“Flipped Classroom and PBL Synergy: Innovating

English Teaching with Student-Generated

Procedure Text Videos”

Introduction

In the contemporary educational landscape, innovative teaching methods are essential to

engage students and enhance their learning experience. One of these approaches is the
integration of the Flipped Classroom methodology and Project-Based Learning (PBL). This
essay of best practice explores the synergy between these two approaches, with a focus on
practical implementation in teaching English procedural texts to grade 7 students at SMP
Negeri 2 Purworejo through videos made by students. The effectiveness of this approach lies
in its ability to combine the interactive, student-centered aspects of PBL with the preparation
and reversal elements of the Flipped Classroom model.

Theoretical Background

The Flipped Classroom Model and Project-Based Learning (PBL) are two learning
approaches that have attracted significant attention in 21st century education because of their
potential to increase student engagement, improve learning outcomes, and develop 21st
century skills. The Flipped Classroom model flips the traditional teaching paradigm by
delivering instructional content outside of the classroom, often through videos or online
reading materials. Class time is then used for more interactive and collaborative activities,
such as group discussions, project work, and problem solving. The basic principle of Flipped
Classroom is that valuable class time should be used for active learning and face-to-face
interaction, while more passive content can be studied independently outside of class.

There are benefits of a Flipped Classroom in learning, including: Customizable Learning.

Students can access learning materials whenever and however often they need, allowing for
learning that is more tailored to individual pace and needs (Larcara 2015). The second benefit
is that it can increase interaction in class. By moving lectures and direct instruction outside
the classroom, classroom time can be used for interactive activities that deepen understanding
and application of concepts (Gustian, Aridah, and Rusmawaty 2023). The next benefit is that
it can increase understanding and retention. Studies show that students in the Flipped
Classroom model often have better understanding and retention of the material compared to
traditional teaching methods (Lee and Wallace 2018), (Chuang, Weng, and Chen 2018). The
final benefit of the Flipped Classroom is that it allows for immediate feedback. Students can
receive direct feedback from teachers and classmates during class activities, which can help
correct mistakes and clarify concepts that are not understood (Ansori and Nurun Nafi’ 2022).
However, despite its many benefits, the Flipped Classroom also faces several challenges,
including student access to technology, teacher readiness to design and implement digital
content, and the need for high student involvement in independent learning (Yang 2017),
(Hung 2015)

Meanwhile, apart from the Flipped Classroom, there is another popular learning model,
namely Project-Based Learning (PBL). PBL is an instructional approach in which students
gain knowledge and skills by working over an extended period of time to investigate and
respond to authentic and complex questions, problems, or challenges (Wang 2022),
(Aristidou 2020). PBL emphasizes student-centered learning, collaboration, in-depth inquiry,
and practical application of knowledge.

There are many benefits of the PBL learning model for developing 21st century skills. PBL
promotes critical 21st century skills, such as critical thinking, problem solving, collaboration,
and creativity (Sukiawati and Nurfaidah 2021). Furthermore, the benefits of PBL are
increased involvement and motivation. Students become more engaged and motivated when
they work on projects that are relevant to their interests and real lives (Fadhillah, Sudjarwo,
and Habsari 2023). The third benefit is increased depth of understanding. PBL allows
students to explore topics in depth and develop a richer understanding of the subject matter
(Ningsih et al. 2020). Another benefit is experience-based learning. Through PBL, students
learn through direct experience and reflection, which can increase retention and transfer of
knowledge (Atikah et al. 2022). However, there are several challenges with PBL that usually
occur. PBL implementation also faces challenges, including the need for extensive planning,
sufficient time for projects, and the involvement of teachers in the role of facilitators rather
than traditional providers of information (Amin and Shahnaz 2023)

Combining the Flipped Classroom with PBL can create a powerful learning experience by
leveraging the strengths of each approach. The Flipped Classroom provides the necessary
foundation of knowledge, while PBL offers a platform for applying that knowledge in real,
meaningful contexts. In teaching English procedural texts to 7th grade students, the
integration of Flipped Classroom and PBL is carried out through a video making project on
procedures for making food or drinks. This process includes the Material Preparation stage
where students access learning material about procedural texts through videos and online
reading before class. This provides the knowledge base they need for the project. The second
stage is Interactive Class Activities where class time is used for group discussions,
brainstorming, and project planning, which strengthens their understanding of procedural
texts. The third stage is Video Production and Collaboration where Students work in groups
to create videos showing how to make food or drinks, using English to explain each step.
This develops their collaboration, communication, and creativity skills. The final stage is
Feedback and Reflection where the videos that have been completed and collected are
reviewed and presented in class, this provides an opportunity for constructive feedback and
reflection.

Discussion

This methodological integration was implemented in the 7th grade English class at SMP N 2
Purworejo which focused on teaching procedural texts. This project requires students to
create a video showing how to make a food or drink, using English to explain each step. They
are free to explore making videos according to their thoughts and ideas. The following are the
preparation and implementation stages:

 Preparation and Delivery of Instructional Content

Thorough preparation is very important in implementing project-based learning and flipped

classrooms. Before starting the project, students are provided with online instructional
materials. The teacher uses an LCD projector to display images, including video tutorials and
readings of procedural texts. This material includes structure, linguistic elements, and
examples of procedure texts, allowing students to become familiar with the content at their
own pace outside of class.

It is important to ensure that the material provided includes a variety of media that attracts
students' attention. The accompanying video tutorial must explain the steps for preparing
procedure text in detail, with examples that are concrete and relevant to students' daily lives.
In addition, reading about procedural texts must be prepared in language that is easy to
understand and include various examples that can help students understand the concepts in
more depth. To enrich their learning experience, students are also encouraged to view and
observe procedure texts in their textbooks and search for various examples of procedure texts
on platforms such as Google, YouTube, and TikTok. This not only makes the learning
process more interesting, but also introduces students to various learning resources that can
be accessed independently. In addition, students are encouraged to discuss with their group
mates, which can help resolve problems that may arise while studying the material. This
group discussion is an important part of collaborative learning, where students can share
understanding and knowledge with each other. When students face obstacles or problems,
they can discuss them with their group friends. If the problem cannot be resolved at the group
level, it can be discussed together with the teacher during the class session. In this way,
students not only learn from the material provided but also from the experience and
knowledge of their friends, and receive direct guidance from the teacher.

 Video Production and Collaboration

The video production phase is the core of this project, where students work collaboratively to
create engaging and informative videos. In this phase, students apply their knowledge of
procedural texts to produce content that can be well understood by the audience. This phase
involves several important steps:

1. Script Writing: Students write a script explaining each step in the procedure for
making their chosen food or drink. This manuscript must be written in clear and
simple English, paying attention to the structure and linguistic elements of the
procedural text.
2. Practice Speaking in English: Before recording a video, students practice speaking in
English to ensure they can pronounce words correctly and speak fluently. This helps
increase their confidence in using English.
3. Recording Video: Students use technology devices such as smartphones or cameras to
record their videos. They must ensure that the video has good audio and visual
quality, so that the message they want to convey can be understood clearly by the
audience.
4. Editing Videos: After recording, students edit their videos using video editing
software. This process involves combining clips, adding text or subtitles, and ensuring
that the video flows smoothly from start to finish.

During this process, students use various technological tools and software, which not only
improves their digital literacy but also technical skills that are useful in the future.
Collaborative work in groups also teaches students about project management,
communication, and teamwork.

 Collection and Review

Once the videos are produced, they are collected on a shared drive that can be accessed by
teachers. Teachers then review the videos based on criteria such as clarity, accuracy,
creativity, and teamwork. From the videos collected, the best 5-10 videos are selected to be
presented in class. The selection of the best videos is based on clear and transparent criteria,
which are informed to students from the start of the project. This ensures that students
understand what is expected of them and are motivated to give their best. The best videos
presented in class not only serve as a learning medium for other students, but also provide
recognition and appreciation for groups who have worked hard on their projects.

Results

The results of the implementation of synergy between Flipped Classroom and Project-Based
Learning in teaching English procedural texts show several very positive aspects. The success
of this method is clearly visible from various indicators that show student involvement and
enthusiasm. First, student engagement is very high. All students actively participated in this
activity, with 100% of students submitting their best assignments and videos on time. This
shows that the approach used is able to motivate students to complete their assignments well.
From the results of the questionnaire given, 63% of students reported that they felt very
happy with this activity, while 25% felt happy, and the other felt quite happy. These figures
show that the majority of students enjoy this learning process and feel the benefits of the
approach used.

In addition, the results of interviews with students revealed several reasons behind their
satisfaction. Students feel happy because this project makes them active and challenged with
new things. They also feel satisfied because their work is appreciated by being displayed in
class, which gives them a sense of accomplishment and recognition from their peers and
teachers. Students also appreciate the opportunity to learn hands-on and freely use
technology. This project gives them the opportunity to explore and produce interesting and
diverse products, which enhances their technical and creative skills.

Conclusion and Recomendation

The implementation of synergy between Flipped Classroom and Project-Based Learning in

teaching English procedural texts in grade 7 shows very positive and comprehensive results.
By using this approach, students become more active and enthusiastic in learning, as
evidenced by 100% of students successfully submitting assignments on time and showing full
involvement. Questionnaires and interviews revealed that the majority of students were happy
with this method because of the new challenges they faced, appreciation for their work, and
the freedom to use technology for exploration and creativity. They enjoy hands-on learning
and producing interesting products. However, some students face challenges in using gadgets
for the editing process, resulting in some feeling behind in digital skills. Nonetheless, these
challenges indicate areas that could be improved to increase technology support for students.

Overall, the combination of Flipped Classroom and Project-Based Learning succeeded in

creating a dynamic, interactive and meaningful learning environment. This approach not only
improves students' English skills but also 21st century skills such as critical thinking,
collaboration, and digital literacy. With further adjustments, this method has the potential to
become an effective model for future teaching.
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