TPS-Flipgrid: Transforming EFL speaking class in the 21st century

I Komang Budiarta, Made Hery Santosa


Innovative teaching model in the 21st century is of necessity because in this digital transformation era, lecturers deal with tech-savvy students. These students should be taught differently; it can be done by integrating teaching technique with newly-updated and technological-based media or platform. In English Education Study Program, the lecturer still made use of conventional technique and it was monotonous and uninteresting. The present qualitative research with case study design was mainly intended to fathom out the students’ perceptions and the benefits of implementing TPS-Flipgrid in EFL speaking class. The implementation of TPS-Flipgrid in the present qualitative research with case study design for the sake innovating EFL speaking class has brought the language learning into certain level. The research clearly figured out that the perception of the third semester students was positive. They thought that TPS-Flipgrid was an innovative and flexible teaching model; besides, this model could invite active involvement and equalize classroom and online face-to-face interaction. The teaching model has successfully improved the students’ speaking performances and their 21st century life skills such as collaboration, creativity, communication, and critical thinking. Considering the significant results of applying TPS-Flipgrid, the implementation of this teaching model should be continuously carried out and improved


TPS-Flipgrid; EFL speaking class; 21st century

Full Text:



Arends, R. I. (2007). Learning to teach (7th ed.). New York: McGraw-Hill Compnaies, Inc.

Arends, R. I. (2012). Learning to teach (9th ed.). New York: McGraw-Hill Compnaies, Inc.

Argawati, N. O., & Suryani, L. (2017). Teaching writing using think-pair-share viewed from students’ level of risk-taking. English Review: Journal of English Education, 6(1), 109–116.

Basko, L., & Mccabe, C. (2018). Keeping your sanity while keeping your students: how teacher engagement can increase student persistence when teaching students during their first college course. Journal of Instructional Research, 7, 119–123.

Bencsik, A., Horváth-Csikós, G., & Juhász, T. (2016). Y and Z generations at workplaces. Journal of Competitiveness, 8(3), 90–106.

Bialik, M., & Fadel, C. (2015). Skills for the 21st century: What should students learn? Boston: Center for Curriculum Redesign.

Budiarta, I. K. (2015). The efficacy of think-pair-share with peer assessment in improving writing skill and developing character of the teacher candidates. Jurnal Bakti Saraswati, 4(2), 191–203.

Budiarta, I. K., & Krismayani, N. W. (2014). Improving speaking skill and developing character of the students through collaboration of think pair share and the concept of tri kaya parisudha. Jurnal Santiaji Pendidikan, 4(2), 73–80.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). California: Sage Publications Inc.

Dawson, C. (2002). Practical research methods: A user-friendly guide to mastering research. Oxford: How to Books Ltd.

Fahey, S., Moura, K., & Saarinen, J. (2019). The educator’s guide to flipgrid. Retrieved from

Fatimah, A. S., Santiana, & Saputra, Y. (2019). Digital comic: An innovation of using toondoo as media technology for teaching English short story. English Review: Journal of English Education, 7(2), 101–108.

Flipgrid. (2020). Getting started with flipgrid. Retrieved January 6, 2020, from

Holbeck, R., & Hartman, J. (2018). Efficient strategies for maximizing online student satisfaction: Applying technologies to increase cognitive presence, social presence, and teaching presence. Journal of Educators Online, 15(3). Retrieved from

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 1–2).

Mabuan, R. A. (2017). Developing ESL/EFL learners’ public speaking skills through pecha Kucha presentations. English Review: Journal of English Education, 6(1), 1–10.

Mabuan, R. A. (2018). Using blogs in teaching tertiary ESL writing. English Review: Journal of English Education, 6(2), 1–10.

Melwani, M., Tay, L. Y., & Lim, C. P. (2018). Digital storytelling as a pedagogy to develop literacy and twenty-first century competencies in a singapore primary school: Teachers as designers. Mobile Technologies in Children’s Language and Literacy, 67–81. Retrieved from D

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Retrieved from

Motteram, G. (Ed.). (2013). Innovations in learning technologies for English language teaching. London: British Council.

Pheeraphan, N. (2013). Enhancement of the 21st century skills for Thai higher education by integration of ICT in classroom. Procedia - Social and Behavioral Sciences, 103, 365–373.

Pickering, G., & Gunashekar, P. (Eds.). (2014). Innovation in English language teacher education. New Delhi: British Council.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: Cambridge University Press.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. Retrieved from

Stoszkowski, J. (2018). Using flipgrid to develop social learning using flipgrid to develop social learning. (December).

Sutrisno, B., Rasyid, Y., & Rahmat, A. (2018). The effect of cooperative language learning and personality types towards essay writing. English Review: Journal of English Education, 6(2), 95–104.

Syafii, M. L. (2019). Improving students’ speaking skill by using multimedia presentation strategy. English Review: Journal of English Education, 7(2), 125–132.



  • There are currently no refbacks.

Copyright (c) 2020 English Review: Journal of English Education

View My Stats

Creative Commons License” style=
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License