Abstract:

This study aimed at identifying undergraduate students’ interaction in learning English language using the flipped-class instructional model, based on afourth component of Moore's model of interaction. There were four aspects to identify, namely: student-peers' interaction, student-instructor interaction, student– contents interaction and student-technology interaction. The study employed a mixed method research approach, the Questionnaire survey and focus group interview were used to assemble in-depth information. 31 respondents answered the questionnaire and 10 respondents were involved in a focus group discussion. The result revealed that students' interactions were well established in the flipped-class environment, including interaction with peers, instructor, content, and technology. Students’ interactions were not only established in-class activities but also continued beyond the walls of the classroom and beyond the normal class hours. These findings confirmed that students were able to learn the content not only from the instructor but also from peers. Pre-class video recorded lectures were also allowed students to become more independent outside of the classroom learning. Besides, the interaction was well-established between students and content - allowed students to pause and replay the videos as often as they needed without having to lose themselves in note-taking. Based on the analyses, this study has contributed to better understanding of flipped-class instruction in teaching-learning English in the Indonesian context.

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