Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal on Education
Kristoforus Gustian
Universitas Mulawarman Samarinda
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring The Teacher Agency Regarding to The Implementation of Flipped-Differentiated Learning in The Context of EFL Learners Kristoforus Gustian; Istanti Hermagustiana; Dyah Sunggingwati
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4239

Abstract

The purpose of this study is to present a qualitative case study that investigates teacher agency in the context of implementing Flipped-Differentiated Learning (FDL) for English as a Foreign Language (EFL) learners. The study included two participants who used the FDL approach, and their experiences were investigated to learn how their agency changed during the process. Prior to implementation, both teachers were concerned about implementing this novel approach. The findings of the study show that, despite early limits, teachers were able to acquire a sense of agency when they applied FDL in their EFL classrooms. Throughout the study, they demonstrated increasing confidence in their teaching judgments and involvement with students. This newfound agency allowed teachers to adjust their teaching approaches to better suit their students' different needs and learning styles, resulting in improved learning outcomes. However, the study also shows a gap in existing evidence about the relationship between teacher agency and FDL implementation. While the research gives useful insights into the transformative potential of FDL on teacher agency, more research is needed to establish a thorough grasp of this correlation. Future research should focus on filling this vacuum and delving deeper into the mechanisms through which FDL influences teacher agency, ultimately contributing to the refinement and optimization of flipped-differentiated learning practices in EFL contexts.
Investigating The Implementation Of Flipped- Differentiated Learning In The Context Of Efl Learners Kristoforus Gustian; Desy Rusmawaty; Ventje Jany Kalukar
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4258

Abstract

This study examines the implementation of flipped-differentiated learning in the context of English as a Foreign Language (EFL) learners. Flipped learning is an instructional approach that reverses the traditional classroom model, where students engage with content outside of class and participate in interactive activities during class time. Differentiated learning, on the other hand, focuses on tailoring instruction to meet individual students' needs and learning styles. This integration of flipped and differentiated learning has the potential to enhance EFL instruction by providing personalized learning experiences and promoting active engagement among students. The objective of this research is to investigate how the two English teachers of a certain Senior High School In Samarinda conduct the integration, the opportunities, and the challenges they discover during the implementation of flipped-differentiated learning in EFL classrooms. The study employs a qualitative case study and the data is collected through open-ended questionnaire and depth interview, analyzed thematically to gain insights into teacher's experiences of this instructional approach. The findings of this study shows the process, the opportunities, and challenges of implementing this integration and hope to inform future research on integration that promote active learning and personalized instruction in language classrooms with the complete data and extent context.
Co-Authors Dyah Sunggingwati Istanti Hermagustiana Rusmawaty, Desy Ventje Jany Kalukar