Is it Important to Apply Flipped Learning in Teaching Indonesian to Speakers of Other Languages (TISOL)?

One question that underlies the birth of the Flipped Learning (FL) model is "What is best for my students in my classroom?" The purpose of this study is to analyze the importance of Flipped Learning in Teaching Indonesian to Speakers of Other Language (TISOL). This research approach is qualitative with descriptive type through literature study method. Data in the form of documents and journals about FL and its applications, and are associated with the author's experience in TISOL. Data were analyzed by triangulation. Based on the analysis, it could be concluded that FL significantly had a positive impact on learning, including TISOL (FL-based TISOL implementations on Hankuk University of Foreign Studies (HUFS) shows that the average score of class with FL is better than the other class with no FL. Moreover, most students were first in the FL class said that they were willing to take FL-based TISOL classes for the second time. TISOL is increasingly in demand, both in Indonesia and abroad, it is necessary to apply FL as an alternative learning model. As an important note, TISOL teachers need to agree that their focus is FL as a model, not just focus on supporting technology. Another thing is the application of FL in TISOL in Indonesia and abroad is certainly different. TISOL implemented in Indonesia needs to be designed with a proportion of less-technological assistance and more direct practice with Indonesian people. On the other hand, TISOL abroad (due to the lack of Indonesian cultural context) needs to be designed with more technology-assisted FL so students have more information about Indonesian and Indonesian.