Indonesian Teachers' Experiences of Using Flipped Classrooms During The Emergency EFL Remote Teaching: A Narrative Study

Abstract

During emergency remote teaching (ERT) where all teaching and learning activities had to be conducted online due to the Covid-19 pandemic, teachers were required to adopt suitable teaching strategies to best conduct the online class. One of the common pedagogical strategies that incorporate technology to deliver the learning material is flipped classrooms. This study explored teachers’ experiences of using flipped classrooms in Indonesian secondary EFL contexts during the ERT due to the Covid-19 pandemic. This study was conducted at two public junior high schools located in East Java, Indonesia, by employing a narrative research design that aims to explore stories about people’s lives and/or experiences. The data were collected from narrative interviews with a semi-structured interview to follow up. The results of the categorical-content perspective revealed that the EFL secondary teachers’ experiences of using the flipped classroom during ERT involved the advantages and disadvantages of flipped classrooms, ways to optimize student learning outcomes, and the integration of technology into flipped classrooms. The findings imply that the teachers experienced how a flipped classroom facilitated and posted challenges to them to teach English, how they optimized student learning outcomes, and how they integrated technology into the implementation of a flipped classroom during the ERT.