TASK-BASED FLIPPED LEARNING INTEGRATED WITH METACOGNITIVE SKILLS TO IMPROVE PROSPECTIVE ENGLISH TEACHERS’ INTERCULTURAL COMMUNICATIVE COMPETENCE
Abstract
ABSTRACT
Task-based flipped learning, integrating cultural topics and activities, is explored for its potential in enhancing intercultural communicative competencies (ICCs) in language education. This quasi-experimental study focuses on integrating metacognitive skills into task-based flipped learning to enhance prospective English teachers' ICCs. The participants are divided into experimental and control groups, with data collected through tests and analyzed using parametric statistical methods. The results indicate that metacognitive skills alone have a positive impact on learners' ICCs, with high levels of metacognitive skills correlating with commendable ICCs. Task-based flipped learning is identified as a promising approach for fostering ICCs in language education.
ABSTRAK
Pembelajaran flipped learning berbasis tugas, yang mengintegrasikan topik dan aktivitas budaya, dieksplorasi untuk potensinya dalam meningkatkan kompetensi komunikatif antar budaya (ICC) dalam pendidikan bahasa. Studi quasi-eksperimental ini berfokus pada integrasi keterampilan metakognitif ke dalam pembelajaran flipped learning berbasis tugas untuk meningkatkan ICC calon guru bahasa Inggris. Peserta didik dibagi menjadi kelompok eksperimen dan kontrol, dengan data dikumpulkan melalui tes dan Seiring dengan perkembangan teknologi, platform ini menawarkan pengalaman bermain yang seru dan menegangkan dengan berbagai fitur unggulan yang siap memanjakan para pemainnya.Seiring dengan perkembangan teknologi indohoki77 menawarkan pengalaman bermain yang seru dan menegangkan dengan berbagai fitur unggulan yang siap memanjakan para pemainnya. dianalisis menggunakan metode statistik parametrik. Hasil penelitian menunjukkan bahwa keterampilan metakognitif saja memiliki dampak positif pada ICC peserta didik, dengan tingkat keterampilan metakognitif yang tinggi berkorelasi dengan ICC yang baik. Pembelajaran flipped learning berbasis tugas diidentifikasi sebagai pendekatan yang menjanjikan untuk mengembangkan ICC dalam pendidikan bahasa.
How to Cite: Haerazi. (2023). Task-Based Flipped Learning Integrated with Metacognitive Skills to Improve Prospective English Teachers’ Intercultural Communicative Competence. IJEE (Indonesian Journal of English Education), 10(2), 323-339. doi:10.15408/ijee.v10i2.32696.
Keywords
References
Abdullah, M. Y., Hussin, S., Hammad, Z. M., & Ismail, K. (2021). Exploring the Effects of Flipped Classroom Model Implementation on EFL Learners' Self-confidence in English Speaking Performance. In M. Al-Emran, K. Shaalan, & A. E. Hassanien (Eds.), Recent Advances in Intelligent Systems and Smart Applications (Vol. 295, pp. 223–241). Springer International Publishing. https://doi.org/10.1007/978-3-030-47411-9_13
Adnan, M. (2017). Perceptions of Senior-Year ELT Students for Flipped Classroom: A Materials Development Course. Computer Assisted Language Learning, 30(3–4), 204–222. https://doi.org/10.1080/09588221.2017.1301958
Amerian, M., & Tajabadi, A. (2020). The role of culture in foreign language teaching textbooks: An evaluation of New Headway series from an intercultural perspective. Intercultural Education, 31(6), 623–644. https://doi.org/10.1080/14675986.2020.1747291
Angelini, M. L. (2016a). Integration of the Pedagogical Models "Simulation" and "Flipped Classroom" in Teacher Instruction. SAGE Open, 6(1), 215824401663643. https://doi.org/10.1177/2158244016636430
Angelini, M. L. (2016b). Integration of the Pedagogical Models "Simulation" and "Flipped Classroom" in Teacher Instruction. SAGE Open, 6(1), 215824401663643. https://doi.org/10.1177/2158244016636430
Aziz, Z. A., Nasir, C., & Ramazani, R. (2019). Applying Metacognitive Strategies in Comprehending English Reading Texts. Celt: A Journal of Culture, English Language Teaching & Literature, 19(1), 138. https://doi.org/10.24167/celt.v19i1.1863
Bajrami, L., & Ismaili, M. (2016). The Role of Video Materials in EFL Classrooms. Procedia - Social and Behavioral Sciences, 232, 502–506. https://doi.org/10.1016/j.sbspro.2016.10.068
Bakla, A., & Mehdiyev, E. (2022). A Qualitative Study of Teacher-Created Interactive Videos Versus Youtube Videos in Flipped Learning. E-Learning and Digital Media, 19(5), 495–514. https://doi.org/10.1177/20427530221107789
Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish Online Journal of Distance Education, 0(0). https://doi.org/10.17718/tojde.72185
Beins, B. C. (2018). Research Methods: A Tool for Life (4th ed.). Cambridge University Press. https://doi.org/10.1017/9781108557191
Bérešová, J., & Micallef, A. (2020). Online interaction descriptors: A tool for the development of tasks for language competences and language use. Journal of Language and Cultural Education, 8(3), 61–75. https://doi.org/10.2478/jolace-2020-0020
Borghetti, C. (2013). Integrating intercultural and communicative objectives in the foreign language class: A proposal for the integration of two models. The Language Learning Journal, 41(3), 254–267. https://doi.org/10.1080/09571736.2013.836344
Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education. Review of Educational Research, 91(6), 878–918. https://doi.org/10.3102/00346543211019122
Burke, A. S., & Fedorek, B. (2017). Does "Flipping" Promote Engagement?: A Comparison of a Traditional, Online, and Flipped Class. Active Learning in Higher Education, 18(1), 11–24. https://doi.org/10.1177/1469787417693487
Chang, M.-M., & Lan, S.-W. (2021). Flipping an EFL Classroom with the LINE Application: Students' Performance and Perceptions. Journal of Computers in Education, 8(2), 267–287. https://doi.org/10.1007/s40692-020-00179-0
Chen, C. W. (2018). Developing EFL Students' Digital Empathy Through Video Production. System, 77, 50–57. https://doi.org/10.1016/j.system.2018.01.006
Chiocca, E. S. (2020). Hearts and minds: Goal-orientation and intercultural communicative competence of ROTC cadets learning critical languages. Intercultural Education, 31(1), 102–132. https://doi.org/10.1080/14675986.2019.1666247
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
de Hei, M., Tabacaru, C., Sjoer, E., Rippe, R., & Walenkamp, J. (2020). Developing Intercultural Competence Through Collaborative Learning in International Higher Education. Journal of Studies in International Education, 24(2), 190–211. https://doi.org/10.1177/1028315319826226
DeWitt, D., & Chan, S. F. (2019). Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language. Malaysian Journal of Learning and Instruction, 16(Number 2), 97–123. https://doi.org/10.32890/mjli2019.16.2.4
Einfalt, J., Alford, J., & Theobald, M. (2022). Making talk work: Using a dialogic approach to develop intercultural competence with students at an Australian university. Intercultural Education, 33(2), 211–229. https://doi.org/10.1080/14675986.2022.2031903
Elboubekri, A. (2017). The Intercultural Communicative Competence and Digital Education: The Case of Moroccan University Students of English in Oujda. Journal of Educational Technology Systems, 45(4), 520–545. https://doi.org/10.1177/0047239516670994
Estaji, M., & Tabrizi, S. (2022). International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference? Journal of Research in International Education, 21(1), 46–61. https://doi.org/10.1177/14752409221091902
Fauzan, A., & Ngabut, M. N. (2018). EFL Students' Perception on Flipped Learning in Writing Class. Journal on English as a Foreign Language, 8(2), 115. https://doi.org/10.23971/jefl.v8i2.792
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008
Habibi, A., Jupri, & Dehghani, S. (2022). Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools. Journal of Language and Literature Studies, 2(2), 75–87. https://doi.org/10.36312/jolls.v2i2.760
Haerazi, H., & Irawan, L. A. (2020a). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., & Irawan, L. A. (2020b). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating Intercultural Competences in Developing English Materials for Writing Classes. Journal of Language Teaching and Research, 9(3), 540. https://doi.org/10.17507/jltr.0903.13
Haerazi, H., & Kazemian, M. (2021). Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers' Writing Skills. Journal of Language and Literature Studies, 1(1), 1–14. https://doi.org/10.36312/jolls.v1i1.498
Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58. https://doi.org/10.3991/ijim.v14i07.11900
Han, Z. (2018). Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language. Annual Review of Applied Linguistics, 38, 162–186. https://doi.org/10.1017/S026719051800003X
Hazaymeh, W. A., & Altakhaineh, A. R. M. (2019). The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners' Pragmatic Competence. International Journal of Learning, Teaching and Educational Research, 18(10), 89–111. https://doi.org/10.26803/ijlter.18.10.6
Jiang, L., Meng, H., & Zhou, N. (2021). English learners' readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research, 136216882110274. https://doi.org/10.1177/13621688211027459
Kazemian, M., Irawan, L. A., & Haerazi, H. (2021). Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers' Critical Thinking Skills. Journal of Language and Literature Studies, 1(1), 14.
Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49–61. https://doi.org/10.1016/j.system.2017.10.003
Lee, G., & Wallace, A. (2018). Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
Liddicoat, A. J. (2008). Pedagogical Practice for Integrating the Intercultural in Language Teaching and Learning. Japanese Studies, 28(3), 277–290. https://doi.org/10.1080/10371390802446844
Lin, Y.-N., Hsia, L.-H., & Hwang, G.-J. (2021). Promoting Pre-Class Guidance and in-Class Reflection: A SQIRC-Based Mobile Flipped Learning Approach to Promoting Students' Billiards Skills, Strategies, Motivation and Self-Efficacy. Computers & Education, 160, 104035. https://doi.org/10.1016/j.compedu.2020.104035
Lume, L. L., & Hisbullah, Muh. (2022). The Effectivvenes of Task-Based Language Teaching to Teach Speaking Skills. Journal of Languages and Language Teaching, 10(1), 85. https://doi.org/10.33394/jollt.v10i1.4399
Miles, M. B., Huberman, A. M., & Saldana, J. (2016). Quantitative Data Analysis: A Methods Sourcebook (Third). Los Angeles: Sage Publication.
Mostafaei Alaei, M., & Nosrati, F. (2018). Research into EFL Teachers' Intercultural Communicative Competence and Intercultural Sensitivity. Journal of Intercultural Communication Research, 47(2), 73–86. https://doi.org/10.1080/17475759.2018.1424020
Naqsyabandiyah, N., & Dehghanitafti, N. (2023). Developing Task-Based Learning Materials to Improve Students' Vocabulary Mastery Viewed from Linguistic Awareness. Journal of Language and Literature Studies, 3(1), 37–52. https://doi.org/10.36312/jolls.v3i1.1088
Rahimi, M., & Katal, M. (2012). Metacognitive Strategies Awareness and Success in Learning English as a Foreign Language: An Overview. Procedia - Social and Behavioral Sciences, 31, 73–81. https://doi.org/10.1016/j.sbspro.2011.12.019
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Singay, S. (2020). Flipped Learning in the English as a Second Language Classroom: Bhutanese Students' Perceptions and Attitudes of Flipped Learning Approach in Learning Grammar. Indonesian Journal of Applied Linguistics, 9(3), 666–674. https://doi.org/10.17509/ijal.v9i3.23217
Sudarmaji, I., Amaliyah Anwar, A. A., & Mulyana, A. (2021). Developing Students' Speaking Skills through Flipped Classroom Model. Journal of English Education and Teaching, 5(2), 188–200. https://doi.org/10.33369/jeet.5.2.188-200
Yu, Z., & Gao, M. (2022). Effects of Video Length on a Flipped English Classroom. SAGE Open, 12(1), 215824402110684. https://doi.org/10.1177/21582440211068474.
DOI: 10.15408/ijee.v10i2.32696
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
