IMPLEMENTING FLIPPED CLASSROOM MODEL WITH PEER GROUP TO STRENGTHEN EFL UNIVERSITY STUDENTS' WRITING ACHIEVEMENT
DOI:
https://doi.org/10.24127/pj.v14i2.12117Keywords:
, Experimental research, Flipped classroom, Peer Group, Teaching Writing, Writing AchiementAbstract
This study was designed to assess students' writing achievement in the third semester of the Syiah Kuala University Paragraph Writing Course in 2021. This study used a quasi-experimental design. Pre-tests, post-tests, and questionnaires were employed as the research instruments. The data were analysed quantitatively. The results indicate that the mean score of the post-test for the experimental group (83.52) is higher than that of the control group (68.76).Furthermore, the percentage of questionnaire results showed that 27.3% strongly agree and 51.1% agree that this teaching model motivates students in learning writing. It can be concluded that there is a significant difference in the writing achievement of students between the experimental and control groups. In other words, the Flipped Classroom Model with Peer Group is an effective teaching model. Hence, the implementation of the Flipped Classroom Model with Peer Group in teaching writing could improve students' learning results and increase students' writing motivation.
References
Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL students' perceptions on the implementation of flipped classroom model. Journal of Language Teaching and Research, 8(3), 476-484. https://doi.org/10.17507/jltr.0803.05
Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students' attitude towards flipping. US-China Foreign Language, 14(2), 98–114. https://doi.org/10.17265/1539-8080/2016.02.003
Alfayed, A., Hartiningsih, S., & Hamdani, M. F. (2024). Teacher corrective feedback in teaching descriptive text writing of English for specific purposes : A case study. Premise: Journal of English Education and Applied Linguistics 13(3), 871–884. https://doi.org/10.24127/pj.v13i3.10128
Ariani, F., Kustati, M., Reflianto, Yanti, N., & Wandi, J. I. (2024). The effect of flipped digital classroom and student engagement on English writing skills. Studies in English Language and Education, 11(2), 976–997. https://doi.org/10.24815/siele.v11i2.35990
Bailey, D. R. (2019). Conceptualization of second language writing strategies and their relation to student characteristics. Journal of Asia TEFL, 16(1), 135–148. https://doi.org/10.18823/asiatefl.2019.11.1.9.135
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151(2020), 1-36. https://doi.org/10.1016/j.compedu.2020.103819
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains: Pearson Education.
Bui, H. P., Nguyen, L. T., & Nguyen, T. V. (2023). An investigation into EFL pre-service teachers' academic writing strategies. Heliyon, 9(3), 1-11. https://doi.org/10.1016/j.heliyon.2023.e13743
Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review 33(1), 213-247. https://doi.org/10.1007/s10648-020-09530-4
Cen, Y., & Zheng, Y. (2024). The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners' writing motivation. Assessing Writing, 59(2024), 1-17. https://doi.org/10.1016/j.asw.2023.100802
Dhivya, D. S., Hariharasudan, A., & Nawaz, N. (2023). Unleashing potential: Multimedia learning and Education 4.0 in learning Professional English Communication. Cogent Social Sciences, 9(2), 1–22. https://doi.org/10.1080/23311886.2023.2248751
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151–167. https://doi.org/10.17718/tojde.306566
Farsani, M. A., Abdollahzadeh, E., & Beikmohammadi, M. (2019). Self-regulated learning, metacognitive awareness, and argumentative writing: A structural equation modeling approach. Writing and Pedagogy, 11(2), 195–222. https://doi.org/10.1558/wap.37051
Gaol, F. L., & Hutagalung, F. (2020). The trends of blended learning in South East Asia. Education and Information Technologies, 25(2), 659–663. https://doi.org/10.1007/s10639-020-10140-4
He, J. (2020). Construction of "three-stage asynchronous" instructional mode of blended flipped classroom based on Mobile learning platform. Education and Information Technologies, 25(6), 4915–4936. https://doi.org/10.1007/s10639-020-10200-9
Husnawadi. (2021). Students' perceptions of flipped classroom-mediated task: Insights from an Indonesian post-earthquake EFL writing pedagogy. Teaching English with Technology, 21(1), 8–28. https://www.ceeol.com/search/article-detail?id=924218
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
Kawinkoonlasate, P. (2024). Utilizing a digital-flipped classroom approach to enhance writing skills and foster an active learning environment among Thai EFL learners. International Journal of Education & Literacy Studies 12(4), 26-37. http://dx.doi.org/10.7575/aiac.ijels.v.12n.4p.26
Khuibut, W., Premthaisong, S., & Chaipidech, P. (2024). Integrating chatgpt into flipped learning : Enhancing students' creative writing skills and perception. Proceedings of the 32nd International Conference on Computers in Education. Asia-Pacific Society for Computers in Education. https://doi.org/10.58459/icce.2024.4967
Krisnawati, V., Marahayu, N. M., Utami, S. M. B., & Martha, N. U. (2023). The use of mind-mapping in paragraph writing learning with critical thinking stimulus for students. Seloka: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 12(2), 138–149. https://journal.unnes.ac.id/sju/index.php/seloka/article/view/59480
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student's perspective. International Journal of Educational Research Open, 5(2023), 1-11. https://doi.org/10.1016/j.ijedro.2023.100296
Sari, D. M., Prasetyo, Y., & Riza, M. D. (2023). Project-based learning of ELT students on essay writing. Premise: Journal of English Education, 12(2), 379-400. https://doi.org/10.24127/pj.v12i2.5380
Mohammad, T., & Khan, S. I. (2023). Flipped classroom: An effective methodology to improve writing skills of EFL students. World Journal of English Language, 13(5), 468–474. https://doi.org/10.5430/wjel.v13n5p468
Payne, A. R. (2012). Development of the academic writing motivation questionnaire [The University of Georgia]. In Master's Theses. https://getd.libs.uga.edu/pdfs/payne_ashley_r_201212_ma.pdf
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(2020), 1-17. https://doi.org/10.1016/j.compedu.2019.103701
Sabri, N. S. C. M., Zainal, S. N., Jusoh, N. H., & Abd. Rahman, S. F. (2023). Benefits of flipped learning approach in improving writing skills. International Journal of Academic Research in Business and Social Sciences, 13(8), 51–62. https://doi.org/10.6007/ijarbss/v13-i8/17345
Sams, A., & Bergmann, J. (2012). Flipped your classroom: Reach every student in every class every day. ISTE and ASCD.
Sanjaya, W. (2013). Educational research: Types, method, and procedure, Kencana. Prenada Media Group, Jakarta.
Rad, S. H., & Alipour, J. (2023). Writing skills in CALL: Effects of L2MSS vision-inspired instruction on L2 students' learning. System, 115. 103063. https://doi.org/10.1016/j.system.2023.103063
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students' cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103. https://doi.org/10.1007/s40692-019-00142-8
Soltanpour, F., & Valizadeh, M. (2018). Advances in language and literary studies a flipped writing classroom : Effects on EFL learners' argumentative essays. Advances in Language and Literary Studies, 9(1), 5–13. https://doi.org/10.7575/aiac.alls.v.9n.1p.5
Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers and Education, 147(2020), 1-12. https://doi.org/10.1016/j.compedu.2019.103789
Vivek, C. M., & Ramkumar, P. (2021). Evaluation of course outcome attainment of engineering course with traditional, blended and flipped classroom approaches. Education and Information Technologies, 26(2), 2225–2231. https://doi.org/10.1007/s10639-020-10353-7
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Yogyakarta State University.
Workie, M. B., & Haregu, Z. S. (2020). EAP alignment in EFL writing courses towards developing student's academic writing skills. Journal on English as a Foreign Language, 10(1), 123–144. https://doi.org/10.23971/jefl.v10i1.1736
Wulandari, F., Bungakasih, Y., Tristiana, N. E., & Kurniati, K. (2023). Designing students' book for writing in EFL classroom: A project based learning activities. Premise: Journal of English Education, 12(1), 58-75. https://doi.org/10.24127/pj.v12i1.4926
Zhou, T., Cao, S., Zhou, S., Zhang, Y., & He, A. (2023). Chinese intermediate English learners outdid ChatGPT in deep cohesion: Evidence from English narrative writing. System, 118(2023), 1-19. https://doi.org/10.1016/j.system.2023.103141
Downloads
Published
Issue
Section
License
Authors who publish with Premise: Journal of English Education and Applied Linguistics agree to the following terms:
Creative Commons License
Premise: Journal of English Education and Applied Linguistics is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The premise offers all authors of journal articles their research openly available, free access, and time restrictions.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors permit others to use the content of publications in Premise in whole or in part provided that the original work is properly cited. Users (redistributors) of Premise are required to cite the original source, including the author's name, Premise as the initial source of publication, year of publication, volume, number, article page and DOI.
