The Effectiveness of Flipped Classroom in Teaching Grammar of The Second Semester Students of English Department of Stain Kediri

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THE EFFECTIVENESS OF FLIPPED CLASSROOM IN TEACHING

GRAMMAR OF THE SECOND SEMESTER STUDENTS OF ENGLISH


DEPARTMENT OF STAIN KEDIRI

Written by:
Saidah

ENGLISH DEPARTMENT
FACULTY OF EDUCATION
STATE COLLEGE FOR ISLAMIC STUDIES
(STAIN) KEDIRI
2017

2017
THE EFFECTIVENESS OF FLIPPED CLASSROOM IN TEACHING
GRAMMAR OF THE SECOND SEMESTER STUDENTS OF ENGLISH
DEPARTMENT OF STAIN KEDIRI

A. INTRODUCTION
1.1 Background of Study
In the twentieth century, people began to make relationship among the nations. This
relation needs a language as a means of communication because the different nations have
different languages. English is chosen as an international language. The current status of
English as an international or global language is underpinned by its wide use in a range of
fields such as politics, diplomacy, international trade and industry, commerce, science and
technology, education, the media, information technology, and popular culture.
Meeting people from other countries are common nowadays. Having different
background of mother tongue is not problem anymore, communication among them still run
well because of English. English, chosen as lingua franca is spoken by many people in the
world as their first language, second language and foreign language, as in Indonesia. Today
Understanding and being able to speak English opens world of opportunities, especially in
the globalization economy. Working in any English speaking country can get a high salary,
fluency in the language is requirement and a basic knowledge is necessary just for daily life.
English, as global language, has a crucial role towards The Development of
Association of South East Asia Nation (ASEAN) Community. And nowadays English is a
means of communication of ASEAN community 2015, therefore people, especially ASEAN
workers, have been aware that the importance of mastering English is to get more chances to
work at foreign companies and not to get left behind. Mastering English skill makes them be
more competent workers and professional workers. The founder of center for Professional
Assessment Thailand Robert E. Woodhead said in AntaraNews ASEAN needs to make some
standards for professional workers, especially related to English skills. An international
standard of English, is needed so that workers, especially from ASEAN Countries, will have
unlimited access to work in any ASEAN countries.
Learning English always concerns with four language skills; listening, speaking,
reading, and writing. Beside the major skills, it also has three important elements: phonology,
vocabulary, and grammar. In learning English, the students are intended to have language
skills and discourse competency. Grammatical competence is needed in fulfilling discourse
competence because the students are able to produce grammatically accurate sentences or
utterances by being competent in this part.
Grammar is rules for forming words and making sentences. It should be learned by
students in order to be able to arrange English word into correct sentences. Grammar
occupies a central position, because when we do not understand grammar, we will get
difficulties in learning and mastering some language skills including listening, speaking,
reading and writing. According to Ur (1999), in the case of the learners, grammatical rules
enable them to know and apply how such sentence patterns should be put together. The
teaching of grammar should also ultimately center attention on the way grammatical items or
sentence patterns are correctly used. In other words, teaching grammar should encompass
language structure or sentence patterns, meaning and use.
In listening and speaking, grammar plays a crucial part in grasping and expressing
spoken language (e.g. expressions) since learning the grammar of a language is considered
necessary to acquire the capability of producing grammatically acceptable utterances in the
language (Corder, 1988). In reading, grammar enables learners to comprehend sentence
interrelationship in a paragraph, a passage and a text. In the context of writing, grammar
allows the learners to put their ideas into intelligible sentences so that they can successfully
communicate in a written form. Lastly, in the case of vocabulary, grammar provides a
pathway to learners how some lexical items should be combined into a good sentence so that
meaningful and communicative statements or expressions can be formed. In other words,
Doff (2000) says that by learning grammar students can express meanings in the form of
phrases, clauses and sentences. Long and Richards (1987) add that it cannot be ignored that
grammar plays a central role in the four language skills and vocabulary to establish
communicative tasks.
Indonesian students commonly have problems in studying the grammar because the
English grammar is quite different from Indonesian one. The students are led to learn
grammar as the requirement in learning target language to avoid interference from their first
language. Rod Ellis states that interference was believed to take place whenever the habit of
native language differed from those of the target language. Error occurred primary as a result
of interference when the learner transferred native language habit into the L2.
The Indonesian students also will face problems in learning English structures, and
make some errors in using them, which are not found in their language. Lott stated in Rod
Ellis book that one of the causes of error is transfer of structure. It arises when the learner
utilizes some L1 feature (phonological, lexical, grammatical, or pragmatic) rather than that of
the target language. It is realized that the structure of Indonesian absolutely different from
English structure, some of the differences are:
1. The verbal changing. In Indonesian we will not find the verbal changing, when the time
of condition is different , but it will be found in English verb will change depend on the
time, past, present, and future.
2. The structure of phrase. In Indonesian, the structure of phrase uses DM (diterangkan-
menerangkan), then English uses MD (menerangkan-diterangkan).
3. To Be. English uses copula to be in sentences, but Indonesian copula to be will not
be found.
4. The same formation. The gerund has exactly the same form as the present participle that
is from verb+ ing, but they have different functions. Etc.
However, making an error in grammar is common for the students because they
know Indonesian patterns before knowing English patterns. According to Dulay, Burt and
Krashen, making errors is inevitable part of learning. People cannot learn language without
first systematically committing errors. To help the students understand grammar easily and
fast needs proper teaching approach. There are three approaches, deductive, inductive and
Consciousness Raising, used by the lecturer in teaching grammar, however, it still cant help
the students who missed the class and did not understand their lecturer explanation.
Therefore, flipped classroom is needed to solve this problem, since the Flipped Learning
model can enable educators to make the shift from teacher-driven instruction to student-
centered learning (Hamdan and McKnight.2013). So the students will be autonomous
learners who can solve their own problems
Flipped classroom can be defined as an educational technique which consists of
direct computer-based individual instruction outside the classroom and interactive group
learning activities inside the classroom (Bishop, 2013). In flipped classroom, the teacher has
already prepared materials for the students to download on online. The students study at
home, lecturing time is to discuss their problems and do the exercises in the classroom. So
they are ready when they enter the class. .
A flipped classroom flips the traditional structure of a classroom. In a typical
traditional classroom, students listen to lectures in class and perform other learning activities,
such as solving practice problems after class. In this traditional structure, students are taught
content in class via lectures, and they attain deeper knowledge after class via various forms of
homework. In a typical flipped classroom, students listen to pre-recorded video lectures
before class and perform other learning activities in class. In this flipped structure, students
are taught content before class via videos and readings, and they attain deeper knowledge in
class via activities. In flipped classes, students may also have homework problems to solve
independently after class. Many variations of learning environments are used in current
classrooms, and many of the terms used to learning environments
In flipped classrooms students take more responsibility for their learning. They
watch videos or online lessons, read online material, and complete assignments and
assessments outside of class. The specific activities vary based on an individual teachers
style and preferences. Face-to-face class time is used to reinforce learning, to identify gaps in
learning and to examine concepts more deeply
Because of those reasons above, the researcher will conduct an experiment research
titled The effectiveness of Flipped Classroom in Teaching Grammar of The Second
Semester Students of English department of STAIN KEDIRI. The research chooses the
second semester students of English Department because the get their first English grammar
class in this semester and they find some difficulties in understanding the pattern as well as
using it in their writing and speaking.

1.2 Problem of Study


Based on the background of the study above, the writer is intended to answer the
following questions:
Do the students taught by flipped classroom have better grammar mastery than those taught
by traditional method?

1.3 Objective of the Study


Based on the question above, the aim of this study is to:
1. To know the effectiveness of flipped classroom in teaching students grammar for the
second semester students?

1.4 Hypothesis

The hypothesis of this research is the students taught by flipped classroom have
better grammar mastery than those taught by conventional method
The flipped classroom is better than conventional method, because the students are
ready to study before they start studying in the classroom. They have already downloaded
and read the materials from Edmodo made by the researcher.
1.5 Assumption

Latief stated (52:2010) Assumption is the belief of someone belief as qualified to


determine doing something. The assumption of this research is there is different result in
grammar mastery between the students taught by flipped classroom and the students taught
by conventional method .
Flipped classroom makes the students ready to study about grammar because they
have learned the materials before they enter the class.
1.6 Significance of the Study
This research can be used as a motivation for the teachers to select the best way in
teaching and learning of English. Furthermore, it can be used by the teacher to reconstruct a
strategy to develop their students competence in learning and using English, especially in
teaching English grammar. Besides, they will know their students knowledge in grammar. If
the students have already had good grammar mastery since their first grammar class, it will
give good effect for their English skills such as listening, speaking, reading and writing.
1.7 Scope and Limitation of the Study
Flipped classroom is a blending learning model that relaying digital resources
which give the students more time to study the materials at home and do the homework at
school. It is proper for students learning English grammar, since there are many rules in
grammar. The researcher wants to know the effectiveness of flipped classroom in teaching
part of speech, article, tenses and passive and active voice, as the course outline they study
those materials in their first grammar class.

B. REVIEW OF RELATED LITERATURE


2.1 Teaching Grammar
Grammar is (the study or use of) the rules about how words change their form and
combine with other words to make sentences. In the context of EFL, teaching grammar has
traditionally been dominated by a grammar-translation method where the use of mother
tongue is clearly important to elicit the meaning of target language by translating the target
language into native languages. For example, according to Larsen-Freeman (2000) and
Richards and Rodgers (2002), in such a method learners are required to learn about grammar
rules and vocabulary of the target language. In the case of grammar, it is deductively taught;
that is, learners are provided the grammar rules and examples, are told to memorize them,
and then are asked to apply the rules to other examples.
Since Audio Lingual Method was criticized as not credible to help second language
learners develop their ability to communicate appropriately, some linguists and researchers
began to develop a concept of communicative competence which was distinct from linguistic
competence sought by Audio Lingual Method. For the first few years, in the minds of some
researchers and practitioners, the notion of communicative competence became synonymous
with a disregard for grammatical accuracy; and second language learners were considered
communicatively competent if they got their meaning across to a listener, even if their
grammatical accuracy was relatively low. It was very common, as Omaggio (1986) pointed
out, to find the term communicative competence used to refer exclusively to knowledge or
capability related to the rules of language use, and the term grammatical (or linguistic)
competence used to refer to the rules of grammar.
In the classroom, Many teachers think that teaching grammar separately is not
favorable to learners since learners only learn the way language is constructed, and very often
when they are given grammatical rules, the learners work well on such cases. However, when
they write or speak, the learners make grammatical mistakes or even unnecessaryones.as a
consequence, the emphasis of teaching a second language began to shift away from the
teachings of grammar. The emphasis was focused on the teaching of language functions and
communicative activities. Even some supervisors forbid teachers to teach grammar.
However, there was more moderate trend among a group of researchers. They no
longer saw communicative competence as distinct from grammatical competence, but
incorporated grammatical competence as a part of communicative competence. Canale and
Swain (1980), for example, defined communicative competence as consisted of grammatical
competence, sociolinguistic competence, discourse competence, and strategic competence.
Furthermore, Wilkins (1976) tried to ensure that language teachings do not lose sight of the
fact that linguistic forms provide a means to an end and that end is communication. He
argued further that our knowledge of grammatical systems of language provide us with a
means to structure language learning in a more systematic way than language functions and
notions. For the sake of systematic second language teaching, pragmatic aspects of
communicative competence should be seen as complementary to grammatical competence,
not as an alternative so that there is a balance between fluency, accuracy and appropriateness.
In addition to that, grammatical competence can have potential contribution to improve the
students productive skills as grammar constitutes a description of the regularities in language
which can provide the learners with the means to generate a potentially enormous number of
original sentences. Grammar is a kind of sentence-making machine. In addition some
researchers suggest that learners who receive no grammar instruction seem to be at risk of
fossilizing sooner than those who do receive instruction (Thornburry, 2000).
2.2 Grammar Approaches
Broadly speaking, in teaching grammar, there are three approaches that can be
applied: deductive, inductive and consciousness raising:
2.2.1 Deductive Approach to Grammar Teaching

Deductive approach to grammar teaching, which is often called rule driven learn-
ing starts with presentation of rules and is followed with examples (Thornburry. 2001). This
is the approach used in Grammar Translation Method where teaching begins with
presentation of grammar rules and proceeds to practice of the rules involving the translation
into and out of the students first language. This method has long been abandoned since it has
some marked weaknesses. First, it no longer serves the current purpose of language learning,
namely oral communication. It puts too heavy emphasis on written language and practically
no oral language. Besides, it is also criticized as making the students too exhausted with
meticulous and overwhelming grammatical iterms and explanation (Omagio,1986).
The long written translation exercise, the lengthy vocabulary lists, and the academic
forms of language presented in the reading seem to be intended to give the students
opportunities to internalize the structure rules just presented to receive and produce language.
However, as Ellis in Richards (2002) reported, there has not been convincing empirical
verification as well astheoretical validation that the acquisition of grammar structures
involves the process of learning the rules and practicing them through gradual automatisation
of production. Therefore, deductive approach to grammar teaching receives less support than
inductive approach. Even so, to a certain context deductive approach has an advantage of
time-saving. Many grammatical rules can be more simply and quickly explained than elicited
from examples (Thornburry, 2001).

2.2.2 Inductive Approach to Grammar Teaching


In contrast to deductive approach, inductive approach, which is labeled as
discovery learning, starts with examples from which a rule is inferred (Thornburry,2001).The
procedure is similar to the process of children acquiring their mother tongue. First, learners
are exposed to comprehensible language input and they will acquire the system of the rules
subconsciously through peripheral attention to language forms. Automaticity will be
accomplished naturally and effortlessly through the process of hypothesis testing cycles
along the stages of interlanguage. Brown (2001) says that in most contexts, inductive
approach is more appropriate because of several reasons. First, it is more in keeping with
natural language acquisition and conforms easily to the concept of interlanguage
development. Second, it allows learners to get a communicative feel for some aspects of
language and builds more intrinsic motivation through discovery learning.
Even though inductive approach has several advantages, it is obvious that it will
work well only in the setting where there is sufficient language input. In the context of
English as a foreign language like in Indonesia, where English is not used outside the class
setting, providing sufficient comprehensible input constitutes a hard challenge. In addition,
the classroom activities tend to focus mainly on meaning not on forms and will lead to task
based activities where the learners focus is on the completion of task. This fluency
orientation often costs the linguistic accuracy. Richards (2002) said: What is often observed
in language classroom during fluency work is communication marked by low level of
linguistic accuracy . The problem will certainly worsen when the task-based activities are
done by learners of early level of interlanguage, where there is still high interference from
their mother tongue.
2.2.3 Consciousness Raising

Consciousness raising (CR) seems to be the synthesis of deductive and inductive


approach in that it incorporates both. Nunan (1991) says that CR rejects the split between
conscious learning and subconscious acquisition and takes an organic rather than a linier
view of learning. Learning process should be done through exposing the learners to language
inputs and the learned grammatical items will, in turns, facilitate the process of acquiring the
input exposed to the learners through the act of noticing. Though it is a kind of inductive
deductive process but basically it is inductive since it starts with exposing the learners to
input.
Although CR contains deductive and inductive aspects, they differ in a certain
respect. Different from inductive approach, CR involves a process of conscious learning,
instead of only subconscious acquisition. On the other hand, CR is also different from
deductive approach in that it does not use the conscious linguistic knowledge to build
learners productive skill through repeated practice but to facilitate further acquisition process
through the act of noticing the input. Rutherford in Richards (2002) says, CR is considered as
potential facilitator for the acquisition of linguistic competence and has nothing directly to do
with the use of that competence for the achievement of specific communicative objective, or
with the achievement of fluency. Furthermore, in CR grammar is not taught in isolation but
embedded or situated in a broader discoursed context. The strength of this approach is that
acquisition process can be facilitated by learning process, but the limitation is that CR still
requires sufficient input for exposure so that in the context where providing sufficient
exposure is a problem, as in the case of EFL in Indonesia, the application of CR is in some
way problematic.
2.3 Flipped Classroom
A flipped class is defined as a specific type of a blended learning environment. This
guide defines blended learning by two criterions: instructional guidance is delivered through
both an instructor and technology, and knowledge is acquired through both information
transmission and praxis. A flipped classroom fits this criteria because content is delivered
(information transmission) through a computer and praxis is achieved through in class
activities with an instructor (Lauren, 2013).
When a classroom is flipped students homework is to read and watch online
videos and other materials prepared by their teacher. Time in class is used for discussion of
concepts, to work on gaps in learning to clear up misunderstanding and for the teacher to
work more intensely with students who need additional instruction or support. Labs and other
application of learning occur during class when the teacher is available to respond to
questions, provide clarification as well as assist and support students.
That is also the case in some flipped classrooms. The use of videos or other digital
technologies to deliver content outside of class does not guarantee that anything different will
occur during class time. However, due to the emphasis on students becoming the agents of
their own learning rather than the object of instruction, the Flipped Learning model can
enable educators to make the shift from teacher-driven instruction to student-centered
learning.
Flipped classroom is a blending learning model. First, flipped classroom is not
simple on-line teaching, but a blending teaching model that by means of computers. The
second is flipped classroom and on-line video teaching is not equals, there are so many
digital resources that flipped classroom basis of, such as advanced game simulation, audio,
and web page and so on. As long as it beneficial to learning, it can be the teaching material of
flipped classroom. What's more, learning in flipped classroom is not simple doing homework
and answering question, it creates personalized learning space. Student can discuss with
teacher the difficulty they cannot understand. Finally, flipped classroom is not only exists in
stationary learning period. With the development of technology and the convenient of the
mobile learning, interactive teaching occurred every time, digital learning ubiquity.

2.4 Four Pillars of Flipped Classroom


Just as no two traditional classrooms are identical, such is the case with flipped
classrooms. Because Flipped Learning focuses on meeting individual student learning needs
as opposed to a set methodology with a clear set of rules, a cadre of experienced educators
from the Flipped Learning Network, along with Pearsons School Achievement Services
(2013), identified the key features, or pillars, of flipped classrooms that allow Flipped
Learning to occur. The four Pillars of Flipped Classroom are Flexible Environment, Learning
Culture, Intentional Content, and Professional Educator.
2.4.1 Flexible Environments
Flipped classrooms allow for a variety of learning modes; educators often
physically rearrange their learning space to accommodate the lesson or unit, which might
involve group work, independent study, research, performance, and evaluation. They create
Flexible Environments in which students choose when and where they learn. Flipped
educators accept that the in-class time will be somewhat chaotic and noisy, as compared with
the quiet typical of a well-behaved class during a lecture. Furthermore, educators who flip
their classes are flexible in their expectations of student timelines for learning and how
students are assessed. Educators build appropriate assessments systems that objectively
measure understanding in a way that is meaningful for students and the teacher.
2.4.2 Language Culture
In the traditional teacher-centered model, the teacher is the main source of
information, the teacher is the sage on the stage (King, 1993), i.e. the sole content expert
who provides information to students, generally via direct instruction lecture. In the Flipped
Learning model, there is a deliberate shift from a teacher-centered classroom to a student-
centered approach, where in-class time is meant for exploring topics in greater depth and
creating richer learning opportunities. Students move from being the product of teaching to
the center of learning, where they are actively involved in knowledge formation through
opportunities to participate in and evaluate their learning in a manner that is personally
meaningful. Students can theoretically pace their learning by reviewing content outside the
group learning space, and teachers can maximize the use of face-to-face classroom
interactions to check for and ensure student understanding and synthesis of the material.
Flipped educators help students explore topics in greater depth using student-centered
pedagogies aimed at their readiness level or zone of proximal development, where they are
challenged but not so much so that they are demoralized (Vygotsky, 1978)
2.4.3 Intentional Content
Flipped educators evaluate what content they need to teach directly, since lectures
are an effective tool for teaching particular skills and concepts, and what materials students
should be allowed to explore first on their own outside of the group learning space. They
continually think about how they can use the Flipped Learning model to help students gain
conceptual understanding, as well as procedural fluency. Educators use Intentional Content to
maximize classroom time in order to adopt various methods of instruction such as active
learning strategies, peer instruction, problem-based learning, or mastery or Socratic methods,
depending on grade level and subject matter. If they continue to teach using a teacher-
centered approach, nothing will be gained.3
2.4.4 Professional Educators
Some critics of Flipped Learning have suggested that the instructional videos
employed in the model will eventually replace educators. That is misguided. In the Flipped
Learning model, skilled, Professional Educators are more important than ever, and often
more demanding, than in a traditional one. They must determine when and how to shift direct
instruction from the group to the individual learning space, and how to maximize the face-to-
face time between teachers and students. Gojak (2012) noted that the right question for
educators to ask themselves is not whether to adopt the Flipped Learning model, but instead,
how they can utilize the affordances of the model to help students gain conceptual
understanding, as well as procedural fluency when needed. During class time, educators
continually observe their students, provide them with feedback relevant in the moment, and
continuously assess their work. Professional Educators are reflective in their practice,
connect with each other to improve their trade, accept constructive criticism, and tolerate
controlled classroom chaos. While Professional Educators remain very important, they take
on less visibly prominent roles in the flipped classroom.
2.5 Learning Theory behind Flipped Classrooms
This section identifies learning theory that supports flipped classrooms from a
pedagogical standpoint. How People Learn (National Research Council, 2000) states that to
develop competency in a subject, students must develop factual knowledge, understand that
factual knowledge in the context of a conceptual framework, and organize knowledge in a
way that allows them to transfer and apply it. By allowing students to use knowledge in
class with feedback from peers and the instructor, flipped classrooms help students correct
misconceptions and organize new knowledge effectively. Based on this theory, there are 4
key elements of the flipped classroom identified by Vanderbilt Universitys Center for
Teaching (Brame, 2013):
1. Provide an opportunity for students to gain first exposure to content prior to class.
2. Provide an incentive for students to prepare for class.
3. Provide in class activities that focus on higher level cognitive activities.
4. Provide a mechanism to assess student understanding.

2.5 Previous Study


There are some previous studies about flipped classroom conducted in some
universities, they are:
Laurie conducted a research in tittle Using a Flipped Classroom in an Online PhD
Programme. It was found that Flipped classroom can help the students with the lack of high-
speed Internet connectivity especially for students in rural areas. The classroom time
(which was eventually done via group text-based chat facilities) was then used to discuss.
The program has had a reasonable degree of success and will be repeated in the next year.
Yuan Jiugen in Essence of Flipped Classroom Teaching Model and Influence on
Traditional Teaching, she said that flipped classroom is a new teaching mode that
accomplished information transfer before class. Flipped classroom is the place where
teacher- students interaction and communication. It may play a role in enhance students'
interest in learning and teaching effect. All the practice that to improve the teaching quality
and effect, promote students' learning and growth mode are necessary. It is believed that
"flipped classroom" teaching mode and philosophy will gradually spread, and opening the
application in more classroom teaching.
Pang Nai Kiat in the The Flipped Classroom Experience. It was found that The
flipped classroom trial has carried out successfully and the attributing factors are: the
predestinated learning outcomes were achieved, the students have provided positive, and
encouraging feedback to continue this approach of teaching.

C. RESEARCH METHODOLOGY

3.1 Research design

The research design of his study is experimental research. The research is aimed to
investigate the effectiveness of flipped classroom in teaching students grammar. According to
Latief (210:35) experimental research is conducted to compare between certain groups that is not
given a treatment.
Furthermore, the specific type of experimental research use quasi experimental. The use of
experimental is under some consideration, they are: (1) it is difficult for the researcher to
determine the subject of the research as there are two grammar classes. (2) it will disturb the
teaching and learning process if it is involved many classes.
Both of the classes are given pre-test to get their homogeneity before being given
treatment. Next, the experimental class is given a treatment. The treatment of experimental class is
flipped classroom. The control class is given the other treatment. The treatment for control class is
conventional teaching grammar. Finally, post-test is administered to experimental class and control
class and the results are compared by using T-test formula.

3.2. Classroom activities

The activities in the classroom cover pre-test, treatment, classroom activities of


experimental group, classroom activities of control group and administering post-test.
3.2.1 Pre-test

The researcher administrated Pre-test to investigate the validity and reliability of the
instrument. Pre-test consisted of 30 questions. The question is formed of writing test. All of
students are asked to do the tests together.
3.2.2 Treatment

The researcher only has two classes to be researched. So it must be determinate to be


experimental group and control group. The class A which became the experimental group, was
treated different from the class B. The experimental group was given treatment to help the students
understand their weakness and strength in learning Grammar through Flipped Classroom method.
Furthermore, there are some different treatments that will be given to both the experimental and
control groups. First, in experimental group, the students will be taught by Flipped classroom
while control group taught by conventional teaching method but the materials given for them are
the same.

3.2.3 Classroom Activities of Experimental Group

In the first meeting, the teacher and the students introduce each other in 15 minutes. Then
the teacher gives pre-test and asks the students to do the test about tenses for 45 minutes.
Afterward she explains about the rules of flipped classroom that the students have to download
and read the materials on Facebook downloaded by the teacher so that they have prepared
themselves to discuss about tenses in the class.
On the next day, after greeting her students, the teacher asks the students whether they
have downloaded and read the materials on Facebook, then she divides the students into some
groups consists of 4 persons in each group. She asks her students whether they understand the
pattern and the function of the tenses, if they still have any difficulties try to discuss with their
group first for 30 minutes then they may ask her if they cant break their problems. In the last 60
minutes she gives the students exercises and asks the students to the exercises for 20 minutes to
check whether the students have understood about the tenses or not. Then she and her students
discuss about the correct answer of exercises.

3.2.4 Classroom Activities of Control Group

In the first meeting, the teacher and the students introduce each other in 15 minutes. Then
the teacher gives pre-test and asks the students to do the test about tenses for 45 minutes.
Afterward she explains about the rules of classroom.
On the next day, after greeting her students, the teacher starts writing the material about
tenses on the white board, while the students are writing on their books. Then teacher explains the
materials and makes sure that all students have understood the materials. In the end of the meeting
the teacher gives students homework.

3.2.5 Administering Post-test

To investigate the students' initial ability, a pretest is conducted. It is given to both


experimental and control groups. Afterward, to investigate the effectiveness of flipped classroom
in teaching grammar, at the end of the program a post-test is given to both groups. There are 30
questions The test is given to the students on the written test in the form of multiple choices and
essays.

3.3 The subject of the research

The subject of this research was two groups which were selected based on the
classification made by the universities. Class A acted as the experimental group and B as the
control group. Experimental group was given treatment with flipped classroom in a period of three
meetings. And the control was given the different treatment, it was a conventional method.

3.4 Research Instruments

There were two kinds of written test conducted, they were pre-test and post-test and
both used the format. Pre-test was used to know the students' grammar mastery before the
treatment with flipped classroom given. Post-test was administered to measure students grammar
mastery after the treatment with Flipped Classroom. the result of those tests would be used of
primary data of this study.

3.5 Data Analysis

The data analysis involved data analysis on the experimental and the control group scores, data
analysis on the pre-test, normality of distribution Test, The homogeneity of variance test, the
calculation of the T-test, data analysis on the post-test.

3.5.1 Data Analysis on the Experimental and the Control Group Scores

To investigate whether the experimental and the control class have different result or not,
the researcher analyzes the pre-test and post-test scores using the matched t-test (Hatch and
Farhady. 1982). The steps are as follows:
1. Stating the hypothesis and setting the alpha level at 0.05 (two tailed test)
Ho = there is no significant difference between two samples
2. Finding the t-value
3. Comparing the probability with the level of significance to test the hypothesis. If the
probability is more than or equal to the level of significance, the null hypothesis is accepted; the
two scores are homogenous (The calculation were performed in SPSS 15 for window). To
investigate the mastery of students grammar, computing the average of each test is necessary. By
doing so, the average scores of each test will be found, so the mastery of each test is known.

3.5.2 Data Analysis on the Post-test

The aims of a post-test are both to investigate the students' initial ability and to
investigate the initial equivalence between the groups. The researcher used a t-test formula. The
researcher conducted the normality distribution and variance homogeneity test before calculating
the data using the t-test formula.

3.5.3 Normality of Distribution Test

In this study, the researcher used the SPSS 15 for windows to analyze the normality
distribution of the scores with the steps they are Starting the hypothesis and setting the alpha level
at 0.05(two-tailed test), Ho = the scores of the experimental and the control group are normally
distributed, Analyzing the normality distribution using the, kolmogrov - Smirnov formula in SPSS
for windows, comparing the assymp.Sig with the level of significance to test the hypothesis, if the
Asymp. Sig is higher than level of significance (0.05), the null hypothesis is accepted and the
scores are normally distributed.

3.5.4 The Homogeneity of Variance Test

In analyzing the variance of homogeneity of the scores, the researcher used the Levene
Test Formula in SPSS 15 for window. The analysis of variance homogeneity follows the steps,
they are starting the hypothesis and setting the alpha level at 0.05, Ho = the variance of the
experimental and control group are homogenous, analyzing the variance homogeneity using the
Levene Test formula in SPSS for windows, comparing the probability with the level significance
for testing the hypothesis. If the probability is greater than the level of significance (0.05), the null
hypothesis is accepted and the variance of the experimental and control group are homogenous.
The steps of the t-test calculation are Starting the hypothesis and setting the alpha level at
0.05 (two tailed test), Ho = the two samples are from the same population; there is no significant
difference between the two samples (Xe = Xc) Finding the t value, Comparing the probability with
the level of significance for testing the hypothesis. If the probability is more than or equal to the
level of significance, the null hypothesis is accepted; the two groups are equivalent (The
calculation were performed in SPSS 15 for window).
3.5.6 Data Analysis on the Post-test

In calculating the posttest data, the researcher used the same steps as in calculating the
pretest data. If there is homogeneity and normality, the researcher used a t-test formula. The
formulation is according to the Arikunto

T=

N1 = The total of experiment class


N2 = The total of control class
X1 = The average of N- Gain of experiment class
X2 = The average of N- Gain of control class
S12 = The varian of N- Gain of experiment class
S12 = The varian of N- Gain of experiment class
The formulation of t-test if there is not homogeneity and normality, according to Arikunto
(2006:311), is as follow:

t=

description :
MX = Mean of experimental group
My = Mean of control group
NX = Number of student in experimental group
Ny = Number of student in control group
x = The deviation of x1 and x2
y = The deviation of y1 and y2

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