Teaching English as a Foreign Language Journal
ISSN 2961-9963
Vol.
No.
March 2022, pp.
74 - 86
Role-Reversal and Discussion-Oriented Models for Flipping Digital Vocabulary Achievement in English Classrooms for Electronic Engineering Learners Djoko Sutrisno a,1,*.
Muhammad Nafi Annury b,2 Universitas Ahmad Dahlan.
Jl.
Pramuka ino.
Pandeyan.
Kec.
Umbulharjo.
Yogyakarta 55161.
Indonesia Universitas Islam Nnegeri Walisongo Semarang.
Jl.
Walisongo No.
Tambakaji.
Kec.
Ngaliyan.
Kota Semarang.
Jawa Tengah.
City and 50185.
Indonesia sutrisno@mpbi.
2 nafi.
annury@walisongo.
* corresponding author
ARTICLE INFO
Article history Received Revised Accepted Keywords Role-Reversal Flipped Classroom.
Discussion-Oriented Flipped Classroom.
Teaching Vocabulary ABSTRACT This research aims to verify whether two classroom models, discussionoriented and role-reversal, have an effective strategy for teaching vocabulary achievement to English language learners.
The proposed models were examined as a successful method for teaching and learning A quasi-experimental strategy was used with three intact classes: one control (Electronic Engineering Learners A clas.
and two experimental (B and C clas.
(Electronic Engineering Learners B and C Using pre- and post-test writings, the effectiveness of the two models, which incorporated two digital applications, was determined.
Additionally, a questionnaire created by the researcher and a semistructured interview was used to assess vocabulary achievement.
Covariance analysis revealed that classrooms that emphasized discussion and role reversal were more effective than those that did not.
in terms of vocabulary growth in post-test expository writing, the role-reversal group also outperformed the discussion-oriented group.
Further analyses revealed the positive perceptions and experiences surrounding flipped classrooms, highlighting four themes: instructor support, personal sentiment, peer support, and activities beyond the classroom.
This is an open access article under the CCAeBY-SA license.
How to Cite: Sutrisno D.
& Annury M.
Role-Reversal and Discussion-Oriented Models for Flipping Digital Vocabulary Achievement in English Classrooms for Electronic Engineering Learners.
Teaching English as a Foreign Language Journal, 1.
Introduction Recently.
The worldAos currently facing a pandemic due to the Covid Ae 19 virus.
Due to this circumstance, all sectors of society have been affected, including the education sector.
There are significant changes in the teaching and learning processes.
The emphasis s on distance education.
Distance education or distance learning s an educational field that focuses on the incorporation of pedagogy, technology, and instructional system design into the delivery of education to students who are not physically "on site" to receive their education.
Alternately, by exchanging printed or electronic media, or through technology that enables real-time communication .
Moore and Kearsley .
, p.
in today's world, lectures are delivered using technology.
For lectures, ed-tech tools such as video conferencing are utilized, and students are physically separated https://doi.
org/10.
12928/tefl.
http://journal1.
id/index.
php/tefl/index tefl@mpbi.
ISSN 2961-9963
Teaching English as a Foreign Language Journal Vol.
No.
March 2022, pp.
from their teachers but connected via a virtual platform.
The lectures delivered on a virtual platform can be combined with a new method, the Flipped Learning method.
The lectures are made available to students for viewing at home, while homework assignments are discussed in class.
The flipped learning model fosters an environment that enhances student-teacher interaction and encourages students to learn through application and practice.
in this regard, flipped learning s student-centered because t focuses on student learning, places more responsibility for learning on students than on teachers, and encourages students to experiment more (Sams, 2.
Teachers and students can communicate asynchronously .
t their own convenienc.
Language study has always been the main feature of teaching and learning activities, as people may express themselves about everything.
numerous empirical study has showed that many teachers struggle with vocabulary training (Sari & Wardani, 2.
Alkamel & Chouthaiwale, .
suggested that CT enables teachers to develop their teaching approaches in language classrooms, resulting in more diversified instruction.
To be more precise, adopting CT in the English language classroom can increase and maximize students' language acquisition, motivate them to continue their study, and stimulate their creativity (Azmi, 2.
By employing CT in vocabulary training, teachers can apply effective techniques to create an engaging language classroom environment that promotes students' learning.
All classes in Covid-19 were required to be online, demonstrating the unquestionable incorporation of CT in language education.
The first step involved integrating CT into the teaching and learning system and transitioning t to the digital age.
According to Mallick et al.
, t s essential to combine CT tools with conventional teaching methods in order to create an effective learning environment.
Moreover, as the teaching and learning process transitions from face-to-face to face-to-screen, the need for CT tools s growing in significance and becoming increasingly Although CT tools for language acquisition have been accessible for some time, there s a dearth of variation in how they are employed in class, particularly in vocabulary instruction (Yoon, 2.
Using CT platforms on Student Response Systems (SRS) increased student participation, engagement, and outcomes, according to specialized research (Waluyo, 2.
Google Forms.
Kahoot.
Socrative.
Quizizz, and Quizlet are among the available SRS platforms.
This study selected two SRS platforms.
Kahoot! and Socrative, due to their familiarity with students and potential learning benefits.
Based on the foregoing, the primary objective of this study s to evaluate the impact of digital English lessons on the vocabulary achievement of the Electronics Engineering Learners program.
Consequently, the present study addresses the following research questions.
Is a discussion-based flipped classroom more effective than a traditional/conventional teacher-centered classroom for increasing EFL students' vocabulary achievement? Is a role-reversal flipped classroom more effective than a traditional/conventional teachercentered classroom at improving the vocabulary achievement of EFL students? Is a role-reversal flipped classroom more beneficial than a discussion-based flipped classroom for EFL students' development of expository vocabulary? How do EFL learners evaluate the proposed flipped classroom strategies for teaching and learning expository vocabulary? Methodology Sixty EFL students from Ahmad Dahlan University's Electronics Engineering Learners participated in the initial experiment.
They ranged in age from 18 to 23 and spoke Indonesian as their native tongue.
This study utilized a quasi-experimental design, with three intact classes serving as control and experimental groups.
The control group .
= .
consisted of students from a first language institute.
Participants from the third language institute were assigned to the second experimental group or role-reversal flipped group/classroom .
= .
Sutrisno D.
& Annury.
N (Role-Reversal and Discussion-Oriented Models for Flipping A) Teaching English as a Foreign Language Journal Vol.
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ISSN 2961-9963
To confirm the homogeneity of the participants in terms of their estimated English proficiency and to identify advanced EFL students, an English placement test was administered.
The exam consisted of 50 multiple-choice questions on grammar and vocabulary, as well as separate oral and vocabulary sections.
in a pilot study with 100 EFL students, tem analysis was used to validate this in addition, the internal consistency reliability index for the placement test was 0.
89, indicating the test's high dependability.
A questionnaire created by the researcher was used to assess the presented models from the perspective of EFL students.
The questionnaire contained 11 statements that were scored on a 5point Likert scale ranging from 1 .
trongly disagre.
to 4 .
trongly agre.
, with scores ranging from 1 to 4 for each statement.
The questionnaire was piloted with fifty EFL students from two language institutes who shared many characteristics with the primary sample.
Utilizing tem and multivariate analysis, the questionnaire was validated.
The test-retest reliability and intra-observer reliability (Cronbach's alph.
estimates for the items were used.
Both test-retest reliability (Kap-pa = 0.
and Cronbach's alpha (=.
were satisfactory.
During the post-test phase, interviews were conducted to assess the effectiveness of the flipped models in the two experimental groups.
A number of questions were prepared to assist the One instructor with prior experience teaching English evaluated the questions and provided feedback regarding their precision and utility in eliciting the pertinent information.
They included both multiple- choice and free-response questions, such as "How would you describe your experience in this vocabulary course?" "Did you comprehend the new topic explained in the video?" in addition to "How did you find the instruction provided for assigned assignments inside and outside the classroom?" This study followed 60 female EFL students who enrolled in English for specific purposes courses and took the English placement examination between 2018 and 2019.
The current study employed a quasi-experimental, pretest-posttest design, with one control group and two experimental groups completing pre-test and post-test essays, respectively.
in addition to the essays, a researcher-created evaluation questionnaire and semi-structured interview were used to answer the study's final research question at the post-test stage.
The duration of this investigation was 15 weeks, as shown in Table 1.
Following the administration of the English placement test in the first week, pre-test vocabulary lists were distributed to all three groups .
ne cause and effect essay and one comparison and contrast essa.
Findings and Discussion This study's first goal was to see f there was a significant difference in student expository vocabulary proficiency between students who received discussion-oriented instruction and those who received standard instruction, using descriptive and inferential statistics.
The researcher used descriptive statistics on the data from both groups to make sure that a normal distribution and to get an idea of how well both groups could use words to explain things.
Table 1.
Pre-test and Post-test Descriptive Statistics for the Control and Discussion-Focused Groups Tests Groups Pretest Control (N = .
Posttest Discussionoriented (N = .
Control (N = .
Discussionoriented (N = .
Kurtosis Skewne - 42 Sutrisno D.
& Annury.
N (Role-Reversal and Discussion-Oriented Models for Flipping A) ISSN 2961-9963 Teaching English as a Foreign Language Journal Vol.
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Table 1 demonstrates that the kurtosis and skewness values were small and within the range of 2 before and after the test, indicating that the data had a normal distribution (Kun-nan, 2.
Also, the mean vocabulary scores before the test were almost the same, which shows that both the control group and the discussion-oriented group had similar expository vocabulary skills before the test.
the post-test, which was subjected to inferential statistical analysis, the mean vocabulary scores appeared to be quite different.
Because of the small sample size, normality and homogeneity tests were performed before parametric and nonparametric inferential tests (Kunnan, 2.
Using the Shapiro-Wilk test, the normality of the expository vocabulary scores in this study was determined.
The control and discussion groups' expository vocabulary scores were normally distributed on the pretest [D.
98, p =.
605 and D.
96, p =.
and posttest [D.
95, p =.
464 and D.
94, p =.
Table 2.
Analysis of Post-Test Vocabulary Scores for the Control and Discussion-Oriented Sum of Mean square Sig.
Eta squared Corrected Intercept Pretest Group Error Total The difference in vocabulary scores between the two groups after instruction was statistically significant and had a large effect size, as shown in Table 4.
, .
= 59.
74, *p 0.
05, 2 =.
Finally.
Table 3.
Pretest and Posttest Descriptive Statistics for the Control and Role Reversal Tests Pretest Role- Reversal = .
Skewness Kurtosis Control (N = .
Control (N = .
Posttest Role- Reversal = .
Groups Before treatment, both groups were similar in pre-test vocabulary mean scores and post-test vocabulary mean scores, as shown in Table 3, indicating that both groups were homogeneous before in addition, as shown in Appendix Tables A3 and A4, the Shapiro-Wilk and Levene tests revealed no significant violation of normality or uneven variances between the two groups .
indicating that a parametric test may be performed with confidence.
To answer the second research question, a one-way ANCOVA was used to compare the effects of both instruction strategies on the post-test expository vocabulary performance of learners in the control and role-reversal groups.
As shown in Table 6, there was a statistically significant difference between the vocabulary ratings of the two groups after instruction: F.
, .
= 78.
79, *p.
05, 2 =.
Sutrisno D.
& Annury.
N (Role-Reversal and Discussion-Oriented Models for Flipping A) Teaching English as a Foreign Language Journal Vol.
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ISSN 2961-9963
in other words, the role-reversal flipped lesson was more effective than the control group's training in enhancing students' expository vocabulary skills.
Table 4.
Analysis of the covariance between the Posttest Vocabulary Scores of the Control and Role- Reversal Groups Source Sumof Corrected Mean Sig.
Eta squared Intercept Pretest Group Error Total In order to begin answering the third study question, descriptive statistics on the vocabulary scores of participants in the two experimental groups were produced .
ee Table .
Second, a oneway ANCOVA was carried out following confirmation of the normality of the distribution and the Levene's test for homogeneity of variance in the experimental groups.
Table 5.
Pretest and Posttest Descriptive Statistics for the Role-Reversal and Discussion-Oriented Groups Tests Groups Skewness Kurtosis Pretest Discussion- (N=.
Role-Reversal (N=.
Posttest Discussionoriented (N=.
Role-Reversal (N=.
As indicated in Table 5, the post-test revealed a considerable difference in mean scores between the two groups.
ANCOVA was used to examine the impact of post-treatment vocabulary performance on student discussion-oriented versus role-reversal training Table 6.
Covariance Analysis of Post-Test Vocabulary Scores for the Discussion-Oriented and Role- Reversal Groups Source Sumof Corrected Mean Sig.
Eta Sutrisno D.
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Intercept Pretest Group Error Total During the post-treatment period, the majority of participants in both the discussion-oriented and role-reversal groups indicated agreement with the majority of the questionnaire statements.
That they had a favorable opinion of the models as a group s evidence of their good feelings about them.
The discussion-oriented group had the highest means on items 10 (M = 3.
, and 3 (M = 3.
8 (M = 3.
and tem 1 (M = 3.
had the highest means in the group with the roles reversed.
According to these data, participants highly recognized the instructorAos abilities to teach writing, facilitate pre-class activities, utilize the digital platform, and maintain class flexibility.
Table 7.
Descriptive Statistics for items in Groups Oriented Around Discussion and Role Reversal Items Discussionoriented Role-reversal The classroom's adaptability .
oving chairs for a group activity, for exampl.
aided me in improving my Vocabulary Achievement .
The instructor was able to coach me in such a way that was able to concentrate on my vocabulary abilities.
Pre-class materials .
, movie.
accessible on the platform prior to class could have increased my awareness of the need to develop was able to maintain a higher level of concentration when the instructor and classmates collaborated on problem-solving Pre-class activities were beneficial for the class, and grasped the essential concepts, which helped me in organizing my work.
believe the instructor was able to assist and clarify tough ideas as needed.
Vocabulary became more enjoyable as a result of the instructorAos approach in the vocabulary The class was activity-based, which aided in my development of Vocabulary Achievement .
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Became interested in vocabulary as a result of the instructorAos assistance with the app and my discussions with my classmates.
The lecturer was able to engage me in a variety of ways throughout classroom activities.
The course's digital platform aided significantly in my vocabulary progress.
Total Table 8.
Summarizes the themes and sub-themes gleaned from the interviews, along with their Codes Description Teacher support Sub-codes Description This Enriching demonstrates how the understanding teacher guided the Additionally, t s concerned with how the teacher facilitated provided assistance in This sub-code s about students' perceptions of assisted them in grasping new vocabulary aspects, either by description or by altering the content.
Establishing The students gave their impressions of their teacher's approachability and how they were handled in this sub-code.
Supporting group This sub-code describes the teacher's support of collaboration students to work in Peer support This code explains Assistance and This sub-code students encouragement to illustrates the different enlisted the assistance learn of their peers.
students assisted and encompasses the aid encouraged one another provided by students while participating in an when they requested assistance from one relationship formed as they collaborated.
Friendly This sub-code pertains to a report on the interactions formed Sutrisno D.
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between students and the extent to which their teaching/learning Personal feeling / This code encapsulates students' impressions about summarizes the most salient characteristics that contributed to their positive attitude toward the course.
New In this sub-code, students stated a desire methods that would aid them in improving their Vocabulary Achievement, as well as their feelings regarding their new method in the vocabulary course.
Commitment and In this sub-code, in students discussed how approaches shifted and they developed a sense of commitment and Activities This rating indicates The the how students feel about discussion learning opportunities available in and out of This sub-code reflects how students extracurricular activities and discussions outside of class via the Edmodo or Schoology apps.
Activity-oriented The sub-code denotes the strategy that s learner-centred activity-based in and out of class.
Flexibility This sub-code reflects the adaptability of the flipped classroom teaching/learning The interview data analysis revealed that students described their evaluative experiences with the instructions in a variety of ways, which were categorized into four emerging themes: .
teacher support, .
peer support, .
personal feeling/perception, and .
classroom and extracurricular In all groups, respondents expressed positive attitudes about their teacher, particularly in terms of providing feedback, addressing their questions, and supporting them when they encountered difficulties during the vocabulary process.
Additionally, they discussed how their practice aided in their development of an understanding of expository vocabulary.
Additionally, the kids' interviews included information about their interactions with their peers.
Their active interaction with their peers aided in their academic success and development of positive relationships with their classmates.
Additionally, they expressed satisfaction with their educational Sutrisno D.
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style and a shift in their opinions of vocabulary as a demanding undertaking.
Additionally, there were numerous instances of agreement with the activity-based approach both within and outside the classroom, particularly with the online conversation conducted outside of class.
This section contains the discussion of the findings based on the problem formulations.
Expository Vocabulary Achievement increased greater for EFL students receiving discussion- based instruction than for those receiving only traditional instruction.
The discussion component, which increased student engagement, may have made the discussion-based flipped classroom method more effective than the conventional approach.
numerous researchers, such as Henning .
, have emphasized the significance of learner participation in the development of language skills, which is fostered by debate and dialogic practice.
One may argue that the EFL learners in the discussionoriented group were more engaged in the vocabulary learning process, which aided in the acquisition of the framework of the explanatory genre.
Prior research demonstrates the importance of discussion-based participation in the vocabulary development process for expository essays.
Using an action research study.
Burgos .
demonstrated how group interaction helped Chilean undergraduates enhance their vocabulary during the joint production process of writing explanatory The use of technology, specifically the digital app, may also contribute to the increased success of the discussion-based paradigm of the flipped classroom.
In today's world, almost every student makes regular use of technology.
Using technology to flip the classroom can encourage a more communicative learning atmosphere, according to Hung .
It is likely that the Schoology app functioned as an incentive for the EFL students in this study, helping them to learn more about classroom topics and lexico-grammatical patterns associated with expository writing.
Students were provided with their own channel to access educational materials, such as video lectures, to assist them in internalizing their expository essays.
They may be able to increase their explanatory Vocabulary Achievement by using the application and receiving a reward.
The adaptability of the teaching/learning method could be the following factor to consider.
This group of students had access to course materials outside of class and could practice anywhere and whenever they wished, demonstrating course flexibility.
According to Shurville et al.
, flexible education empowers students by allowing them to choose where, when, and how to learn.
Consequently, the current study hypothesizes that learners' vocabulary quality improved as a result of flexible learning in a discussion-based group.
The finding is also consistent with previous research on the effectiveness of flipped classrooms for the development of EFL vocabulary.
Moreover, according to the data, students in the role-reversal flipped classroom outscored those in the control group.
The learner-centered orientation of the role-reversing, flipped classroom method may have an impact.
This strategy put students at the center of their own learning by holding them accountable for earlier experiences, pressing them to create films for the class, and demanding them to answer their own questions regarding various sections of a written exposition.
the flipped classroom, the option of content presentation .
nstructional film.
boosted student Learner autonomy is the willingness to assume responsibility for one's own education and regain control over one's language learning (Smith, 2.
Learner autonomy is characterized as EFL students' ability to create films, edit them, discuss them, and study independently.
This may have enhanced their motivation to pursue their own interests and improve their achievement in explanatory Vocabulary.
This group of students not only took charge of their own education, but they also used Edmodo to connect with their peers, share videos, and work through their vocabulary challenges.
These types of activities could be advantageous for students.
They may learn more from one another, feel more confident and less anxious, and produce more meaningful writing when they interact.
Consequently, the high level of collaboration among the learners in this group could be another factor contributing to the efficiency of the paradigm.
According to Slavin .
, cooperative learning fosters a comfortable learning environment in which EFL students can express themselves.
In contrast, the approach's adaptability distinguishes it from other types of collaborative or team language.
According to collaborative vocabulary, "several authors contribute information in order to evolve but not reconstruct an entire work" (Rbuiaee et al.
, 2.
In the current study, the development of expository vocabulary was viewed as a process in which multiple learners contributed information Sutrisno D.
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to the construction and reconstruction of an expository text by editing others' work and vocabulary and revising a text in response to the input of inon-pair group members.
Depending on their learning style, this may be completed outside of class, at any time, using the digital app, and at their own According to the findings, the role-reversal group also scored better on the post-test than the discussion-oriented group.
The fundamental explanation for this could be that role-reversal training places a larger emphasis on the learner.
Learners earned a better sense of responsibility for their own learning by reversing traditional teaching approaches, resulting in more independent attitudes regarding Vocabulary Achievement development.
Additionally, students in the role-reversal group displayed higher collaboration and peer assistance in grasping the session's major theme by creating films and spending additional outside-of-class time focusing on vocabulary issues.
Furthermore, collaborative learning, which was included into the online learning environment via the Edmodo app, is likely to have considerably engaged and influenced their attitudes about vocabulary, providing a more conducive milieu for vocabulary increase.
This finding is supported by the relevant literature.
Collaborative blogging may help students improve their views regarding expository vocabulary, according to Drexler et al.
The discussion-based flipped classroom, which was intimately linked to another, relied greatly on teacher assistance .
ctivities within and outside the classroo.
ctivities within and outside the classroo.
During numerous exercises, students in the discussion-based group did analyze their role model experiences depending on their teacher's help.
Similarly, the role-reversal flipped classroom's activity-based approach contributed in the establishment of peer support and a favorable climate both within and outside the classroom, enhancing positive views regarding the course's vocabulary.
It may be concluded that students' good opinions of the flipped classroom are in line with those of researchers such as Webb and Doman .
, who found that the discussion-based and role-reversal flipped classroom models were the most popular.
Conclusion For the first time, researchers compared two flipped classroom models, role-reversal and discussion-based, in order to improve the effectiveness of foreign language training.
(Albert & Beatty, 2.
As revealed by qualitative data analysis, writers in EFL classes benefit from a variety of factors, including encouragement from their teachers and peers, a flexible teaching approach, numerous opportunities to cultivate positive attitudes toward vocabulary, and active participation in a wide range of classes activities.
According to the study's findings, classroom discussion-based activities, online collaboration and discussion through digital apps, the use of instructional videos prior to class and prior preparation, and a learner-centered classroom environment can all have a significant impact on EFL learners' vocabulary performance and attitudes toward expository vocabulary in English.
The findings show that discussion-based and role-reversal flipped models in English vocabulary courses can replace or enhance traditional teacher-led education.
Moreover, the results suggest that the role-reversal model, with its more learner-centered approach and increased demand for learner autonomy, may be even more effective than the other flipped model at enhancing the expository vocabulary skills of EFL students.
As a result.
EFL teachers may want to consider employing a flipped paradigm in EFL vocabulary classes in order to address some of the difficulties their students encounter during the vocabulary learning process.
The codes derived from the qualitative interview data were restricted to a small number of individuals who expressed their ideas in a distinctive manner.
By conducting interviews with different groups of foreign language learners at different times, additional codes may be uncovered.
Future research may include EFL teachers, male students, and other sampling methods in order to examine this promising pedagogical method across a spectrum of language skills.
Sutrisno D.
& Annury.
N (Role-Reversal and Discussion-Oriented Models for Flipping A) Teaching English as a Foreign Language Journal Vol.
No.
March 2022, pp.
ISSN 2961-9963
REFERENCES