Exploring the Students’ Response of Flipped Learning through Social Networking Sites (SNSs)
Keywords:
flipped classroom, Social Networking Sites (SNSs), students’ perception, writing ability
Abstract
Flipped learning has developed a particular approach that facilitates the students to acquire new knowledge outside the classroom. In this digital era, it grows as technology does. MALL (Mobile Assisted Language Learning) has a vital role in supporting English language teaching implementation. It has several applications, which can be a tool to teach English. One of the applications is using Social Networking Sites (SNSs), which the students have a high interest in using it in daily life. The research is a case study that aims to investigate the students' perception of flipped learning through Social Networking Sites (SNSs) to develop their writing ability. The participants of the research are 30 English department students in the second semester. There are ten men and 20 women in the class. The data collection was from an interview and a Technology Acceptance Model (TAM) questionnaire. This research indicates that the students have more ideas to write, and they can collaborate with their friends in writing through Social Networking Sites (SNSs). The result shows that the flipped classroom's implementation through SNSs is an alternative way for teachers to facilitate the learning of EFL writing in this digital era.
References
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Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39. https://doi.org/10.1017/S0261444818000356
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Saran, M., & Seferoǧlu, G. (2010). Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe Egitim Dergisi, 38, 252–266.
Scott, J., Hsieh, C., Wu, W. V., Marek, M. W., Scott, J., Hsieh, C., Wu, W. V., & Using, M. W. M. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110. Retrieved from http://llt.msu.edu/vol14num2/stockwell.pdf
Stockwell, G., & Hubbard, P. (2013). Some Emerging Principles for Mobile-assisted Language Learning. The International Research Foundation for English Language Education, 2013, 1–15. https://doi.org/10.5539/ijel.v3n1p19
Sweller, J. (1988). Cognitive Load During Problem Solving : Effects on Learning. 285, 257–285.
Teclehaimanot, B., & Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. TechTrends, 55(3), 19–30. https://doi.org/10.1007/s11528-011-0494-8
Toetenel, L. (2014). Social networking : a collaborative open educational resource. C Computer Assisted Language Learning, 27:2, 149-162, DOI: 10.1080/09588221.2013.818561
Vie, S.E. (2007). Engaging others in online social networking sites: Rhetorical practices in MySpace and Facebook (Unpublished doctoral dissertation). University of Arizona, Tucson, AZ. (UMI No. 3254886)
Wang, S., & Vasquez, C. (2014). The effect of target language use in social media on intermediate-level Chinese language learners’ writing performance. CALICO Journal, 31(1), 78–102. doi:http://dx.doi.org/10.11139/cj.28.2.345-368
Wu, W. V., Scott, J., Hsieh, C., & Yang, J. C. (2017). Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners ’ Oral Proficiency. 20, 142–157.
Yin, R. K. (2017). Designing Case Studies. In Case Study Research and Applications: Design and Methods.
Akhiar, A., Mydin, A.-A., Akma, S., & Kasuma, A. (2017). Students’ Perceptions and Attitudes towards the Use ofInstagram in English Language Writing. Malaysian Journal of Learning and Instruction (MJLI), Special issue on Graduate Students Research on Education, 47-72.
Amer, M. (2014). Language learners’ usage of a mobile learning application for learning idioms and collocations. CALICO Journal, 31(3), 285–302. https://doi.org/10.11139/cj.31.3.285-302
Ansori, M., & Nafi’, N. N. (2018). English Teachers’ Perceived Benefits And Challenges Of Flipped Classroom Implementation. Jeels, 5(2), 211–227.
Bergmann, J., & Sams, A. (2014). Brock international prize in education 2014 Brock International Prize in Education Nominee Our Story: Creating the Flipped Classroom. https://brockprize.org/wp-content/uploads/2017/08/Bergmann-Sams.pdf
Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17–28. Retrieved from http://www.itdl.org/journal/ jan_09/article02.htm
Bretzmann, J., Bennett, B., & Witten, H. (2013). Flipping 2.0 —Practical Strategies for Flipping Your Class. Jason Bretzman. file:///C:/Users/youhe/Downloads/kdoc_o_00042_01.pdf
Chen, N., & Hsieh, S. (2008). Effects Of Short-Term Memory And Content. Language Learning & Technology. 12(3), 93–113.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003. https://doi.org/10.1287/mnsc.35.8.982
Ekoç, A. (2014). Facebook groups as a supporting tool for language classrooms. Turkish Online Journal of Distance Education, 15(3), 18–26. https://doi.org/10.17718/tojde.13403
Gettman, H. J., & Cortijo, V. (2015). “ Leave Me and My Facebook Alone !” Understandingcollege students’ relationship with facebook and its use for academic purposes. International Journal for the Scholarship of Teaching and Learning Article, 9(1), Article 8. Retrieved from http://digitalcommons. georgiasouthern.edu/ij-sotl/vol9/iss1/8
Godwin-jones, R. (2010). Emerging Technologies Literacies And Technologies Revisited. 14(3), 2–9.
Haghighi, H., Jafarigohar, M., & Khoshsima, H. (2018). Impact of flipped classroom on EFL learners ’ appropriate use of refusal : achievement , participation , perception. Computer Assisted Language Learning, 0(0), 1–33. https://doi.org/10.1080/09588221.2018.1504083
Herrald, C.F., & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42 (5), 62–66.
Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium.
Kiernan, P. J., & Aizawa, K. (2013). Cell phones in task based learning Are cell phones useful language learning tools ? June 2004. https://doi.org/10.1017/S0958344004000618
Kukulska-hulme, A. (2009). Open Research Online. https://doi.org/10.1017/S0958344009000202
Lomicka, L., & Lord, G. (2009). Introduction to Social Networking , Collaboration, and Web 2 .0 Tools. In The next generation: Social networks and online collaboration in foreign language learning (pp. 1–12).
McBride, K. (2008). Social-networking sites in foreign language classes: Opportunities for re-creation. The next Generation: Social Networking and Online Collaboration in Foreign Language Learning (CALICO Monograph Series), 35–58.
Mubarok, A. F., Cahyono, B. Y., & Astuti, U. P. (2019). Effect of Flipped Classroom on Indonesian EFL. Dinamika Ilmu, 4(5), 65–81.
Murdock, J. L., & Williams, A. M. (2011). Creating an Online Learning Community: Is it Possible? Innovative Higher Education, 36(5), 305–315. https://doi.org/10.1007/s10755-011-9188-6
Norbrook, H., & Scott, P. (2003). Motivation in mobile modern foreign language learning. In J. Attewell, G.D. Bormida, M. Sharples & C. Savill-Smith (Eds.), MLEARN: Learning with mobile devices (pp. 50–51). London: Learning and Skills Development Agency.
Pudin, C. S. J. (2017). Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 51. https://doi.org/10.21093/ijeltal.v2i1.47
Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39. https://doi.org/10.1017/S0261444818000356
Reinhardt, J., & Ryu, J. (2013). Using social network-mediated bridging activities to develop socio-pragmatic awareness in elementary Korean. International Journal of Computer- Assisted Language Learning and Teaching, 3(3), 18–33. https://doi.org/10.4018/ijcallt.2013070102
Saran, M., & Seferoǧlu, G. (2010). Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe Egitim Dergisi, 38, 252–266.
Scott, J., Hsieh, C., Wu, W. V., Marek, M. W., Scott, J., Hsieh, C., Wu, W. V., & Using, M. W. M. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110. Retrieved from http://llt.msu.edu/vol14num2/stockwell.pdf
Stockwell, G., & Hubbard, P. (2013). Some Emerging Principles for Mobile-assisted Language Learning. The International Research Foundation for English Language Education, 2013, 1–15. https://doi.org/10.5539/ijel.v3n1p19
Sweller, J. (1988). Cognitive Load During Problem Solving : Effects on Learning. 285, 257–285.
Teclehaimanot, B., & Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. TechTrends, 55(3), 19–30. https://doi.org/10.1007/s11528-011-0494-8
Toetenel, L. (2014). Social networking : a collaborative open educational resource. C Computer Assisted Language Learning, 27:2, 149-162, DOI: 10.1080/09588221.2013.818561
Vie, S.E. (2007). Engaging others in online social networking sites: Rhetorical practices in MySpace and Facebook (Unpublished doctoral dissertation). University of Arizona, Tucson, AZ. (UMI No. 3254886)
Wang, S., & Vasquez, C. (2014). The effect of target language use in social media on intermediate-level Chinese language learners’ writing performance. CALICO Journal, 31(1), 78–102. doi:http://dx.doi.org/10.11139/cj.28.2.345-368
Wu, W. V., Scott, J., Hsieh, C., & Yang, J. C. (2017). Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners ’ Oral Proficiency. 20, 142–157.
Yin, R. K. (2017). Designing Case Studies. In Case Study Research and Applications: Design and Methods.
Published
2020-11-24
How to Cite
Arsanti, L., Wijayanto, A., & Suparno, S. (2020). Exploring the Students’ Response of Flipped Learning through Social Networking Sites (SNSs). Indonesian Journal of EFL and Linguistics, 5(2), 253-266. https://doi.org/10.21462/ijefl.v5i2.277
Section
Articles
