The Merits and Challenges of Flipped English Grammar Learning Among Indonesian First-Year Undergraduate Non-ELT Students
Keywords:
challenges, flipped learning, Indonesian non-ELT students, learning grammar, merits
Abstract
Flipped learning has been considered a catalyst for teaching English grammar since it promotes active learning and higher-order thinking skills. Despite this potential, its implementation process in non-ELT classrooms has not received ample attention. This study seeks to examine the merits and challenges of implementing flipped learning in a grammar class for Indonesian first-year undergraduate non-ELT students majoring in Korean Language Education in an online learning environment. The students were divided into two groups (experimental group=35 students and control group=35 students). Using a quantitative and qualitative design, two grammar tests (pre- and post-tests) were administered to measure the effect of implementing flipped learning. A questionnaire was distributed to the students afterward, followed by interview sessions. While the quantitative data were analyzed using SPSS 23, the qualitative data were examined using an inductive thematic approach. The results showed that the implementation of the flipped learning approach could significantly enhance the students’ grammar skills. In addition, the students perceived that flipped learning could elevate learning motivation, foster learner autonomy, and raise learning awareness. However, lower motivation, an unconducive home environment during asynchronous sessions, and unstable internet bandwidth were the main challenges experienced by some students.
References
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Al Bataineh, K. B. A., Banikalef, A. e. A. A., & Albashtawi, A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle. Arab World English Journal, 10(1), 324?334. https://doi.org/10.2139/ssrn.3367595
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Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Berry, R. (2018). English grammar: A resource book for students. Routledge.
Berry, R. (2021). Doing English grammar: Theory, description, and practice. Cambridge University Press.
Blau, I., & Eshet-alkalai, Y. (2017). The ethical dissonance in digital and non-digital learning environments: Does technology promotes cheating among middle school students? Computers in Human Behavior, 73, 629–637. https://doi.org/10.1016/j.chb.2017.03.074
Cabanilla, A. B., & Pogoy, A. (2023). Teachers’ experiences in flipped classroom in south-east asian countries: A meta-synthesis. Jurnal Pendidikan Progresif, 13(2), 218-229.
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Garcia-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10(2), 116-133. https://doi.org/10.18870/hlrc.v10i2.1209
Haghighi, H., Jafarigohar, M., & Khoshsima, H. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.1504083
Harmer, J. (1987). Teaching and learning grammar. Longman.
Hong, Y., Wu, J., Wu, J., Xu, H., Li, X., Lin, Z., & Xia, J. (2023). Semi-flipped classroom-based learning interventions in a traditional curriculum of oral medicine: students’ perceptions and teaching achievements. BMC Medical Education, 23(1), 44.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Komara, C., & Tiarsiwi, F. (2021). Exploring Indonesian EFL learners’ perception of English learning grammar. Journal of English Language Teaching and Linguistics, 6(2), 459-470.
König, J., Tachtsoglou, S., Lammerding, S., Strauß, S., Nold, G., & Rohde, A. (2017). The role of opportunities to learn in teacher preparation for EFL teachers’ pedagogical content knowledge. The Modern Language Journal, 101(1), 109-127.
Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 152, 103876, https://doi.org/10.1016/j.compedu.2020.103876
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Lubis, A. H., & Rahmawati, E. (2022). Incorporating flipped learning in teaching English grammar for EFL students across proficiency levels. In Zaim, Havid A. and Muhammad A. A. (Eds.), Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 68-73). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.012.
Moradkhani, S., & Rahimi, M. (2020). The impact of students’ English proficiency level and teacher education on L2 teachers’ pedagogical knowledge: A mixed?methods study. TESOL Journal, 11(2), e496.
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1-10. https://doi.org/10.1080/07380569.2016.1139912
Noroozi, A., Rezvani, E., & Ameri-Golestan, A. (2021). Students' perceptions of the incorporation of flipped learning into L2 grammar lessons. Teaching English with Technology, 21(1), 112-130.
Öztürk, M., & Çak?ro?lu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 1-20. https://doi.org/10.1186/s40561-021-00146-x
Pasaribu, A. N., Pasaribu, T. K., Siahaan, R. B., & Sitompul, D. S. (2024). Challenges for Indonesian EFL students in English academic writing. English Review: Journal of English Education, 12(2), 527-536.
Pilu, R., Jabu, B., & Sulaiman, I. (2025). Flipped learning and its challenges: understanding students' struggles in Indonesian EFL contexts from teachers' viewpoint. Frontiers in Education, 10, 1575385). https://doi.org/10.3389/feduc.2025.1575385
Rapanta, C., Botturi, L., Goodyear, P., & Guàrdia, L. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Richards, J. (2016). Definition of grammar. http://www.profes sor jackrichards.com/definitionof-grammar/.
Rogers, B. (2011). The complete guide to the TOEFL test: PBT edition. Heinle Cengage Learning.
Safiyeh, H. A., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on enhancing students' English language skills. English Review: Journal of English Education, 9(1), 193-204.
Saidah. (2019). The effectiveness of flipped classroom in teaching grammar of EFL students. Journal of English Teaching and Research, 4(2), 193–206.
Shih, H. J., & Huang, S. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755–784. https://doi.org/10.1080/09588221.2019.1590420
Shu, G., Chwo, M., Marek, M. W., & Wu, W. V. (2018). Meta-analysis of MALL research and design. System, 74, 62–72. https://doi.org/10.1016/j.system.2018.02.009
Shyr, W. J., & Chen, C. H. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213
Singay. (2020). Flipped learning in English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666-674. https://doi.org/10.17509/ijal.v9i3.23217
Sioco, E. C., & De Vera, P. V. (2018). Grammatical competence of junior high school students. TESOL International Journal, 13(1), 82-94.
Smoyer, A. B., O'Brien, K., & Rodriguez-Keyes, E. (2020). Lessons learned from COVID-19: Being known in online social work classrooms. International Social Work, 63(5), 651-654. https://doi.org/10.1177/0020872820940021
Sorohiti, M., Nugraha, H. N. R., & Rahmawati, F. (2024). Teacher awareness, identification of learning difficulties, and effective teaching strategies for English grammar mastery. Indonesian EFL Journal, 10(1), 45-54.
Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Tsai, Y. (2021). Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives. Computer Assisted Language Learning, 34(7), 979–1011. https://doi.org/10.1080/09588221.2019.1650779
Turan, Z., & Akdag-cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Vu, N. T., & Nguyen, T. L. H. (2023). Flipped learning in teacher education: using the theories of reflection to understand English-major students’ sense of engagement. Journal of Intercultural Communication Research, 52(3), 284-313. https://doi.org/10.1080/17475759.2023.2197915
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1), 39–68.
Yanto, E. S., Triyani, G., & Pravitasari, H. (2020). Engaging students in a flipped classroom instruction: Junior high school grammar program. Research and Innovation in Language Learning, 3(2), 123-143.
Yusmalinda, Y. (2023). EFL students’ perceptions on flipped learning in an English grammar class. SAGA: Journal of English Language Teaching and Applied Linguistics, 4(2), 117-126.
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(2), 1–47. https://doi.org/10.1080/09588221.2020.1744666
Ahmad, D., & Arifin, M. A. (2021). Exploring student achievement and perceptions in an online flipped grammar course. Indonesian Journal of Applied Linguistics, 10(3), 639-655. https://doi.org/10.17509/ijal.v10i3.31750
Akbari, Z. (2016). The study of EFL students’ perceptions of their problems, needs and concerns over learning English: The case of MA Paramedical students. Procedia-Social and Behavioral Sciences, 232, 24–34.
Akçay?r, G., & Akçay?r, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Al Bataineh, K. B. A., Banikalef, A. e. A. A., & Albashtawi, A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle. Arab World English Journal, 10(1), 324?334. https://doi.org/10.2139/ssrn.3367595
Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners ’ L2 speaking , L2 listening , and engagement. Innovation in Language Learning and Teaching, 13(2), 1–15. https://doi.org/10.1080/17501229.2017.1394307
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Berry, R. (2018). English grammar: A resource book for students. Routledge.
Berry, R. (2021). Doing English grammar: Theory, description, and practice. Cambridge University Press.
Blau, I., & Eshet-alkalai, Y. (2017). The ethical dissonance in digital and non-digital learning environments: Does technology promotes cheating among middle school students? Computers in Human Behavior, 73, 629–637. https://doi.org/10.1016/j.chb.2017.03.074
Cabanilla, A. B., & Pogoy, A. (2023). Teachers’ experiences in flipped classroom in south-east asian countries: A meta-synthesis. Jurnal Pendidikan Progresif, 13(2), 218-229.
Cohen, L., Manion, L., & Morrison, K. (2008). Research methods in education (6th ed.). Routledge Taylor & Francis Group.
Dörnyei, Z. (2001). Teaching and research motivation. Pearson Education.
Flipped Learning Network. (2014). The four pillars of FLIP. https://www.scuolamausiliatriceroma.org/wp/wp-content/uploads/2023/06/FLIP_handout_FNL_Web-2.pdf
Garcia-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10(2), 116-133. https://doi.org/10.18870/hlrc.v10i2.1209
Haghighi, H., Jafarigohar, M., & Khoshsima, H. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.1504083
Harmer, J. (1987). Teaching and learning grammar. Longman.
Hong, Y., Wu, J., Wu, J., Xu, H., Li, X., Lin, Z., & Xia, J. (2023). Semi-flipped classroom-based learning interventions in a traditional curriculum of oral medicine: students’ perceptions and teaching achievements. BMC Medical Education, 23(1), 44.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Komara, C., & Tiarsiwi, F. (2021). Exploring Indonesian EFL learners’ perception of English learning grammar. Journal of English Language Teaching and Linguistics, 6(2), 459-470.
König, J., Tachtsoglou, S., Lammerding, S., Strauß, S., Nold, G., & Rohde, A. (2017). The role of opportunities to learn in teacher preparation for EFL teachers’ pedagogical content knowledge. The Modern Language Journal, 101(1), 109-127.
Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 152, 103876, https://doi.org/10.1016/j.compedu.2020.103876
Linling, Z., & Abdullah, R. (2023). The impact of COVID-19 pandemic on flipped classroom for EFL courses: A systematic literature review. SAGE Open, 13(1), 1-13. https://doi.org/10.1177/21582440221148149
Lubis, A. H., & Rahmawati, E. (2022). Incorporating flipped learning in teaching English grammar for EFL students across proficiency levels. In Zaim, Havid A. and Muhammad A. A. (Eds.), Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 68-73). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.012.
Moradkhani, S., & Rahimi, M. (2020). The impact of students’ English proficiency level and teacher education on L2 teachers’ pedagogical knowledge: A mixed?methods study. TESOL Journal, 11(2), e496.
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1-10. https://doi.org/10.1080/07380569.2016.1139912
Noroozi, A., Rezvani, E., & Ameri-Golestan, A. (2021). Students' perceptions of the incorporation of flipped learning into L2 grammar lessons. Teaching English with Technology, 21(1), 112-130.
Öztürk, M., & Çak?ro?lu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 1-20. https://doi.org/10.1186/s40561-021-00146-x
Pasaribu, A. N., Pasaribu, T. K., Siahaan, R. B., & Sitompul, D. S. (2024). Challenges for Indonesian EFL students in English academic writing. English Review: Journal of English Education, 12(2), 527-536.
Pilu, R., Jabu, B., & Sulaiman, I. (2025). Flipped learning and its challenges: understanding students' struggles in Indonesian EFL contexts from teachers' viewpoint. Frontiers in Education, 10, 1575385). https://doi.org/10.3389/feduc.2025.1575385
Rapanta, C., Botturi, L., Goodyear, P., & Guàrdia, L. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Richards, J. (2016). Definition of grammar. http://www.profes sor jackrichards.com/definitionof-grammar/.
Rogers, B. (2011). The complete guide to the TOEFL test: PBT edition. Heinle Cengage Learning.
Safiyeh, H. A., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on enhancing students' English language skills. English Review: Journal of English Education, 9(1), 193-204.
Saidah. (2019). The effectiveness of flipped classroom in teaching grammar of EFL students. Journal of English Teaching and Research, 4(2), 193–206.
Shih, H. J., & Huang, S. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755–784. https://doi.org/10.1080/09588221.2019.1590420
Shu, G., Chwo, M., Marek, M. W., & Wu, W. V. (2018). Meta-analysis of MALL research and design. System, 74, 62–72. https://doi.org/10.1016/j.system.2018.02.009
Shyr, W. J., & Chen, C. H. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213
Singay. (2020). Flipped learning in English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666-674. https://doi.org/10.17509/ijal.v9i3.23217
Sioco, E. C., & De Vera, P. V. (2018). Grammatical competence of junior high school students. TESOL International Journal, 13(1), 82-94.
Smoyer, A. B., O'Brien, K., & Rodriguez-Keyes, E. (2020). Lessons learned from COVID-19: Being known in online social work classrooms. International Social Work, 63(5), 651-654. https://doi.org/10.1177/0020872820940021
Sorohiti, M., Nugraha, H. N. R., & Rahmawati, F. (2024). Teacher awareness, identification of learning difficulties, and effective teaching strategies for English grammar mastery. Indonesian EFL Journal, 10(1), 45-54.
Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Tsai, Y. (2021). Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives. Computer Assisted Language Learning, 34(7), 979–1011. https://doi.org/10.1080/09588221.2019.1650779
Turan, Z., & Akdag-cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Vu, N. T., & Nguyen, T. L. H. (2023). Flipped learning in teacher education: using the theories of reflection to understand English-major students’ sense of engagement. Journal of Intercultural Communication Research, 52(3), 284-313. https://doi.org/10.1080/17475759.2023.2197915
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1), 39–68.
Yanto, E. S., Triyani, G., & Pravitasari, H. (2020). Engaging students in a flipped classroom instruction: Junior high school grammar program. Research and Innovation in Language Learning, 3(2), 123-143.
Yusmalinda, Y. (2023). EFL students’ perceptions on flipped learning in an English grammar class. SAGA: Journal of English Language Teaching and Applied Linguistics, 4(2), 117-126.
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(2), 1–47. https://doi.org/10.1080/09588221.2020.1744666
Published
2026-05-01
How to Cite
Lubis, A., Triarisanti, R., & Sulaiman, S. (2026). The Merits and Challenges of Flipped English Grammar Learning Among Indonesian First-Year Undergraduate Non-ELT Students. Indonesian Journal of EFL and Linguistics, 11(1), 61-79. https://doi.org/10.21462/ijefl.v11i1.989
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