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All Journal English Teaching and Linguistics Journal (ETLiJ) Journal of English Education Program (JEEP)
Sutrisno, Trisno
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers’ Challenges in Optimizing Students’ Speaking Skills by Using Flipped Classroom Sutrisno, Trisno; Rohayati, Dedeh; Irianti, Leni
Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v11i2.15566

Abstract

The majority of people are concentrating on using technology for many things, including communication. Technology significantly affects learning outcomes in educational environments. It depends on the teacher's technological know-how and competence. With technology, it might be simpler to decide whether a teacher should join the class in person or virtually. Delivering lectures with a creative and engaging design is a wonderful way to get students excited. The flipped classroom is a new paradigm in learning that has been utilized by teachers. In this approach, the teacher can present the lectures online and then discuss them offline during the following meeting. Since the pandemic had nearly coming to an end and teachers should be able to switch between online classes and offline classes, flipped classrooms have grown in popularity. This research is a narrative study that aims to identify the teachers' challenges in optimizing students' speaking skills by using flipped classroom. Speaking has a crucial part in determining a student's success in language learning. In order to confirm the beneficial effects of flipped classroom in speaking classes, the present research aims to elaborate teachers' perceptions in improving students' speaking skills through flipped classroom. The participants in this study were 4 English teachers from two senior high schools in East Priangan, West Java. The research employed a qualitative approach to gather data, by using a diary and an interview. The diary includes a few questions on their experiences with the flipped classroom implementation process, and the interview covers the challenges, strategies, and perspectives faced by doing so in order to improve students' speaking abilities. The results of this study proved that employing flipped classrooms made teachers feel more supported and students' speaking abilities increased. Additionally, flipped classrooms have a beneficial effect on learning activity because they may foster active learning.
Enhancing Learning Outcomes in Explanation Texts through the Make a Match Model Sutrisno, Trisno; Fecilita, Benfika Fiden; Thoyyibah, Luthfiyatun; Irawaty, Inna
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.25300

Abstract

This classroom action research (CAR) examines the effectiveness of the Make a Match cooperative learning model in improving students' learning outcomes and motivation in understanding explanation texts. The study employed an experimental design with two classes of 11th-grade students (N=64) at a senior high school in Ciamis Regency: an experimental class (XI-A5) using Make a Match and a control class (XI-S1) using conventional methods. Quantitative data revealed significant differences in outcomes between the two approaches. The experimental class achieved higher average scores on both the pretest (81.88 vs. 75.63) and posttest (86.88 vs. 78.44) compared to the control group. Beyond academic improvement, observational data showed the Make a Match approach increased student engagement through its interactive card-matching activities, which fostered peer collaboration and active participation. These findings demonstrate that Make a Match is more effective than traditional lecture methods for teaching explanation texts, as it simultaneously enhances comprehension and motivation. For classroom implementation, teachers should: (1) integrate game-based elements to increase engagement, (2) design matching tasks that align with key learning objectives, and (3) use collaborative activities to reinforce critical thinking. This approach is particularly valuable in EFL contexts where students struggle with text-based learning, offering a practical strategy to combine academic achievement with motivational support.
Co-Authors Dedeh Rohayati, Dedeh Fecilita, Benfika Fiden Irawaty, Inna Irianti, Leni Thoyyibah, Luthfiyatun