The Practice of Flipped Classrooms in Teaching English as a Foreign Language: A Case Study of English Teachers at SMAN 2 Mataram

Abstract

The explosive growth of information and communication technology (ICT) has had a considerable influence on many areas of modern life, including education. This study employs a descriptive qualitative approach to provide an in-depth description of flipped classroom practices in teaching English as a Foreign Language (EFL) at SMAN 2 Mataram. Based on interviews and observations conducted, these challenges can be classified into three main categories: technical constraints, student discipline issues, and teacher workload. These benefits are primarily related to increased learning effectiveness in the classroom, student engagement, and the ability of teachers to monitor and adjust learning. A detailed examination of this pedagogical framework illuminates two fundamental components: the challenges encountered during implementation and the enhancements it brings to learning quality. This section will provide a comprehensive examination of both perspectives, contextualizing them within the broader framework of extant literature. The implementation of the flipped classroom paradigm facilitates a transition from a teacher-centered learning model to an active and collaborative approach. Class time previously used for lectures is replaced with practice activities, simulations, and discussions, allowing students to apply concepts directly and receive feedback from teachers and peers.