FLIPPED CLASSROOM MODEL ON EFL STUDENTS' WRITING ABILITY ACROSS INDIVIDUAL LEARNING STYLES

1024x768 This study focuses on the writing ability caused by some problems commonly raised in EFL writing classes. In a typical writing class, teachers have to use most of the class time to explain the material before coming to the writing task. Due to less time for the writing practice, the students have to finish their writing task at home. While at home, they have lack assistance to help dealing with the problems may raise during the writing process. In regard to the students’ writing problems and their individual differences in learning, flipped classroom can alternatively help teachers to facilitate students with different phases of learning. Hence, the purpose of this study was to investigate the ability in writing of the students who learned by using flipped classroom model and those who learned without using flipped classroom model, the interaction between flipped classroom model and students’ learning styles, and the ability of the students with diverging, assimilating, converging, and accommodating learning style taught using flipped classroom model and those learning without using flipped classroom model. This four-week study utilized a factorial quasi-experimental research design which compared the writing ability of the 32 students in control class and 30 students in experimental class . Due to the lack of studies that focus on the EFL high school level, this study was conducted in the first grade of Sekolah Menengah Atas (senior high school) Negeri 8 Malang. The posttest data from both classes as well as the results of observation checklist were analyzed and compared using t-test (independent sample) and one-way ANOVA methods with t he type of teaching model and students’ learning styles as independent variables and pre/post writing scores as the dependent variables. The results of this research show that there is a significant difference on the students’ post-test score (t-count = 10,893 , p-value= 0.000) between the experimental and control group. Students’ score in the flipped classroom is higher than students’ score in the traditional classroom. It is also found that there is a significant difference among the interaction groups on the students’ post-test score (F-count = 20,779 , p-value= 0,000). It means that there is interaction between flipped classroom model and students’ learning styles. Students with different learning styles may attain different impact of the implementation of flipped classroom model from the others. In a nutshell, the study denotes that in applying flipped classroom model in teaching, teachers must not only have a good preparation but also constantly reflect and revise the procedures and activities applied. Besides, facilities, such as computers and excellent access of Internet should be well-equipped by the school. Lastly, further studies in analyzing the learning materials with different groups of learners and contexts are needed. A study with a different kind of experimental research design in which the first half of the materials traditionally and the second half flipped with the same set of students is also required to provide the best qualitative and quantitative results. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Times New Roman; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Times New Roman; mso-bidi-theme-font:minor-bidi;}