Journal Review 6

 Title                           : THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN                                            LANGUAGE TEACHING

Writer and Institution : Assist. Prof. Dr. Ahmet BASAL, Department of Foreign Languages Education, School of Education, Yildiz Technical University, Istanbul, TURKEY

Publisher                     : Turkish Online Journal of Distance Education-TOJDE October 2015 ISSN 1302-6488 Volume: 16 Number: 4 Article 3

In this 21^st century era, technology has became one of  integral parts in  educational settings. One of the most popular technology used in this era is flipped classroom. According to Bergmann and Sams (2012), a flipped classroom can be described as a setting where that “which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class” (p. 13). Flipped classroom can be successfully implemented by uploading didactic content before the lesson and optimizing classroom time for engaging in  activities in the classroom, discussing concepts, clarifying hard-to-understand information, and investigating questions related to content.  Using this method, active learning can occur in the classroom because the videos give opportunity to do problem solving and hands-on activities

The design used by the researcher in this study is qualitative research, which the purposes are to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and to introduce the implementation of a flipped classroom into an English language class. 47 English teachers are participated in the study.

Findings of the study showed that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be

concluded that flipped classroom was beneficial in terms of 4 categories based on the

content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the

classroom.

While in flipped classroom, there are two classes; inside and outside classroom. To reach successfully outside classroom the teacher need to  use learning management system (LMS), tools needed to control in single place such as: www.engrade.com, www.schoology.com, or

www.edmodo.com that free and easy to use easy-to-use sites on the Internet.  The learning environment can be opened anytime and  anywhere by using internet. In addition, The video are recorded before a lesson and sent to students by using  Internet. The  videos must include animations, quizzes, or other elements that engage students. So it is not just  simply captured lectures such as Monotonous videos that will make them passive learners.  It should be supported by Web 2.0 tools such as Padlet, Voxopop,

            Then, the question is, How if I apply this flipped classroom in Indonesia? I think, it will be best applied in University level and Senior high level  because of the improvement of technology in Indonesia, the students have already gadget or laptop and most of them have good skill in using technology. But the hindrance is may be the internet connection. We can overcome it by using free Wi-Fi in school or in other areas that serve free connection, or even using our data connection. Furthermore, the teacher must understand the theories of flipped classroom itself and have great capability in using technology. It is not just simply adding lecture videos outside the classroom, choosing appropriate, engaging activities for classroom time and having a constant connection with students through the use of an LMS and other Web 2.0 tools are also important. The role of the teacher in this model is to guide the students. Therefore, the teacher is the most prominent element for attaining desired outcomes. I convince that nothing impossible if we always have effort.

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