Chapter 1

THE PROBLEM AND ITS SETTING

Introduction
Global competition and rapid advancement in communication and technology

continuously shape our academic and professional lives. The Association of South East Asian

Nations aims to achieve regional integration which allows the member states to participate in

the flow of goods and services, capital, foreign investment, and labor. It also opens doors for

regional job markets making the competition tougher and pushing the education sectors to

produce competent graduates who possess skills needed to actively contribute to this

knowledge-based society. These recent developments in the region and the need to develop

ICT-literate individuals have prompted the Philippine government to push for a new basic

education curriculum which seeks to provide a quality 12-year basic education program for

Filipino students (Barrot, 2018).

The K to 12 English Curriculum (also known as the Language Arts and Multiliteracies

Curriculum or LAMC) is founded on the belief that language, thinking, and learning are

interrelated and that language is the foundation of all human relations [ CITATION Jes18 \l

13321 ]. Its overarching goal is to develop communicatively competent and multiliterate

learners who are competitive in this global economy (Department of Education, 2016).These

also gave rise to 21st century learning that refers to a pedagogical concept that emphasizes

skills and knowledge needed by learners in order to succeed in work, life, and citizenship (The

Partnership for 21st Century Learning, 2015). On top of improving these skills, the ASEAN

education ministers also declared the importance of English in attaining its goals.
 In the Philippine setting, English language teaching becomes an integral part of the

curriculum since English is spoken by more than 14 million Filipinos (Cabigon, 2016). It is the

language of commerce and law, as well as the primary medium of instruction in education. The

Philippines is claimed to be the third largest English – speaking country in the world next to the

United States and Britain ( Jugo, 2017); however, this claim is now being eroded by some other

competitions with the dlining mastery of some college graduates Marcelo, 2010). Recent reports

confirm the common impression that the English proficiency of Filipino students is rapidly

deteriorating.

The implementation of the new curriculum also changed the face of English –

language teaching in the country. One of the prevalent observation was the reduction of time

allotment for English subjects both in elementary and junior high school levels. From five hours

per week at the secondary level, the time allotted to English subjects was down to four hours a

week. At the elementary level, the reduction was from 60-90 minutes to 30-50 minutes per

session ( Barrot, 2018).

English teachers are also complaining about the minimal number of grammar

lessons. Content and performance standards as stipulated in the English Curriculum Guide

released by Department of last August 2016 do not indicate enough lessons which are

substantial in attaining English proficiency. For instance, in a topic module lesson plan nine –

day teaching of one lesson, teaching grammar is held only in one day. A teacher cannot have an

extra day of grammar activities because he may lag behind and fail to finish the lesson or

activities prescribed in the curriculum.

The researcher has also observed that most of the English subjects offered in Junior

high School focus on the teaching of literature and the application of its themes in real – life.

The required competencies required per level are geared toward the development of the five

macro – skills in English namely listening, reading, speaking, writing, and viewing. Absence or
minimal lessons on grammar has resulted in students’ failure to have a total grasp of grammar

rules; hence, this deficiency has led to students’ poor performance. Data show that the score

of basic education students in the Philippines in the national achievement tests (NATs), which

uses a number of grammar tests, across subjects remained to be way below the 75-percent

target of the Department of Education (Department of Education, 2013; UNESCO, 2015).

In the local context, this poor performance is greatly felt in the local setting of the

study which is Concordia College. The Center of Excellence and Measurement Achievement

Test results on the current Grade 10 students reveal that out of 90 examinees, fourteen

examinees (15.55%) got a mark of Needs Improvement; 18 examinees ( 20%) got a mark of

Moving Towards Average; 48 examinees ( 53.33%) got an Average; six examinees (6.67%)

were Approaching Excellence and only four (4.44%) were excellent. Likewise, minimal grammar

lessons are also the perceived factor why the students are having difficult time in fairing well in

the National Achievement Teast and College Admission Tests. This observation was confirmed

by Mrs. Teresa P. Ang, the Guidance Counselor of Concordia College. She expressed that only

two out of five students are accepted in big universities such as La Salle, University of Sto.

Tomas, University of the Philippines and Ateneo de Manila.

To resolve this issue, the researcher and the current English coordinator of the

English Department of Concordia College would like to give additional time to the teaching of

grammar without compromising the rest of the activities in the K- 12 curriculum. This study aims

to help solve the problem relative to the declining grammatical competence of the students

through offering an Enrichment Program focusing on grammar teaching using the traditional

and flipped classroom strategies.

Theoretical Framework
 The research is anchored on Bloom’s Mastery of Learning and Bergmann and Sams

Traditional Flipped Mastery Model.

The first theory, Mastery of Learning, Bloom as cited by Crouch (2014) considered how

teachers might adapt the most powerful aspects of tutoring and individualized instruction to

improve student learning in general education classrooms. He suggested that although

students vary widely in their learning rates and modalities, if teachers could provide the

necessary time and appropriate learning conditions, nearly all students could reach a high level

of achievement.

In using this strategy, teachers organize the important concepts and skills they want

students to acquire into learning units, each requiring about a week or two of instructional time.

Following high-quality initial instruction, teachers administer a formative assessment that

identifies precisely what students have learned well and where they still need additional work.

The formative assessment includes explicit, targeted suggestions—termed correctives—about

what students must do to correct their learning difficulties and to master the desired learning

outcomes.

When students complete their corrective activities (after a class period or two), they take

a second, parallel formative assessment that addresses the same learning goals of the unit but

includes somewhat different problems, questions, or prompts. The second formative

assessment verifies whether the correctives were successful in helping students remedy their

individual learning difficulties. It also serves as a powerful motivational tool by offering students

a second chance to succeed.

Along with the corrective activities, Bloom recommended that teachers plan enrichment

or extension activities for students who demonstrate their proficiency on the first formative
assessment. Enrichment activities give these students exciting opportunities to broaden and

expand their learning.

Bloom believed that nearly all students, when provided with the more favorable learning

conditions of mastery learning, could truly master academic content. A large body of research

has borne him out: When compared with students in traditionally taught classes, students in

well-implemented mastery learning classes consistently reach higher levels of achievement and

develop greater confidence in their ability to learn and in themselves as learners.

Bloom identified the core elements of mastery learning. The first element is diagnostic

pre-assessment with preteaching. Most mastery learning models stress the importance of

administering a quick and targeted pre-assessment to all students before beginning instruction

to determine whether they have the prerequisite knowledge and skills for success in the

upcoming learning sequence. Some teachers pre-assess students orally by asking them about

previous learning experiences or understandings; others use short surveys or quizzes. For

students whose preassessment results suggest deficiencies, mastery learning teachers take

time to directly teach them the needed concepts and skills. In other words, teachers ensure the

conditions for success before instruction begins.

High-quality group-based initial instruction is another element of mastery learning. It

emphasizes the importance of engaging all students in high-quality, developmentally

appropriate, research-based instruction in the general education classroom. Such instruction

should be multifaceted; adapted to the context; tied to students' interests and experiences; and

differentiated according to the knowledge, skills, dispositions, and background characteristics of

students.

Another element of mastery learning is the use of regular formative assessments to

systematically monitor student progress and give students prescriptive feedback. These brief
classroom assessments measure the most important learning goals from an instructional unit

and typically are administered after a week or two of instruction. They reinforce precisely what

students were expected to learn, identify what they learned well, and describe what they need to

learn better.

Formative assessments vary in form depending on the subject area, the grade level, and

the learning outcomes involved. They may be short quizzes, written assignments, oral

presentations, skill demonstrations, or performances. In essence, formative assessments are

any device teachers use to gather evidence of student learning.

Following formative assessments, therefore, mastery learning teachers provide high-

quality corrective instruction designed to remedy whatever learning problems the assessments

identified. This element of mastery learning is not the same as "reteaching," which often

consists simply of restating the original explanations louder and more slowly. Instead, mastery

learning teachers use corrective instruction approaches that accommodate differences in

students' learning styles and learning modalities. Some teachers engage students in peer

tutoring or cooperative learning groups. Others use paraprofessional instructional aides.

Another core element is a provision for second, parallel formative assessments. Blooms

stressed that, in mastery learning, assessments are not a one-shot, do-or-die experience;

instead, they are part of an ongoing effort to help students learn. So after corrective activities,

mastery learning teachers give students a second, parallel formative assessment that helps

determine the effectiveness of the corrective instruction and offers students a second chance to

demonstrate mastery and experience success.

Enrichment or extension activities is another core element. Mastery learning teachers

also offer effective enrichment activities that provide valuable, challenging, and rewarding

learning experiences for learners who have mastered the material and do not need corrective
instruction. These activities should enable successful learners to explore in greater depth a

range of related topics that keenly interest them but lie beyond the established curriculum. Many

teachers draw from activities developed for gifted and talented students when planning

enrichment activities, including challenging academic games and exercises, various multimedia

projects, and peer tutoring.

The second theory, Traditional Flipped Classroom Model is explained by Bergmann &

Sams ( 2012). They described traditional flipped classroom model as “what is done at school

done at home, homework done at home completed in class.” In traditional flipped classroom

approach students come to class by watching the lecture video of previous night. The lesson

starts with short questions and answers. If there are points in lecture that are not understood,

they are explained comprehensively. In the rest of time, the teacher makes activities based on

questioning and gives one to one support to students. In this kind of class structure, the lessons

are always given as lecture video format out of course period and the teacher never teaches

lesson directly. Accordingly students are given opportunity to learn by discussing. In this

approach not a teacher centered class but a student centered class is in question and the

teacher is in class as just a guide. In flipped classroom approach time is restructured. However

in traditional approach teaching of subject takes the most of course time. Class activity periods

in traditional approach of Bergmann & Sams (2012) and class activity periods in flipped

classroom approach are given in Table 1.

Table 1

Comparison of Within Class Activity Periods of Traditional Approach and Flipped

Classroom Approach Traditional Classroom Time Flipped Classroom Time
 Traditional Classroom Time Flipped Classroom Time

Warm –up 5 mins Warm –up 5 mins

Homework/ Checking of
20 mins Answering lecture video 10 mins
Previous Lesson

Teaching of new subject 30 – 45 mins - -

Exercises or laboratory Exercises or laboratory

20 – 35 mins 75 mins
applications applications

The Flipped Mastery Model has five stages: The first stage comprises direct instruction

which is usually done through presentations and videos which can either be created by the

teachers or group of teachers or be downloaded from the wide array of resources in the internet.

Practice is the next stage where students practice some of the rudimentary things they learned

in the video. This is generally done during the class with the teacher present. Next, is going

deeper: Students then take what they have learned and do higher order cognitive tasks in the

class with teacher help. This might take the form of an experiment in a science class, a

discussion in a history class, or writing a paper in an English Class. The next stage includes

assessment having both formative and summative assessments. And lastly, remediation. If a

student does not master content, students get appropriate remediation and are re-assessed

(Bergmann & Sams, 2012)

Figure 1 Stages of Flipped Mastery Models by Bergmann and Sams (2012)

GOING
DI PRACTICE ASSESS REMEDIATE
DEEPER
 Both Bloom’s Mastery Learning and Bergmann’s and Sam’s Traditional Flipped

Classroom Model are related theories in the foregoing studies since both discuss how a

student- learner master the skills and competencies taught by the teacher. The theories contain

elements which are highly significant in the study. One of these elements is pre-assessment or

preteaching before the instructional time.

Another feature is the use of different formative and summative assessments to ensure

transfer of learning and mastery. Different assessment techniques follow proper scaffolding

techniques to make sure that the individual needs of the learners are addressed.

Conceptual Framework

The visual representation of the independent and dependent variables used for this

study is seen on Figure 2.

Figure 2 Research Paradigm

Dependent Variable
Independent Variable
Traditional Classroom
Grammar Proficiency
Flipped Classroom
of Grade 10 students
 Figure 2 is the conceptual framework to be used in the study. It is divided into two major

components: the dependent and independent variables. The dependent variables include

traditional classroom which are employed to the control group and the flipped classroom which

was used by the experimental group. The independent variable includes the grammar

proficiency of Grade 10 students. The line connecting the variables signify the relationship

between the two styles of the classroom and the grammar proficiency of the students. The

whole conceptual process leads to the possibility of enhancing the grammar achievement of

Grade 10 students.

Statement of the Problem

This study aimed to determine the impact of flipped classroom on students’ achievement

in grammar.

Specifically, it sought answers to the following questions:

1. What are the pretest scores of the two groups:

1.1 control group; and
1.2 experimental group?
2. What are the posttest scores of the two groups?
3. Is there any significant difference in the scores of the following tests of the groups:
3.1 Pretest and posttest of control group;

3.2 Pretest and posttest of experimental group;

3.3 Pretest of control and experimental groups; and

 3.4 Posttest of control and experimental groups?

Hypothesis

Ho: There is no significant difference between the scores of the pretest and posttest of

the control group; pretest and posttest of the experimental group; pretest of control and

experimental groups; and posttest of control and experimental groups.

Scope and Limitations of the Study

The study that was undertaken at the Concordia College, focused on the application of

traditional classroom and flipped learning through E- Genyo into the teaching of grammar and

its effects on the enhancement of students’ performance in grammar test. The grammar lessons

covered the topics reflected in the coverage of National Achievement Test Reviewer published

by Gintong Aral Publications.The topics included: subject – verb agreement; pronoun –

antecedent agreement; dangling and misplaced modifier; tenses of the verb; prepositions and

parallel structure.

The intervention that is an Enrichment Program was conducted outside class hours and

lasted for 10 consecutive days from March 11 to March 22, 2019.

This study did not assess competencies in the other macro skills like speaking, reading

and writing.
Significance of the Study

The following are the beneficiaries of the study:

Administrators. The administrators may find value in the discussion of remodeling

education and using educational resources differently. Likewise, this study will be an important

reference for them as they provide leadership that promotes school change.

Teachers. The teachers, who are the main beneficiaries of the study may benefit by

providing them with perspective on improving teaching practices and methodologies.

Students. It may provide an opportunity in using learning platforms which are both

engaging and appropriate to their learning preferences.

Future Researchers. The study may aid them while investigating the impacts of flipping

and approaches most conducive to academic success of the students.

Definition of Terms

The following words are defined technically and operationally for better understanding of

the context of the study:

Educational Technology. It refers to all technologies used in training, education as well

as strategies for using them. As used in the context of study, this refers to the use of E – genyo

as a platform in delivering lessons to the students.

E – Genyo.. E- Genyo is the learning platform used in Concordia College to address the

needs of integrating technology to education. It provides rich and engaging interactive

multimedia content for the students so they can have fun while enhancing their academic
performance. Teachers can also customize lessons and assessment modules to address

individualized learning.

Formative Assessments. The goal of formative assessment is to monitor student

learning to provide ongoing feedback that can be used by instructors to improve their teaching

and by students to improve their learning. More specifically, formative assessments:help

students identify their strengths and weaknesses and target areas that need work and help

faculty recognize where students are struggling and address problems immediately

Enrichment Program. This is a ten - day intervention program in English given to

Grade 10 students of Concordia College. This program aims to enhance the grammatical

competence of the students with the employment of traditional and flipped classroom.

Flipped Classroom. It is the learning style that shifts from lecturing in class into

performing a variety of activities. These activities shall be self-learning ones, as a result the

educator’ role will change from being a communicant into a coach and facilitator whereas the

lecturing shall be done via the technology media such as online-video podcasting or screen

casting and more. In the context of this study, flipped classroom refers to the strategy employed

in the experimental group. Activities include giving of videos and presentations to students

which they accesses and studied at home.

Inquiry-based learning. It is the science and art of creating thought-provoking

situations in which students profoundly perceive and question phenomena; propose

clarifications of what they observe; design and conduct experiments in which data are collected,

classified, and analyzed to come to conclusions to back-up or dispute given theories or propose

solutions to a giver problem.

Individualized Instruction. This refers to the use of strategies, resources, and

assessments to meet the needs of one particular learner. It ensures that a student is getting the
proper guidance, flexibility, and learning support to expand opportunities for academic growth. In

this study, it refers to the activites assigned to the learners which are parallel to their capacities.

Inverted Classroom. It means that events that have traditionally taken place inside the

classroom now take place outside the classroom and vice versa.”.

Grammar Competence. It refers to the knowledge we have of a language that accounts

for our ability to produce sentences in a language. In the context of this study, the students’

competence will be measured in the following content: subject – verb agreement, pronoun –

antecedent agreement subject – verb agreement; pronoun – antecedent agreement; dangling

and misplaced modifier; tenses of the verb; prepositions and parallel structure.

Mastery Learning. It is a method of instruction where the focus is on the role of

feedback in learning. Furthermore, mastery learning refers to a category of instructional

methods which establishes a level of performance that all students must master before moving

on to the next unit (Slavin, 1987). Thus, through one or more trials, students have to achieve a

specified level of content knowledge prior to progression on to a next unit of instruction. Mastery

learning, in this study, refers to the series of formative and summative assessments given to

students through enrichment program in grammar.

Metacognition. It is the ability to control one’s thinking processes through various

strategies, such as organizing, monitoring, and adapting. Additionally, it is your ability to reflect

upon the tasks or processes you undertake and to select and utilize the appropriate strategies

necessary in your intercultural interactions. It involves self-regulation and self-reflection of

strengths, weaknesses, and the types of strategies you create

Problem – based Learning. It is a teaching method in which complex real-world

problems are used as the vehicle to promote student learning of concepts and principles as
opposed to direct presentation of facts and concepts ((Duch et al, 2001).As used in the study,

PBL

Summative Assessment. The goal of summative assessment is to evaluate student

learning at the end of an instructional unit by comparing it against some standard or benchmark.

Traditional Classroom. In this study, it refers to a teacher’s strategy in which students

are exposed to traditional and routinary activities following motivation – teacher discussion –

application – evaluation in learning grammar.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the foreign and local literature and studies collected by the

researcher. The researcher makes sure that those included in this part are significantly related

to her topic in one way or another.

The Importance of English

English is considered as modern lingua franca ( Nordquist 2017). It is the language used

in communication, education, law, medicine and different industry. Certainly, English is the

dominant or the universal language in the global village.

Being the universal language and the chief medium of communication in most countries,

the English language is spoken by more people in different parts of the world compared with

any other languages. Lyons (2017) in his article, “How Many People Speak English, and Where

it is Spoken,” states that out of the world’s approximately 7.5 billion inhabitants, 1.5 billlion or

20% of the earth’s population speak English. He adds that Asia has relatively few native English
speakers, but a large number of people who speak English as a second or foreign language and

generally use it for their jobs are from India, Pakistan and the Philipines. These are the top three

Asian countries with 125 million, 94 million, and 90 million English speakers, respectively.

Mannivannan (2009) elaborates the fact that English is the medium of scientific and

technological discourse. He mentions that the latest and the most advanced discoveries and

inventions in science and technology are being made in the universities located in the United

Stated of America where English is the official language. He also claims that there are many

Indians who have become so skilled in the English language that they have won many

international awards for creative and comparative literature during the last few years. The

English language comes to the aid in commercial transactions throughout the globe. English is

the language of the latest business management of the world, and the proficiency in English has

brought laurels to business managers. English is a means not only for international commerce;

it has become increasingly essential for inter – state commerce and communication.

The success of the workers in technological industries depends on their language skill.

Newton (2010) provides language – using tasks that an employee should be able to tackle to

deal with exigencies of the situations which may arise at the workplace. These are the ability to

communicate appropriately with superiors, colleagues, and subordinates, and the

representatives of other companies from abroad; the ability to assist an English- speaking

person when hosting business partners from abroad; and to participate in the social life of the

enterprise when visiting business partners abroad.

Along with the numerous job opportunities that require English proficiency, the demand

for English has become more prevalent since it bridges the gap to other nations and

nationalities (Jugo, 2007). It is very essential in enhancing relationships with other countries, for
it serves as a link to the broken bridge formed by every nation’s cultural and geographical

differences.

Likewise, the selection of English to be vital for the prosperity of technical students must

be considered from a clear comprehension of the fact that the technical component partly relies

on the English language. It is the professional development component that requires students to

possess the ability to effectively communicate in both verbal and written English (Nerist, 2016).

Grammar is an important tool for an effective communication. Whenever people utter

words and create sentences out of these words, they are doing grammar. It is grammar that

makes sense of sentences, and sentences make sense of the words ( Lane, 2014). Only when

the grammar is proper, do the sentences make sense.

People think that correct English grammar element only to teachers and is of no real

importance in daily life. This is absolutely not true. Grammar, regardless of the country or the

language is the infrastructure for communication. When a message is drop with the appropriate

grammar, it’s easy to recognize the ambition and meaning of that message. In order to

communicate, a learner should know the grammar of the language. It is crucial to be able to

express yourself.

The grammar explains the forms and structure of words and how they are arranged in

sentences. It provides the rules for common use of both spoken and written language so we

can more easily understand each other. It gives information that helps the reader’s

comprehension. It is the structure that conveys precise meaning from the writer to the audience

or from the sender to the receiver of the communication. Eliminate grammatical errors from

your writing, and reward your readers with clear communication.

Knowledge of grammar, therefore, plays a great role in both speaking and writing.

Michael Swan (2008) emphasizes that grammar generates considerable complexity in practice.
Through training, according to him, a person can become a better communicator since he is

able to express himself in grammatically correct sentences.

A Call for Effective Strategies in Grammar Teaching

Teaching is a dynamic and well-planned process. It includes series of events through

which a teacher attempts to bring desired behavioral changes in his students. All the students

do not possess homogenous personalities and learning styles. This heterogeneity in learners

requires different method/ strategies for teaching- learning process and consequently effective

teaching requires alternative methods/strategies to accomplish different goals.

Methods of teaching have an intimate relationship with teaching and instructional

objectives. So the main aim of teaching is to bring about socially desirable behavioral changes

in the children. Teaching is an art and methods are the way or mode to understand and practice

this art. The teaching methods tell the teacher how s/he should teach his/her students. This is

true that ‘ as in the absence of the correct directions/true path a person cannot reach his

destination, in the same way in the absence of proper method the student cannot be given

desired knowledge’.

It is undeniable that the teacher is the key to the learning process; thus, teachers must

be equipped with 21st century skills to cope up with fast – paced challenging world (Tendero,

2000). In any profesion, particularly in teacher education, the skills of the person applying are

always part of the qualifications for the job. The teacher must be competent and confident in his

job.

Experience in teaching, likewise, promotes quality in teaching. Knowing how to teach is

a life – long process. Becoming a professional teacher is not a destination; rather, it is a long

journey. It is a life – long journey, and to cope with the new trends in teaching is one of its

challenges. ( Colinares, 2005)

 Teachers should learn to find ew ways of enhancing his teaching. According to an article

of Familara, an online blogger, teaching equipment and materials have changed over the years,

not only to facilitate teaching and learning situations but also to address the instructional needs

of individuals or groups (De Jesus, 2011).

The Traditional Classroom

Traditional methodology is based largely on a reduction of the integrated process of

using a foreign language into sub-sets of discrete skills and areas of knowledge. It is largely a

functional procedure which focuses on skills and areas of knowledge in isolation. Following on

from this, traditional methodologies are strongly associated with the teaching of language which

is used in a certain field related to the students’ life or work. As stated in the book Teaching

English as a foreign language by Broughton et al. (2013) “the recognition that many students

of English need the language for specific instrumental purposes has led to the teaching of ESP

– English for Special or Specific purposes.” The same authors illuminate the impact of this

approach on the teaching output created; they inform the reader about “the proliferation of

courses and materials [being] designed to teach English for science, medicine, agriculture,

engineering, tourism and the like” (Broughton 9), which actually meant that the content of the

course was limited to the specific vocabulary and grammar of the chosen field. For example

agricultural courses included exclusively agricultural vocabulary and all grammar was

presented only in an agricultural context. Vocabulary, phrases, and sample sentences from

other fields and activities, even from the realm of specifically communicative English, were

excluded.

A very typical feature of traditional methodology, as Broughton and his colleagues claim,

is the “teacher-dominated interaction”(Broughton, 2010). The teaching is deeply teacher-

centred. The reason for this approach is explained by Kuzu (2012), who asserts that it is based
on the “traditional view of education, where teachers serve as the source of knowledge while

learners serve as passive receivers” . This idea corresponds to the simile of Jim Scrivener, who

claims that “traditional teaching [is imagined to work as] ‘jug and mug’ – the knowledge being

poured from one receptacle into an empty one.” This widespread attitude is based on a

precondition that “being in a class in the presence of a teacher and ‘listening attentively’ is [...]

enough to ensure that learning will take place” (Scrivener 17).

In his book Communicative Language Teaching Today, Richards (2013) highlights that

in traditional methodology “learning was very much seen as under the control of the teacher”.

To sum up, the traditional methodology puts the responsibility for teaching and learning mainly

on the teacher and it is believed that if students are present in the lesson and listen to the

teacher’s explanations and examples, they will be able to use the knowledge.

Tharp (2010) , in his article “Modern Foreign Languages,” points out that traditional

methodology’s “emphasis was placed on the formal side of the language”. After analysing the

way people speak, the professionals came to the conclusion articulated by Broughton at al. in

their book Teaching English as a Foreign Language that “the actual choice of words and their

arrangement is new virtually every time we produce an utterance ([with] a very small list of

exceptions). The only way to explain the process of making new sentences by analogy

involves the notion of observing the regularities (rules, patterns, structure) underlying them and

working out how to operate them to generate new sentences”. Richards adds that “it was

assumed that language learning meant building up a large repertoire of sentences and

grammatical patterns and learning to produce these accurately and quickly in the appropriate

situation”. Based on the above mentioned opinions is “the traditional view that the English

language consisted of a battery of grammatical rules and a vocabulary book”. On the basis of

this conclusion, the traditional methodology arose. In his book The ELT Curriculum, White

highlights the consequences of handling the language in this grammar governed way. He
reminds us that traditional methodology does not present the language as a means of

communication. Rather, this approach to teaching conceives “language [as] a body of

esteemed information to be learned, with an emphasis on intellectual rigor”. Briefly, the

traditional approach shows language primarily from the rule-governed point of view and

concentrates on the knowledge of grammar and items of vocabulary. It is supposed that a

person who knows the rules and the lexis is able to understand and speak the target language.

Because of the above mentioned facts, the teaching also focuses on the grammatical

rules and items of lexis. As stated by Richards (2013), “earlier views of language learning

focused primarily on the mastery of grammatical competence”. The same author offers a

definition of this term in these words:

Grammatical competence refers to the knowledge we have of a

language that accounts for our ability to produce sentences in a

language. It refers to knowledge of building blocks of sentences

(e.g. parts of speech, tenses, phrases, clauses, sentence patterns)

and how sentences are formed.

By professionals, teaching a foreign language with grammatical competence being the

highest priority is called the ‘Grammar-Translation Method.’ The principles of this approach can

be articulated by Broughton’s words, where he states that the grammatical approach to

language “produced a teaching method which selected the major grammar rules with their

exceptions and taught them in a certain sequence” (Broughton 39). According to Richards, this

approach was “based on the belief that grammar could be learned through direct instruction and

through a methodology that made much use of repetitive practice and drilling”. Broughton

specifies the most typical features of the grammar-translation method, which are “[its] rules, [its]

examples, its paradigms [...] and related exercises” (Broughton 39). This opinion is also
supported by White’s assertion that “grammar translation involves the learning and application

of rules for the translation of one language into another” (White 8). Richards describes this

method in more detail when he declares that this “approach to the teaching of grammar was a

deductive one: students are presented with grammar rules and then given opportunities to

practice using them.”. As we can see from these statements, in language lessons, the priorities

were (and still are) grammar, grammatical rules, given examples, and translating from English

into the mother tongue and vice versa.

One can discover another important aspect of traditional methodology in Tharp’s (year)

statement that in language teaching the essential issue was “rules to be memorized,

grammatical text analysis, and literal translation”. The students were expected to memorize the

grammatical rules and to practise using them while translating sentences and analysing English

texts. Huaxin Xu, an English teacher at Xi’ a Foreign Language University in China agrees with

the point that memorizing the grammatical rules and vocabulary is an essential feature of

traditional methodology. This author quotes the words of Bowen, Madsen, and Hilferty who

describe the “main focus” of the traditional methodology as being “on committing words to

memory, translating sentences, drilling irregular verbs, later memorizing, repeating and applying

grammatical rules with their exceptions” (qtd in Xu 2). In Xu’s own words, “students are asked

to memorize verb paradigms and exceptions to grammar rules” (Xu 13). This quotation agrees

with White’s utterance that “knowledge of the rule is regarded as being more important than

application and the focus is on teaching about the language” (White 8). As mentioned above,

the application of rules is practiced by translating from one language into the other. Besides the

grammar, one needs a knowledge of vocabulary to be able to translate.

An interesting point is made by Tyler who describes the results of an experiment by

stating that the “grammar translation method produced habits indicative of deciphering and not

of reading” (Tyler 23). This impression might be caused by the constant analyzing of texts:
vocabulary items and grammatical forms are deliberately decoded and only then is the meaning

formed and expressed in the target language. White suggests that the reason for this academic

approach might be the strong influence of universities among teachers and students. He claims

that the “language teaching conformed to the kind of academicism which the universities

considered appropriate.

As all methods, traditional methodology has some positive as well as negative aspects,

which are highlighted by professionals in their publications.

Implied by Xu, one opinion is that “doing a little bit of translation and using students’

native language in class [...] is both economic and effective in explaining a concept” (Xu 14). He

even affirms that “classes can be taught in students’ native language” (Xu 13). Xu considers

using students’ native language as a good way of saving students’ precious time. Briefly, the

translation of sentences from or to their mother tongue and communicating in the students’ first

language reveals whether the students have really understood the main point, the concept of a

new word or a grammatical relationship between the words.

Xu ( 2008) discusses yet another advantage of Grammar-Translation Method. He

points out that “grammar translation can cut down on chances that some students, when trying

to express themselves in English, are likely to produce Chinglish. [...] From the very beginning,

the teacher should bring the students’ attention to the conceptual differences in the two

languages and help them establish correct concepts in English” (Xu 13). If an error still occurs,

the teacher is advised to correct it as soon as possible. Concerning error correction, Broughton

asserts that “by making mistakes the learner is practicing the wrong thing and developing

undesirable habit”.

Good habits are formed by having students produce correct sentences and not through

making mistakes. Errors were to be avoided through controlled opportunities for production
(either written or spoken). By memorizing dialogues and performing drills the chances for

making mistakes were minimized. [...] Accurate mastery was stressed from the very beginning

stages of language learning, since it was assumed that if students made errors these would

quickly become a permanent part of the learner’s speech.

To avoid fossilizing the errors, all mistakes noticed by the teacher are immediately

corrected by him or her for the student not to remember the incorrect version. One more

advantage of the traditional teaching should be mentioned here. Some authors agree that in no

circumstances should some routines be broken. In a book on Czech education, the typical

procedures are described. It reads that the teacher “starts the lesson with revision of the

previous lesson. He examines the pupil individually by asking them to come to the blackboard,

they are asked to [...] do an exercise, [...] respond to teacher’s questions or sometimes the

whole class takes a written test.” According to the same book, the next step is the “examination

the teacher explains a new subject matter and practices it with exercises” (Chudá, 2012 ).

As Chudá states, the very last thing the teacher does during the lesson is that “he sums

up the topic and sets assignments for the next lesson”. One can see that students always know

what follows. First, the previous lesson’s subject matter is revised either collectively or by one

student, who is examined, or possibly in a test that all the students take. The second

component is the new subject matter: the teacher’s explanation of it, followed by exercises,

mostly translations as practice. The last component is revision and the assignment homework.

Traditional methodology, however, also appears to have some disadvantages. According

to some authors, there is not enough attention paid to teaching the basic skills, reading and

writing, speaking and listening. As mentioned above, “reading” in a foreign language seems to

have more to do with deciphering than with reading in one’s mother tongue (Tyler, 2010). The
student tries to understand every single word and its grammatical form, because he believes it

is essential for understanding the text.

Other authors agree on the lack of speaking and pronunciation practice in traditional

teaching methodology (White 8, Broughton 9). Instead of trying to speak and get the meaning

through, the students are smothered with linguistic information, “rules with examples, its

paradigms [...] and related exercises” (Broughton 39). In the view of Broughton and his

colleagues, this approach “ha[s] for so many years produced generations of non-

communicators” (Broughton 39). The same authors highlight that many learners experienced

significant frustration at the moment of realizing that they were not able to speak in common life

situations.

Concerning writing, Graves (2011) makes a notable point: Writing has been used as a

form of punishment: ‘Write your misspelled worry 25 times.’ (This is called a reinforcement of

visual memory systems.) ‘Write one hundred times, I will not chew gum in school.’ ‘Write a

300word composition on how you will improve your attitude toward school.’ Most teachers

teaching in 1985 were bathed in the punishment syndrome when they were learning to write.

Small wonder that most of us subtly communicate writing as a form of punishment. We have no

other model of teaching.

The traditional methodology teaches the written language as the highest priority in

learning a foreign language. However, it presents writing in a very unpleasant way. This forms

a significant contradiction in the students’ attitude to the foreign language itself: writing in the

language is essential and it is highly appreciated; if one can write in the language he is

considered to have reached the goal; yet on the other hand, the same activity is a form of

punishing students. For the students, this approach can be highly demotivating.
 Traditional language teaching is based on a traditional approach to the target

language, which regards the language as a body of grammatical rules and an enormous

number of words that are combined according to the rules. Traditional methodology thus

focuses on grammatical structures and isolated items of vocabulary. Scrivener (year) adds that

“the teacher spends quite a lot of class time using the board and explaining things – as if

‘transmitting’ the knowledge”. Students are expected to learn the rules and the items of lexis,

and it is supposed that they will be able to use the language. However, students mostly explore

only narrow avenues of the language, because, according to Broughton and Scrivener, the

syllabuses are grammatical and the language is grouped by purpose (16, 31).

The Flipped Classroom

The flipped classroom approach started in 2006 in Colorado, and the strategy basically

refers to the idea that the lectures and explanations would no longer be done in class but at

home, leaving what was previously treated as homework to be done in the class time (Bergman

& Sams, 2012).Although asking students to prepare before class time is not a new idea, the

flipped classroom is special for two reasons: first, because it uses video as a pre-teaching tool,

and teachers are able to record or create video content and share it withtheir students to help

them learn independently. Second, the flipped classroom established the framework to

effectively personalize learning to confirm that every student is capable of learning anything

when giving the right support. This strategy changes the view of the classroom from being a

knowledge station to being a place for student engagement and formative assessment of

students’ progress (Kang, 2015).

The flipped classroom radically changed the traditional concept of teaching and learning

by shifting how the teacher is teaching and the learners are learning. Giving students control

over their learning is the revolutionary idea behind the flipped classroom strategy. In the EFL
context, the flipped classroom strategy can help solve common problems of English language

learners,such as lack of participation, communication, interaction opportunities, lack of sufficient

feedback, and low proficiency levels (Basal, 2015; Hung, 2015; Obari & Lambacher, 2015;

Sung, 2015).

The following theories are supported in using flipped classroom as approaches to

teaching:

1. Learning Styles

Learning styles theories posit that individuals have unique learning styles, and that

matching learning experiences with particular learning styles improves educational outcomes.

There are several strands within the learning styles literature, but extensive exploration of all of

these is beyond the scope of the current work. We discuss only two. Depicted in Figure 2 are

the origins of the Kolb learning style. Kolb identifies Lewin, Dewey, and Piaget as the sources

from which he derives his theory of experiential learning. Kolb’s own model of learning styles is

then based upon this theory. This model consists of a universal learning cycle and two

embedded dimensions,perception and processing. Kolb’s four learning styles are given by the

permutations of these two dimensions.

The learning styles theory of Felder and Silverman is also noteworthy, as this was

developed specifically for use in engineering education. Felder and Silverman identify at least

two sourcesfor the dimensions of their model, including Jung’s (1933) theory of psychological

types and Kolb’s learning styles. This model consists of five dimensions, with two extremes for

each dimension—the permutation yields 32 learning styles. These dimensions include

perception, input, organization, processing, and understanding. Corresponding categories for

teaching style are established along the dimensions of content, presentation, organization,

student participation,and perspective.

 2. Peer-Assisted, Collaborative, and Cooperative Learning

Topping and Ehly (2010 define peer assisted learning as, “the acquisition of knowledge

and skill through active helping and supporting among status equals or matched companions”

(p.1). This broad definition prepares us for the statement by Foot and Howe, “Taken together,

the processes[collaborative learning and peer tutoring] describe and seek to explain underpin

virtually all the [peer-assisted learning] techniques currently in educational practice” (p.28).

Smith and MacGregor further explain, “cooperative learning represents the most carefully

structured end of the collaborative learning continuum” (p.15).

3 Cooperative Learning

Foot and Howe describe cooperative learning as including three key parts: 1) Students

work in teams toward the attainment of some superordinate goal. 2) Labor is divided between

teammembers, such that each individual takes responsibility for a different sub-goal. 3)

Individual contributions are pooled into a composite product to ensure that the goal is reached.

4 Problem-Based Learning

Hmelo-Silver lays out five goals of problem-based learning. These include helping

students develop 1) Flexible knowledge, 2) Effective problem-solving skills, 3) Self-directed

learning skills, 4) Effective collaboration skills, and 5) intrinsic motivation.

Barrows (2012) describes six characteristics of problem-based learning, running

somewhat parallel to these goals: 1) Learning is Student-Centered. 2) Learning Occurs in Small

Student Groups. 3) Teachers are Facilitators or Guides. 4) Problems Form the Organizing
Focus and Stimulus for Learning. 5) Problems are a vehicle for the development of clinical

problem-solving skills. 6)New information is acquired through self-directed learning.

Dochy et al. (year) and Gijbels et al. (2013) both present meta-analytic results on the

effectiveness ofproblem-based learning (PBL). These indicate that the effect of PBL on skills is

positive, while its effect on knowledge is negative. Combined results indicate an overall negative

effect for problembased learning. Gijbels et al. recommend careful consideration of assessment

methods inmeasuring problem-based learning outcomes.

5 Active Learning

Prince (2010) defines active learning broadly as, “any instructional method that engages

students in the learning process.” This definition is itself broad enough to include many

traditional classroom activities such as lectures (provided students are reflecting, taking notes,

or asking questions).

However, in an effort to maintain contrast with traditional teacher-centered approaches,

these methods are systematically dismissed by explicit exclusion. Thus, active learning acts as

a superset for both peer-assisted and problem-based learning approaches. Prince also clarifies

the relationship between these two, indicating that problem-based learning is, “always active

and usually (but not necessarily) collaborative or cooperative.”

There are 10 reasons that the experts and teachers suggest for flipping the classrooms.

These are as follow:

1. Flipping Minimizes Time for Active Learning. This is the most compelling reason to

flip: maximizing the use of valuable time a teacher has to spend face-to-face working with the

students in the classroom – time that has been freed up from lecturing. Moving dirct instruction

out of the group learning space and into the individual learning space frees up classs time for a
more creative, engaging work with students. This shift corresponds to flipping the triangle

represented by Bloom’s taxonomy, with individual learning tasks ( listening and understand ding)

shifted to the personal learning space allowingmore time for higher cognitiveactivities

( applying, evaluating, analyzing and creating information) in class.

2. Flipping Facilitates Differentiated Instruction. Teachers have more time to watch their

students at work, help them individually, and differentiate instruction based on individual student

needs and successes. Individualizing instructions, moreover, makes mastery learning an

exciting opportunity, facilitated by the asynchronous instructional opportunities of the flipped

classroom.

3. Flipping is Grounded in Learning Theory. When done well, flipped teaching uses

pedagogical principles that rest on a solid base of learning theory and cognitive research. Good

flipped teaching and learning, when done well, can address many problems inherent in

traditional lecture – based instruction. Using the how – people – learn lens suggests that flipped

teaching offers opportunities for creating learning environments that are learner, knowledge,

assessment and community centered.

4. Flipping Effectiveness Data Show Promise. Although the data are limited, flipping the

classroom brings about known to date outcomes, describing the impacts on student

achievement, motivation and engagement.

5. Flipping Benefits Teachers, Too. The linchpin to success is the teacher. Flipping

impacts teachers in terms of their roles, learning and professionalism. Flipped classrooms can

benefit teachers and their learning as much as the learning of their students, specifically if

schools use the process and the products of flipping as a tool for showcasing, analyzing, and

improving teaching in collaborative, supportive environment. Likewise, when teachers work

together in creating videos and analyze them as “input data” they correlate with student
outcomes, flipping can be a powerful form of professional development since it makes effective

use of scarce time and resources for teacher learning.

6. Students Like Flipping. One of the key inspirations for teachers is how much their

students prefer flipped classrooms to traditional classrooms. Students use technology in all

aspects of their lives, and they expect and want to use technology more in school. Because they

are comfortable in communicating, finding information, and creating technology, most are

primed for the ways that technology is used in flipped classroom models. In fact, many students

respond positively to the independence and responsibility for their own learning required in

flipped classrooms.

7. Flipping Brings the Classroom to Parents. Things are flipped at home when teachers

send video instruction home for students to watch out of class; parents need preparation for

these changes. Once they know what to expect and how to help their children become

successful with flipped learning, parents are usually enthusiastic about being able to see what

their children are learning. They can be reassured that they don’t have to be content experts

when their children struggle with their homework.

8. Flipping Makes Effective Use of Resources. The technology to support flipping is

increasingly available as schools invest in hardware, band with, digital content and as students

have greater personal access to powerful mobile devices.

9. Flipping Builds 21st Century Skills. Students are using 21st century skills as they use

technology to access information in flipped classroom; teachers use classroom time for activities

that build collaboration, creativity, and communication skills.

10. Flipping the Future. In flipping their teaching, the educators are flipping their learning

and opening themselves to new ways of thinking. As they and other teachers around the globe
share flipped lessons and techniques, they are opening the black boxof their classroom practice

to new perspectives, approaches, models, and ideas.

Brame’s (2013) identified four key elements for a successful flipped classroom:

1. Provide an opportunity for students to gain first exposure prior to class.

2. Provide an incentive for students to prepare for class.

3. Provide a mechanism to assess student understanding.

4. Provide in-class activities that focus on higher level cognitive activities

Educators like Cheryl Morris suggest that flipping shouldn’t be seen as a pedagogy, or

instructional technique, or even a theory. Instead, she describes what she calls the

“flipping mindset, which involves three elements:

1. Teachers make the best use of their face – to – face time with the students.

2. The classroom uses student – centered pedagogy.

3. There is an intentional focus on higher – level thinking, rather than rote memorization.

( morris, Thomasson, Lindgren – Streicher,Kirch, & Baker, 2012).

A more expanded version of this was defined by the Flipped Learning Network in their

2013 study “ A Review of Flipped Learning” (Hamdan, McKnight, McKnight, & Artsfrom, 2013).

Using the acronym FLIP as an organizing framework, they identified what they call essential

elements, unifying themes or requirements for what they call the “Four pillars of F-L-I-P:”

Flexible environments ( in terms of timelines, student groupings, assessments, and learning

process); Learning culture ( a culture built around the learners’ needs, as opposed to a teacher

– centered classroom; Intentional content ( teachers designing instruction in a variety of formats

to assure contextual understanding and procedural fluency); and Professional educators ( good

teachers are criticically important through perhaps less visibly present.)

The basic foundation of a flipped classroom involves a teacher assigned video lesson as

homework that introduces the concepts the studentsneed to use during the following class

periods (Raths, 2014) The lessons should be planned with learning in mind while the teacher

should be prepared to reinforce the content in the classroom. Educators should make sure that

the videos reinforce the lower – order thinking skill from Bloom’s taxonomy while reviewing

higher – order skills in class ( Raths, 2014).

Although flipped classrooms are fairly new in the educational realm, data shows

students involved in this type of instruction are learning more than their counterparts in a

traditional classroom (Fulton, 2015). The success of the student that participate in a flipped

classroom can be attributed in a variety of reasons. Students involved in this educational

structure discovered they had positive learning experience and perceived flipped classroom as

a better form of instruction ( Galway, Corbett, TAkaro, Tairyan, Frank, 2014) Students in this

type of setting come to class with more background knowledge than those assigned to read

textbook literature because students assigned reading were less likely to complete it ( Bishop &

Vergler, 2013).

Not only does this type of instruction bring students to class better prepared, it is also

beneficial for diverse learners who may struggle with the pace of a standard classroom lecture

( Hamdan,et.al.,2013). These students can replay the lesson as may times as needed in order

to ensure a full understanding of the information. The diverse learners may also experience a

lower stress level and increased interactions with their peers when allowed to view lessons in

advance ( Crouch, 2014). Time restraints due to lecture format in the traditional classroom

setting often prohibit peer interactions from taking place on a consistent basis. In a flipped
classroom, these interactions are common. The time saved by assigning a lecture or video

outside of the regular class gives students the opportunity to teach and tutor one another on the

content presented ( Hamdan,et.al.,2013).

One of the most important advantages of a flipped classroom is a student’s ability to

complete classroom activities and rececive assistance from their instructor ( Hoffman, 2014).

According to Ullman ( 2013), introducing lessons ahead of time by video or other means allows

teachers to spend much of their time in class answering questions while their students attack

their work. The time spent previously rushing to write down information is used to complete the

assigned work.

The ability for teachers to go further in depth with their curriculum is sometimes

hampered by missing students ( Roehl, Reddy, & Shanno,2013) Student absences can prevent

instructors from proceeding through their curriculum at an acceptable rate ( Roehl,et.al, 2013).

Illnesses and extra – curricular activities are often the cause of student absences. Running a

flipped classroom can help teachers in maintaining their pace without delay. This is vital to the

students who are absent as they appreciated the opportunity to view what was missed.

Moreover, the flipped classroom allows students to achieve maximum growth by

becoming active learners instead of being passive listeners inside the classroom. Becoming an

active learner is a crucial life skill that will be reinforced with each lesson presented as students

become responsible for being prepared each day to work collaboratively with others.

Learning Achievements in the Flipped Classroom

Many researchers assured that flipped classroom is very effective in developing the

outcomes of learning. Assessments and response or adjustments individually to every student

in-class create increasing of the understanding of course matters (Bergmann and Sams, 2012

a). Integrating the pre-class and in-class compel the students to have more responsibilities and
obligations so that students participate the class more dynamically and the outcomes can be

increased along with self-efficacy (Namik, Boae, and Jeong-Im, 2014). Doing assignments in

class gives educators better insight into student difficulties and learning styles (Fulton, 2012).

Studies that have demonstrated the efficacy of the flipped classroom strategy include

Clintondale high school experience (Flumerfelt & Green, 2013). The result of adopting the

flipped classroom strategy in this low-rated school was dramatic improvement in learning

outcomes. In English subjects, for example, the percentage went from 52% failing students to

19% (Flumerfelt & Green, 2013). Benefits to implementing the flipped classroom strategy

include students learning at their own pace, reinforcing the teacher-student relationship

(Bergmann &Sam, 2012), and allowing teachers to personalize and individualize learning

(Basal, 2015; Kang, 2015).

In the study entitled, “The Flipped Classroom Impact in Grammar Class on EFL Saudi

Secondary School Students’ Performances and Attitudes” by Sarah S. Al-Harbi1 & Yousif A.

Alshumaimeri1, the researchers investigated if the flipped classroom strategy would make a

significant difference in the experimental and control groups’ achievements in relation to English

grammar among the Saudi secondary school students. While this difference was not found to be

statistically significant, the posttest results show that adopting the flipped classroom strategy

appears to play a role in enhancing students’ grammar knowledge, as the mean score of the

experimental group was higher than that of the control group.

Hung (2015) did posttest true-experimental study for six weeks to figure out the impacts

of flipped classroom on student’s English learning achievement. The results showed the

significant difference in academic performance from the second and third lessons while no

significance difference for the first lesson.

 A study conducted by Kang (2015) compared student perceptions and achievement in

English vocabulary and grammar in flipped and regular classrooms. The posttest showed

significant difference in grammar with p=0.011 and vocabulary with p=0.041 in the flipped

classroom but there was no significance in the regular classroom.

Denprapat and Chuaychoowong (2016) investigated the effectiveness of the flipped

classroom on English language achievement and independent learners’ attributes. The findings

suggest both flipped and traditional groups got higher English achievement yet the flipped group

got higher mean scores.

In a study in metallurgic English course for one term and aimed to introduce a new

model of MOOC and traditional education to flip roles of learners andteachers in ESP (MFE)

under constructivism, the score comparison between the groups indicated significant difference

with T=2.682 and p=0.01. The experimental group’s mean scores rose from 70.914 to 76.600

while p=0.000 meaning that they got great improvement ( Liu, 2016).

Davies et al. (2014) studied effects of using technology in flipped classroom on students’

achievement. The findings revealed that the use of technology in a flipped classroom can

effectively enhance students’ learning as seen from the improvement in scores. Looking at the

results of pretests and posttests, learning improvement and mastery of the subject in the

posttests was reported in many studies. The students demonstrated their understanding of the

subject contentand high achievement on the test. A study comparing flipped and

traditionalclassrooms showed that teacher was able to cover more content and the

studentsoutperformed in the flipped classroom.

Furthermore, adopting the flipped classroom strategy solved the problem found by Al-

Hamlan and Baniabdelrahman (2015), which was the difficulty of applying the learned grammar

rules while practicing English. In this study, most of the students agreed that they applied the
grammatical rules that they had learned in the flipped classroom in speaking and writing

activities. Using videos as learning materials additional to the textbook fulfilled Saudi secondary

school students’ need identified by Al-Kathiri (2015) and Al-Hamlan and Baniabdelrahman

(2015), which was the necessity of exposure to native-like English contexts through the use of

technology.

Perceptions on the Flipped Classroom

The implementation of flipped classroom as a strategy draws a number of positive

perceptions. Evseeva and Solozhenko (2015) implemented a study in an English language

course to evaluate the efficiency of the flipped model in English teaching, overview the flipped

classroom technology and find out the advantages of the this model. From the survey, 85% of

the students liked flipped classroom technology. The researchers claimed the benefits of

techflipped classroom such as time flexibility, involvement, self-discipline, self-directedness and

academic improvement.

Tune et al. (2013) conducted a survey to examine students’ perspectives regarding the

flipped classroom model at the end of the course, and the findings revealed that the model

allowed the teachers to have remarkably more class time to focus on important ideas and/or

involve students in problem-solving activities while the teacher was also assured that students

had learned essential lessons from didactic lectures . Hung studied potential effects of flipping

the classroom on learning attitudes and concluded that many benefits can be derived from flip

lessons . In flipped classrooms, not only students outperformed but they also developed more

positive attitudes toward their learning process. Students were found more dedicated to learning

than in traditional classrooms.

Regarding students’ opinions of the effectiveness of the flipped classroom strategy on

improving their learning and fostering their self-learning opportunities, students rated the in-
class activities highly and availability of videos outside the classroom as one of the factors that

improved their learning. This was clear in students’ responses in the multiple choices question

and the open-ended question. This shows that one of the most important sources of motivation

in EFL classes is the use of appropriate activities to help students practice the language, which

supports the findings of Han (2015) and Hsieh et el (2016). Kang (2015) found that collaborative

activities of the flipped classroom enhanced students’ motivation and participation. However, in

this study, few students agreed that the flipped classroom enhanced or elevated the self-

learning skills. This could be due to the few out-of-class activities, which consisted solely of

watching videos. In Han’s study (2015) flipping English classes proved to foster students’

autonomous learning because they were provided with various and multiple materials to explore

and learn from. This implies that additional activities should be used in future studies instead of

just videos to foster students’ autonomous learning.

Another feature of flipped classrooms that received a positive response is the

incorporation of e- communication tools outside the classroom because students can share their

work and get comments and feedback from their classmates and the teacher (Haake,2013;

Han, 2015; Hsieh et al., 2016). Furthermore, students report that utilizing online communication

tools reduced their anxiety since it freed them from pressure of an immediate reply, and that

they can consider their answers and comments before sending them.

Students have varied perceptions and attitudes towards the flipped classroom strategy.

Students confirmed that flipping their learning enabled them to better comprehend the content

(Homma, 2015). On the whole, attitudes and perceptions of the flipped classroom are positive.

Students evaluate the flipped classroom strategy as highly satisfactory since coming to class

prepared increased students’ self-confidence and participation (Basal, 2015; Kang, 2015). In

addition, availability and accessibility of varied e-learning materials and online resources

positively influenced students’ attitudes (Ishikawa et al., 2015; Obari & Lambacher, 2015).
Kostka and Brinks Lockwood (2015) found students reported that flipping English classes made

learning more productive, fruitful, and engaging. Furthermore, it is very useful to assign a short

online quiz or ask students to complete a worksheet after reviewing out of the class materials to

keep track of students’ progress (Kang, 2015; Kostka & Brinks Lockwood, 2015).

A study conducted by Moffett and Mill (2014) revealed that flipped classroom model

received highly favorable feedback from most of the veterinary students in the study. A similar

result was found in a comparative study conducted by Chen and Chen on statistics students’

perceptions about cooperative learning in flipped classroom and the traditional classroom . The

study showed that flipped statistics classroom was preferred to the traditional classroom.

Synthesis of Reviewed Literature and Studies

Literature and studies cited in this study were relevant and significant to the present

study for their concepts theories, and some other information.

The importance of English as cited by Mannivan (2019), Lyons (2017), Nordquist

(2015), Newton (2010) and Jugo (2017) and the definition of grammar by Swan (2008) and

Myers (2008) draw inspiration on the current study since they provided clear picture on how a

person can be benefited by his/her proficiency in English.

The ideas of Colinares (2005) , tender (2000) and de Jesus ( 2011) have contributed a

lot for the researcher’s realization of how crucial the roles of teachers are in language teaching

and learning.

Moreover, certain studies were reviewed that gave background and understanding of

how flipped learning is implemented and helped significantly in the enhancement of English

grammar. The studies of Hung (2015), Kang (2015) , Denprapat and Chuaychoowong (2016),

Davies et al. (2014) and Liu (2016) since their findings revealed the degree and effectiveness
of the use of flipped classroom in increasing the grammar achievements of the learners. These

have helped the researcher in supporting answers in Chapter 4.

The present study, however, is different from the aforementioned studies since the

problem is explored in local setting.

Ethical Standards

The researcher adhered to ethical principles in the conduct of the study. The reviewed

studies and literature were properly cited. For the research instrument, she sent an email to

Diwa Publishing Company to ask permission for its use. Moreover, a parent consent was

secured prior to the conduct of intervention and a permission to conduct a true – experimental

research was sought from the principal of the Integrated Basic education Department of

Concordia College. The researcher also made sure that the data gathered frorm the student –

respondents would remain confidential and was used for academic purposes only. Further, the

results were tallied fairly and computed by the statiscian.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents, analyzes, and interprets the data collected in this study. It also

specifies the research design, population and the sampling technique, description of subjects,

assessment of students performance, and the statistical treatment of the study.

Method of Research

The study sought the impact of flipped classroom in enhancing the proficiency levels of

Grade 10 Students of Concordia College for SY 2018 – 2019. Non- equivalent group design,

true – experimental method was employed in this study.

According to White & Sabarwal (2014) both experimental and true-experimental designs

are viewed as an ‘intervention’ in which a treatment – comprising the elements of the program or

policy being evaluated – is tested for how well it achieves its objectives, as measured by a pre-

specified set of indicators. True-experiments are most likely to be conducted in field settings in

which random assignment is difficult or impossible. The research design employed by the

researcher was true –experimental research since the researcher use existing groups of Grade

10. This design was best conducted to evaluate the effectiveness of a treatment. The

researcher administered the flipped classroom stratetgy to one section only; while, the other

group was exposed to traditional classroom strategy.

Population, Sample Size and Sampling Technique

Concordia College, Manila has two Grade 10 Sections. Each section is composed of 41

students who were heterogeneously sectioned as suggested by the Department of Education

(DepEd). The whole population was used in the study. However, simulation of the respondents

to identify the control and experimental group was done. The respondents’ average grade in

English from first to third quarter was considered in order to establish comparability.

Each group took the pretest and posttest. However, only one group employed flipped

classroom as a teaching – learning strategy.

Research Instrument
 The teacher researcher adapted a grammar proficiency test from the National

Achievement Test Reviewer developed and published by Gintong Aral Publication, Inc. The

test was a 50 – item test measuring learning contents on: subject – verb agreement; pronoun –

antecedent agreement; dangling and misplaced modifier; tenses of the verb; prepositions and

parallel structure. A letter of permission to use the grammar test was sought before the

administration of tests.

Data Gathering Procedure

The teacher sought permission from the school principal to conduct a true –

experimental research about the use of flipped classroom and its impact on the grammar

competence of Grade 10 students of Concordia College. Consent form was sent to the

parents/guardians to inform them of the processes, benefits and participation of their children to

the study.

The study used true – experimental research design that necessitated the establishment

of comparability of the two sections. Dr. Juckie Urrutia, one of the research panels helped the

researcher to randomize the sampling that aided the researcher to identify the control and

experimental groups.

On March 8, 2019, the students were given pretest and were informed about their

groupings and the manner in which the intervention program would be conducted. The

intervention program through enrichment classes run for 10 consecutive days. There were two

sets of schedule prepared for the implementation of the program. The control group met 2:30 –

3:30, and the experimental group was scheduled at 3:30 -4:30 during the first five sessions. This

schedule was reverse during the second week of implementation.

 The control group was exposed to traditional classroom set – up utilizing the lecture –

discussion as a main strategy. Formative assessments were given to the group such as drills

and seat works.

The experimental group was given the intervention through flipped classroom. The

teacher assigned videos/presentation that the students would view at home through E - Genyo.

They were asked to answer the short quizzes afterwards. During face – to – face encounter with

the students, they were usually asked to communicate their difficulties to the teacher. Varied

formative assessments were also given to them such as cooperative learning including

differentiated acitivities and interactive games. Likewise, individual drills and seat works were

done after the group has mastered the competencies.

Post test was administered after the implementation of the program on March 22,

2019.

Statistical Treatment

The pretest and posttests scores were compared to find if there was any improvement in

the grammatical competence of Grade 10 students after traditional and flipped classroom are

applied.

The following statistical tools were used:

1. Mean

Formula in computing the mean

 x́=
∑x
n

Where

x́ = mean

∑x = sum of all scores

n = number of subjects

2. Test of significance/t –test

Formula in computing the significant difference/t-test

x́1 − x́´2
t=

√ S 21 S 22
+
n1 n2

Where:

Md x́ 1 : mean from different pretest and posttest

Xd: difference between deviance and means deviance

N: number of subjects

The statistical treatment of data involved the use of mean score of two groups. The

researcher tried to find the total mean scores of the control and experimental groups. These

scores were compared to find out if the students have improved their grammar achievement

after the intervention.

 The t- test was used to assess whether the means of the two groups were statistically

different from each other. This analysis was appropriate whenever one wanted to compare the

means of two groups, and especially appropriate as the analysis for the two groups.

Chapter 4

RESULTS AND DISCUSSION

 This chapter presents the analysis and interpretation of data on the pretest and post test

scores of the respondents after the implementation of flipped classroom and traditional

classroom as strategies in developing respondents’ grammatical competence.

1. Pretest Scores of Control and Experimental Group

The pretest data for both the control and experimental groups are shown in

Table 2.

Table 2

Pretest Scores of Control and Experimental Groups

Control Group Experimental Group

C1 27 E1 29
C2 23 E2 24
C3 25 E3 20
C4 18 E4 22
C5 32 E5 21
C6 32 E6 17
C7 11 E7 10
C8 27 E8 36
C9 26 E9 34
C10 17 E10 24
C11 28 E11 34
C12 32 E12 26
C13 29 E13 27
C14 20 E14 32
C15 23 E15 19
C16 28 E16 23
C17 15 E17 28
C18 32 E18 22
C19 34 E19 21
C20 33 E20 20
C21 19 E21 24
C22 24 E22 26
C23 18 E23 35
 C24 23 E24 24
C25 29 E25 30
C26 34 E26 29
C27 34 E27 38
C28 33 E28 24
C29 36 E29 30
C30 36 E30 33
C31 32 E31 22
C32 30 E32 30
C33 33 E33 31
C34 32 E34 30
C35 33 E35 35
C36 31 E36 32
C37 29 E37 33
C38 33 E38 36
C39 17 E39 36
C40 32 E40 28
C41 25 E41 32
Mean 27.488 Mean 27.439

All of the 41 students who comprised the experimental group have taken the pretest.

The mean score of the pretest of the control group is 27.488; while the mean score of the

pretest of the experimental group is 27.439.This means that the groups’ mean scores are closer

to the 50% of the total score. However, this mean score is way beyond the proficiency level of at

least 85% of the total score.

According to DepEd Order No. 8 s.2015, students who got half of the scores fall under

Developing Proficiency level. The proficiency numeracy level of the learners must be 85 – 89%.

The low proficiency level of the learners may be attributed to the very limited instructional time.

Nunan( 2003) contentions can justify the statement. Future revisions of the curriculum may

require the inclusion out-of-class activities that will reinforce and supplement in- class contact

hours.
2. Posttest Scores of Control and Experimental Groups

The posttest data for both the control and experimental groups are shown in Table 3.

Table 3

Posttest Scores of Control and Experimental Groups

Control Experimental
C1 36 E1 37
C2 38 E2 35
C3 32 E3 32
C4 32 E4 34
C5 43 E5 32
C6 46 E6 36
C7 29 E7 30
C8 43 E8 46
C9 44 E9 41
C10 37 E10 36
C11 47 E11 42
C12 46 E12 41
C13 43 E13 43
C14 45 E14 39
C15 36 E15 36
C16 40 E16 41
C17 31 E17 38
C18 45 E18 38
C19 45 E19 34
C20 46 E20 33
C21 43 E21 33
C22 35 E22 38
C23 41 E23 46
C24 38 E24 40
C25 42 E25 43
C26 47 E26 44
C27 48 E27 42
C28 45 E28 44
C29 47 E29 39
C30 46 E30 45
C31 45 E31 37
C32 44 E32 41
 C33 47 E33 43
C34 43 E34 46
C35 43 E35 47
C36 42 E36 45
C37 44 E37 48
C38 43 E38 47
C39 34 E39 43
C40 41 E40 36
C41 38 E41 45
Mean 39.902 Mean 41.463

All of the 41 students who comprise the experimental group have taken the posttest.

Table 3 reveals that the mean score of the posttest of the control group is 39.902; while the

mean score of the experimental group is 41.463. This also describes that the mean score of

the post test of the control group is lower than the mean score of the experimental group. On

the other hand, the posttest scores of both groups are higher than the pretest ones.

3. Significant Difference on the Pretest and Posttest of the Two Groups

3.1 Significant Difference Between the pretest and posttest of the control group

Table 4
 Test of Significant Difference Between the Pretest and
Posttest Scores of the Control Group

Test
Mean N t-value p-value Decision Conclusion
Conducted

Pretest 27.488
41 -21.361 0.001 Reject Ho Significant
Posttest 39.902

An independent T – test is used to determine the significant difference on the pretest and

posttest of the control group. A computed t-value of -21.361 with a p-value of 0.001 which is less

than the 0.05 level of significance, thus, the null hypothesis that there is no significant difference

on the pretest and posttest scores of the control group is rejected. Therefore, there is a

significant difference on the scores of the control between the pretest and posttest conducted.

This means that the traditional way of teaching is still effective. While traditional teaching

methods are often criticized nowadays and perceived as less effective by some educators, one

cannot discount the effectiveness of traditional methods because of the results of pretest and

posttest of the control group. This claim is supported by Arzel Online “… one cannot remove

traditional methods entirely to achieve an effective education” Are traditional teaching methods,

2012).

Richards (2013) reported in his study that grammar could be learned through direct

instruction and through a methodology that made much use of repetitive practice and drilling.

This result is also supported by White’s assertion that “grammar translation involves the

learning and application of rules for the translation of one language into another” (White 8).

Richards describes this method in more detail when he declares that this “approach to the

teaching of grammar was a deductive one: students are presented with grammar rules and then

given opportunities to practice using them.”. As we can see from these statements, in language
lessons, the priorities were (and still are) grammar, grammatical rules, given examples, and

translating from English into the mother tongue and vice versa.

Moreover, the table also reveals that the students’ achievement ratings have increased

both in traditional and flipped classrooms. The results of the study corroborates the findings of

Denprapat and Chuaychoowong (2016) who investigated the effectiveness of the flipped

classroom on English language achievement and independent learners’ attributes. The findings

suggest both flipped and traditional groups got higher English achievement yet the flipped group

got higher mean scores.

3.2 Significant Difference Between the pretest and posttest of the experimental group

Table 5

Test of Significant Difference Between the Pretest and

Posttest Scores of the Experimental Group

Test
Mean N t-value p-value Decision Conclusion
Conducted

Pretest 27.439
41 -22.610 0.001 Reject Ho Significant
Posttest 41.463

An Independent Sample T-Test is used to determine the significant difference on the

pretest and posttest of the experimental group. A computed t-value of -22.610 with a p-value of

0.001 which is less than the 0.05 level of significance, thus, the null hypothesis that there is no

significant difference on the pretest and posttest scores of the experimental group is rejected.

Therefore, there is significant difference on the scores of the experimental between the pretest

and posttest conducted. This means that learners’ achievement in grammar has increased after

the intervention.
 This results have supported different studies demonstrating the efficacy of the flipped

classroom strategy. These include a study conducted in Clintondale high school (Flumerfelt &

Green, 2013) which reveals that he result of adopting the flipped classroom strategy in this low-

rated school was dramatic improvement in learning outcomes.

3.3 Significant Difference of the Pretest Between the Control and Experimental Groups

Table 6

Test of Significant Difference Between the Control and

Experimental Group in the Pretest

Group Mean N t-value p-value Decision Conclusion

Control 27.488
Do Not Reject
27.439
41 -0.035 0.972 Insignificant
Experimental Ho

An Independent Sample T-Test is used to determine the significant difference on the

pretest scores of the experimental and control group. A computed t-value of -0.035 with a p-

value of 0.972 which is greater than the 0.05 level of significance, thus, the null hypothesis that

there is no significant difference on the pretest scores of the experimental and control group is

not rejected. Therefore, there is no significant difference on the scores of the experimental and

control group on the pretest conducted. This meant that prior to study, both groups have equal

level grammatical competence.

3.4 Significant Difference of the Posttest Between the Control and Experimental Groups

Table 7

Test of Significant Difference Between the Control and

Experimental Group in the Posttest
 Group Mean N t-value p-value Decision Conclusion

Control 39.902 Do Not Reject

41 1.432 0.156 Insignificant
Experimental 41.463 Ho

To determine the significant difference on the posttest scores of the experimental and

control group, an independent Sample T – Test is used. A computed t-value of 1.432 with a p-

value of 0.156 which is greater than the 0.05 level of significance. Thus, the null hypothesis that

there is no significant difference on the posttest scores of the experimental and control group is

not rejected. Therefore, there is no significant difference on the scores of the experimental and

control group on the posttest conducted. This shows that learning is evident since the post test

score of the two groups are higher than the pretest scores.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations.

 The researcher investigated the impact of flipped classroom on students’ achievement

in grammar.

The true – experimental method of research was used in the study. Comparability was

established in the two sections of Grade 10 of Concordia College to identify the experimental

and control groups.

The tested hypothesis was “ there is no significant difference between the pretest and

posttest scores of the control group, the pretest and posttest scores of the experimental group

The mean score of the pretest of the control group was 27.488; while the mean score

of the pretest of the experimental group was 27.439.

Using their prior knowledge in English grammar, the experimental and controlled group

answer the pretest. After ten – day crashed intervention program through traditional classroom

set – up for control group and flipped classroom for experimental group, posttest was

administered.

Summary of Findings

The resuts are based on the statistical analyses in Chapter 4.

1. Pretest Scores of the Control and Experimental Groups

With the 40 testees in each group, the mean score of the pretest of the control group

was 27.488; while the mean score of the pretest of the experimental group was 27.439.

2. Posttest Scores of the Control and Experimental Groups

 With 40 testees in each group, the mean score of the posttest of the control group was

39.902; while the mean score for the experimental group was 41.463.

3. Significant Difference Between the Pretest and Posttest Scores of the Control Group

The pretest mean score of the control group was 27.488 and its post test score was

39.902 A computed t-value of -21.361 with a p-value of 0.001 which is less than the 0.05 level of

significance; hence, the null hypothesis was rejected. This meant that there was significant

difference between the pretest and posttest scores of the control group. This further denoted

that the control group has enhanced their grammatical competence after the intervention.

4. Significant Difference Between the Pretest and Posttest Scores of the Experimental

Group

The pretest mean score of the experimental group was 27.439, and its posttest score

was 41.463. A computed t-value of -22.610 with a p-value of 0.001 which is less than the 0.05

level of significance, thus, the null hypothesis was rejected. This denoted that there was

significant difference between the pretest and posttest scores of the experimental group. This

further signified that the experimental group has improved their achievement in grammar

through their flipped classroom intervention.

5. Significant Difference Between the Pretest Scores of Two Groups

The pretest mean score of the control group was 27.488, while the pretest mean score

of the experimental group was 27.439. A computed t-value of -0.035 with a p-value of 0.972

which is greater than the 0.05 level of significance which meant that there was no significant

difference between the pretest scores of the control and experimental groups. This meant that

control and experimental groups’ achievement in grammar is equal prior to the implementation

of intervention.
6. Significant Difference Between the Posttest Scores of Two Groups

The posttest mean score of the control group was 39.902, while the posttest mean score

of the experimental group was 41.463. A computed t-value of 1.432 with a p-value of 0.156

which is greater than the 0.05 level of significance which meant that there was no significant

difference between the posttest scores of the control and experimental groups. This indicated

that both groups have improved their grammar achievement; however, it couldn’t imply that the

achievement of the experimental group is higher than the control group.

Conclusions

Based on the findings, the following conclusions are drawn:

1. Both groups got a pretest scores higher than the passing score of 25 out of 50 items.

2. The experimental group got a higher posttest mean score than the control group.

3. There was a significant difference between the pretest and posttest of the control

group. Therefore, the traditional classroom is still effective.

4. There was a significant difference between the prtest and posttest scores of the

experimental and control group. Flipped Classroom is an effective intervention.

5. There was no significant difference between the pretest scores of the both groups.

6. There was no significant difference between the posttest scores of the both groups.

Recommendations

Based on the conclusions, the following recommendations are drawn:

 1. The administrators may implement a regular Intervention program focusing on the

enhancement of students’ grammar.

2. The teachers may employ both traditional and flipped classroom in teaching grammar

since both are found to be effective in addressing the grammatical problems of the students.

3. The English teachers together with other subject teachers should create a

Professional Learning Community which will create learning materials such as tutorial videos

and presentations which are aligned with the school’s vision and mission. A creation of pool of

seed content customized based on the needs of the students must be done.

4. The teachers may employ both traditional and flipped learning strategies in teaching

since both posed a positive impact to the students.

5. The administrators, together with service providers, may provide teachers with a

continuous training on the use and integration of technology in teaching.

6. Other researchers may further investigate the problem by using a wider sampling and

longer time to provide some data for comparison with the results of the study. The teachers

may also create additional activities to be used for future studies other than videos to foster

students’ autonomous learning.