The Impact of Flipped Classroom Instruction on Indonesian Higher Education Learners^ Writing Skill Kheryadi (a*),Muchlas Suseno (b), Ninuk Lustyantie (b)
Postgraduate Program of Applied Linguistics, Universitas Negeri Jakarta. Jl. Rawamangun Muka Raya No.11, RT.11/RW.14, Rawamangun, Kec. Pulo Gadung, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220
Abstract
This study aimed to see how flipped classroom instruction affected the writing skills of Indonesian higher education students. The Oxford Quick Placement Test (OQPT) was used to recruit 48 Indonesian Higher Education participants in order to meet the study^s goal They were then sorted into two groups: one for the experiment and one for the control. After that, a writing exam was given to both groups as a pre-test. The individuals in the experimental group were then placed in a flipped classroom. The flipped classroom included an Internet connection, a computer, and a projector, and students were permitted to bring their smartphones to class and utilize them while studying. The control group received typical classroom education. This technique was followed till the very last session. The Quasi-experimental group outperformed the control group on the post-test, according to the independent samples t-test and one-way ANCOVA findings. Furthermore, the results revealed that in the post-test, there was a significant difference between the experimental and control groups^ performance. The Quasi-experimental was higher than the control group. It means flipped classroom instructions affected the writing skills of Indonesian higher education students.
Keywords: Flipped classroom instruction- Writing skill- Indonesian Higher Education Learners.
