Flipped Materials of Wetland Texts for English Teaching at Faculty of Teacher Training and Education, Lambung Mangkurat University

Although smartphones were not prohibited in the campus environment in Era 4.0, smartphones were still limited in their use as a means of communication and connection. Supposedly, the use of this smartphone must of course be observed wisely and maximized by various related parties, for example by making it a medium for learning. The challenge faced in maximizing the use of smartphones for learning is the limitations in processing and or managing existing material. With the various backgrounds and reasons outlined above, the study tries to develop Flipped Materials for English Courses at the Faculty of Teacher Training and Education, Lambung Mangkurat University. This research uses research and development type for Flipped Material on Wetlands in digital form which is developed and tested for its feasibility in a limited scope. For this research, the study took samples with consideration of feasibility in reaching the subjects. Sampling is done by using the Cluster Random Technique because the characteristics of the population used as the research subject are considered to be the same, namely students of ULM semester I.


Background
The use of devices in the form of smart phones has been so prevalent in various circles. One of them is among college students. Even though the use of smartphones was not prohibited in the campus environment in the era of 4.0, smartphones are still limited in their use as a means of communication and connection. various related parties, for example by making it a medium in learning. It is important to see how the use of smartphones as learning media outside the network (offline) and online.
The challenge faced in maximizing the use of smartphones for learning is the limitations in processing and /or managing existing material to be more focused on increasing digital literacy. The making of electronic materials such as electronic books really requires experts in the field of information technology. The management of electronic materials itself also requires technology literate personnel. As a resource for smartphone users, Lecturers seem to be unable to fully utilize the offline and online modes available to assist learning in their classes.
Therefore, for lecturers, smartphones' widespread use can be used to train and improve students' digital literacy, especially for electronic materials in English. Various studies have found that students' level of speed and reading ability in English is still lacking. This should trigger teachers to try various ways, one of which is the use of smartphones both offline and online. With the various backgrounds and reasons outlined above, the proposer tries to find student digital literacy for Wetlands and develops Flipped internet technology. So when we hear the phrase" online learning ", it means learning that is done online is like using edmodo.Edmodo itself is a web that provides social networkinglike learning platform that we can use for free. Here all material is distributed online, communication is also carried out online (such as Facebook chat facilities) and examinations are also online. One example of a site that must be accessed online is the following site www.w3schools.com/css/css_syntax.asp.Luring this is an acronym for "outside the network", where the word offline is to replace the word "offline". The word "offline" is the opposite of "online". Because the word "offline" is to replace the English word "offline", the meaning of the word "offline" is in no way connected to the internet or intranet. Because there are still some people classify "online" as internet connected online and "offline" as an intranet. One of the url addresses which means it is accessed offline is file: /// D: / E-Book / w3schools_offline, which starts with the word file followed by the name of the drive and folder.

Flipped Material
According to Kurnia and Astuti (2017: 150), Internet users in Indonesia have reached 51.8% of the total population of Indonesia. The composition can be said to be balanced between men (52.5%) and women (47.5%). This allows for a mixed learning process (blended learning) which seems to be more effective for learners in this millennial era.
Instructional Material online for certain topics in Chemistry lessons that can be used by local teachers in their area according to the curriculum for the K-12 Program.
Flipped Materials offered various conveniences or benefits. Catle (2018: 12) quotes from Brame (2013), the Vanderbilt University Teaching Center identifies important elements in the use of Flipped Materials. First, this strategy provides an opportunity for students to get the first exposure to content before class. Second, Flipped Material that is given earlier can provide incentives for students to prepare themselves for learning. Third, Flipped Material conditions activities in the classroom that focus on higher levels of cognitive activity. Finally, an important element that will be explored is the opening of a broad mechanism for assessing student understanding because class meeting time is used more for critical thinking, not knowledge acquisition.
These four elements are supported by the research results of Lepp and Tonisson (2015: 225) which conclude that: "Two thirds of the students think that the flipped classroom approach helps them to learn better and more than they would learn in traditional class." In their research, students as respondents were asked for their opinions after attending a classroom learning workshop using the Flipped Classroom Approach. Two thirds of respondents admit that this approach helps them learn better. Lepp and Tonisson's  the stages of analysis, design, development, implementation, and evaluation. The umbrella field is instructional design.
The learning system design model proposed by Dick and Carey has long been used to create effective, efficient and attractive learning programs. The model developed is based on the use of a systems approach or system approach to the basic components of a learning system design which includes analysis, design, development, implementation, and evaluation. This model consists of several components and sub-components that need to be done to design a larger activity. The development of this learning system design model is obtained from theory and research results and practical experience gained in the field.
The implementation of this learning system design model requires a systematic and comprehensive process. This is necessary to be able to create a learning system design that can be used optimally in overcoming learning problems.The steps of the Dick and Carey model can be explained as follows: 1. Identification of needs and determining general goals, this is the initial stage, namely determining what needs are desired so that students can do it when they have completed the learning program and determine the general goals to be achieved.

Conducting an instructional analysis, namely determining what abilities are involved in
the learning process to achieve goals and analyzing the topics or material to be studied.
3. Identifying the initial behavior and characteristics of students, when analyzing the skills that need to be trained or learned and the stages of procedures that need to be passed, the students' initial skills are also considered. c. Conduct field tests in actual settings or situations in which the product will be used.
d. Make revisions to fix weaknesses found in the field test stages.

RESULT AND DISCUSSION
The results of the research implementation that have been achieved include development steps and the feasibility of Flipped Material in learning English for Wetlands material. Three of these four things have been implemented and included in the progress report of this research so that only three research focuses are included in this report.
The procedure for developing flipped material teaching materials in this study uses a research procedure whose steps are carried out in the Covid 19 Pandemic so that there are limitations that must be tolerated. By adapting the main development research steps from  and Borg and Gall (2003), the development step is simplified into four main steps.

Revisions to correct weaknesses found in the field test stages.
Revising Flipped Material teaching materials based on limited-scale and group trials was carried out by looking at student achievement, especially by analyzing the lowest and highest number of scores. If there are too many low scores, then the Flipped Material calculation is still too difficult and must be revised. Likewise, it is seen that students achieved more high scores. This means that the questions are still too easy for the student level so that the Flipped Material developed needs to be revised in terms of reading, both text length and vocabulary difficulty, and in terms of questions, it is by reviewing the types and levels of difficulty of the questions.

CONCLUSION
In this study, a problem formulation is the focus, namely about the development of Thus, it can also be concluded that the Flipped Material that was developed up to the group trial stage still needs to be revised to suit the students' abilities, which can meet the needs of students in English lectures.
Suggestions for research plans in the following year based on the output indicators that have been achieved are a set of flipped materials that have been successfully recorded in the form of digital material that can be accessed offline because in this study all material