DEVELOPING FLIPPED CLASSROOM ASSISTED-PADLET TO ENHANCE PRAGMATIC COMPETENCE AND CRITICAL THINKING IN EFL CONTEXTS
Keywords:
Pengembangan, Flipped Classroom, Padlet, Kemampuan Pragmatik, Berfikir KritisAbstract
This study aims to develop and evaluate a Padlet-supported Flipped Classroom model to enhance pragmatic competence and critical thinking in EFL higher education. Employing a Research and Development (R&D) design, this study adopted the Four-D (4D) model consisting of Define, Design, Develop, and Disseminate stages. The study was conducted in an undergraduate EFL course at a higher education institution in Indonesia. Data were collected through expert validation questionnaires, lecturer and student practicality questionnaires, reflective responses from lecturers and students, as well as additional assessments of students’ pragmatic competence using the Discourse Completion Task and critical thinking using a Critical Thinking Test. The collected data were analyzed through descriptive and interpretive approaches to examine the development process, validity, practicality, effectiveness, and user responses toward the developed model. The findings indicate that the developed Flipped Classroom model integrating Padlet was considered valid, practical, and effective in supporting students’ contextual language use and reflective thinking. The model facilitated pre-class preparation, interactive classroom engagement, and post-class reflection through digital-mediated learning activities. This study contributes to EFL pedagogy by presenting a systematic instructional model that integrates pragmatic competence development and critical thinking within a flipped learning environment.
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