Flipped Classroom to Improve the Students’ Autonomy in Learning to Speak English at a Private Vocational High School in East Lombok.

This research aims at improving the students’ autonomy in learning to speak English using the flipped classroom method and revealing the students’ perception on the implementation of this method. An action research designed by Kemmis and McTaggart (2000) was collaboratively done with the English teacher. The procedures were planning, acting and observing, and reflecting that were conducted in two cycles. The participants were 19 students in the tenth grade of a private vocational high school in East Lombok in the even semester of academic year 2017/2018. The data obtained were in the form of qualitative and quantitative. These data were collected from observation, structured interview, questionnaire, and speaking assessment. Then, the qualitative data were analyzed using the thematic analysis of Norton (2009). Meanwhile, the quantitative data obtained from the questionnaire was calculated, tabulated, and displayed into a chart. In addition, the students’ speaking competence was scored using scoring rubrics, converted into weighting tables, and categorized based on rating scales. The findings indicate that the flipped classroom method gradually improves the students’ autonomy in learning speaking. The average numbers were 23.16% in pre-cycle, 68.42% in cycle 1, and 84.20% in cycle 2. Moreover, this improvement gives positive impacts to the students’ speaking competence. The mean scores increase in each cycle, 47.37, 53.11, 67.21 respectively. Other findings indicate that the students have positive perception toward the implementation of the flipped classroom. Most of them perceive that; 1) they obtain a good overview for the topics learned; 2) the teacher becomes more dedicated; and 3) the teacher gives more attention to them when the teaching and learning process