Acuity: Journal of English Language Pedagogy, Literature, and Culture. Vol.  No.  202_ 

https://jurnal.unai.edu/index.php/acuity 

 

 

 

Revealing Students’ Responds on the Use of Flipgrid in Speaking Class: 

Survey on ICT  
 

 

 

Trisnendri Syahrizal,1 , Mundriyah Y Pamungkas2 
Trisnendri Syahrizal, Email: trisnendri@ikipsiliwangi.ac.id 

IKIP Siliwangi, Indonesia 

DOI: 10.35974/acuity.v6i2.2459 

 

Abstract 

 
Along with the development of the 4.0 era, the use of ICT media is not a new thing in the world of 

education. Many previous studies have integrated various technology-based media (ICT) with language 

learning including speaking lessons. One of the platforms that is, currently, being widely used is 

FLIPGRID. The main objective of this research is to reveal how students respond to the use of 

FLIPGRID as an ICT-based media that focuses on Speaking. The research method used is qualitative 

method. The instruments used in this study were questionnaires and interviews. From the results of the 

study, it was found that there were 26 respondents of positive responses from the accessibility, internet 

connectivity, psychological fulfillment, the interactive features and 16 respondents of negative 

responses of students to the use of the Flipgrid application ranging from competitiveness, equipment, 

and originality. The most positive responses that arise are that this application is easy to use, while the 

most negative responses that arise are difficulties or the upload process is quite long. It can be concluded 

that the FLIPGRID application has more positive responses than negative responses, so that this 

application can be used by teachers and lecturers in the speaking class. 

 

Keywords: ICT, Flipgrid, Speaking Skill 

 

 

INTRODUCTION 

 

The new challenge for all people around the world including Indonesia happen in 2019 due to 

the strike of Covid-19. This condition crates a major and unique transformation in all spheres 

of life like in social, economic, politics, labor including education. All government including 

Indonesia creates new emergency policy to support the continuity of education using certain 

technological supports and remote learning system to stop the spread of the virus (Zhang, 

Wang, Yang, & Wang, 2020). Moreover, governments in most developing countries have 

responded to the challenge by initiating national programs to introduce computers into 

education (Katemba, 2020). In March 2020 the minister of Indonesia lunched the policy on 

revitalizing distance learning for all level of education. The main purpose of giving an online 

learning to give a meaningful learning activity for all students and protect the form the virus 

(Kementrian Kebudayaan dan Pendidikan, 2020). This objective then initiates the greater use 

of information and communication technologies, teacher do more exploration on what kind of 

 
Corresponding Author: 

Trisnendri Syahrizal, English Education Study Program, IKIP Siliwangi, Indonesia. Email:trisnendri@ikipsiliwangi.ac.id 

 

https://jurnal.unai.edu/index.php/acuity
mailto:trisnendri@ikipsiliwangi.ac.id


97 
 

tool that may support the proces of learning and give a meaningfull learning for students. 

Before the pademic, teacher has limited exploration on the tool used, but after the pandenic 

teacher uses more tools and apps. While teacher exploring various tool, on the other hand, 

students face a new form of chalenges and difficulties, they struggle to get involed in all activity 

using various techological tools. During the involment, students face dificulty to engage with 

all learning processes and it may display behaviors that prohibit them from accessing 

instruction, have attentional issues distracting them from instruction, or lack the confidence to 

participate fully in instruction (Rila, Estrapala, & Bruhn, 2019). By this condition This reseach 

tries to reveal the students respond on the use o particular ICT tool for teaching called 

FLIPGRID.  

There are various research related to the teacher perception toward the use of technology 

in learning but the research on what the students responds on the use of particular tools is fairly 

limited. Besides, in the research from (Bali & Liu, 2018), they mention that students feel online 

learning is less satisfied compared to face-to-face learning, this condition may be caused by 

the limited engagement, participation, and comfort. Furthermore, the fact that disclosing the 

students respon is as important as know how effective a prticular ICT tools in teaching. 

Students is the object of the learning, they should able to achive al the learning objective 

therefore their participation is crucial. 

 Besides the challenges that students’ face, teacher also have a problem in using ICT in 

learning such as limited knowledge on what technology best supports specific learning aims 

and objectives (Petersen, Townsend, & Onaka, 2020). By this conditions, teacher should do 

more exploration and self-improvement because the fact that ICT can support the teaching and 

learning process is undeniable. As Ghavifekr, Afshari, & Amla (2012) mention that schools 

and other educational institutions including teacher are supposed to prepare students to live in 

“a knowledge society” need to consider ICT integration in their curriculum. In line with this 

Chapelle (2002) states that utilizing computer technology in classroom is able to enhance 

students’ linguistic input. Moreover, In technology-based procedures, a specific framework is 

required to integrate technology as a tool to aid learning (Townsend & Cronin, 2017). This 

explanation shows the urgency on the use of ICT in teaching in order to bridge the students in 

their knowledge.  In conjunction, another study showed that students tend to have a positive 

attitude towards online learning, especially if the activity promotes student friendliness towards 

others and it is socially engaging (Dogoriti, 2015). Moreover, Purnawarman, Sundayana, & 

Susilawati (2016), mention that online learning can facilitate the students to have wider social 

interaction.  

 In learning English having speaking skill is important knowledge that should be 

mastered by the students therefore teacher should help the students to reach that skill. Speaking 

is a productive skill that may help students and the language user to communicate with other 

and built their relationships. Speaking skill is the most important skill to acquire foreign or 

second language learning. Among the four key language skills, speaking is deemed to be the 

most important skill in learning a foreign or second language (Rao, 2019) (Hutabarat & 

Simanjuntak, 2019), but speaking also becomes a problem for some students in understanding 

English they feel difficult and uncomfortable when they have to speak. They are in doubt to 

express their sentences in English  (Inayah & Lisdawati, 2017). In this current situation teacher 
have many options on what kinds of tool that might use for teaching speaking skill in order to 

solve the students’ problem. Teacher can use any online discussion forum (Abu Bakar, Latiff, 

& Hamat, 2013), teacher can also use online conference tools, YouTube, TedTalks and others 

(Curry, 2020). Other tools that majorly used in this era is Flipgrid. 



98 
 

There are several researches related to the use of Flipgrid in teaching; Stoszkowski J 

(2018), McClure & McAndrews (2016), McLain (2018), (Carrie & Timothy, 2020, (Moran, 

2018), all found that Flipgrid has a lot of benefit for the students ranging from young to adult 

learner. Flipgrid also can be use in many learning subjects such as language, egineering, 

physics, and many others. Flipgrid is an online video discussion platform designed to empower 

learners and facilitate social interaction between students  (Stoszkowski J. , 2018). Related to 

speaking skill, McClure & McAndrews (2016) mentioned that Flipgrid was recognized as a 

low-stakes platform that helped students in their public speaking skills. By this two pervious 

study we then can see that Flipgrid provides alternatives for students to become more 

comfortable and easier to share their video in an ever-changing technological world. Other 

finding on the use of Flipgrid is a study from undergraduate business university students in 

South Korea which reported that students became more comfortable speaking in English via 

videos after using Flipgrid over the period of a semester course (McLain, 2018) 

 In this era of social media, video has become more and more famous, and students are 

very familiar in using video for attracting their social living. Video response technologies, 

which are social interfaces allowing people to engage and collaborate with others, have recently 

gained great popularity (Katemba & Ning, 2018). A specific video response technology, 

Flipgrid, can be a valuable experiential learning tool, and enables educators to engage students 

in a variety of learning and assessment activities (Carrie & Timothy, 2020). Moreover, Flipgrid 

is an online platform that offers students a chance to connect with the instructor and materials 

more often, and within their comfort zone (Moran, 2018). The impact of the view also felt by 

the teacher, video let the teacher has a wider time to assess the products of the students. As 

Dunbar (2019) mention that when students demonstrate their knowledge and skills through 

video recording, it allows the instructor to provide a more critical and accurate assessment of 

their knowledge.  

 By the definition, we can see there are two important variables, first is how teacher can 

support the students in having a meaningful learning by selecting a proper tool such as Flipgrid 

for speaking so that students will not feel boredom during the learning process. As Wood 

(2018) mentioned that the majority of current university students are millennials, who have 

exhibited boredom with traditional teaching methods so that the teacher should find a best way 

to escape the students from this issue. Second is how to find the students respond on the use of 

particular tools. This research focuses on the second variable, this research has an objective to 

disclose the responds of the students at one of the University in Cimahi, West Java on their 

experience in using Flipgrid in their Speaking class. This research is expected to give a brief 

explanation on how the students reacts toward the use of Flipgrid. The result of this research 

is also expected to give a brief information for the teacher who wish to use Flipgrid in the class 

so they could optimize the benefits of the Flipgrid and minimize the weakness of this tools. 
 
METHODS 

 
As a qualitative study, this research picturized detail information regarding students’ responses 

on the use of particular tool called FLIPGRID. As we know, the purpose of qualitative research 

is to describe and interpret issues or phenomena systematically from the point of view of the 

individual or population being studied and to generate new concepts and theories (Mohajan, 

2018). This research gives a detail point of view of students after using FLIPGRID, and can be 

used as an information for teacher whether this application is suitable for the students or can 



99 
 

be used to help the teacher to anticipate the issues that may emerge during the use of 

FLIPGRID. There are various settings that may be solved using this qualitative study such as 

case study, open-ended interview, participant observation, counseling, therapy and others 

(Cibangu, 2012). This research reached its objective of the study by using open-ended 

interview and questioners. This research took one semester from September to December 2020, 

there are sixteen meeting in total and eight times using Flipgrid. During the research the 

researcher who also act as teacher introduced FLIPGRID to all subjects. After all students have 

an ability to use the Flipgrid, they begin to use the FLIPGRID bi-weekly in the 2nd, 4th, 6th, 

8th, 10th, 12th, 14th, and 16th meeting. In every meeting students were asked to upload their 

speaking project to Flipgrid, the teacher also asked the students to use all features form such 

as like, comments, video comments, reaction and others.  

In the fifteenth meeting, besides uploading the video, the students were also asked to fill the 

google form as an online questioner. After all the data from the questioner were gathered the 

researcher invited 25 students as the interviewee. The question of the interview is an open-

ended question and used to validate the data gathered from the questioner. The 25 students 

were randomly selected and all interviewees participated in the questioner. All data from the 

questioners were then classified, identified and extracted using Microsoft excel, while the 

interview were conducted using WhatsApp call and was recorded so that the researcher can re-

observed the content of the interview. 

 

Research design 

This study utilized a qualitative design. The teacher assisted the students to use the 

FLIPGRID during the learning proses and using it as a media for submitting the speaking 

projects. During the proses, students are actively using the tools but faces several 

obstacles that leads them to a discussions with the teacher. On the other hand, students 

also face a new experience in their speaking class. By this phenomena, the research then 

facilitated students to express their respond on using FLIPGRID through answering the 

open-ended questions online. All the responses in both negative and positive were then 

recorded into excel. After all responses were collected the researcher initiated the 

interview. By this design the researcher gathered detail and deeply of the students’ 

opinion on the use of FLIPGRID, at the end of this research the students showed positive 

and the negative responses  

 

Research participants and Sampling Procedures 

This research involved 177 students, all of the subjects use FLIPGRID in helping to 

understand the material and producing a speaking products. All subjects answer the 

questioners related to their response in using FLIPGRID in their speaking class. After 

filling the questioners, 25 students were randomly selected for an interview. Both 

questionnaires and interview were delivered using online media, goggle form for the 

online questioner while WhatsApp call for the interview part. 

 

Data Collection 

The data were collected using questioner and interview in order to have a valid and 

reliable information regarding the positive and the negative response of students in using 

FLIPGRID. The Questioners were given to students after 14 meetings. The questions of 

the questioner are objected to reveal the response of the students.  

 



100 
 

0

5

10

15

20

25

30

35

40

A
tt

ra
ct

 S
tu

d
e

n
ts

 I
n

te
re

st

E
a

sy
 t

o
 f

in
d

 it
 in

 t
h

e
 A

p
p

s…

C
a

n
 g

e
n

e
ra

te
 s

u
b

ti
tl

le

C
a

n
 g

iv
e

 C
o

m
m

e
n

ts

C
o

n
n

e
ct

 t
o

 s
o

ci
a

l 
M

e
d

ia

C
o

o
l 

a
p

p
s

E
a

sy
 t

o
 a

cs
e

ss

E
a

sy
 t

o
 u

se

F
re

e
 A

p
p

s

F
u

n
 t

o
 u

se

H
e

lf
u

ll 
A

p
p

s

Im
p

ro
v

e
 C

re
a

ti
vi

ty

Im
p

ro
v

e
 d

ig
it

a
l 

lit
e

ra
cy

In
te

ra
ct

iv
e

 w
e

b
 d

e
si

gn

Lo
o

k 
lik

e
 a

 s
o

ci
a

l m
e

d
ia

Lo
w

 B
a

n
d

w
it

h

M
o

ti
va

te
 s

tu
d

e
n

ts
 t

o
 s

p
e

a
k

N
o

t 
B

o
rr

in
g

 A
p

p
s

P
e

e
r 

F
e

e
d

b
a

ck

P
re

vi
e

w
in

g
  

B
e

fo
re

…

P
ri

v
a

cy
 s

a
ve

R
e

fl
e

ct
io

n
 a

n
d

 s
e

lf
…

S
a

ve
 p

h
o

n
e

 m
e

m
o

ry

S
e

e
 o

th
e

r 
vi

d
e

o
…

S
e

lf
 A

ss
e

sm
e

n
t

H
a

ve
 s

ti
ck

e
rs

0

5

10

15

20

25

30

 

RESULTS 

 

The result of the study after analyzing the questioners and interview result it was found out that 

students have more positive than negative responses. There are 26 respondents of the positive 

responses on the use of Flipgrid ranging from the accessibility, internet connectivity, 

psychological fulfillment, and the interactive features. The complete positive response can be 

seen in figure 1.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1: Positive Response on Flipgrid 

 

Other result found from this study, there are 16 respondents of the negative response ranging 

from competitiveness, equipment, and originality. The detail information can be seen in figure 

2.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 2: Negative Response on Flipgrid 



101 
 

 

DISCUSSION 

 

Positive Response  

 

Figure 1 describes that there are several responses related to the use of Flipgrid ranging from 

the easiness in using the application to the psychological sector of the students such as feeling 

secured with their privacy, self-reflections, and having a good motivation. On the interview, 

the 6 interviewees said that this application helps them to feel save because they don’t need to 

share it publicly and that only a particular group of people who may get access to the video. 

On the other hand, participants stated that, Flipgrid help them to access online social media 

and other social platforms, it indicates that some students feel comfortable to publish their 

works. This finding is in line with the idea of the compatibility, it says that Flipgrid is a 

compatible platform that can engage with other application such as social media or the LMS; 

google classroom, Microsoft teams and others (Carrie & Timothy, 2020). Similar opinion also 

conducted by Antonius, Sugeng, Monika, & Charito (2020) who mention that one of the 

respons from the students of online media is the compatibility of tools to access the media.  

 The highest positive respond level is on the easiness of using this tools, 35 students 

agree that this tool is easy to use, this finding is in line with the study conducted by Smart & 

Cappel (2006). Moreover, sixteen interviewees also mention that this tool is easy to use, 

students can follow all instructions given by the teacher to use and to exploration. Students also 

said that even if the instruction from the teacher is limited they can simply follow the 

instruction in Flipgrid or find some other tutorial from YouTube. Moreover, the other reason 

why this tool is easy it is that students do not need to create an account or ‘sign-up’; they simply 

just need the web link for their grid, which is free to access. This helps reduce any potential 

‘overload’ of platforms in their existing digital ecosystem (Stoszkowski, McCarthy, & 

Fonseca, 2017). This finding also in-line with the data from the figure.1, there are 22 students 

who stated that this tool is easy to access.  

 Collaboration is another response that was underlined by the participants, this 

collaboration mostly discovered in the term of giving and responding the comments from the 

uploaded video. students said that by giving a comment in both video and text can facilitate 

them to discuss with their friends such as how their video look likes, what should be improved, 

and whether they like it or not. Through this collaboration we also find the idea of peer-

feedback. Syahrizal and Rahayu (2020) mentioned that peer feedback are very beneficial in 

sustaining powerful learning process. From the interview, the interviewees mentioned that the 

comments features give them access to assess their friend and their work. Other term that 

emerged is the reflection and self-assessment, one participant in the question said about it and 

5 interviewees also say that they can assess themselves and reflect what the weakness and the 

strength of their speaking projects.  

  Other related response is that the students feel convenient in using Flipgrid, students 

said that Flipgrid give the opportunity to work without time dependent, they can work 

asynchronously. This kind of learning really help students to manage their time, internet 

connectivity, and hardware availability. Thomas and Jones (2017) said that asynchronous and 

not time- or place-dependent, benefits ‘commuter students’ who live off-campus and are more 

likely to experience challenges in relation to their engagement beyond the classroom. From the 

interview, the interviewees also mentioned that they have more freedom to make a good quality 

video for their speaking project. Students also love the flexibility. Neves & Hillman in 2017 

also appreciate the flexibility offered by Flipgrid.  

 The web design and the features are other positive response that were stressed out by 

the students. Students find that by recording the video they can use some stickers and filters 



102 
 

that make their speaking project looks more attractive. These features surely make students to 

be more creative, figure 1 also shows that Flipgrid helps them to improve their creativity. We 

can see that students said it is fun to use the stickers and filters and that this app is not boring, 

it is fun. Flipgrid is a cool application. Other element mentioned by the interviewees is that 

video makes them less boring, they like to watch a video rather than reading. Students appear 

to prefer watching one another speaking on video than reading written materials, which they 

perceive to be time-consuming and ‘boring’. Students with less developed writing and reading 

skills also appear to prefer video-based interaction. (Carrie & Timothy, 2020).  

In Relation to the use of internet connection, students agreed that this tool use fairly low 

bandwidth and small amount of phone storage. The students who participated in this research 

use laptop and phone and they can easily access it.  Antonius, Sugeng, Monika, and Charito 

(2020) mentioned that the benefits of this tool can be categorized into three factors: first is 

availability and sustainability of internet connection, second is accessibility of teaching media, 

and the last is its compatibility of tools to access the media. 

 

Negative Response  

 

Figure 2 gives a brief list of the negative responses on the use of the Flipgrid. First negative 

response can be categorized as a competitiveness. As it is common that on many social media 

platforms, videos can be liked or hearted to show agreement or approval. This can lead to 

competitiveness, with the confidence of some students potentially dented if a video receives 

fewer views or likes than others. Flipgrid also share the same idea where students can “like” or 

“dislike” a video, this situation leads to negative response of the students, they feel 

uncomfortable when they get less “like”. They feel to be liked when more “like” where they 

have the bigger score, so it is very important for the teacher to debrief the students that the 

function of ”like” is just to get a social interaction with other students but not as a scoring 

standard.  In line with this, A few students were uncomfortable about being “on screen”, with 

some voicing concerns that their appearance would be “judged” by their peers. Consideration 

should therefore be given to the suitability of the platform for introverts, although research has 

suggested that introverted students prefer communicating via social media and in person 

(Voorn & Kommers, 2013) 

 To access and use the platform, students must have a suitable digital device (i.e. camera 

and microphone) and a good internet connection. Students who have old or low specification 

phones or tablets with a low sound and picture quality may feel inferior to that of the newer 

and high specification gadgets, this may create problems. From the Figure we can see that some 

students have limited phone storage, low internet connection, difficulty in uploading the video, 

low video quality, lagging apps due to low quality of the device, low video sound quality, and 

error in uploading the video also due to limited internet quota. Students in both interview and 

questioner complained that this activity need a huge amount of internet data.  

 Students also feel worries about being duplicated by other students, they feel that there 

is a huge possibility that their work can be copied and eventually effecting the final score.  

 

CONCLUSION 

 

From both questioners and interview we can see that students shared both negative and positive 

responses. There are 26 respondents of positive responds ranging for the accessibility, internet 

connectivity, psychological fulfillment, the interactive features of Flipgrid. On the accessibility 

and ease of use of the tools students mentioned that this tool is easy to use, easy to access. They 

can use the tools from their PC, laptop, phone, or tablet. They do not need to “log in” as long 

as teacher shares them the link. On internet connectivity, students said that this tool uses a 



103 
 

fairly low bandwidth. And on psychological fulfillment they feel happy in using this tools it 

has various feature such as filters and stickers. Moreover, they also said that this tool helps 

them to do peer-feedback and self-assessment in the same time, where they can improve the 

quality of their speaking projects. Using Flipgrid also allows them to communicate and 

collaborate with other students by using the comments features in both text and video. 

 On the other hand, the negative responses of Flipgrid were presented by 16 respondents. 

They mentioned of competitiveness, equipment, and originality. Students feel the sense of 

competition in Flipgrid is very high and it makes them feel uncomfortable. Moreover, limited 

internet data, and limited supporting devise make them face a lot of difficulties in uploading 

the video, maintaining the quality of the sound, and having a good resolution of the video. 

These conditions cause their phone to lag and cause a domino effect to their speaking activity. 

In case of originality, they afraid their video will be duplicated.  

 These two kinds of responses show that Flipgrid has more positive rather than negative 

responses. By this the teacher can use this tool to support the learning process especially in the 

speaking class. In minimizing the obstacle in using the Flipgrid teacher should have a clear and 

deep communication with the students and also giving then a continuous support and 

assistance. 

 

 

REFERENCES 

 

Abu Bakar, N., Latiff, H., & Hamat, A. (2013). Enhancing ESL Learners Speaking Skills through 

Asynchronous Online Discussion Forum. Asian Social Science, 224-233. 

doi:10.5539/ass.v9n9p224 

Ali, M. A., & Jabar, N. (2016). Cultural Video Project Assignment (VPA) through the Eyes of Young 

ESL Learners: A Multi-Modal Vocabulary Learning Approach. Indonesian Journal of EFL 

and Linguistics. doi: https://doi.org/10.21462/ijefll.v1i2.11 

Antonius, S., Sugeng, N. A., Monika, W. S., & Charito, A. Q. (2020). Students’ Perception of Online 

Learning during Covid-19 Pandemic: A Case Study on the English Students of STKIP 

Pamane Talino. Journal of Social Sciences and Humanities. 

Armsstrong, D. A. (2011). Students’ Perceptions of Online Learning and Instructional Tools: A 

Qualitative Study of Undergraduate Students Use of Online Tools. The Turkish Online 

Journal of Educational Technology, 222-226. 

Bali, S., & Liu, M. C. (2018). Students’ Perceptions Toward Online Learning and Face-to-face. IOP 

Conf. Series: Journal of Physics, 1-8. 

Carrie, T., & Timothy, H. (2020). Strategies for Using Flipgrid in Education. US-China Education 

Review B, 26-31. doi:10.17265/2161-6248/2020.01.003) 

Chapelle, c. (2002). English language learning and Technology: Lectures on Applied Linguistic in the 

Age of Information and Communication Technology. Philadephia: John Benjamin Publishing. 

Cibangu, K. S. (2012). Qualitative Research: The Toolkit of Theories in the Social Sciences. In 

Asunción López-Varela (Ed.). Theoretical and Methodological Approaches to Social 

Sciences. InTech, 95-126. 



104 
 

Curry, N. (2020). Supporting Every Teachers: 8 Tips for Developing Academic Speaking, Listening, 

Reading, and Writing in Online Contexts. Retrieved from www.cambridge.org: 

https://www.cambridge.org/elt/blog/2020/04/22/developing-academic-language-skills-in-

online-contexts/ 

Dogoriti, E. (2015). Towards an Instructional Tool for Teaching of English as A Second/Foreign 

Language (ESL/EFL) in Higher Education. International conference on information, 

communication technologies in education, (pp. 401-411). 

Dunbar, L. (2019). When Responses Cannot be Written Down: Video submission possibilities in the 

music classroom. General Music Today, 29-30 . 

Ghavifekr, S., Afshari, M., & Amla, S. (2012). Management Strategies for E-Learning System as the 

Core. Life Science Journal , 2190-2196. 

Hutabarat, A., & Simanjuntak, D. C. (2019). A Phenomenological Study: Speaking Anxiety 

Overwhelms English Learners. JELPEDLIC, 4(1), 44-58. 

Inayah, R., & Lisdawati, I. (2017). Exploring Students’ Difficulties in Speaking English and Their 

Attitude. JELPEDLIC, 2(1), 12-23. 

Katemba, C. V. (2021). Enhancing Vocabulary Performance Through Mobile Assisted Language 

 Learning at a Rural School in Indonesia. Acuity: Journal of English Language Pedagogy, 

 Literature and Culture, 6(1), 1-11. https://doi.org/10.35974/acuity.v6i1.2457 
 

Katemba, C. V., & Ning, W. (2018). Students` Responses in Enhancing New Vocabulary Through 

 Subtitled English Movies. Acuity: Journal of English Language Pedagogy, Literature and 

 Culture, 3(1), 45-75. https://doi.org/10.35974/acuity.v3i1.623 

 

Kebudayaan, K. P. (2020, Maret Selasa). Pelaksanaan Kebijakan Pendidikan dalam Masa Darurat 

Penyebaran Corona Virus Desease (COVID-19). Surat Edaran . Jakarta , Indonesia : 

Kementrian Pendidikan dan Kebudayaan . 

McClure, C., & McAndrews, L. (2016). Going Native to Reach the Digital Natives: New 

Technologies for the Classroom. ITAA Annual Conference Proceedings, (pp. 8-10). Retrieved 

from http://lib.dr.iastate.edu/itaa_proceedings/2016/presentations/135 

McLain, T. R. (2018). Integration of the Video Response App Flipgrid in the Business Writing 

Classroom. International Journal of Educational Technology and Learning, 68-75. 

doi:https://doi.org/10.20448/2003.42.68.75 

Mohajan, H. K. (2018). Qualitative Research Methodology in Social Sciences. Journal of Economic 

Development, Environment and People, , 23-48. 

Moran, L. (2018). Streaming media: Setting the Focus Back on Teaching and Learning. Retrieved 

from https://blog.epson.com/education/setting-the-focus-back-on-teaching-and-learning/# 

Neves, J., & Hillman, N. (2017). Student Academic Experience Survey. New York: Higher Education 

Academy. Retrieved from https://www.hepi.ac.uk/wp-content/uploads/2017/06/2017- 

Student-Academic-Experience-Survey-Final-Report.pdf 



105 
 

Nicol, D., & Macfarlane-Dick, D. (2006). Formative Assessment and Self-regulated Learning: A 

Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 199-

218. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/0 

Petersen, J. B., Townsend, S. D., & Onaka, N. (2020). Utilizing Flipgrid Application on Student 

Smartphones in a Small-Scale ESL Study. English Language Teaching, 164-176. 

doi:https://doi.org/10.5539/elt.v13n5p164 

Purnawarman, P., Sundayana, W., & Susilawati. (2016). The use of Edmodo in Teaching Writing in a 

Blended Learning Setting. 242-252. doi:https://doi.org/dx.doi.org/10.17509/ijal. v5i2.1348 

Rao, P. S. (2019). The Importance of Speaking Skills in English Classrooms. Alford Council of 

International English & Literature Journal(ACIELJ), 6-18. 

Rila, A., Estrapala, S., & Bruhn, A. L. (2019). Using Technology to Increase. Beyond Behaviour Sage 

Jurnals, 36-45. 

Sinambela, K. L., & Simanjuntak, D. C. (2017). Study on the Use of Oral Drills and Role-Play 

Method in Improving Students’ Interactive Speaking Achievement. JELPEDLIC, 2(1), 24-45. 

Smart, K. L., & Cappel, J. J. (2006). Students’ Perceptions of Online Learning: A Comparative Study 

. Journal of Information Technology Education, 201-219. 

Stoszkowski, J. (2018). Using Flipgrid to Develop Social Learning. Compass: Journal of Learning 

and Teaching, 1-5. 

Stoszkowski, J., McCarthy, L., & Fonseca, J. (2017). Online Peer Mentoring and Collaborative 

Reflection: A Cross-Institutional Project in Sports Coaching. Journal of Perspectives in 

Applied Academic Practice, 118-121. 

Syahrizal, T., & Rahayu, S. (2020). Padlet for English Speaking Activity: A Case Study of Pros and 

Cons on ICT Indonesian EFL Journal, 149-156. doi: https://doi.org/10.25134/ieflj.v6i2.3383 

Thomas, L., & Jones, R. (2017). Student Engagement in the Context of Commuter Students. London: 

The Student Engagement Partnership. Retrieved from www.tsep.org.uk/resources  

Townsend, S., & Cronin, A. L. (2017). The Universal Access Framework: An Architecture for 

Uniting Learning with Mobile Phones. . (29th International Conference on Teaching, 

Education and learning (ICTEL). Bangkok, Thailand . 

Voorn, R., & Kommers, P. (2013). Social Media and Higher Education: Introversion and 

Collaborative Learning from the Student’s Perspective. International Journal of Social Media 

and Interactive Learning Environments, 59-73. 

Wood, J. (2018). College Students in Study Spend 8 to 10 Hours Daily on cell phone. Retrieved from 

https://psychcentral.com/news/2014/08/31/new-study-finds-cell-phone-addiction-

increasingly-realistic-possibility/74312.html 

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: 

China’s Education Emergency Management Policy in the COVID-19 Outbreak. JRFM, 1-6.