The Effectiveness of Flipped Classroom in Teaching Grammar of The Second Semester Students of English Department of Stain Kediri
The Effectiveness of Flipped Classroom in Teaching Grammar of The Second Semester Students of English Department of Stain Kediri
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.
1.4 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
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).
C. RESEARCH METHODOLOGY
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.
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
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.
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.
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.
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.
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.
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.
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.
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=
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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