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FLIPPED CLASSROOM TO IMPROVE THE STUDENTS’ AUTONOMY IN

LEARNING TO SPEAK AT A PRIVATE VOCATIONAL HIGH SCHOOL IN
EAST LOMBOK

BY:
TAUFIK
17716251040

ENGLISH EDUCATION STUDY PROGRAM

GRADUATE SCHOOL
YOGYAKARTA STATE UNIVER SITY

UNGGUL, KREATIF, INOVATIF

INOVATIF TAKWA, MANDIRI, CENDEKIA
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BACKGROUND OF THE STUDY

Why students’ autonomy?

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BACKGROUND OF THE STUDY

To be lifelong learners

Because one of the ultimate goals of autonomous learning is

lifelong learners
(Elsen & St. John, 2007; Dofs & Hobbs, 2016).

By being Lifelong learners, students not only learn at class

hours but also outside. As the result, they can take benefits of
technology development since abundance of materials are
available on the internet.

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BACKGROUND OF THE STUDY

Also, Lifelong learning is the character education
of 21st century learning
(Bialik, Bogan, Fadel, and Horvathova, 2015).

Hence,
students’ autonomy in learning is remarkably
important for education today. Likewise in the
language teaching, especially in speaking
skill. By promoting the students’ autonomy in
learning to speak, they will have the freedom
and responsibility to develop elements of
their speaking skill.

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BACKGROUND OF THE STUDY

Unfortunately,

Based on my findings in TEFLIN Journal on August, 7th 2018, a

little number of articles discuss of autonomous learning. It
implied that the English teachers in Indonesia do not pay much
attention on improving the students’ autonomy.
It was in line with a research found by Lengkanawati (2017).
- Little experience
- Not familiar with its concept

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BACKGROUND OF THE STUDY

Relevant with teaching experience 2014-2016 and

preliminary study recently in 2018

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BACKGROUND OF THE STUDY

1. Low of the students’ autonomy in learning to speak

English

2. Very poor of the students’ speaking competence

3. The incompatible of handbook used by the English teacher

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Instructional
Process

factors
Teaching
Teaching and
Method Learning
Media

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Based on these findings,

We focused on the method to improve the students’
autonomy in learning to speak

Therefore,
to figure out this problem, we employed the
flipped classroom method because numerous
of empirical researches showed that this
method could improve the students’ autonomy.

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So, the aims of the study

 To improve the students’ autonomy in

learning to speak by applying the flipped
classroom method

 To reveal the students’ perception on

the implementation of this method

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LITERATURE REVIEW
Autonomous learning

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What is autonomous learning?

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Different definitions of AL
Dickinson, 1987; Trebbi, 2008; Holec, 1981; Little,1991; La Ganza, 2008; Macaro, 2008;
Dam, 2011

Autonomous learning is seen as ….

Learning with
teachers’ help Learning without
teachers’ help

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However, Degree of autonomous learning: (Jones, 1998: 379)

Na
tur
alis
tic
im
me
rsi
Full autonomy
on
Green : with teachers’ help Teach Your self

Self-access/teacher led

Homework

Classwork

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We refer to definition pointed out by Holec (1981)

Autonomous learning is the capability to

Set learning
objectives
Choose learning
materials
Do self-reflection
Capabilit
y to

Manage Determine learning

learning techniques

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Now, What is flipped classroom?

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History of flipped classroom

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So, What is flipped classroom?

This method can be defined as a pedagogical method
that shifts the traditional instructional process in which
the materials are learned at home, meanwhile, the
homeworks are completed at school.

(Bergmann and Sams, 2012)

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Learning activities in flipped classroom

Flipped classroom activities

Beyond classrooms Inside classrooms

Teachers deliver materials a few Teachers check and strengthen

days before class hours students' comprehension

Students ask, discuss, present

Students watch videos sent
materials watched at home, etc.

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Research Methodology

Kemmis and McTaggart (2000)

19 students at SMKI
Raudhatul Azhar East Lombok

Techniques of February until May

collecting data
2019 in
Observation, Academic Year
Questionnaire, Interview,
and Speaking tests.
2018/2019

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Findings in 0.00%

Pre-cycle Doing self-reflection 47.37%

52.63%

78.95%
Managing learning 10.53%
10.53%

78.95%
Determining learning techniques 21.05%
0.00%

89.47%
Choosing learning materials 10.53%
0.00%

15.79%
Setting learning objectives 21.05%
52.63%

0.00% 50.00% 100.00%

Agree Neutral Disagree

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Findings in
Pre-cycle

Blue color: Agree

All aspects are less than 60%

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Solutions planned

No Field Problems Planned Solutions

1 The students had little capability to set  
their own learning objectives for learning Delivering numerous of learning contents in the
speaking form of videos and other feasible learning
sources previous days before the class hours
2 The students could not choose the
materials in learning to speak
3 The students could not manage their own
learning
4 The students could not determine their Involving the students to consider the learning
own learning techniques in learning techniques preferred
speaking
5 The students had little ability to do Involving the students for concluding the
reflection in learning to speak lesson they obtained when face to face
meeting

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Acting
Home Learning

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Acting and Observing

Classroom Learning

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Reflection

Findings
Questionnaire Cycle 1
in Cycle 1
10.53%
Doing self-reflection 10.53%
78.95%
0.00%
Managing learning 26.32%
73.68%
26.32%
Determining learning techniques 15.79%
57.89%
15.79%
Choosing learnig materials 15.79%
68.42%
15.79%
Setting learning objectives 21.05%
63.16%
0.00% 50.00% 100.00%

Agree Neutral Disagree

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Findings
in Cycle 1
The result showed that 3 aspects
of autonomous learning
improved radically
1. Choosing materials
2. Determining learning
techniques
3. Managing learning

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Accessibility of
the materials

Problems
found
The usage of
was and were
in past Videos sent

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Problems found and solutions for cycle 2

No Problems Solutions
  The video contents Searching more relevant videos (more
1
were too serious, fast, fun, slower, and shorter duration
and long videos) and editing them to suit the
students’ need
2 The smart phone of 2 Pairing the students with their friends
students still did not
work well
3 Some students still did Delivering the materials via WhatsApp
not have a network group and Bluetooth application as the
connection previous meetings
4 The students used is Providing materials regarding the usage
and are for past events of was and were in simple past tense

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Findings 0.00%

in Cycle 2 Doing self-reflection 47.37%

52.63%

78.95%
Managing learning 10.53%
10.53%

78.95%
Determining learning techniques 21.05%
0.00%

89.47%
Choosing learning materials 10.53%
0.00%

15.79%
Setting learning objectives 21.05%
52.63%

0.00% 50.00% 100.00%

Agree Neutral Disagree

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Findings
in Cycle-2

All aspects improved gradually

that those reached the
successful criteria set previously

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Findings of
Speaking 67.21
70
Competence
60 53.11
47.37
50

40

30

20

10

0
Mean Score of Students' Speaking Performance

Pre-cycle Cycle 1 Cycle 2

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No Statements A N D
1 I receive a good overview on 13 6 0
the topics
Perception 2 The teacher is dedicated 17 2 0
on Flipped 3 The teacher pays more attention 13 6 0
to me
Classroom
Flipped Classroom Impacts

Item 3 0.00% 31.58% 68.42%

Item 2 0.00%10.53% 89.47%

Item 1 0.00% 31.58% 68.42%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Agree Neutral Disagree

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Finally, Conclusion
 The flipped classroom gradually improved the students’
autonomy in learning to speak English.

 The development of the students’ autonomy gave positive

impacts to the improvement of the students’ speaking
competences.
 The students had positive perceptions toward the
implementation of flipped classroom for instructional process.

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