Discussion - RESULT AND DISCUSSION - PDF THE EFFECTIVENESS OF FLIPPED CLASSROOM MODEL TOWARDS .

CHAPTER IV RESULT AND DISCUSSION

B. Discussion

This research is aimed investigate the effect of Flipped Classroom model toward students' writing ability. The study was conducted in grade X SMA Negeri 11 Bengkulu for approximately a month. The results of research stated that the number of students in class X was 135 students. The total sample in this study was 66 samples. The sample was divided into two classes 33 students were experimental class samples and 33 students were control class samples. In class X IPS 2 was given writing narrative text study using flipped classroom model through the Google Classroom application. while in class X IPA 1 was not given treatment in the form of learning using flipped classroom through the Google Classroom application. Before the reading learning was began by using of flipped classroom model, in experiment class is done measurement of student's initial ability called pre-test. Similarly, in control class is done pre-test measurement. Furthermore, each group was given treatment. Treatment was given for 4 days for 2 x 45 minutes.

In this research, students who were taught by using Conventional Strategy did not reveal significant improvement. It can be seen from the mean score of pre-test was 53.4848 and the average score of post-test was 70.7273.

Whereas in the pre-test of experimental group, the average score was 51.3030, and the average score in post-test was 80.0606. It looked that the gain of mean score in experimental class higher than the gain of mean score in control class.

The mean score of both groups also look difference value, the result shows that the posttest of experimental group was better than posttest of control group.

In the data normality test, it was found that the data in the control group (pre-test and post-test) and experiment group (pre-test and post-test) were all normally distributed. In the homogeneity test data obtained the conclusion that data from the control group and experiment group have the same variant. Both of these prerequisite tests must be met in order for the test results to be more convincing.

In the mean difference test of the control group with the experimental group it was concluded that there were significant differences bet ween the two groups. This is seen from the statistical value of significance obtained that is 0,000. According to the testing criteria, because significance 0,000 <0.05 the Hypothesis is rejected, Ha is accepted, so it can be concluded that there is a significant mean difference between the control group and the experimental group. In other words there is an effect toward the results of students' writing ability between thoses who are taught by using flipped classroom strategy and those who are not.

Based on the comparison with previous research, this research is similar to the research conducted by Ali Mahrus Efendi (2019) who concluded that flipped classroom to be an effective strategy for improving reading

achievement in teaching writing, according to the findings of this study. This strategy also help the students to enhance their mastery in writing components such as contents, organization, vocabulary, mechanic, language uses, and has deep understanding about the topic.

From the explanation above, it can be seen from the score of the students after being taught by using flipped classroom model is better and higher. It can be seen in the treatment process that the students more interested when the researcher applied this strategy in class.

There were some reasons why Flipped Classroom Model gave significant effect toward students’ writing ability in experimental class. First, the students in experimental class were provided the situation where they did so discovery activities which actively involved them in analysis and application. The students were only the receiver, but also actors of their own experiences in learning the material, specifically Writing Ability.

Second, the students in the experimental class were not taught through only receiving information passively from a textbook or teacher. So they also experienced the material without too much passive information that were given by the teacher. By using Flipped Classroom Model, the students found the general structure of Writing Ability thought experience and analysis.

While the students in control class were not taught by using Flipped Classroom Model, but only got conventional strategy which is usually used by the teacher. The result of the students’ post-test scores was not significantly improved. The students in control class got lower post-test scores that post-test score of experimental class. There were 55% (18 students) who got Very Good score only 70-79 in control class and there were 48% (16 students) who got Excellent in experimental class.

Finally, Flipped Classroom Model be one of the wasy in teaching English too develop writing achievement. The students enjoyed using Flipped Classroom as they could learn writing enjoyably. However, it took time to make them get used to this strategy because this strategy was new for them.

Based on the study, the difficulties in writing were students used to they were difficult to explore their ideas in to make a whole paragraph. As a result they did not understand when they write the world orally. When they used Flipped Classroom Model, they could reduce their difficulties. The researcher taught the students by giving them interesting theme that make more active in the class and share their idea to make a paragraph about narrative text.

Therefore, they need to be more exposure to develop writing achievement in faster Writing is a basic skill that must be mastered by every students in order to develop their speaking, and also their reading, so they will able to communicate each other in their school in their activities. Writing is the basic tool for learning a language. Unless writing skill is an activity to express an ideas, thoughts, experience, through writing in a piece of paper. For some people, writing might be difficult even in the first language. It could be more difficult if in the foreign language. By Oshima and Hogue state that writing is an act that needs some steps such as thinking, reading, writing, correcting, and revising. All of them are not simple process in writing because some writers have to recognize that what they write is they want to express. In fact, when student begin to write, they feel fear that it could be wrong or not appropriate.

That is why Flipped Classroom Model is one of choices of teaching writing for students in senior high school especially in the first grade students.

Second, the researcher found that the students who taught by using Flipped Classroom Model more effective in teaching writing process because this technique could encourage the students to be active, where in this technique the student share information and ideas each other. Moreover, this technique also could help the student to be easier to remind the material that they learn.

Third, the researcher counted the score distribution in pre-test and post- test between the experimental group and control group, there were differences between them. It could be seen from pre-test and post-test of the experimental group and control group in the following tables.

From the data above, the researcher concluded that the group was taught using Flipped Classroom Model got a better achievement that the group which was taught through talk active method, Flipped Classroom Model was more effective to investigate the students achievement on writing narrative text. It could make students to be more active and interest in teaching learning process especially in writing.

CHAPTESR V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the result and discussion in the previous chapter, some conclusions are drawn. After doing research, collecting the data, and then analyzing them, the researcher found that the result of this study showed statistically significant effect of Flipped Classroom Model toward writing ability can be seen based on the scores of the post-test which were higher than the scores of the pre-test. The mean score of the post-test in experimental class was 80.06 which was higher than the mean score of the post-test in control which was 70.72. It showed that Flipped Classroom Model gave a significant effect toward students’ writing ability. There were some reasons why Flipped Classroom Model gave significant effect toward students’ writing ability in experimental class. The students in experimental class by using flipped classroom strategy, students spend more class time to focus on higher thinking levels such as applying, analyzing and evaluating what they have learned from the video that they have watched at home.

While the students in control class that only got Conventional method which is usually used by the teacher were not significantly improved. The students in control class got lower post-test scores that post-test score of experimental class. As the comparison of experimental class, the control class did not show the significant effect of using conventional method which is usually used by the teacher in teaching writing ability. In other words,

alternative hypothesis (Ha) was accepted, and Null Hypothesis (Ho) was rejected.

B. Suggestion

Based on the conclusions above, the researcher would like to suggest that Flipped Classroom Model can be applied for teaching writing ability, especially narrative text. This technique is specifically for intermediate to advance learners as the experimental and control classes that were the object of this research were the tenth grade of senior high school. The researcher expects that there would be similar studies by using this technique that includes other theme of writing, because this technique is basically used for teaching writing, specifically for senior high school students. The researcher also expects that the writing ability of English learners would be better and improved, specifically in education field of what curriculum demands.

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A P P E N D I C

E

S

Satuan Pendidikan : SMA/MA Mata Pelajaran : Bahasa Inggris

Kelas : X (Sepuluh)

Kompetensi Inti:

• KI-1: Menghayati dan mengamalkan ajaran agama yang dianutnya.

• KI-2: Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.

• KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

• KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

Kompetensi Dasar Materi

Pembelajaran Kegiatan Pembelajaran Penilaian Alokasi

Waktu Sumber Belajar 3.1 menerapkan fungsi sosial, struktur teks, dan

unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan pronoun: subjective, objective, possessive)

Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon

pemaparan jati diri Fungsi sosial

Mengamati

• Siswa mendengarkan / membaca pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format

KRITERIA

PENILAIAN:

• Tingkat ketercapaian fungsi social ungkapan menyatakan

- Power Point - Buku Cetak

Bahasa Inggris kelas X, KEMENDIKB UD

4.1 menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Menjalin hubungan dengan guru, teman dan orang lain Ungkapan

My name is... I’m ... I live in ... I have

… I like …. dan semacamnya Unsur kebahasaan:

(1) Kata terkait dengan hubungan kekeluargaan dan

kekerabatan, profesi pekerjaan, hobi.

(2) Kata kerja dalam simple present tense:

be, have dalam simple present tense

(3) Kata tanya What? Who?

Which?

(4) Ucapan, tekanan kata,

penyampaian/penulisa nnya.

• Siswa mencoba menirukan

pengucapannya dan menuliskan

pemaparan jati diri yang digunakan.

Mempertanyakan

• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.

• Siswa

mempertanyakan pengucapan dan isi teks yang

memaparkan jati diri Mengeksplorasi

• Siswa mencari pemaparan jati diri dari berbagai sumber.

pendapat dan pikiran

• Tingkat kelengkapan dan keruntutan struktur teks ungkapan menyatakan pendapat dan pikiran

• Tingkat ketepatan unsur kebahasaan:

tata bahasa, kosa kata, ucapan, tekanan kata, intonasi

• Kesesuaian format penulisan/

penyampaian

intonasi, ejaan, tulisan tangan yang rapi (5) Rujukan kata Topik

Keteladanan tentang perilaku terbuka,

menghargai perbedaan, perdamaian.

• Siswa berlatih memaparkan jati diri dengan teman melalui simulasi.

• Siswa berlatih memaparkan jati diri melalui tulisan Mengasosiasi

• Siswa menganalisis ungkapan

memaparkan jati diri dengan

mengelompokannya berdasarkan

penggunaan.

• Secara berkelompok siswa mendiskusikan ungkapan

memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru

• Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan

yang sampaikan dalam kerja kelompok.

Mengkomunikasikan

• Siswa

mendemonstrasikan penggunaan

pemaparan jati diri secara lisan dan tertulis di kelas dengan

memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk

memaparkan jati diri dalam jurnal belajar (learning journal).

3.2 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

interpersonal lisan dan tulis yang

melibatkan tindakan memberikan ucapan selamat dan memuji bersayap (extended), serta menanggapinya, sesuai dengan konteks penggunaannya

Teks lisan dan tulis untuk memuji bersayap (extended) serta responnya Fungsi sosial

Mengamati

• Siswa

mendengarkan/menont on interaksi memuji bersayap.

KRITERIA

PENILAIAN:

• Tingkat ketercapaian fungsi social

- Power Point - Buku Cetak

Bahasa Inggris kelas X, KEMENDIKB

4.2. menyusun teks interaksi interpersonal lisan dan tulis sederhana yang melibatkan tindakan memberikan ucapan selamat dan memuji bersayap (extended), dan

menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Menjaga hubungan interpersonal dengan guru, teman dan orang lain.

Ungkapan “Excellent! You really did it well, Tina.” “That’s nice, Anisa. I really like it.” “It was great. I like it, thank you,”

Unsur kebahasaan:

Ucapan, tekanan kata, intonasi

• Siswa mengikuti interaksi memuji bersayap.

• Siswa menirukan model interaksi memuji bersayap

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri- ciri interaksi memuji bersayap (fungsi sosial, struktur teks, dan unsur kebahasaan).

Mempertanyakan (questioning)

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan memuji bersayap dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.

ungkapan menyatakan pendapat dan pikiran

• Tingkat kelengkapan dan keruntutan struktur teks ungkapan menyatakan pendapat dan pikiran

• Tingkat ketepatan unsur kebahasaan:

tata bahasa, kosa kata, ucapan, tekanan kata, intonasi

• Kesesuaian format penulisan/

penyampaian

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