The Development of English Language Learning and Teaching on Tenses Using Flipped-Classroom Approach Affecting Learning Achievement of Tenth-Grade Students

Abstract

The purposes of this study are (1) to develop the efficiency of the lesson plans on English grammar (i.e., tense) using the flipped- classroom approach for the tenth-grade students to meet the standard criterion set at 75/75, (2) to compare the learning achievements of the tenth-grade students who studied English grammar using the flipped-classroom approach before and after taking a method of teaching, and (3) to study satisfactions of the tenth-grade students who studied English grammar using the flipped-classroom approach. The sample group in this study were 40 tenth-grade students from Thatnaraiwittaya school in the academic year 2021 of the second semester and selected through a random cluster sampling technique. The research instruments were six lesson plans on English grammar using the flipped-classroom approach, achievement tests (pre-test and post-test), and a questionnaire. The statistics for data analysis were percentage, mean (), standard deviation (S.D.), the efficiency of the lesson plans , and dependent samples t-test. The results of this research indicated that the efficiency of the lesson plans on English grammar using a flipped-classroom approach for tenth-grade students was 76.84/75.12 which means it was higher than the 75/75 set criteria.

The post-test of grade ten students who studied English grammar using the flipped-classroom approach was higher than the pre-test grades at a significant level of 0.01. Students’ satisfaction with English grammar using the flipped-classroom approach was at a high level of ( = 4.40).