Students' Experiences of Readiness and Learners’ Autonomy in an Indonesian EFL Flipped Classroom
DOI:
https://doi.org/10.24256/ideas.v14i2.11669Keywords:
flipped classroom; learners’ autonomy; readiness; EFLAbstract
This qualitative case study examined how Grade 10 students in an Indonesian senior high school English as a Foreign Language (EFL) flipped classroom experienced readiness and learners’ autonomy at the same time, an interaction that previous studies have rarely explored together. A case study design was chosen because it allowed for an in-depth exploration of students' own perspectives within their actual classroom setting. Nine students, purposively selected from high, moderate, and low readiness categories based on an initial questionnaire, took part in semi-structured interviews, which were further supported by classroom observations, and the data were analyzed using thematic analysis. The findings showed that students' readiness was shaped by their digital familiarity, their understanding of instructional directions, and their engagement with pre-class materials, while learners’ autonomy was reflected in how they regulated their own learning, made use of available resources, and took responsibility for both individual and collaborative tasks. Several challenges also emerged, including digital distractions, difficulty comprehending English-medium materials, reliance on external support, and technical or environmental constraints. Taken together, the findings suggest that readiness and learners’ autonomy develop together and shift according to each student's circumstances, offering practical implications for EFL teachers who wish to design flipped classroom activities that scaffold students more effectively toward independent learning.
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