Perceptions towards the Flipped Approach for English Language Speaking Preliminary Observations and Recommendations for a University Classroom in Indonesia
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Abstract
In a traditional learning style where the teacher assumes an authoritative position, students may be receiving input rather than producing output. Contrary to this, a flipped classroom model emphasizes more output; furthermore, input is generated by students’ own preparation for learning activities that are done in class. With an interest in the flipped classroom model, this paper investigates the perceptions of university EFL students in relation to the development of their speaking skills. A questionnaire was distributed to 12 students enrolled in a General English 4 class at a university in Indonesia. This questionnaire aimed to describe students’ satisfaction and experience in learning English through a flipped classroom model. Students’ responses from the questionnaire indicated that the flipped classroom model is a viable approach that can have a positive influence on students’ learning satisfaction and experience. The study also indicated that students particularly enjoyed speaking activities which were done in a collaborative manner. Based on this finding, a recommendation for practice is offered.
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