DEVELOPING FLIPPED CLASSROOM WITH AUTHENTIC LANGUAGE FOR SPEAKING FLUENCY AND CRITICAL LITERACY
DOI:
https://doi.org/10.22460/eltin.v14i2.p511-520Keywords:
Authentic Language, Critical Literacy, Flipped Classroom, Research and Development, Speaking FluencyAbstract
Rural EFL students often experience limited exposure to authentic language input and meaningful speaking practices, which may hinder the development of these competencies. Although the Flipped Classroom model has been widely applied to enhance language learning, limited studies have explored its integration with authentic materials to promote both speaking fluency and critical literacy among rural EFL learners. Addressing this gap, the current study aims to develop and examine the effectiveness of a Flipped Classroom model integrated with authentic materials in improving rural students’ speaking fluency and critical literacy skills. Using the R&D approach and the adapted model of Borg and Gall, the study used 35 eighth-graders from Indonesia. The data was collected through expert validation sheets, speaking tests, and semi-structured interviews, which were then analyzed descriptively and thematically. The result of the research consists of video materials in digital format used by students during independent pre-class study and subsequent in-class analysis. According to the experts' validation, the product received a score of 4.13 on a five-point scale, which indicates high potential for implementation. In addition, the field study showed that the use of authentic materials contributed to significant improvements in students' speaking skills and their ability to analyze the global issues in relation to the local socio-cultural reality.
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