In the flipped classroom model, homework and direct knowledge teaching are reversed, while in research practices, the flipped classroom model requires careful transformation of elements on both flip sides. Second, some incentives for students to prepare for class should be included in the flipped classroom model. This mechanism, according to (Brame, 2013), is the second component of the flipped classroom model, the primary goal of which is to motivate students to prepare for class, especially to participate in online classes.
The flipped classroom model requires students to do a smaller amount of intellectual work (remembering, understanding, and applying) outside of class, while higher levels of thinking processes (analysis, evaluation, and creation) are done in class with the help of peers and peers. the instructor. As a result, it is possible that the flipped classroom model's instructional sequence is optimized to aid students' cognitive processes. The flipped classroom is an example of a blended learning course that has gained popularity in recent years (Yestrebsky, 2015) referred to (Berrett, 2012). An implementation of the Flipped Classroom within role-playing technique.
In addition, the Flipped Classroom's inclusion of Role-Play allowed students to learn independently while still receiving guidance from the teacher. However, not all Flipped Classroom role-play implementations benefited students as it depended on students' learning styles, levels, goals, and course content. Student performance was evaluated using a blended learning approach similar to the flipped classroom model.
The flipped classroom model was used to examine IELTS writing performance and attitudes towards it among students of English as a foreign language. The use of qualitative studies in the implementation of the flipped classroom model in teaching English as a foreign language has been the subject of several studies. According to the findings of this study, integrating the flipped classroom into the learning process can boost students' motivation and interest in foreign language learning.
According to the findings, English teachers have a positive attitude towards using the flipped classroom as an integral part of face-to-face instruction. According to the research, the role play is in a large classroom, which is similar to the situation in the current study.
In order to place an implementation of Flipped Classroom within Role Play technique in the classroom, the lesson plans were designed to match the teaching methods based on the Basic Core Curriculum 2008 and the Index Objectives Congruence (IOC) was examined by three experts to determine the difficulty level of content and the activities. There were seven lesson plans that involved an implementation of Flipped Classroom within Role Playing technique. The speaking observation form was used to observe learning in each lesson to assess the development of English speaking skills through the implementation of the Flipped Classroom within the Role Play technique.
Each participant takes an individual speaking pre-test to determine their speaking ability before using the 12-hour Flipped Classroom Role-Play; all participants received an individual speaking posttest. In order to elicit students' satisfaction in learning through the implementation of the Flipped Classroom in the Role-Play technique, the last questionnaire was administered last after the test. They then filled out an online questionnaire to find out their satisfaction with learning by implementing the Flipped Classroom in the role play teaching technique.
The sample was taken from the online speaking test before an implementation of the Flipped Classroom within the role play technique was used. After taking the online speaking pretest, the samples were taught through an implementation of the Flipped Classroom within the role-playing technique with twelve lesson plans (online teaching), assessment of the development of English speaking skills with the speech observation form, and the online quiz results after learning in each lesson were collected. And investigate their satisfaction with learning through an implementation of Flipped Classroom within the role-play technique by using the online questionnaire.
The first objective was to examine the use of a Flipped Classroom implementation within the Role-Play technique to develop English speaking skills of Prathomsuksa 6 students. The third objective was to examine students' satisfaction with the use of a Flipped Classroom implementation. subverted within the Role-Play technique. Additionally, mean scores and standard deviations of student satisfaction toward using a Flipped Classroom implementation of the Role-Play technique were tested and each factor was explained.
English speaking skills by implementing Flipped Classroom in Watbansong School's Role-Play technique using lesson plans and collecting quiz results after learning in each lesson. According to Table 5, the data of the experimental group was analyzed after learning by implementing the Flipped Classroom in the Role-Play technique for the development of English speaking skills of 6 elementary school students repeated measure. The experimental group had a significantly higher percentage of learning through the implementation of the flipped classroom in the role play technique (80.20%) than determined by the researcher (60%), the standard deviation was (S.D.=0.34), and the mean scores were ( M=4.01) also higher than stated by the researcher (M=3).
The result indicated that the prathomsuksa 6 students at Watbansong School developed their English speaking skills after learning an implementation of the Flipped Classroom within the role-playing technique, which is in agreement with the data collected by the researcher using the speaking observation forms consisting of five components; Therefore, the quantitative and qualitative data obtained from the data collection using quiz and speaking observation forms showed the increasing development in English fluency in the experimental group learning through an implementation of the Flipped Classroom within the role-playing technique. According to Table 6, the comparison of the academic performance of the prathomsuksa 6 students of Watbansong School between before and after learning by an implementation of Flipped Classroom within the role-playing technique showed that the mean scores of the experimental group after learning by an implementation of Flipped Classroom within the role-playing technique was significantly higher than before learning with statistically significant at the .05 level.
The third research objective was to examine student satisfaction through an implementation of the Flipped Classroom within the Role-Play technique. First, it was the content of the study that all participants satisfied with learning through the implementation of the Flipped Classroom in the Role-Play technique was different, up-to-date, easy to understand and appropriate for their level. Thirdly, it was about the benefits of studying through the application of Flipped Classroom in the role play technique and all the participants expressed satisfaction that the learning activities help them practice their English speaking skills, Flipped Classroom and role play was helping them to be better in English Speaking Skills and encouraging them to participate with their classmates and they had a good attitude in learning English.
As a result, the results of the study showed that Prathomsuksa 6 students of Watbansong School improved their English speaking skills by using Flipped Classroom in Role-Play technique. In repeated measurement, there was a significant percentage of 80.20% and a significant difference at the 0.05 level after learning by implementing Flipped Classroom in Role-Play technique. Regarding the students' satisfaction with the implementation of the Flipped Classroom in the Role-Play technique, we divided it into three parts; the first part was at a positive level (M=4.15, S.D.=0.53), the second part was at a very positive level (M=4.24, S.D.=0.46), and the third part was at a positive level ( M=4.17, S.D.=0.56) or .
Finally, all participants were asked about student satisfaction to survey their satisfaction with an implementation of Flipped Classroom within the role-playing technique on Google form. The results of the data analysis of an implementation of Flipped Classroom within the role-playing technique to develop prathomsuksa 6 students' English fluency contain several interesting points to be discussed as follows; The development of prathomsuksa 6 students' English fluency after an implementation of Flipped Classroom within the role-playing technique.
As the results, it could be indicated that the prathomsuksa 6 students of Watbansong School developed their English speaking skills after learning towards an implementation of Flipped Classroom in role play technique because the students. Academic performance of Prathomsuksa 6 students before and after learning through an implementation of Flipped Classroom in role play technique. The result of students' academic performance before and after learning through an implementation of Flipped Classroom in role play technique was compared.
And it was found that the average scores after learning through an implementation of Flipped Classroom in role play technique. Student Satisfaction with the Use of a Flipped Classroom Implementation in Role Playing Technique. The study on student satisfaction through an implementation of the Flipped Classroom within Role Playing Technique showed that the first part; the content of the survey was in the positive level (M=4.15, S.D.=0.53).
And third part; benefits of studying through an implementation of Flipped Classroom within the role-playing technique. The average mean scores were respectively at the positive level (M=4.17 S.D.=0.56). All participants were satisfied that learning through an implementation of Flipped Classroom within the role-playing technique improved their English speaking skills and stated that they had developed in many ways. More importantly, it could be concluded that learning through an implementation of Flipped Classroom within the role-playing technique made students speak better and satisfied them.
An implementation of the Flipped Classroom within the Role-Play technique should be implemented in basic English classes at every level. The following suggestions may be useful for the English teacher who was interested in implementing the Flipped Classroom in the Role-Play technique to develop English speaking skills.
