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All Journal VELES Voices of English Language Education Society ELTR Journal
Leni Irianti
Galuh University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Promoting Students’ Higher Order Thinking through Flipped Classroom Model in Listening Comprehension Classes Leni Irianti; R. Bunga Febriani; Lilies Youlia Friatin
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5060

Abstract

The teaching of the Listening subject in Higher Education needs to be more innovative and should be conveyed through various classroom activities. The activities in the teaching of listening should be embedded to technology to replace the existing traditional listening classes. Moreover, learners are demanded to improve their higher-order thinking skills to enhance their problem-solving skills through new learning experience. The flipped classroom encourages students to participate more actively in problem solving, either individually or in small groups, encourages students to take ownership of their education, and delivers a novel learning experience. The research examined students' higher-order thinking abilities in experimental and control groups with varying degrees of schooling. The population consists of third-semester students at a private university in Indonesia. The exam was designed to obtain quantitative evidence on how the inverted classroom model increases students' listening capacity and higher-order thinking in English in an EFL environment, and to corroborate the quantitative findings with students' views of the inverted classroom model in listening. The result demonstrates that inverted classes assist students to increase their capacity for higher-order thinking. The flipped classroom model prepared the students outside the class and presented their development in class. They also perceived that this model gives a positive impact on them. This teaching method helped them rewind the material repeatedly and then organize their listening skills in class.
THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS Leni Irianti
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.03 KB) | DOI: 10.37147/eltr.v3i1.58

Abstract

This article analyzed the functional text and register in Systemic-Functional theoretical framework. It explored how both register and genre realized in pedagogic models especially in English business writing course. In English as a foreign-language, writing for functional texts is considered important in teaching learning activities. The register and genre were considered in composing the application letter. It was used the teaching cycle of Genre Based Approach (henceforth GBA) to connect between register and genre in the writing functional text especially in writing application letter activities. There were the models of functional writing provided and the students followed the teaching cycle of GBA the students compose the letter of application. The most noticeable qualities of generic structures and tenor awareness tended to be emphasized by lecturer over less-evident lexico-grammatical patterns. It is also important of how the students’ recognize stages of formal letters. This was suggested that choice of genre and more systematic attention to details of register (especially tenor) awareness are truly important in writing formal letter for learners English for Business Writing class.
Co-Authors Lilies Youlia Friatin R. Bunga Febriani