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All Journal JEELS (Journal of English Education and Linguistics Studies)
Nafi’, Nahar Nurun
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Education Languange, Linguistic, Communication & Media

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English Teachers' Perceived Benefits and Challenges of Flipped Classroom Implementation Ansori, Muhammad; Nafi’, Nahar Nurun
JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.122 KB) | DOI: 10.30762/jeels.v5i2.820

Abstract

Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected byusing questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implementation deal with supporting facilities, technical and technological problems, and the challenge of creating flipped learning material.
English Teachers' Perceived Benefits and Challenges of Flipped Classroom Implementation Ansori, Muhammad; Nafi’, Nahar Nurun
JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v5i2.820

Abstract

Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected byusing questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implementation deal with supporting facilities, technical and technological problems, and the challenge of creating flipped learning material.
Co-Authors Muhammad Ansori