TRENDS AND OUTCOMES IN FLIPPED LEARNING-BASED INSTRUCTION IN TEACHING READING: SYSTEMATIC LITERATURE REVIEW

Despite the flipped learning growing popularity, empirical research to increase students' reading abilities is still lacking. The majority of research concentrates on students' impressions of the English language rather than particular language abilities. If there is, speaking, listening, and writing is dominant. This systematic literature review summarizes study findings on trends and outcomes of flipped learning-based instruction in teaching reading. The identification, screening, feasibility, and inclusion phase found thirty-one articles between 2015 and 2022 from the Scopus database with a premium Scopus account to access all sources without limits. The results showed that the research trend of flipped learning in teaching reading was less attractive to researchers than other English skills. It can be seen from the lack of publications from year to year and even tends to decline until May 2022. Further research on flipped learning in teaching reading can enrich the literature on knowledge. In addition, Flipped Learning has positive outcomes in influencing students' performance, especially if combined with other methods. For future research, several different research scopes can be considered, such as creating models or designs to apply flipped learning to students' reading performance and comprehension

PENGARUH MOBILE LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI ASAM BASA

Penelitian ini bertujuan untuk mengetahui pengaruh positif penggunaan mobile learning terhadap kemampuan berpikir kritis peserta didik pada materi asam basa. Penelitian ini dilakukan pada semester genap tahun ajaran 2018/2019. Metode penelitian yang digunakan adalah quasi experiment dengan menggunakan teknik pretest-posttest design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI SMAN 113 Jakarta, sedangkan sampel penelitian berjumlah 72 peserta didik yang terdiri dari kelas XI MIA 3 (kelas kontrol) dan kelas XI MIA 4 (kelas eksperimen) dengan menggunakan purposive sampling. Kelas eksperimen menggunakan media pembelajaran mobile learning, sedang kelas kontrol menggunakan media pembelajaran PowerPoint (PPT). Instrumen kemampuan berpikir kritis yang digunakan berjumlah 10 soal essai. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest kelas eksperimen (33,13) lebih besar dari pada pretest kelas kontrol (27,27). Kemudian setelah diberi perlakuan, peserta didik mengerjakan tes kemampuan akhir berpikir kritis (posttest) yang bertujuan untuk mengetahui pengaruh mobile learning terhadap kemampuan berpikir kritis peserta didik menunjukkan bahwa nilai rata-rata posttest kelas eksperimen (68) lebih besar daripada kelas kontrol (59). Hasil kemampuan berpikir kritis dari uji t diperoleh thitung > ttabel, sehingga H0 ditolak. Dapat disimpulkan bahwa terdapat pengaruh positif penggunaan mobile learning terhadap kemampuan berpikir kritis peserta didik pada materi asam basa

Mapas conceptuales como estrategia para la comprensión lectora en estudiantes de primaria

La presente investigación tuvo como finalidad realizar la búsqueda de aportes en relación a los mapas conceptuales como estrategia para la comprensión lectora en estudiantes de primaria. Para el diseño, se empleó la revisión sistemática utilizando como instrumento una ficha de registro y la técnica de análisis documental. Para el recojo de información se utilizaron conectores boléanos, el gestor de búsqueda Mendeley y el método Prisma. Las muestras utilizadas fueron 8 artículos y 10 tesis que cuenten con la información relevante necesaria en el desarrollo de esta investigación. El resultado de esta investigación obtuvo que la mayor cantidad de producciones se realizó entre los años 2015 al 2020, hallándose mayoritariamente en la base de datos de Scopus y Ebsco y evidenciando que los mapas conceptuales fueron decisivos en el desarrollo significativo de la comprensión lectora en estudiantes de primaria. La conclusión más relevante destaca que los mapas conceptuales como estrategia, promovieron aprendizajes eficaces en la comprensión lectora de los estudiantes de primaria. Se recomienda incorporar en forma habitual la estrategia de los mapas conceptuales en las actividades de aprendizaje, pues su uso favorece la adquisición de habilidades de estructuración, análisis y síntesis del conocimiento

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

IntroductionThis study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students’ academic resilience (AR), self-directed learning (SDL), and learners’ autonomy (LA).MethodTo do this, the researcher selected 354 participants by the two-stage cluster sampling method. This research was quasi-experimental based on the pretest, and post-test, with experimental and control groups. Three questionnaires were administered to collect data. The questionnaires were analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA).ResultsThe covariance study showed that FT significantly affected AR, SDL, and LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the mean scores of students in the pre-test and post-test in the experimental group were significantly different. The mean scores of EFL students’ AR, SDL, and LA were higher through FT. It is suggested that school principals provide the ground for teachers’ participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including FT in the classroom.DiscussionThe study results showed that the mean AR of students in the experimental group’s post-test compared to the pre-test in both groups has significantly increased. The research findings indicate a positive effect of the flipped class on the levels of SDL. Based on the results, the flipped lesson class approach significantly affected the LA of English language learners as a foreign language. The findings of this study confirm previous relevant studies on the impact of flipped course classes on the LA of English language learners as a foreign language

Mobile Technology for Language Learning and Instruction: Investigating Beliefs and Attitudes of Indonesian EFL Preservice Teachers

This study is primarily aimed to investigate beliefs and attitudes of Indonesian EFL preservice teachers toward the use of mobile devices such as smartphones or tablets for learning and instructional practice in Indonesia. Furthermore, this phenomenological study attempted to reveal the factors affecting these two constructs from 20 Indonesian EFL preservice teachers through semi-structured interviews. The findings revealed participants’ beliefs that mobile devices could positively contribute to the development of language performance as learning tools and the development of language instruction as instructional tools. Regarding attitudes of EFL preservice teachers toward the use of mobile devices for learning and teaching, this study revealed mixed responses. As learning tools, all participants expressed their positive attitudes toward this technology and intention to use this technology more intensively. As for teaching tools, the majority of the participants expressed their negative attitudes which were reflected in their disappointment through their experience during their student teaching program and their lack of interest to adopt this technology for their future classes. However, they acknowledged that this technology was helpful to facilitate online learning and agreed that this technology would become more popular in the future. Analysis of the data also revealed factors affecting beliefs and attitudes of preservice teachers toward the use of mobile devices as learning and instructional tools comprising perceived ease of use and perceived usefulness and other influencing elements of self-efficacy: enactive mastery, vicarious experience, and physiological arousal. Finally, this study presents implications and recommendations which can be a reference to optimize the integrated mobile technology for class instruction and identifies which aspects in the implementation of mobile technology that require further investigation

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

Integration of Reciprocal Teaching-ICT Model To Improve Students’Mathematics Critical Thinking Ability

This research examines the effectiveness on how mathematics teachers have begun to integrate information and communication technology (ICT) with reciprocal teaching model to improve students’ mathematics critical thinking ability into seventh junior high school classroom practice. This study was experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom experiments and 36 students for classroom control. The instruments employed in this study were pre-test and post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics. Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of the seven grade students of junior high school; (2) the improvement of students’ mathematics critical thinking ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on students’ mathematics critical thinking ability

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait

Examining changes in learning and engagement of higher education students in a fully online flipped learning distance education classroom

The challenge of implementing effective online distance education courses for academics and institutions is a centuries-old task. We can look across early developments in the 18th century with the creation and delivery of correspondence courses; into the 20th century with teaching and learning across analog methods such as audio and video; and now in the current era of digitized mechanisms that enable the online classroom. This includes advances in internet technologies and computing abilities that are the empowering the backbone processes, bridging connectivity between the student and the instructor. As society has trended toward massive increases in online modes of instructional delivery, major gaps are still apparent when attempting to adapt traditional and modern teaching and learning methods to online learning landscapes. These pertain to the students’ abilities to retain knowledge as well as in having an engaging classroom experience. These gaps can include the misalignment of the motivations of the teacher and the learner, the ability to gain and retain the attention of the student when not physically face-to-face, and the propensity of retaining knowledge based on the effects of an experience in the online classroom. This study analyzes the flipped classroom model of instruction in a fully online course. The purpose of this study is to examine potential change in student learning and engagement and determine the impact of a flipped classroom model of instruction on the learning outcomes and engagement experiences of the student. These interests are the gauges in which to examine whether this model of instruction can contribute to more informed instructional design decisions in the future of online education