Luận văn thạc sĩ an evaluation on the application of the flipped classroom model in teaching english at a university in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN THỊ HẬU

AN EVALUATION ON THE APPLICATION OF THE FLIPPED CLASSROOM
MODEL IN TEACHING ENGLISH AT A UNIVERSITY IN HANOI

Đánh giá hiệu quả ứng dụng mơ hình lớp học đảo ngược trong giảng dạy
tiếng Anh tại một trường đại học ở Hà Nội

M.A. MINOR THESIS (PROGRAM 1)

Field: English Teaching Methodology
Code: 8140231.01

Hanoi – 2020


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN THỊ HẬU

AN EVALUATION ON THE APPLICATION OF THE FLIPPED CLASSROOM
MODEL IN TEACHING ENGLISH AT A UNIVERSITY IN HANOI
Đánh giá hiệu quả ứng dụng mơ hình lớp học đảo ngược trong giảng dạy

tiếng Anh tại một trường đại học ở Hà Nội

M.A. MINOR THESIS (PROGRAM 1)

Field

: English Teaching Methodology

Code

: 8140231.01

Advisor

: Prof. Dr. Hoàng Văn Vân

Hanoi – 2020


DECLARATION

I hereby certify that the thesis entitled
“An evaluation on the application of the flipped classroom model in
teaching English at a university in Hanoi” is the result of my own research for the
Degree of Master of Arts, and this thesis has not been submitted for any degree at
any other university or tertiary institution.

Hanoi, 2020

Trần Thị Hậu

Approved by
ADVISOR
(Signature and full name)

Prof. Dr. Hoàng Văn Vân
Date:.............................

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ACKNOWLEDGEMENTS

The author of this thesis is grateful to a great number of people who did offer
assistance and support in the preparation of the dissertation.
I would like to firstly show my gratitude to my advisor, Prof. Hoàng Văn
Vân, without him, this thesis would not have been possible. Thank you for all your
help and guidance.
I would also like to thank the teachers at Hanoi Industrial Garment and
Textiles University who did their best to help me gather data from students‟
questionnaires.
This thesis would not have been completed without the enthusiasm and the
interest of the third year students in Garment Technology and Industrial
Management major, who have participated in the survey.
Finally, I own my deepest gratitude to my family for their great encouragement
and support.

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ABSTRACT

This study attempts to evaluate the effect of a flipped classroom model in
TOEIC teaching for third-year students at Hanoi Industrial Textile Garment
University (HTU). The study employed the approach of experimental research to
examine the effectiveness of using flipped classroom in teaching TOEIC at HTU.
The TOEIC course was trial taught for two co-horts: one employed flipped
classroom model (teaching methodology) and the other used the traditional lecturebased classroom model. As well, a comparison of the quantitative results of
students‟ test scores was utilized to compare the academic achievement between the
two teaching methodologies. In addition, questionnaire-based survey was conducted
to explore students‟ perception and satisfaction in the flipped classroom learning
environment. Last but not least, case study interviews for both teachers and students
involved in flipped classroom was carried out to understand their views on the
implementation of flipped classroom in real teaching condition. The findings from
the study serve as an important fundament for HTU teachers to evaluate the efficacy
of flipped classroom in teaching TOEIC and how it needs to be implemented
properly in reality.

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TABLE OF CONTENTS
DECLARATION ....................................................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
TABLE OF CONTENTS ........................................................................................ iv
LIST OF ABBREVIATIONS................................................................................. vi
LIST OF FIGURES .............................................................................................. viii
LIST OF TABLES AND CHARTS ....................................................................... ix
CHAPTER 1: INTRODUCTION ............................................................................1

1.1. Rationale of the study...........................................................................................1
1.2. Problem statement ................................................................................................2
1.3. Aim and objectives of the study, and research questions ....................................3
1.4. Research hypothesis .............................................................................................3
1.5 Scope of the study .................................................................................................3
1.6. Significance of the study ......................................................................................4
1.7. Method of the study .............................................................................................4
1.8 Organization of the study ......................................................................................4
CHAPTER 2: LITERATURE REVIEW ................................................................6
2.1. The flipped classroom ..........................................................................................6
2.2 Differences between flipped classroom and traditional classroom.....................10
2.3. The role of teachers ............................................................................................12
2.4. Suggested steps of implementing a flipped classroom ......................................13
2.5. Previous studies of the effect of flipped classroom on students‟ achievement..15
CHAPTER 3: RESEARCH METHODOLOGY .................................................17
3.1. Research approach .............................................................................................17
3.1.1 Overview of experimental research .................................................................17
3.1.2. Rationale for the use of an experimental research ..........................................19
3.1.3. Steps of an experimental research ...................................................................20

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3.2. Research context ................................................................................................22
3.3. Research design and participants .......................................................................23
3.3.1 Research Design ...............................................................................................23
3.3.2 Participants of the study ...................................................................................25
3.4. The data collection instruments .........................................................................26
3.4.1 Tests .................................................................................................................26
3.4.2 Questionnaire ...................................................................................................27

3.4.3 Interviews .........................................................................................................29
3.5. Data collection procedure ..................................................................................29
3.5.1 Tests .................................................................................................................29
3.5.2 Questionnaire ...................................................................................................29
3.5.3 Interviews .........................................................................................................29
3.6. Data analysis ......................................................................................................30
3.6.1 Several key parameters in experimental research ............................................30
3.6.2 Data analysis techniques ..................................................................................31
CHAPTER 4: RESULTS AND DISCUSSION ....................................................35
4.1. The effect of flipped classroom on students' academic achievement ................35
4.2. The students‟ perception of flipped classroom model .......................................38
4.2.1 Access Scale Commentary ...............................................................................40
4.2.2 Interaction Scale Commentary .........................................................................42
4.2.3 Response Scale Commentary ...........................................................................44
4.2.4 Result Scale Commentary ................................................................................45
4.3. The interview perception of the participants in flipped classroom ....................48
4.3.1. The students‟ feedback ....................................................................................48
4.3.2. The teachers‟ feedback ....................................................................................51
CHAPTER 5: CONCLUSION ...............................................................................54
5.1. Recapitulation ....................................................................................................54
5.2 Conclusion...........................................................................................................55
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5.3. The limitation of the study .................................................................................56
5.4. Recommendations ..............................................................................................56
5.5. Suggestions for further research.........................................................................57
REFERENCES ........................................................................................................58
APPENDICES ........................................................................................................... I

vi


LIST OF ABBREVIATIONS

HTU

: Hanoi Industrial Textile Garment University

HE

: Higher Education

FCM

: Flipped Classroom Model

WEBLEI

: Web-based Learning Environment Instrument

vii


LIST OF FIGURES

Figure 2.1 The conversion from traditional to flipped classroom ..............................9
Figure 2.2: Bloom‟s revised taxonomy in the flipped classroom (2001) .................11
Figure 2.3: Traditional vs Flipped Classroom ..........................................................11
Figure 3.1: The WEBLEI scale (Chang &Fisher, 2003)...........................................28

Table 4.5: Descriptive Statistics of all Questions of the WEBLEI ...........................39

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LIST OF TABLES AND CHARTS

Table 4.1 : The result of independent t-test on post-test scores of the groups ..........35
Table 4.2: Test Scores of the Experimental and Control Group ...............................36
Table 4.3: The result of student's achievement .........................................................37
Table 4.4: Overall result of student perception .........................................................39
Table 4.6: Result of Student Response to the Items of Access Scale .......................41
Table 4.7: Result of Student Response to the Items of Interaction Scale .................42
Table 4.8: Result of Student Response to the Items of Response Scale ...................44
Table 4.9: Result of Student Response to the Items of Result Scale ........................46
Chart 4.1: Students‟ responses to Positive aspects of Flipped Classroom ................49
Chart 4.2: Students‟ responses to the preferred features in FCM .............................50
Chart 4.3: Students‟ responses to the encountered problems in FCM ......................51

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CHAPTER 1: INTRODUCTION
This chapter introduces the rationale, purpose, research questions,
hypothesis, scope, significance, method of the study and organization of the study.
1.1. Rationale of the study
Innovating teaching methods has been becoming a popular inevitable
requirement in education in many countries in the world including Vietnam with the
aim to create a comprehensive human-force with self-study skills. For decades,
English was traditionally taught in classrooms in which the teacher-centered

methods were applied. In details, the teacher gave lectures, while students gained
knowledge inactively. However, modern teaching methods in the world are now
centered on learners, promoting cognitive ability, independent working ability,
creativity, problem solving. One of the current directions for teaching method
innovation is the application of active teaching technology that have been
effectively applied in advanced education all over the world.
Technology in the twenty-first century puts instantaneous access to information,
and the Internet can be handily accessed through numerous technology tools such as
laptop, computer, and smartphone (Fu, 2013). Now more than ever, students spend
much of their waking time on using some sort of technology tools; by using this
technology, it is possible for them to interact with friends, instructors, and learning
content everywhere, not only in the class but also outside the class through distance
learning (Fisher, 2009). Also, many free learning materials have been provided on
websites for learning activities. Richter and McPherson (2012) argued that in today‟s
digital age, every student can access many free Internet learning resources such as
online video lectures and they can watch these free contents everywhere and at their
convenience. Even more, the use of the traditional learning approach which focuses on
the instructor as the centre of knowledge is irrelevant in today‟s digital age (Wang &
Heffernan, 2010). As a solution, traditional classroom activities such as lectures, labs,
homework, and exams can be replaced by other modern interactive learning tools and

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students can study everywhere outside the classroom (Staker & Horn, 2012). This
positive impact of technology growth has influenced the development of instructional
technology in education and replaced the use of the blackboard with online video
lectures (Evans, 2011).
Among modern teaching methodologies, the flipped classroom (FC) has
been highlighted as an emerging technology for higher education which is very

important to use at college level (Johnson, Adams Becker, Estrada, & Freeman,
2014). The use of the flipped classroom as an alternative to the traditional learning
environments has been increasingly attracting the attention of researchers and
educators. The advancement in technological tools such as interactive videos,
interactive in-class activities, and video conference systems paves the way for the
widespread use of flipped classrooms (Johnston, 2017). It is even asserted that the
flipped classroom, which is used to create effective teaching environments at
schools, is the best model for using technology in education (Hamdan, McKnight,
McKnight & Arfstrom, 2013).
1.2. Problem statement
At Ha Noi Industrial Textile Garment University (HTU), since the academic
year of 2017-2018, the Decision No.1505 QĐ-ĐHCNDMHN on Learning
Outcomes for English Language Proficiency has been officially in effect requiring
that all students must have a certified English language proficiency certificate for
graduation (TOEIC score of at least 400 points, equivalent to B1 level in the CEFRV framework). Thus, a TOEIC course was designed for the third year students to
enroll and take an achievement test. For a long time, students had been taught based
on teacher-centered learning, entirely through lecturing method, tutorial sessions,
and laboratory work with the „chalk and talk‟ approach in a traditional classroom.
Since 2019, the HTU lecturers have been producing modules for the subjects
offered to students in order to change the way of teaching and learning, from
lecturer-centered to student-centered learning that allows for a clear way to deliver
the course schedule and engage students in class. Thus, flipped classroom model

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(FCM) was first introduced by Smartcom JSC‟s in teaching online TOEIC. Many
educators and students also agree that the flipped classroom is a valuable way of
improving learner engagement and promoting a sense of responsibility for one‟s
education. However, there are few studies that use objective assessment of student‟s

academic achievement to measure the impact of a flipped classroom approach.
After one year of experiment, this model has not been evaluated on its effeciency.
Hence, the author conducted the study “Evaluation on the application of the
flipped classroom in teaching English” for the third-year students at HTU.
1.3. Aim and objectives of the study, and research questions
The overarching aim of this study is to evaluate the effects of the application
of the flipped classroom model in teaching English at HTU. In addition, the study
also attempts to explore students‟ and teachers‟ perceptions of the flipped classroom
model. To fulfill this overarching aim, two specific objectives are set as follows:
1. Exploring the effects of flipped classroom model (teaching methodology) on
students‟ academic achievements.
2. Exploring students‟ and teachers‟ perceptions of the flipped classroom
model.
These two objectives are translated into two corresponding research questions as
follows:
1. What are the effects of flipped classroom model on students‟ academic
achievements?
2. What are students‟ and teachers‟ perceptions of flipped classroom model?
1.4. Research hypothesis
H0 = Student achievement is equal between flipped and traditional classroom
learning environment.
H1 = Student achievement is not equal between flipped and traditional
classroom learning environment.
1.5 Scope of the study
The author tried to find out the efficacy of using flipped classroom model in
teaching TOEIC for the third year students at HTU. The study was conducted on

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students‟ volunteer from four classes of Garment Technology during the first
semester of the school year 2019-2020. Only two teachers and 189 students
participated in the pedagogy experiment to help the author evaluate the use of the
flipped classroom basing on quantitative analysis of students‟ achivement and both
students and teachers‟ perception from this model. The study is not aimed at
generalizing the result, but particularly examine the effect of flipped classroom for
teaching TOEIC at HTU. Because the judgement was only based on quantitative
results from the collected data analysis, the author‟s evaluation may be subjective
and not generalized in a wider research scope.
1.6. Significance of the study
Firstly, the study serves as a reference for HTU administrators and English
teaching staff who experienced the flipped classroom model to have overall insight of
this model. They will be made aware of both the pros and cons in the application of the
model and thus promote the training quality and effectiveness of the program.
Secondly, based on the results of the study, some changes or improvements
in the use of the model for teaching TOEIC may be made accordingly in order to
serve best the goals of the English Department.
1.7. Method of the study
This study is conducted as an experimental research. The learning
environments of this study are a flipped classroom and a traditional classroom that
have been implemented to investigate the impact of the flipped classroom model on
students‟ academic achievement and to explore students‟ and teachers‟ perception
from this model. Classroom instruction is the independent variable across the
traditional and the flipped models. Students‟ and teachers‟ perception and students‟
academic achievement are a dependent variable.
1.8 Organization of the study
This study consists of five chapters:
Chapter 1: Introduction: introduces the rationale, purpose, research
questions, hypothesis, scope, significance, method of the study and organization of
the thesis.

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Chapter 2: Literature review: covers the overview of the literature which
includes relevant theoretical background and reviews of related studies.
Chapter 3: Research methodology: includes an overview of the approach
and procedures used to conduct the study.
Chapter 4: Results and Discussion: the data is analyzed in detail and a
thorough discussion of the findings will be made.
Chapter 5: Conclusion: recapitulates the major findings of the study,
represents further recommendations for the implementation of flipped classroom
model and acknowledges the limitations of the study.

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CHAPTER 2: LITERATURE REVIEW
This chapter reviews the literature on flipped classroom. Several main issues
that are included in the chapters are the theoretical background relating to flipped
classroom, its history, nature and characteristic, the role of instructor in flipped
classroom, the steps of implementing a flipped classroom.
2.1. The flipped classroom
2.1.1. History of the flipped classroom
As early as 1982, Baker had the idea to use electronic means to cover rote
material outside of class (Baker, 2000). However, it was not until 1995, with the
advent of an online content management system, that Baker was able to place lecture
notes online, extend classroom discussions and use online quizzes (Strayer, 2007). He
realized during a lecture that the students were capable of retrieving the slides
themselves, and encouraged them to do so. Once he “gave away all the content for

the class,” he realized he needed to make the class time more meaningful. He
developed an action plan centered on four verbs: clarify, expand, apply, and practice.
Student survey responses in the two flipped courses indicated positive student
perception toward the classroom flip. Representative student comments indicated that
the learning was more personalized, the cooperative groups fostered critical thinking,
and the online resources provided students with more control over their learning.
Baker presented the concept to conferences between 1996 and 1998, and began to
refer to the method as “The Classroom Flip” (Baker, 2011).
At the same time, Lage, Platt, and Treglia (2000) designed and applied a
similar procedure. They referred to the concept as “The Inverted Classroom” and
similarly held the expectation that students would view lectures in advance of class,
and then spend class time clarifying difficult concepts and working in small groups.
They stated that “inverting the classroom means that events that have traditionally
taken place inside the classroom now take place outside the classroom and vice
versa. The use of learning technologies, particularly multimedia, provide new
opportunities for students to learn,” (p. 32).

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The modern use of online videos to supplement face-to-face instruction is
often credited to Aaron Sams and Jonathan Bergmann (Pink, 2010). In 2007, they
were both science teachers at Woodland Park High School in Colorado. In this rural
setting, students involved in sports or other activities missed a lot of class time.
Other schools in the district were a long bus ride away, requiring students to leave
early for such activities. Bergmann and Sams concerned how to give class materials
to those students and others who were out sick. They discovered a solution in a
technology magazine: software that could record a Powerpoint slide show with
voice and notes. The resulting video file could be easily shared. In the spring of
2007, they began recording all their lectures and turned them into video

presentations.
The next year, they decided to use the technique for all their classes and
called it “pre-broadcasting." Students would view the presentation before school. In
class, they would discuss it, experiment with the material and receive assistance
from their teachers. Because their videos were posted publically online, they began
receiving emails from students and teachers all over the world. Soon, they were
travelling around Colorado doing professional development workshops on what
they were calling the “pre-vodcasting” method. Their workshops were met
enthusiastically because what they were doing was so simple, yet had the potential
to reform education.
After scouring the Internet, they found that no one else was doing this
method. The name was briefly changed to reverse instruction, but then, Dan Pink
(2010) wrote about the method and called it the flipped classroom and the term has
stuck (Bergmann & Sams, 2012a). In March of 2011, Salman Khan used the term
“flipping the classroom” in his TED talk (Khan, 2011). Since that point, interest in
the flipped model has grown exponentially with new articles, press, and blogs on
the flipped model appearing almost daily. News travels quickly, and soon,
Bergmann and Sams were being asked to do their workshops all over the world.

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2.1.2. What is a flipped classroom?
There are several ways of defining the concept flipped classroom according
to other authors‟ view as follows
(Strayer, 2012), flipped classroom, or inverted class is a collaborative
teaching design that has been developed in many countries. Flipped classroom is
defined as a model of delivering instruction that shifts lectures from a class time
activity to an at home activity and shifts “homework” from an at home activity to an
in-class, critical thinking set of activities.

According to Kandroudi & Bratitsis (2013), the "flipped classroom" is a
model of blended learning, in which students learn by watching video lectures or
other educational material at home, while the "homework” is done in the classroom
with the teacher and students discussing and resolving queries. This model totally
reverses the process of teaching and learning in traditional classroom-based setting.
In traditional teaching, students attend the "lecture" of the course and answer in
tests at school, while they study the book and solve the exercises at home. In
contrast, in “flipped teaching” students study the next lesson at home on their own,
usually through a video, which has been prepared by their teacher or other available
material, and once they come in the classroom they apply their knowledge by
solving problems and taking part in consolidation activities. The teacher supports
the students exactly where they need. Its role is shifting from the traditional lecture
to guidance, support and personalization (Bishop & Verleger, 2013).
The Flipped Learning Network (2014), flipped classroom is a pedagogical
approach in which direct instruction moves from the group learning space to the
individual learning space, and the resulting group space is transformed into a
dynamic, interactive learning environment where the educator guides students as
they apply concepts and engage creatively in the subject matter.
In short, there are a number of opinions and definitions of flipped
classroom according to different scholars. From the definitions above, what comes
out clearly is that flipped classroom is an inversion of teaching process from

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traditional lecture-based classroom in which teachers play a centered role to an
active learning model where student-centered approach is focused with
technological supports from the teachers.

Figure 2.1 The conversion from traditional to flipped classroom

(Image Courtesy of www.dontwasteyourtime.co.uk)
2.1.3. Characteristics of flipped classroom model
In the flipped class model, students watch lectures at home online. Class time
will be for collaborative activities that reinforce the learned concepts. Students will
be more active in understanding and studying the theory, they can access the video
at any time, can stop the lecture, take notes and review if necessary. E-Learning
technology helps students better understand the theory from which they are ready to
participate in group lessons, advanced exercises at class time. This helps learning
more effective, helping students become more confident.
With the flipped classroom, the knowledge acquisition is directed by the
teacher through the e-learning syllabus prepared by the teacher with the information
that the students found by themselves, the student's task is to self-study this new
knowledge and do homework at low level at home. While in class, they are
organized by teachers to interact and share each other. High-level assignments are

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also conducted in the classroom with the support of teachers and teammates. This
way of learning requires students to use a lot of mental activities, so it is called
"High-thinking”.
2.2 Differences between flipped classroom and traditional classroom
The difference between flipped classroom and traditional classroom can also
acknowledged basing on the theory of Bloom‟s revised taxonomy of cognitive
domain (Zainuddin and Halili, 2016). In the traditional model, students attend
classes to perceive lectures from teachers passively. Students have no or little
knowledge about the subject before they come to class. In class, they get taught all
the knowledge, and it is often the basic knowledge about a subject. Students have to
do the more comprehensive knowledge at home, it is called “homework”.
According to Bloom's scale, this task is only at the lower levels ("Know" and

"Understand"). For teachers, they play the role of directors and the teacher-centered
learning process enables students to be inactive in learning and mastering
knowledge.
With the model of the flipped classroom, students have direct access to the
knowledge under teachers‟ instruction and assignment through an online learning
platform. In the flipped class model, students watch lectures, video, slides or other
online materials at home. Class time will be for collaborative activities that reinforce
the learned concepts This model gives students many opportunities to develop the
ability to think critically and independently, as well as improving students learning
process through collaborative interaction with peers. In this model, teacher gives
flexibility and freedom to the students so that they can learn from the activities that
specifically designed to improve problem solving skills. Marshall and DeCapua in
Love (2015) stated that on flipped classroom learning, remembering and
understanding cognitive level is moved outside the classroom, so that learning in the
classroom focus on higher cognitive level of the taxonomy, such as applying,
analyzing, evaluating, and creating. Students in flipped classroom learning have
better performance and higher morale, as well as deeper understanding as Figure 2.2
illustrates the level of students‟ cognition in the flipped learning.

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Figure 2.2: Bloom’s revised taxonomy in the flipped classroom (2001)
In general, the difference between flipped classroom and traditional
classroom can be summarized as follows:

Figure 2.3: Traditional vs Flipped Classroom
(Source: />
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2.3. The role of teachers
To fully understand how vital the role of the skilled, professional teacher is
in a flipped model, it is necessary to understand the differences in the role the
teacher plays in each type of classroom: the traditional classroom and the flipped
classroom. The teacher in both situations is responsible for teaching and instructing
the students, but the focus shifts from the teacher being the main source of
information to the teacher being a guide to help students develop an understanding
of content.
Firstly, it is necessary to consider the teacher‟s role in the traditional
classroom. In this setting, the teacher acts as the main source of information for the
students. The teacher is responsible to delivering instructional material to a
classroom full of students with differing learning abilities and styles. The teacher
delivers one classroom learning activities during the allotted class time, answering
questions, and giving examples in order for students to develop an understanding of
the material.
In contrast, researchers also identified the teacher‟s role in the flipped
classroom. In this setting, the teacher prepares a lecture that is recorded either by him
or herself or is obtained from another professional source. Many teachers choose to
load all their classroom content into a learning management system. As long as
students have access to the Internet, they then have access to the learning content.
Before fully implementing this model, the teacher teaches the students how to watch
the videos, encouraging them to pause and replay the video as needed, take notes, and
write down questions they have. Sometimes, to ensure that students are taking part in
their out of class learning experience, teachers require that a concise but comprehensive
task be completed before coming to class the next day. These tasks could include
online quizzes, worksheets, writing assignments, or another chosen activity that is
worth points in the student‟s overall course grade (Brame, 2012).
When the students return to class the next day, the teacher goes over the
questions, misconceptions, and other issues the students raise from their notes on

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the video, then introduces the class to the learning activities that s/he created for the
day. Students are given any needed instructions, then they begin working on the
assigned tasks. Because the “homework” has been shifted into the classroom
environment, Goodwin and Miller (2013) stated that, “...increased student-teacher
interactions give teachers more opportunities to provide feedback to the students”
(p. 79). As the teacher provides feedback and guides students through their critical
thinking activities, s/he is available to help students who struggled with the concept
at home. In a flipped classroom model, the role of the teacher “...becomes even
more important just less visible” (Hirsch, 2014. p. 2). Hirsch went on to note that
teachers are more available to lead critical thinking discussions, provide one-on-one
support to struggling students, or facilitating an extension activity with highperforming students. The teachers also use assigned activities to facilitate students
in their development of learning, challenging them to create new meanings and
think on a higher level.
To sum up, it is clear that the role of teacher in flipped classroom was very
important in supporting students to gain the learning objectives. It reversed from the
“supplier” knowledge in traditional classroom setting to the instructor in flipped
classroom. Under the teachers‟ instruction, the student‟s knowledge acquisition
ability was also switched from passive approach to active one.
2.4. Suggested steps of implementing a flipped classroom
Baker (2000) states that the goals of the original flipped class were:
1. Find an approach that would make it possible for faculty to move from
sage to guide.
2. Reduce the amount of time spent in class on lecturing, opening up class
time for the use of active learning strategies.
3. Focus more on understanding and application than on recall of facts, while
not sacrificing presentation of factual base.

4. Provide students with more control over their own learning.
5. Give students a greater sense of responsibility for their learning.

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6. Provide students with more opportunities to learn from their peers. (p.9)
The structure of a flipped class will vary with the personality of each teacher,
but it typically includes a routine with a short assessment regarding the instruction
viewed before class, a mini-lesson addressing remediation or difficult concepts
needing to be retaught, and large blocks of times for project work. The approach to
structure that Baker (2000) outlined revolved around four verbs: clarify, expand,
apply, and practice.
Bergmann and Sams (2012) promotes the concept of flipped classroom
model “which is traditionally done in class is now done at home, and that which is
traditionally done as homework is now completed in class”. Bergman and Sams
(2012) define suggested steps for implementing flipped classroom as follows:
Step 1: Planning the lessons
At this stage, you as a teacher have to consider what topics you intend to
teach and decide which topic needs videos as an instruction tool. You can only do it
by looking in your syllabus and examine which lesson content is best presented by
videos that students can acquire it without difficulties. The stage of choosing
lessons are vital for your process of teaching, because not any lesson has suitable
content to flip the teaching. Thus, choosing suitable topics applying flipped teaching
is a key to success of the teacher, that makes students feel balanced between the
flipped classroom model and the traditional ones.
Step 2: Making videos
After deciding to use videos, you have to choose a variety of software
programmes for recording your videos. The process of making videos is divided
into three stages: recording, editing, and publishing on the Internet. There are many

free tools available on the Internet that you can find and use them easily. You can
make videos from available PowerPoint lecture slides by using screen capturing
tools such as Obs Studio or Camtasia with good audio quality.
Step 3: Training students
It is very important to train students how to watch videos effectively. Some
suggestions are as follows:

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