Proceeding: International Academic Conference (iAC 2018) (eISBN: 978-967-14835-5-8) Bayview Beach Resort, Batu Ferringhi, Penang, Malaysia 103 EXPLORING THE USE OF FLIPPED LEARNING APPROACH IN TEACHING GRAMMAR Aisyah Hanum Abu Bakar 1 , Noor Azlinda Zainal Abidin 2 , Zuraina Ali 3 , Nursyaheedah Muhammad Isa 4 , Nor Suhardiliana Sahar 5 1 Universiti Malaysia Pahang. Email: hanum@ump.edu.my 2 Universiti Malaysia Pahang. Email: azlinda@ump.edu.my 3 Universiti Malaysia Pahang. Email: zuraina@ump.edu.my 4 Universiti Malaysia Pahang. Email: syaheedah@ump.edu.my 5 Universiti Malaysia Pahang. Email: liana@ump.edu.my ______________________________________________________________________________ Abstract: Defined as an inverted method in teaching and learning, a flipped learning approach is conducted when the delivery of the content is done at homes by the students and practices are done during class time (Bergmann & Sams, 2012; Sohrabi & Iraj, 2016). Although widely known among tertiary level students, the use is now extended to primary and secondary school students. Assisted by technology and facilities provided in schools, flipped learning approach can provide school students with vast opportunities to engage in English classes, particularly in reading, writing, listening and speaking and also grammar knowledge. Thus, the aim of this study is to highlight the advantages of applying flipped learning approach in English classes, particularly in teaching grammar and to identify the drawbacks that hinder the maximum use of flipped learning approach. Keyword: Flipped learning, grammar, English classes ______________________________________________________________________________ Introduction Flipped learning approach is an effective approach in teaching and learning as it promotes students centred instruction (Hamdan, McKnight, McKnight & Arfstrom, 2013). The application of this approach will allow students to empower autonomy in learning. It is intended to prepare students before coming to class for lessons. Students are responsible in previewing the materials prepared by teachers before the lesson begins (Hao, 2016). In addition, flipped learning is found useful in learning grammar as it allows students to practise grammar contents. Kang (2015) claims that the flipped classroom displayed statistically substantial changes to students’ grammar and vocabulary knowledge. Thus, the objectives of this study are to examine the advantages of flipped learning classroom in teaching grammar and identify common issues faced by the teachers in executing the approach. Literature Review Flipped approach introduces a new or an inverted method in delivering content. According to Bergmann and Sams (2012), the flipped model approach is an emerging model through an improved allocation of teaching time with an objective to increase students’ active learning, collaboration and scaffolding during the learning process. The authors also state that the application of the strategy echoes the idea that lectures and explanations will no longer be