College Students’ Perception On The Implementation Of Digital Learning Using Flipped Learning Approach In EFL Classroom

Main Article Content

Desi Rochmawati Universitas Sebelas Maret, Indonesia
Agus Efendi


Covid-19 pandemic has spread around the world which affects many factors in human life, particularly in educational sector. It forced students to embark at digital learning. The digital learning was implemented by applying flipped learning model with the implementation of virtual conference platform and Learning Management System (LMS). This study was a mixed-methods explanatory sequential research design. Qualitative and quantitative data were analyzed to gain the data of students’ perception toward the implementation of digital learning in English class.  The data were collected by observing, distributing questionnaires and doing deep interviews. The result showed that digital learning promotes self-learning, flexibilities, and trigger the creativities of students and their confidence as well. Digital learning in the form of Virtual Flipped Classroom (VFC) also ensured the learning continuity in any pandemic situation. Despite of the benefits of digital learning, there were still challenging in digital learning situation related to the internet connection support.

Article Details

How to Cite
Rochmawati, D., & Efendi, A. (2023). College Students’ Perception On The Implementation Of Digital Learning Using Flipped Learning Approach In EFL Classroom. SALEE: Study of Applied Linguistics and English Education, 4(2), 409-423.


Aditya, D. S. (2021). Embarking digital learning due to COVID-19: Are teachers ready? Journal of Technology and Science Education, 11(1), 104.
Aljaraideh, Y. (2019). Students’Perception of Flipped Classroom: A Case Study for Private Universities in Jordan. Journal of Technology and Science Education, 9(3), 368–377.
Amiti, F. (2020). European Journal of Open Education and E-learning Studies SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING. European Journal of Open Education and E-Learning Studies, 60–70.
Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7–22.
Asfihana, R., Salija, K., Iskandar, I., & Garim, I. (2022). Students’ English Learning Experiences on Virtual Project-Based Learning Instruction. International Journal of Language Education, 6(2), 196.
Beers, S. Z. (2011). 21st Century Skills: Preparing Students for THEIR Future. 6.
Bergmann, J., & Sams, A. (2012). Flipped Classroom As Innovative Practice in the Higher Education System: Awareness and Attitude. In 3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2016, Book 1 (Vol. 3, Issue SGEM2016 Conference Proceedings, ISBN 978-619-7105-72-8 / ISSN 2367-5659).
Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative research, 6th edition.
D’Souza, M. J., & Rodrigues, P. (2015). Investigating the effectiveness of the flipped classroom in an introductory programming course. New Educational Review, 40(2), 129–139.
Gall, M. D. (2003). Educational Research, An Introduction.
Ghazal, S., Al-Samarraie, H., & Aldowah, H. (2018). “i am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment. IEEE Access, 6, 77179–77201.
Harida, E. S., Jufrizal, Syarif, H., & Ratmanida. (2020). A Study of Students’ Perceptions of Online Learning in Blended Learning and Flipped Classroom. Atlantis Press, 504(ICoIE), 263–268.
H.Douglas Brown. (2000). [H._Douglas_Brown]_Teaching_by_Principles,_Second_( In Teaching by Principles An Interactive Approach to Language Pedagogy (p. 491).
Hrastinski, S. (2008). Inheritance of Body Eight and Rate of Gain in Japanese Quail. British Poultry Science, 17(5), 513–523.
Khalaf, B. K., & Zin, Z. B. M. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545–564.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Löfnertz, E. (2016). Students’ perceptions of grammar teaching in the EFL flipped classroom: A case study of a Swedish upper secondary class. 1–40.
López, O. S. (2010). The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, 54(4), 901–915.
Maharani, D. F. (2013). Moodle Learning Model for Nursing Students of Poltekkes.
McCubbins, O., Paulsen, T., & Anderson, R. (2016). Student Perceptions Concerning their Experience in a Flipped Undergraduate Capstone Course. Journal of Agricultural Education, 57(3), 70–86.
Moldavan, A. M., Edwards-Leis, C., & Murray, J. (2022). Design and pedagogical implications of a digital learning platform to promote well-being in teacher education. Teaching and Teacher Education, 115, 103732.
Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591.
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project. Heliyon, 8(10), e10817.
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).
Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, 8(1), 21–39.
Rennie, F., & Mason, R. (2020). Digital learning: The key concepts (Second Edition). Routledge, Taylor and Francis Group.
Rochmawati, D. (2020). Naskah publikasi penelitian dosen pemula.
Rochmawati, D., & Martanti, I. F. R. (2022). Enhancing English Speaking Skill by Using AFORN, an M-Learning Medium for Nursing Students: 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), Padang, Indonesia.
Rochmawati, D., Martanti, I. F. R., & Yusuf, M. (2023). Implementing the Virtual Flipped Classroom (VFC) to Enhance Students’ Motivation in Learning English during Covid-19 Pandemic.
Santikarn, B., & Wichadee, S. (2018). Flipping the classroom for English language learners: A study of learning performance and perceptions. International Journal of Emerging Technologies in Learning, 13(9), 123–135.
Schoology. (n.d.).
Singay. (2020). Flipped learning in English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666–674.
Steindal, S. A., Ohnstad, M. O., Landfald, Ø. F., Solberg, M. T., Sørensen, A. L., Kaldheim, H., Mathisen, C., & Christensen, V. L. (2021). Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study. SAGE Open Nursing, 7, 237796082110548.
T.T.T., Q., & N.V., L. (2018). Flipped model for improving students’ English speaking performance. Can Tho University Journal of Science, 54(2)(January), 90.
Yu, B.-B. (2019). EFL Students’ Perceptions of the Flipped English Language Classroom: A Case Study. International Journal of Learning and Teaching, 5(2), 159–163.