CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS
Main Article Content
Abstract
The advantages of incorporating technology-enhanced flipped learning in English classrooms are nothing new. However, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. This study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning English can instill character education. Eighty-four (n=84) Indonesian undergraduate EFL students participated in this study. A 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. While percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. The results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. The in-class group discussion was considered as the most contributing activity to the instillment of character values. Character values of religiosity, patriotism, and nationalism were less occurred among the students. Furthermore, the use of ICT-based learning media such as YouTube, WhatsApp, the Internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. However, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. This study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ English language skills and character.
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How to Cite
Triarisanti, R., Lubis, A. H., & Ansas, V. N. (2022). CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS. English Review: Journal of English Education, 10(3), 771-782. https://doi.org/10.25134/erjee.v10i3.4687
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References
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Ashfihana, R. (2021). Pre-service English teachers’ strategies in incorporating character education during the teaching practice program at UIN Antasari Banjarmasin. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 309-322. http://dx.doi.org/10.21093/ijeltal.v5i2.718
Astuti, A. P., Aziz, A., Sumarti, S. S., & Bharati, D. A. L. (2019). Preparing 21st century teachers: Implementation of 4C character’s pre-service teacher through teaching practice. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/17426596/1233/1/012109
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Muhtar, T., & Dallyono, R. (2020). Character education from the perspectives of elementary school physical education teachers. Cakrawala Pendidikan, 39(2), 395-408. http://dx.doi.org/10.21831/cp.v39i2.30647
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Pala, A. (2011). The need for character education. International Journal of Social Sciences and Humanity Studies, 3(2), 23-32.
Qoyyimah, U. (2016). Inculcating character education through EFL teaching in Indonesian state schools. Pedagogies: An International Journal, 11(2), 109-126. https://doi.org/10.1080/1554480X.2016.1165618
Sarkadi., Casmana, A. R., & Rahmawati, Y. (2020). Improved learning design for pre-service teacher in a character education course. Universal Journal of Educational Research, 8(1), 212–224. https://doi.org/10.13189/ujer.2020.080126
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching, Sustainability, 12(524), 1-22. https://doi.org/10.3390/su12020524
Singh, B. (2019). Character education in the 21st century. Journal of Social Studies, 15(1), 1-12. https://doi.org/10.21831/jss.v15i1.25226
Tsai, Y. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 34(7), 1–32. https://doi.org/10.1080/09588221.2019.1650779
Turan, Z., & Akdag-cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 1–15. https://doi.org/10.1080/17501229.2017.1394307
Ashfihana, R. (2021). Pre-service English teachers’ strategies in incorporating character education during the teaching practice program at UIN Antasari Banjarmasin. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 309-322. http://dx.doi.org/10.21093/ijeltal.v5i2.718
Astuti, A. P., Aziz, A., Sumarti, S. S., & Bharati, D. A. L. (2019). Preparing 21st century teachers: Implementation of 4C character’s pre-service teacher through teaching practice. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/17426596/1233/1/012109
Blau, I., & Eshet-alkalai, Y. (2017). The ethical dissonance in digital and non-digital learning environments: Does technology promotes cheating among middle school students? Computers in Human Behavior, 73, 629–637. https://doi.org/10.1016/j.chb.2017.03.074
Center of Curriculum and Books. (2011). Jakarta: Kementerian Pendidikan Nasional [National Education Ministry].
Chang, C-M., & Chou, C. (2015). An exploratory study of young students’ core virtues of e-character education: The Taiwanese teachers’ perspective. Journal of Moral Education, 44(4), 516-530. https://doi.org/10.1080/03057240.2015.1048791
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Darmayenti., Besral., & Yustina, L. S. (2021). Developing EFL religious characters and local wisdom based EFL textbook for Islamic higher education. Studies in English Language and Education, 8(1), 157-180. https://doi.org/10.24815/siele.v8i1.18263
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726
Goodchild, T., & Speed, E. (2018). Technology enhanced learning as transformative innovation: A note on the enduring myth of TEL. Teaching in Higher Education, 24(8), 948-963. https://doi.org/10.1080/13562517.2018.1518900
Hung, H-T. (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
Husna, A. N., Purnawarman, P., Suherdi, D., & Lubis, A. H. (2019). YouTube® for the 21st-century English language E-learning: What works and what doesn’t?. 2019 2nd International Conference of Computer and Informatics Engineering (IC2IE), Banyuwangi, Indonesia. http://ieeexplore.ieee.org/document/8940857
Islami, M. (2016). Character values and their internalization in teaching and learning English at madrasah. Dinamika Ilmu, 16(2), 279-289.
Kirkwood, A., & Price, L. (2013). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. http://dx.doi.org/10.1080/17439884.2013.770404
Mohamad, N., Sihes, A. J., Bohari, N. M., & Uda, A. (2020). A systematic review: Teacher’s roles in implementing values education. International Journal of Psychological Rehabilitation, 24(5), 5292-5301.
Muhtar, T., & Dallyono, R. (2020). Character education from the perspectives of elementary school physical education teachers. Cakrawala Pendidikan, 39(2), 395-408. http://dx.doi.org/10.21831/cp.v39i2.30647
Noprianto, E., Suherdi, D., & Muslim, A. B. (2022). A subject matter specialist versus students’ moral guardian: EFL teachers’ voices on character education incorporation into classroom instructions. ETERNAL, 8(1), 53-72. https://doi.org/10.24252/Eternal.V81.2022.A4
OECD. (2018). The future of education and skills Education 2030. Paris, France.
Pala, A. (2011). The need for character education. International Journal of Social Sciences and Humanity Studies, 3(2), 23-32.
Qoyyimah, U. (2016). Inculcating character education through EFL teaching in Indonesian state schools. Pedagogies: An International Journal, 11(2), 109-126. https://doi.org/10.1080/1554480X.2016.1165618
Sarkadi., Casmana, A. R., & Rahmawati, Y. (2020). Improved learning design for pre-service teacher in a character education course. Universal Journal of Educational Research, 8(1), 212–224. https://doi.org/10.13189/ujer.2020.080126
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching, Sustainability, 12(524), 1-22. https://doi.org/10.3390/su12020524
Singh, B. (2019). Character education in the 21st century. Journal of Social Studies, 15(1), 1-12. https://doi.org/10.21831/jss.v15i1.25226
Tsai, Y. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 34(7), 1–32. https://doi.org/10.1080/09588221.2019.1650779
Turan, Z., & Akdag-cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692