Implementing the Virtual Flipped Classroom (VFC) to Enhance Students’ Motivation in Learning English during Covid-19 Pandemic
DOI:
https://doi.org/10.35961/salee.v4i1.606Keywords:
covid-19 pandemic; learning motivation; Schoology; synchronous; Virtual Flipped ClassroomAbstract
Virtual Flipped Classroom (VFC) is a learning model that is suitable to be applied during the Covid-19 pandemic where the learning activities are mostly conducted online. The VFC in this study combines synchronous and asynchronous learning by using Schoology as the Learning Management System (LMS) and Zoom as the means to facilitate direct interaction between the lecturer and the students. This model was implemented to improve the student's motivation in learning English even in the pandemic situation. The objective of this study is to investigate the implementation of the VFC learning model to improve students’ motivation to learn. It is a qualitative study conducting action research. The participants were 47 students. The data were gathered by observation, sharing questionnaires, and interviews. The data were analyzed qualitatively, while the statistical data were used to support the qualitative data. The results showed that most of the students were motivated to learn English even though it was during the situation of pandemic Covid-19. They said that this model improves the students’ creativity, autonomous learning, and responsibility to have a self-learning process that motivated them in learning English
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Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L The Southeast Asian Journal of English Language Studies, 23(3), 1–20. https://doi.org/10.17576/3L-2017-2303-01
Thorne, K. (2003). Blended learning: How to integrate online & traditional learning. Kogan Page.
Volet, S., & Järvelä, S. (2001). Motivation in Learning Context: Theoretical Advances and Methodological Implications. Elsevier
WHO. (2022). Coronavirus disease (COVID-19). https://www.who.int/emergencies/diseases/novel-coronavirus-2019
Aly, M. N., Hamid, N., Aroyandini, E. N., Kholis, N., Prihatiningsih, S., & Sinulingga, R. A. (2022). Evaluation of online learning systems on vocational education in COVID-19 pandemic. Al-Ishlah: Jurnal Pendidikan, 14(2), 1583–1596. https://doi.org/10.35445/alishlah.v14i1.924.
Arnold-Garza, S. & Towson University, Albert S. Cook Library. (2014). The flipped classroom teaching model and its use for information literacy instruction. Comminfolit, 8(1), 7. https://doi.org/10.15760/comminfolit.2014.8.1.161
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Brown, D. A. (2000). Principles of Language Learning and Teaching (4th ed.). Longman.
Budiana, K. M., & Djuwari, D. (2018). The non-native students’ motivation in learning English at STIE Perbanas Surabaya. Language Circle: Journal of Language and Literature, 12(2), 195–202. https://doi.org/10.15294/lc.v12i2.14178
Burns, A. (2009). Doing Action Research in English Language Teaching. Routledge. https://doi.org/10.4324/9780203863466
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 176. https://doi.org/10.1057/s41599-021-00860-4
Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336. https://doi.org/10.3390/su13105336
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. 388.
Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 9. https://doi.org/10.1186/s41239-021-00316-4
Ferdian, F., & Suyuthie, H. (2022). The effect of online learning quality on vocational students’ learning achievement during the Covid-19 pandemic. Jurnal Pendidikan Vokasi, 12(2), 100–109. https://doi.org/10.21831/jpv.v12i2.47570
Jalali Sh., Khalaji H., Ahmadi H. (2020). A Qualitative Investigation of Students' Perceptions of Flipped learning. International Journal of Foreign Language Teaching and Research, 8 (33), 29-38.
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
McPheat, S. (2010). Motivation Skills. MTD Training
Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 pandemic. International Journal of Management and Applied Research, 7(2), 184–195. https://doi.org/10.18646/2056.72.20-013
Nouri, J. (2016). The flipped classroom: For active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33. https://doi.org/10.1186/s41239-016-0032-z
Riwayatiningsih, R., & Sulistyani, S. (2020). The implementation of synchronous and asynchronous e- language learning in efl setting: A case study. JURNAL BASIS, 7(2), 309. https://doi.org/10.33884/basisupb.v7i2.2484
Sari, I. F., Rahayu, A., & Apriliandari, D. I. (2018). Blended learning: Improving student’s motivation in English teaching learning process. International Journal of Languages’ Education, 1(Volume 6 Issue 1), 163–170. https://doi.org/10.18298/ijlet.2434
Suhartina, S., Rezeki, Y. S., & Suhartono, L. (2022). Students’ motivation in learning English during the online class. Journal of English Education Program, 3(2). https://doi.org/10.26418/jeep.v3i2.50580
Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L The Southeast Asian Journal of English Language Studies, 23(3), 1–20. https://doi.org/10.17576/3L-2017-2303-01
Thorne, K. (2003). Blended learning: How to integrate online & traditional learning. Kogan Page.
Volet, S., & Järvelä, S. (2001). Motivation in Learning Context: Theoretical Advances and Methodological Implications. Elsevier
WHO. (2022). Coronavirus disease (COVID-19). https://www.who.int/emergencies/diseases/novel-coronavirus-2019
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Published
2023-01-28
How to Cite
Rochmawati, D., Martanti, I. F. R., Yusuf, M., & Subagya, S. (2023). Implementing the Virtual Flipped Classroom (VFC) to Enhance Students’ Motivation in Learning English during Covid-19 Pandemic. SALEE: Study of Applied Linguistics and English Education, 4(1), 213–235. https://doi.org/10.35961/salee.v4i1.606
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