Putri, Elsa Desi (2024) The implementation of flipped learning model in the teaching of opinion essays: the impact on students\' writing ability and their perceptions / Elsa Desi Putri</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Writing plays an important role for EFL students because writing is one of the most common modes of communication used by students before or after graduating. Furthermore writing problems seems unexceptional in EFL context therefore the teacher is attempting to adapt and implement some strategies in dealing with those issues which the teachers are suggested to integrate the technology into the writing instruction since most of the students nowadays are digital native. One of learning models that currently has got a lot of attention from teachers and researchers is flipped learning. Flipped learning is believed can help teachers to free up and make up the learning activities in the classroom to be more meaningful because in the flipped learning classroom the activities which are normally conducted in the classroom (listen to the teacher rsquo s explanation) are moved to be conducted out of the classroom. Then it can allow the students to build their autonomous learning out of the classroom especially for university students they are required to be more independent in their learning process. However the effects on a Foreign Language (EFL) teaching are sometimes mixed. This study aims to investigate the effect of flipped learning model on EFL undergraduate students rsquo writing ability in writing opinion essays and their perceptions of its implementation. It employed quasi-experimental design that examined the difference gain of the students rsquo scores in writing ability of the students taught with flipped learning model and the students taught without it. The data were taken from 58 third-semester Indonesian undergraduate students rsquo opinion essays writing pre- and post-test scores and close-ended questionnaires shared to the students in the experimental group (the classroom flipped leaning implemented). The result of the quantitative analysis shows that both groups improved with each type of teaching methodology however it is found that the students who were in the flipped learning model classroom outperformed the students who were taught without it. It was confirmed by the statistical result conducted on the students rsquo pre- and post- test scores using Mann Whitney and ANOVA test which used pre-test scores as the co-variance. Subsequently it is found that the students rsquo improvements in the experimental group might be caused the three phases involved in flipped learning model namely pre-class in-class and after-class activities. The three learning phases in flipped learning are assumed to create an active and meaningful learning environment. Besides the students who were in the class where flipped learning was implemented perceive flipped learning model positively. The students respond that the implementation of flipped learning could enhance their learning in three aspects namely meaningfulness (how implementation of flipped learning makes a valuable learning for the students) competence (how the implementation of flipped learning improves the students rsquo abilities) and impact aspects (how the implementation of flipped learning make a difference of students rsquo participation and engagement in the classroom). Referring to the statistical analysis of the students rsquo responses in the questionnaires given the students generally perceived flipped learning in a positive way specifically in meaningfulness aspect of learning and slightly less positive in competence and impact aspects. Therefore the implementation of flipped learning is believed can enhance the students rsquo abilities in writing opinion essays. Based on the findings of current study it is suggested to better implement of flipped learning model in the future teachers are suggested to understand and adjust the three phases of learning in flipped learning model choose the learning platform that is familiar for both students and teacher wisely choose media presented to the students include interactive activities in the pre-class and after-class activities and choose the activities to be integrated in the in-class activities. Subsequently the implementation of flipped learning can be still possible to be conducted in rural area with no internet connection by adjusting some steps in the flipped learning for example in the process of distributing the learning videos teacher can download it her or himself then sharing the learning video through flash drive. Besides in future study it is recommended to gain the students rsquo perceptions of the implementation of flipped learning mode through open-ended interview to gain deeper understanding to what extent the students perceive the implementation of flipped learning model can differ from other teaching methodologies. Then the numbers of students participated in the study is advisably the same in both groups (the control and the experimental groups) to hinder the non-parametric analysis as what it was found in current study so that the results of the study can be more generalized. Finally for future researcher to research the implementation of flipped learning model for the students who are low and high level-proficiency or unmotivated or highly motivated students.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 20 May 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322563 |
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