CRITICAL JOURNAL REVIEW

S1-English Education
FBS-UNIMED

Score:

TEACHING ENGLISH AS A FOREIGN LANGUAGE

“Effectiveness of Cooperative Learning in Enhancing Speaking Skills and Attitudes
towards Learning English (Lee & Wallace, 2018)”
Arranged By :

MARTA CHRISTINA SARAGIH

(2213321040)

ENGLISH LANGUAGE AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGE AND ART
MEDAN STATE UNIVERSITY
OCTOBER 2022
INTRODUCTION

This article was study about Flipped Learning in the English as a Foreign Language
Classroom: Outcomes and Perceptions. This article also was undertaken in four sections of the
same College English 1(E1) course over two consecutive semesters at a South Korean
university. There is little empirical evidence of how the flipped learning approach has promoted
students' learning. Instead of basing our study only on surveys, authors collected data from
various sources, including students' achievements in three major tasks and instructor's
observation notes. In this paper, article summary, critical reflections as well as the comments
about the article and suggestions to the issue being raised are precisely presented.

ARTICLE SUMMARY
Teaching methodologies in English as a second language (ESL) contexts over the past
40 years. A flipped learning approach, a newly emerged teaching methodology, has the
potential to address the constraints of EFL contexts. Students can study various types of
materials (e.g., readings from a textbook and worksheets developed by their teacher) on their
own outside of class time and grasp the meaning of the content. Questions are considered
indicators of constructing learner knowledge and creating interaction and participation.
It is commonly known that flipped learning is beneficial in K–12 and higher education
settings when English is not the primary language. Day and Foley (2006) looked at the flipped
model's effects on student learning in an introductory course on human-computer interaction.
The course's flipped portion received higher average grades than the other portion. Most
students in this study seemed to enjoy learning English in a flipped learning environment. Also,
the instructor found the students in the flipped classroom to be more engaged in the learning
process than those in the non-flipped classroom.

CRITICAL REFLECTION
Although many instructors have lately emphasized the benefits of flipped learning,
there is little scientific proof that this strategy may genuinely help students learn English. This
study was conducted at a South Korean institution in four sections of the same College English
1 (E1) course over two consecutive semesters. The research included 79 studentswho were
enrolled in the E1 course. 39 individuals studied English using a communicative

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language teaching technique, whereas 40 studied English using a flipped learning approach.
Data were acquired from the students' performance on three key tasks, their replies to three
questionnaires, and the instructor's comments on the students' participation in their English
learning process. The findings show that the pupils in the flipped classroom.
Over the past 40 years, communicative language teaching (CLT), which sprang from
the need to build communication skills in the early 1970s, has been one of the most widely
used teaching approaches in English as a second language (ESL) and English as a foreign
language (EFL) contexts. However, several academics have remarked that CLT has failed to
achieve its intended aims, particularly in many EFL contexts, since it does not take into account
the various contextual restrictions in which language instruction happens. A recently developed
teaching paradigm, flipped learning, has the ability to alleviate the limits of EFL situations.
Because of the inverted learning process, students have more time to utilizeEnglish inside and
outside of the classroom (Bergmann & Sams, 2012).
The results show that the flipped group outperformed the non-flipped group in their
three final activities (exams, writing assignments, and presentations). However, only the final
exam's mean score was statistically significant. This outcome is hardly surprising given how
actively, extensively, and deeply the flipped method encouraged students in the flipped class
to participate in the learning process throughout the semester. Many students in the survey
stated that by previewing course content at their own speed as many times as they wanted and
completing the worksheets before to class, they had better prepared for the courses.
They were able to engage more actively in class due to their own preparation and self-
learning of the topic. Despite the daunting procedure of implementing the flipped intervention
and collecting and analyzing data, the flipping experience was beneficial for usas teacher-
researchers. Just as Burns (1999) stressed the relevance of collaborative action research in
language instruction, our collaboration throughout the project assisted us in thoroughly
examining our own teaching approach and reducing some of our tension and burden. However,
if teachers intend to flip their classrooms, they should consider the following. To begin,
teachers must allow enough time to study their curriculum and decide onthe forms of class
materials and evaluation criteria before using the flipped model. Pupils stated that interactive
components in online lessons would make them more effective, especially for the younger
students.
Creating visual materials (for example, video-recorded lectures and editing them),
conducting courses and assessing students' involvement in class, taking notes after each
session, and reflecting on one's practice all take extra time. Second, a few students expressed

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the opinion that the online lessons would be more successful if they incorporated interactive
components, particularly for the presentation films, which were recorded using our own
laptops. Instructors must interact with the university tech support staff and include such
elements to their recorded lectures to assure the quality of the video materials (e.g., resolution,
sound) as well as format compatibility (e.g., watchable on many devices). Third, teachers might
consider setting up and/or reserving space in a computer lab for students to study the tutorials,
so preventing problems.
More research on flipped learning in EFL classes is needed to examine the effectiveness
of this technique. Because the current study found no statistical significance in the final writing
or presentation tasks, it would be interesting to compare and contrast the outcomes of the
flipped and non-flipped models used in academic writing or presentation courses rather than a
general English classroom. Furthermore, because the flipped group earned lower average
scores than the non-flipped group in the first writing assignment but higher average scores in
the second, we believe that if given more opportunities to practice such tasks in a flipped
manner, the flipped students would likely achieve statistically significant scores in additional
writing assignments. Last but not least, our study's sample sizewas quite limited, in part due to
the action research approach's inherent limitations and our program's small class sizes.

CONCLUSION
 First, to apply the flipped model, instructors need sufficient time to review their
curriculum and decide on forms of class materials and assessment criteria. Creating
visual materials (e.g., video-recorded lectures and editing them, teaching classes and
observing students’ engagement in class, keeping notes after each class, and reflecting
on one’s practice in particular all take extra time.
 Second, a few students commented that the online tutorials would be more effective if
they included interactive components, particularly for the presentation videos, which
were recorded by our own laptops.
 Third, instructors may consider setting up and/or reserving space in a computer lab
where students can study the tutorials, thus avoiding issues of access. If instructors
foresee issues pertaining to accessibility to the Internet, they may consider substituting
online tutorials with printed and/or animated PowerPoint presentations (Brinks
Lockwood, 2014).

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In conclusion, several factors, including securing sufficient time, quality of the online tutorials,
and accessibility of the online tutorials, are essential for effectively implementing the flipped
learning. However, if instructors are teaching learners with lower levels of English proficiency,
they may consider scaffolding their lesson in different ways.

RECOMMENDATION
The writer believes that using students' first language (L1) according to their level of
English is a type of scaffolding. Sternfeld (1997) suggested, scaffolding in students’ L1 can not
only facilitate content learning but also reduce the anxiety and frustration of EFL students with
low-level proficiency. The authors suggest that this study compares and contrasts the results of
flipped and non-flipped models implemented in academic writing or presentation courses in
courses other than general English classes because the current study did not show statistical
significance in the final writing or presentation assignment.

REFERENCES

Lee, G., & Wallace, A. (2018, March). Flipped Learning in the English as a Foreign Language
Classroom: Outcomes and Perceptions. TESOL Quarterly, 52(1), 62-84.
doi:https://doi.org/10.1002/TESQ.372

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