Tujuan dari penelitian ini adalah untuk meneliti implementasi Flipped Classroom dalam program EFL untuk mahasiswa S1dengan melihat aspek-aspek yang muncul. Ada empat aspek, yang telah dieksplorasi dalam penelitian ini; yaitu Independent Learning, Learning Engagement, Integration, dan Reflection. Ada dua bagian pembelajaran, yaitu pembelajaran online menggunakan platform “English Discoveries Online’ (EDO) dan bagian tatap muka di ruang kelas dengan pertemuan siswa dan guru. Rumusan masalah diambil dari empat aspek yang muncul dalam proses belajar mengajar di bagian online dan tatap muka.
Metode penelitian ini adalah kualitatif menggunakan catatan lapangan deskriptif dan reflektif sebagai pengumpulan data utama, serta dokumen yang direkam dari 'Manajemen Sistem Guru' (TMS) di platform EDO dan wawancara sebagai alat pendukung pengumpulan data. Penelitian dilaksanakan di salah satu universitas di Surabaya, Jawa Timur, Indonesia. Ada satu kelas dengan satu guru dan 24 siswa diamati. Khususnya, dalam meneliti Independent learning, ada 5 siswa yang dipilih untuk diamati secara intensif. Ucapan guru dan siswa adalah data utama untuk penelitian ini yang telah dikumpulkan dari pengamatan mendalam di empat pertemuan kelas.
Hasil penelitian menunjukkan bahwa implementasinya sesuai dengan yang telah diharapkan. Karena Flipped CLassroom dengan empat aspek yang muncul dalam penelitian ini meningkatkan antusiasme siswa terutama dalam berbicara dan kegiatan kelas lainnya yang melibatkan pemikiran kritis dan kreatif siswa. Flipped CLassroom direkomendasikan dalam kelas bahasa Inggris untuk program EFL. Berdasarkan hasil tersebut, ditemukan bahwa dalam Independent Learning siswa menerima informasi dasar sehingga kegiatan kelas dapat lebih mendorong keaktifan siswa. Disamping itu, Learning Engagement terjadi ketika guru memberikan pertanyaan kritis, instruksi untuk kegiatan kelompok atau pasangan dan lelucon yang menggunakan bahasa Indonesia/Jawa. Selain itu, materi dalam kelas online dan tatap muka terintegrasi sebagai bahan dasar diskusi. Terakhir, Reflection yang berhubungan dengan imbal balik dari siswa dan ekspresi perasaan mereka atau informasi baru yang mereka dapatkan sebagian besar terjadi di akhir kelas tatap muka.
Secara umum, disimpulkan bahwa empat aspek dalam pelaksanaan proses pembelajaran dan pengajaran dengan Flipped Classroom muncul dengan cara yang berbeda-beda, berdasarkan media yang digunakan, latar belakang guru, siswa, kurikulum dan instruksi. Secara khusus, dalam penelitian ini, siswa belajar secara mandiri dan individual melalui platform EDO; guru melibatkan siswa untuk belajar melalui berbagai cara komunikasi dan berbagai kegiatan kelas; pelajaran online diintegrasikan ke dalam kegiatan tatap muka dengan instruksi dan penjelasan guru serta diskusi siswa; Akhirnya, refleksi terjadi di akhir proses belajar mengajar.
The objective of this research is to investigate the implementation of flipped classroom based on aspects occurred in EFL program for undergraduate students. There are four aspects, which have been explored in the present study; those are independent learning, learning engagement, integration, and reflection. There are two learning sections; online learning using ‘English Discoveries Online’ (EDO) platform and face-to-face section in a classroom with students-teacher meeting. The questions of the research are taken from those four aspects appeared in the teaching and learning process in both online and face-to-face sections.
The method of the research is qualitative employing descriptive and reflective field notes as the main data gathering, as well as documents recorded from ‘Teacher System Management’ (TMS) in the EDO platform and interview as the supporting tools of gathering data. The setting was in one of universities in Surabaya, East Java, Indonesia. There was a classroom with one teacher and 24 students observed. Specifically, in investigating independent learning, there were 5 students chosen to be intensively observed. The teacher’s and the students’ utterances were the main data for this research that have been gathered from deep observations in four classroom meetings.
The results show that the implementation run as it was expected. As flipped classroom with the four aspects appeared in the present study increased students’ enthusiasm especially in speaking and other classroom activities involving students’ critical and creative thinking, it is recommended within English class for EFL program. Based on the result, it is found that independent learning gave prior information to students so that classroom activities could be more stimulating. Furthermore, learning engagement took place when teacher gave critical questions, instructions for group or pair activities and first language-used jokes. In addition, materials in online and face-to-face class were integrated to be discussed. Finally, reflection which deal with students’ feedback and expressions of their feeling or new information that they had got took place mostly in the end of face-to-face class.
In general, it is concluded that the four aspects in the implementation of flipped classroom teaching and learning process appeared differently, based on the media used, teacher’s and the students’ background, curriculum and instructions. Specifically, in the present study, students learnt independently and individually through the EDO platform; the teacher engaged the students to learn through various ways of communications and variety of classroom activities; the online lessons were integrated to the face-to-face activities by the teacher’s instructions and explanations also the students’ discussion; finally, reflection occurred in the end of teaching and learning process.