come and sit at the back of the class and observe the situation and condition happened in the English learning process of the students. In addition, the researcher also asks a co-observer to help record the classroom activity and to did the documentation.
2. Questionnaire
Questionnaire was used to find out the answer of research question 2 and 3 about the teacher and students responds of flipped classroom in telling the narrative text in the English class. It was taken from graham in his thesis entitled “Student Perceptions of the Flipped Classroom”.11
it was begun by giving the participants the questionnaire one by one and the participants filled the questionnaire with their own answer based on their true feelings when they were speaking English; in other words, their own perceptions.
10 Ibid., 212.
11Graham Brent Johnson, ―Student Perceptions of the Flipped Classroom‖ (The University of British Coloumbia, 2013), 90–92.
(44)
31
5. Documentation
Documentation was one of the method to collect the data by collecting some document such as, problem noting, authentic materials, reference used by the teacher, interview record and so on. The term documentation was generally used for the gathering and recording of information, especially to establish or provide evidence of facts or testimony. This technique Would be used by the researcher to collect the data related to flipped classroom and narrative text such as the student’s telling story score, media in teaching narrative text, students’ course book and so on.
F. Data Analysis Technique
In data analysis, the researcher organizes the data taken using some technique in descriptive qualitative analysis. Miles and Huberman stated that data analysis in descriptive research has three steps: data reduction, data display, and conclusion.12 Therefore, the researcher the researcher analyzes the data by steps as follows:
1. Data Reduction
In qualitative analysis, data reduction also means summarizing the data, choosing the subject matters, focusing on the important things, and look for themes and patterns.13 Data reduction would help the researchers identify patterns in data.
12 M.B. Miles and A.M. Huberman, Qualitative Data Analyiss: A Sourcebook of New Methods (California: Sage Publications, Inc, 1984), p. 21–23.
13 Ibid., 21.
(45)
32
2. Data Display
Data display was one of the processes where the data taken Would organize systematically, so that it makes the analysis easier to get the conclusion. Miles and Huberman state that the most frequent form of display data for qualitative research data in the past has been narrative text.14 After organizing the data, the researcher would classify and divide the information based on the focus of the research. When the data had been analyzed, the researcher started to describe the findings and the data was presented descriptively. The description made by the researcher was based on the data collected with the review of literature. Then, the researcher analyzed the data in specific but brief and clear description.
3. Drawing Conclusion
Conclusion or Verification was the following step and the last step after reducing and displaying the data. After the process of collecting and analyze the data, the researcher would try to find out and get the conclusion or verification from the result based on the data taken from the field by the researcher. The conclusion in here means the answer of the research that determines whether the research was success or not.
14
(46)
33
G. Research Stage
First the researcher made a deal with the teacher to decide the time and place of the research would be held. Then, the researcher searched the instrument according to the theory of Flipped Class. On the date had been decided before, the researcher did an observation, interview, and spread out the questionnaire to the students.
(47)
(48)
CHAPTER IV
FINDING AND DISCUSSION A. Finding
In this sub-chapter, the researcher explains three things found in the research process, namely the description of the application of flip class in class 8C with textual narrative material entitled The Mountain God and The River God, students' opinions on the application of flip class in their classroom, and teacher's opinion on the flip class method.
1. The implementation of flipped classroom on telling
narrative learning at 8C class in SMP Darul
Muta’allimin Sidoarjo
In accordance with the definition of the flipped class that flipped class was a method of learning where students get learning materials through online media, so they could study the material repeatedly. The 8c teacher gave a video containing the story "The Mountain God and The River God" a few days before the class began, so that students could study the material repeatedly. The video provided was not a movie-like story, but a text quote converted into a video (See Appendix 1). The text was followed by the fill in the blank task.
At the time of class, the teacher first asks about what material has been divided and studied at home. Most students still look confused. One of the questions the teacher asks was about the title of the story learned at home. There were students who want to answer but feel embarrassed or afraid of being wrong.
(49)
35
Hamper all students also did not understand the story that has been studied. This was evidenced by their inability to answer questions or just remember the storyline.
Continuing at the discussion stage, the teacher asks the students to create a study group consisting of 5 people. The teacher then replayed the shared video, and the students were asked to watch and listen carefully. At this stage, all students look serious and follow instructions well.
Next the students get a sheet of paper containing the story taken from the video. The paper was a random piece of the God storyline. The teacher gives instructions for students to compose the paper based on the audio they would hear.
Up to this phase, the researchers conclude there were two consecutive activities aimed at strengthening students' memory and familiarizing them with the storyline. With the video being played before they compose a random paper into a story, it aims to stimulate and prepare the brain through audio and visual media, so they know about the point they would set. Furthermore, at the time of composing the story, the teacher replayed the audio greetings file, so their eyes focused on the story while listening to the audio. Thus, the students begin to get used to the pronunciation that the story reader tells the video.
Continuing in the next activity after students had compiled the story, the teacher asks volunteers from each group to come forward and tell each section of the story continuously.
(50)
36
As students move forward, other students listen, and then provide corrections and feedback for the performance shown.
It should be clarified that the expectation of this method was for students to be able to tell narrative texts with full expression. With the flipped class method in which teachers expect students to study the story repeatedly, even while in the classroom the teacher also repeats the same audio and video so that students memorize, understand, and get used to the video so they Could tell the story just as they tell in Their own language.
But it seems the purpose of this lesson was less satisfactory, because when appearing in front of the class, students still read the story delivered. They also did not enjoy the story, it was an indication that they were not fully aware of what they were saying.
2. The Teacher’s Perception About the Implementation of Flipped Class on Telling Narrative Learning at 8C
Class in SMP Darul Muta’allimin Sidoarjo
Teachers argue that with the flipped class, students could better optimize the utilization of existing media. For example, so far students only use the media YouTube, Instagram, WhatsApp, and others as a medium for uploading photos and status updates. With the flipped class, students understand how to learn interesting through the internet and social media, so they were more interested and motivated to learn English with a fun process.
(51)
37
The weakness of the flipped class was that most students cannot fully understand the lesson or mature, this was because the material they receive online, and they did not have enough space to ask directly. In addition, the time spent quite a while, because to learn one material, students must combine time to study at home and in the classroom.
On the other hand, one of the benefits of flipped class was that it could be done or applied in other subjects, as it allows students to had more mature preparation and understanding of the material to be learned and studied in class.
In addition, students also experience little improvement in learning. This was because this method was still relatively new applied. Teachers also still need a lot to learn to improve this method for better.
Teachers should be more creative in utilizing the existing online media so that learning takes place more varied. The media used was also recommended to be less attractive, because it could seize students' attention, so they forget the initial purpose of learning.
3. The Students’ Perception about the Implementation of Flipped Class on Telling Narrative Learning at 8C
Class in SMP Darul Muta’allimin Sidoarjo
The researcher would describe the findings of students' perceptions with respect to the flipped class. Descriptions based on questioner items that were described using tables and diagrams.
(52)
38
a. The Flipped Class was More Engaging than Traditional Class
Figure 4.1 the Flipped Class was More Engaging than Traditional Class
The diagram above shows that Students had the assumption that the flipped class was an interesting and fun way to learn, while the other four feel ordinary and the one remaining person assumes that the flipped class was not interesting. From these results, researchers could state that the application of flipped class in SMP Darul Muta’allim quite interesting and fun.
35%
45%
17%
3% 0
Strongly Agree
Agree Neutral Disagree Strongly
(53)
39
b. I Would Not Recommended the Flipped Class to My Friend
Figure 4.2 I Would Not Recommended the Flipped Class to My Friend
From these results, it could be stated that the majority of Darul Muta’allimin Junior High School Students Would recommend the flipped class to their friends. See Figure 4.2 bellows for more simple understanding.
0 0
41%
35%
24%
Strongly Agree
Agree Neutral Disagree Strongly
(54)
40
c. The Flipped Class gave Me the Greater Opportunities to Communicate with Other Students.
Figure 4.3 The Flipped Class gave Me the Greater Opportunities to Communicate with Other
Students.
This shows that the flipped class provides a great opportunity for students to enable their speaking skills by communicating with their classmates.
53%
47%
0 0 0
Strongly Agree
Agree Neutral Disagree Strongly
(55)
41
d. I Like Watching Lesson on Video
Figure 4.4 I Like Watching Lesson on Video Researchers Could conclude that students prefer learning through video or obtaining material online.
33% 35%
27%
10%
0 Strongly
Agree
Agree Neutral Disagree Strongly
(56)
42
e. I’m Spending Less Time Working on Traditional English Homework
Figure 4.5 I’m Spending Less Time Working on Traditional English Homework
This shows the diversity of interest in doing the task, some students prefer to work on Homework traditionally, but the percentage of those who agree and agree so much more, so it Could be concluded that students prefer to work online, because they spend more time.
27%
30%
23%
20%
10%
Strongly Agree
Agree Neutral Disagree Strongly
(57)
43
f. Social Media (YouTube, WhatsApp, Puzzle, Etc.) was not an important part of my learning
Figure 4.6 I’m Spending Less Time Working on Traditional English Homework
The result of this questioner was quite balanced, almost half of the students stated disagree / strongly disagree, the other half agree / strongly agree, while the rest take the neutral road. This shows that students' learning needs and style of technology were very diverse and also influenced by their environment and habits. Some prefer to learn with social media, and some were more comfortable learning to use traditional media.
19%
13%
40%
12%
16%
Strongly Agree
Agree Neutral Disagree Strongly
(58)
44
g. I regularly watch video assignment
Figure 4.7 I regularly watch video assignment The highest percentages of the above statements were Neutral and Disagree. This shows that the average student did not see the video assignment given by the teacher.
h. I dislike when I can’t take the quiz with my own pace
Figure 4.8 I dislike when I can’t take the quiz with my own pace
Most students in this statement agree / strongly agree, this means they had an interest and
14% 11%
46%
17%
11%
Strongly Agree
Agree Neutral Disagree Strongly
Disagree
31% 31%
17% 15%
6%
Strongly Agree
Agree Neutral Disagree Strongly
(59)
45
enthusiasm to did the tasks given online with their own efforts, although some students prefer to work with others.
i. I would rather watch traditional lesson than a lesson video
Figure 4.9 I would rather watch traditional lesson than a lesson video The diagram shows that most students prefer the process of learning / teaching online. Nevertheless, there were some students who prefer to learn face to face with the teacher.
6%
12%
17%
35%
30%
Strongly Agree
Agree Neutral Disagree Strongly
(60)
46
j. I find it easy to pace myself through the course
Figure 4.10 I find it easy to pace myself through the course
The diagram shows that the majority of students admitted it was easier to learn by using the flip class method, although there were about 8 students who had little difficulty following the flip class.
22%
28%
20%
15% 15%
Strongly Agree
Agree Neutral Disagree Strongly
(61)
47
k. The Flipped class gives me less class time to practice English
Figure 4.11 The Flipped class gives me less class time to practice English
It show that Flipped Class gives them more opportunity to practice their English skills in class; while some of the students admitted their time to practice their skills was reduced.
0%
8%
22%
33%
37%
Strongly Agree
Agree Neutral Disagree Strongly
(62)
48
l. I am more motivated to learn English in the flipped class
Figure 4.12 I am more motivated to learn English in the flipped class
A total of 11 people admitted that they were motivated and 7 others admitted that they were very motivated to study English with the flipped class. While 9 people were being neutral, and two others still feel that they were not motivated by the flipped class.
28%
35%
30%
7%
0% Strongly
Agree
Agree Neutral Disagree Strongly
(63)
49
m. The flipped class has not improved my learning of English
Figure 2.13 The flipped class has not improved my learning of English
Some students Could already feel that the flipped class has made their English skills improve, while others still cannot feel it.
B. Discussion
Based on the findings obtained by the researchers there were some points to be reviewed, the first was about the activities of the class, the second about the students' assumptions about the flipped class method, and the third was about teacher assumptions about the application of flipped class.
7%
21%
13%
32%
27%
Strongly Agree
Agree Neutral Disagree Strongly
(64)
50
1. The Implementation of Flipped Class on Telling Narrative Learning at 8C Class in SMP Darul Mutallimin Sidoarjo
Based on the observations of the researcher, the classroom activity was quite good, although the students Could not reach the target well. The reference to learning achievement with a narrative story telling theme was that students could tell a story that was learned with confidence as when they tell their own stories to their friends in a relaxed and expressive manner. But the fact is, when asked to tell the story entitled "The Mountain God and the River God", students still read it like reading stories in general, without expression and still looks shy and tense.
Researchers suspect there were several factors that cause why students still look embarrassed and not confident when asked to tell narrative text is;
The lag time of giving materials online with class activities was too short. For example, the teacher delivers the material online, the day before the class begins. For junior high school level, the time was too short to learn, otherwise there were other tasks that may be given by other subject teachers, so that their learning load was too heavy
Students had no access to online learning. Materials given beyond their means
Introduction given to textual narrative material, such as definitions, language features, generic structure, and examples of narrative texts not fully understood by students.
(65)
51
In addition to these factors, because this method was still newly executed in SMP Darul Muta’alimin, the teacher was still not fully master the method of flipped class and media that must be used. Teachers only understand the definition and function of the flipped class, but had not studied the concept and application of the flipped class in depth. Proven with the tendency of media used, teachers only use you tube for learning media. While many other media could be used, more effective for flipped classes, such as EdPuzzle, Edmodo, and so on.
In its application, the teacher asks students to download the video of "The Mountain God and The River God" (See Appendix 4) which Would be learned through the links that had been given to the students. Because in the video, there were fill-blank tasks, teachers ask students to learn and find the missing word from the video. By listening and viewing the video repeatedly, students were expected to be able to find the word according to pronunciation spoken by the narrator, and write their answer in the paper as a means of training before it would be discussed in class.
This method was considered by researchers as a less effective way, because teachers could not monitor whether students actually did the task given or not. Teachers also could not monitor student learning progress. Another case, if teachers use media such as EdPuzzle. In the website, teachers Could see the progress of students, and who did not do the task. Thus, the teacher Could do classroom learning planning to correct the lack or unfamiliarity experienced by the students.
From another aspect, the teaching method applied by the teacher was not in accordance with the written Lesson Plan. In the lesson plan, it was written that students would be trained to narrative story stories in groups to other groups, so that all students get the chance to communicate or apply their skills evenly.
(1)
(2)
CHAPTER V
CONCLUSION AND SUGESTION A. Conclusion
The implementation of flipped class at SMP Darul Muta’alimin Sidoarjo was good. Students asserted that they are more engaging and have more time to practice their speaking with their classmate. but there were some reviews. First, the media and material should be balance. Second, teacher need to learn more about the flipped class application. B. Suggestion
1) Teacher :
Teachers must provide or use effective media. The media must contain content that was quite interesting and able to deliver the material well. In addition, the media should be able to monitor student learning progress. Some media that could be used include EdPuzzle and EDMODO.
2) Further Research :
This study has several drawbacks that had not been studied, including:
a) Students who did not had enough access to follow the flipped class
b) Effective media used for flipped class
c) Flipped class and students’ learning strategies
d) Flipped class and teacher teaching styles
(3)
BIBLIOGRAPHY
Arthur Hughes. Testing for Language Teachers. New York: Cambridge
University Press, 2003.
Asmara Miftakhol Jannah. ―The Effectiveness of Flipped Classroom to
Improve Students’ Reading Comprehension to The Third Grade
Students of Mts Unggulan Al-Jadid Waru Sidoarjo.‖
Universitas Islam Negeri Sunan Ampel Surabaya, 2017.
Assist. Prof. Dr. Ahmet. ―The Implementation of A Flipped Classroom
in Foreign Language Teaching.‖ Turkish Online Journal of Distance Education 16, no. 4 (October 2015): 28–37.
Barkhuizen, G. ―A Narrative Approach to Exploring Context in Language Teaching.‖ ELT Journal 62, no. 3 (April 17, 2007): 231–39. doi:10.1093/elt/ccm043.
Basal, Ahmet. ―The Implementation of a Flipped Classroom in Foreign
Language Teaching.‖ Turkish Online Journal of Distance
Education 16, no. 4 (2015): 28–37.
Bergmann, J, and Sams, A. Flip Your Classroom: Reach Every Student
in Every Class Every Day. Eugene. ISTE: OR, n.d.
Biklen, R., and S. Bogdan,. Qualitative Research for Education. Boston, 1992.
Cara A. Marlowe, and others. ―The Effect of the Flipped Classroom on
Student Achievement and Stress,‖ 2012.
http://scholarworks.montana.edu/xmlui/handle/1/1790.
Christopher Nwosisi, Alexa Ferreira, Warren Rosenberg, and Kelly Walsh. ―A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content.‖ International Journal of Information and Education Technology 6, no. 5 (May 2016): 348–51. doi:10.7763/IJIET.2016.V6.712.
Clyde Freeman Herreid, and Nancy A. Schiller. ―Case Studies and the Flipped Classroom.‖ Journal of College Science Teaching 42, no. 5 (2013): 62–66.
(4)
Collin Cobuilt. ―Collin Cobuilt,‖ 2006.
Cresswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Ohio: Pearson, 2005.
Donald D. Hoffman. ―The Interface Theory of Perception: Natural Selection Drives True Perception to Swift Extinction,‖ n.d. Eman Mohamed Abdel-Hack, and Hasnaa Sabry Abdel-Hamid Ahmed
Helwa. ―Using Digital Storytelling and Weblogs Instruction to Enhance EFL Narrative Writing and Critical Thinking Skills Among EFL Majors at Faculty of Education.‖ International Research Journal 5, no. 1 (January 2014): 8–41.
Fikriah, Fikriah. ―Using the Storytelling Technique to Improve English
Speaking Skills of Primary School Students.‖ English
Education Journal 7, no. 1 (2016): 87–101.
Galen V. Bodenhausen, and Kurt Hugenberg. ―Attention, Perception, and Social Cognition,‖ n.d.
Gloria. The Narrative Theories and Concept, 1997.
Graham Brent Johnson. ―Student Perceptions of the Flipped Classroom.‖ The University of British Coloumbia, 2013.
Gufron, Mokhamad, and FAURIS ZUHRI. ―Teaching Speaking of
Narrative Text through Storytelling to the Tenth Graders in
MAN 2 Kota Kediri.‖ RETAIN 2, no. 2 (2014).
http://ejournal.unesa.ac.id/index.php/retain/article/view/7558. Heo, Heeok. ―Story Telling and Retelling as Narrative Inquiry in Cyber
Learning Environments.‖ In Beyond the Comfort Zone:
Proceedings of the 21st ASCILITE Conference, 374–378, 2004. http://www.ascilite.org/conferences/perth04/procs/heo.html. Herreid, Clyde Freeman, and Nancy A. Schiller. ―Case Studies and the
Flipped Classroom.‖ Journal of College Science Teaching 42, no. 5 (2013): 62–66. http://www.jstor.org/stable/43631584. Jeremy F. Strayer. ―The Effect Of The Classroom Flip on The Learning
Environment: A Comparison in Learning Activity in A Traditional Classroom and A Flip Classroom That Used in
(5)
Intelligent Tutoring System.‖ The Ohio State University, 2007. ———. ―The Effects of the Classroom Flip on the Learning
Environment: A Comparison of Learning Activity in a Traditional Classroom and a Flip Classroom That Used an Intelligent Tutoring System.‖ The Ohio State University, 2007. Johnson, Graham Brent. ―Student Perceptions of the Flipped
Classroom.‖ University of British Columbia, 2013. https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/item s/1.0073641.
Jon Bergmann, and Aaron Sams. ―The Flipped Classroom.‖ CSE 17, no.
3 (2014 2013): 24–27.
Lage, M. J, Platt, G. J, and Treglia, M. ―Inverting the Classroom: A
Gateway to Creating an Inclusive Learning Environment.‖ The
Journal of Economic Education, 31, no. 1 (2000): 30–43. Logan, Brenda. ―Deep Exploration of The Flipped Classroom Before
Implementing.‖ Journal of Instructional Pedagogies 16, no. 1 (July 2015): 1–12.
Louise Kavanagh McBride, and Breda Mulgrew. ―Narrative Story Telling as a Teaching & Learning Strategy.‖ Letterkenny IT, Port Road, Letterkenny, Co. Donegal, 2011.
Marion Engin. ―Extending The Flipped Classroom Model: Developing Second Language Writing Skills Through Student-Created Digital Videos.‖ Journal of the Scholarship of Teaching and Learning 14, no. 5 (December 2014): 12–26. doi:10.14434/josotlv14i5.12829.
Mark Anderson, and Kathy Abderson. Text Type in English 2.
Melbourne: Macmillan, 1997.
Miles, M. B., and A. M. Huberman. Qualitative Data Analyiss: A Sourcebook of New Methods. California: Sage Publications, Inc, 1984.
Newman, Galen, Jun-Hyun Kim, Ryun Jung Lee, Brandy A. Brown, and Sharon Huston. ―The Perceived Effects of Flipped Teaching on Knowledge Acquisition.‖ Journal of Effective Teaching 16, no. 1 (2016): 52–71. http://eric.ed.gov/?id=EJ1092703.
(6)
Ostenson, Jonathan. ―Exploring the Boundaries of Narrative: Video
Games in the English Classroom.‖ English Journal, 2013, 71–
78. http://www.jstor.org/stable/24484129.
Patton, Michael Quinn. Qualitative Research and Evaluation Method. London: Sage Publication, 2002.
Penny Ur. A Course In Language Teaching. New York: Cambridge
University Press, 1996.
Punch, Keith. Developing Effective Research Proposals Essential
Resources for Social Research. London: Sage Publications, Inc, 2000.
Wolff, Lutz-Christian, and Jenny Chan. Flipped Classrooms for Legal Education. SpringerBriefs in Law. Singapore: Springer Singapore, 2016. http://link.springer.com/10.1007/978-981-10-0479-7.