Putri, Tryana Arianti (2023) Peer-Instruction Type Flipped Classroom Model to Teach Grammar in Intensive English Program. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Grammar is one aspect of language that is quite difficult for students. In teaching grammar, the tutor plays an important role, the tutor must have an effective learning model so that students are able to understand the material being taught well. Creative tutors must find and apply models in teaching. Therefore, this study focuses on discussing the application of Flipped Classroom with the Peer-Instruction type in learning grammar in the Intensive English Program. This study aims to explain how tutors in the Intensive English Program implement the Peer-Instruction Flipped Classroom learning model in learning grammar and what aspects are challenging in implementing the Flipped Classroom learning model. The type of research used in this study is a qualitative case-study method. The results of this study indicate that in its application there are steps that are applied by the tutor in implementing the Peer�Instruction type Flipped Classroom learning model, including learning materials, learning stages, media learning, measuring student abilities, and communication in class. The researcher also found some of the challenges faced by tutors in implementing this learning model, including digital problems, literacy skills, and problems in the teaching process.

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