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All Journal The Eastasouth Journal of Learning and Educations Lingeduca: Journal of Language and Education Studies
Nita Rosmala Dewi
ITL Trisakti
Education

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The Influence of Flipped Classroom on Student Engagement Considering Growth Mindset in Secondary Schools in Indonesia Nita Rosmala Dewi; Istiarsyah Istiarsyah
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v4i01.951

Abstract

Student engagement is a crucial factor in determining the effectiveness of the learning process in secondary education. However, traditional teaching methods often limit students’ active participation in classroom activities. Therefore, innovative learning approaches such as the flipped classroom have gained attention as a strategy to enhance student engagement. This study aims to examine the effect of the flipped classroom on student engagement while considering the role of growth mindset among Indonesian high school students. The study employed a quantitative research design involving 150 students as respondents. Data were collected using a structured questionnaire measured with a five-point Likert scale. The collected data were analyzed using SPSS version 25 through descriptive statistics, validity and reliability testing, and multiple linear regression analysis. The results indicate that the flipped classroom has a positive and significant effect on student engagement (β = 0.421, p < 0.05). In addition, growth mindset also significantly influences student engagement (β = 0.356, p < 0.05). The simultaneous analysis shows that both variables significantly contribute to student engagement with a coefficient of determination (R²) of 0.507, indicating that 50.7% of the variation in student engagement can be explained by the flipped classroom and growth mindset variables. These findings suggest that integrating flipped classroom learning strategies with the development of a growth mindset can enhance students’ participation, motivation, and involvement in the learning process. The study provides practical implications for educators to adopt more interactive instructional approaches while fostering positive learning beliefs among students in Indonesian high schools.
COMPARING THE EFFECTIVENESS OF TWO APPROACHES IN LEARNING ENGLISH IN INDONESIA Nita Rosmala Dewi; Sota Yamamoto; Seo Jiwon; Thabo Mokoena
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2185

Abstract

The teaching of English as a foreign language in Indonesia continues to face challenges, particularly in identifying the most effective instructional approach. Previous studies have shown varying results when comparing communicative and grammar-based methods in language acquisition. This study aims to compare the effectiveness of two dominant approaches: the Communicative Language Teaching (CLT) method and the Grammar-Translation Method (GTM) in improving English proficiency among secondary school students in Indonesia. Employing a quasi-experimental design, this research involved 120 students divided into two equal groups, each receiving instruction based on one of the approaches over a period of 12 weeks. Pre-tests and post-tests were administered to measure students’ progress in reading, writing, listening, and speaking skills. The results indicated that the CLT group significantly outperformed the GTM group, particularly in speaking and listening components, while the GTM group showed marginally better results in grammar and reading comprehension. The findings suggest that while both methods have merits, CLT offers a more balanced improvement in communicative competence. This study contributes to the ongoing discourse on English pedagogy in EFL contexts and provides evidence-based recommendations for curriculum development in Indonesian schools.
Co-Authors Istiarsyah, Istiarsyah Seo Jiwon Sota Yamamoto Thabo Mokoena