English Teachers' Beliefs and Practices of Flipped Classroom in ELT

Abstract

This study aims to address research questions concerning English teachers' beliefs and practices regarding flipped classrooms in English Language Teaching (ELT). Teachers' beliefs are intertwined with their comprehension of theory, and their proficiency in applying the flipped classroom methodology enhances students' learning outcomes. Teachers' practices, on the other hand, pertain to the actual implementation of the flipped classroom approach. To this end, the study, employing a qualitative approach with interviews and observations, included 12 English teachers from two highly accredited Public High Schools (SMAN 1 and SMAN 2 Negeri Langke Rembong). The research instruments were adapted from various sources. Data analysis followed Miles and Huberman's framework, involving data reduction, display, and conclusion. The results are presented thematically, with interview findings in descriptive text and observational data in tabulated form. The study's findings showed discrepancies between the beliefs and practices of teachers. Teachers may be perceived as lacking pedagogical knowledge about the flipped classroom. However, they still demonstrate an implicit understanding of the flipped classroom through their implementation of expected practices.