The Effectiveness of Flipped Classroom for Translation and Storytelling Skills, and Knowledge of Local Culture during the COVID-19 Pandemic
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Abstract
The paper reports an investigation into the effectiveness of flipped classroom for teaching translation, storytelling, and local culture during the COVID-19 pandemic. A pre-test post-test nonequivalent group design was used to see the effect of the flipped technique. Due to the pandemic, all teaching activities following the students’ independent study from videos could only be done online. The data were gathered through online tests, online questionnaires and online interviews. The results show that they did not make a significant gain in the three skills except for the story content in one of the experimental groups. The comparison between the three groups showed only a higher gain by the second experimental group in translation skill. Despite the result, the students expressed their positive attitude toward the flipped technique. The teacher, meanwhile, expressed concerns about reaching out to students living in remote areas and about monitoring students’ cheating. Lack of preparation within the principles of Constructivism and self-regulated learning might have contributed to the results. As a whole, this research implies the necessity of comprehensive preparation in the teachers’ and students’ overall mindset about independent learning before they can embark on flipped classroom.
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References
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