THESIS
Submitted as a Partial Requirements for Degree of Sarjana Pendidikan (S.Pd) In English Education Study Program Tarbiyah and Tadris Faculty
UIN Fatmawati Sukarno Bengkulu
By
Siti Rahmah Tiur Hasibuan NIM: 1711230035
ENGLISH EDUCATION STUDY PROGRAM DEPARTEMENT OF TADRIS
FACULTY OF TARBIYAH AND TADRIS UIN FATMAWATI SUKARNO BENGKULU
2021/2022
iv MOTTOS
“Live life in this world without letting the world live in you because when a boat is on water, it sails perfectly, but when
water enters it, the boat sinks.”
(Imam Ghazali)
“Do it while you can, give the best for your life.”
(Siti Rahmah Tiur Hasibuan)
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DEDICATION Bismillahirrohmanirrohiim
In the name of Allah SWT, the most gracious and merciful, all praise and gratitude to Allah SWT who has given strength, patience, easiness, and perseverance in finishing this thesis. Shalawat and salam to our prophet Muhammad SAW, his family, and friends who guide us to be Muslim. I proudly dedicated this thesis to:
➢ My beloved father, Sawaluddin Hasibuan, and my dearest mother, Rodiah Marpaung. Dad, thank you so much for everything you had given to me and our family. You never give up on giving love, pray, and spirit to me.
Mom, I can stand here because of you. Thank you so much for your sincere love, prayers, spirits, and support. Please forgive me for all the mistakes I had made both of you. I will never be able to repay your kindness. But, I will do my best and make you proud of me. I hope that we will be together forever after.
➢ My beloved sisters and brother, Bintang Agustina Pratiwi Hasibuan, Fery Rosandi Fadly Hasibuan, and Dwi Putri Wulandari Hasibuan. Thank you very much for your support, great prayer to make my dream come true. I do love you all.
➢ My Supervisors, Dr. Syamsul Rizal, M.Pd. and Valisneria Utami, M.Ed.
Thank you very much for your kindness, time, suggestions, corrections, and everything that you had done to help me in finishing this thesis.
➢ All lecturers of Tarbiyah and Tadris Faculty, Especially in the English Education Study Program who had taught me both English subjects and other subjects, especially for the knowledge of the religion which you had transferred to me. May Allah keep us in His grates way.
➢ Eka Pariyantini, S.Pd, M.Pd (Head of SMA Negeri 11 Bengkulu), Mrs.
Nipah, S.Pd (English Teacher), and all tenth graders of SMA Negeri 11 Bengkulu, thank you very much for your kindness and help to this thesis.
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➢ My best friends Karin, Tisa, and GT Squad (Anita, Della, Huja, Randy, Velya, Yunia). Thanks for accompanying me and supporting me in doing this thesis.
➢ All of my friends in the English Department, thanks for your kindnesses.
Especially TBI 17B, thanks for being my family.
➢ My beloved almamater UIN Fatmawati Sukarno Bengkulu.
➢ Last but not least, I wanna thank me, I wanna thank me for believing in me, I wanna thank me for doing all this hard work, I wanna thank me for having no days off, I wanna thank me for never quitting, I wanna thank me for always being a giver, and tryna give more than I receive, I wanna thank me for tryna do more right than wrong, I wanna thank me for just being me at all times.
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ACKNOWLEDGMENTS
First of all, the researcher would like to express her gratitude to Allah SWT, God Almighty who has given guidance to researchers during the writing of this thesis entitled: “ The Effectiveness of Flipped Classroom Model towards Students’ Writing Ability of Narrative Text (A Quasi-Experimental Study at SMA Negeri 11 Bengkulu City)”. This thesis is one of the requirements for obtaining a bachelor’s degree at the English Education Study Program, Faculty of Tarbiyah and Tadris UIN Fatmawati Sukarno Bengkulu.
Peace be upon Prophet Muhammad SAW, the great leader and good inspiration of the world revolution. In the process of writing this thesis, many people provided motivation, advice, and support to the researcher. In this valuable chance, the researcher aims to express her deep gratitude and appreciation to all of them. The researcher presents her sincere appreciation to:
1. Allah SWT who has been giving the writer iman and Islam
2. My parents who always prayers and support the writer to finish this thesis 3. Prof. Dr. KH. Zulkarnain Dali, M.Pd, as lector of UIN Fatmawati Sukarno
Bengkulu.
4. Dr. Mus Mulyadi, M.Pd, the Dean of Tarbiyah and Tadris Faculty of UIN Fatmawati Sukarno Bengkulu.
5. Risnawati, M.Pd, the head of Tadris Department.
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6. Feny Martina, M.Pd. as Chief of English Education Study Program of UIN Fatmawati Sukarno Bengkulu.
7. Dr. Syamsul Rizal, M.Pd as a first supervisor and Valisneria Utami, M.Ed as the second supervisor.
8. All English lecturers and administration staff of UIN Fatmawati Sukarno Bengkulu.
9. Eka Pariyantini, S.Pd, M.Pd As the headmaster of SMA Negeri 11 Bengkulu for his permission to doing this research in his school
10. Nipah, S.Pd as the English teacher who has helped me conduct the research.
11. All of my best friends, especially in the English Program of UIN Fatmawati Sukarno Bengkulu 2017
Finally, the writer realized that it was still far from being perfect.
Therefore some suggestions and constructive criticism are always welcome for the better.
Bengkulu, January 2022
The researcher
Siti Rahmah Tiur Hasibuan NIM. 1711230035
x ABSTRACT
Siti Rahmah Tiur Hasibuan, 2022. The Effectiveness of Flipped Classroom Model towards Students’ Writing Ability of Narrative Text (A Quasi-Experimental Study at SMA Negeri 11 Bengkulu City).
Advisors: 1. Dr. Syamsul Rizal, M.Pd 2. Valisneria Utami, M.Ed
This study aims to investigate the effect of the flipped classroom on students’ writing ability of narrative text at the tenth-grade students of SMA Negeri 11 Bengkulu. The population of this research was students’ in the first grade at SMA Negeri 11 Bengkulu. After conducting and using the purposive sampling technique, finally, two classes were chosen for this study: X IPS 1 as the control class and X IPS 2 as the experimental class. Both consist of 66 students with an average score in English subjects. In collecting data the researchers used a writing test. Analysis of the research data using simple regression analysis technique with the help of SPSS. Based on the hypothesis testing test, it can be seen that the value of sig. (2-tailed) = 0.000 < 0.05, Ho is rejected, Ha 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 those who are taught by using flipped classroom strategy and those who are not. Therefore, in this study, it can be concluded that the flipped classroom model can affect students’ writing ability of narrative text at SMA Negeri 11 Bengkulu City.
Keywords: Flipped Classroom Model, Narrative Text.
xi ABSTRAK
Siti Rahmah Tiur Hasibuan, 2022. Keefektifan Model Flipped Classroom Terhadap Kemampuan Menulis Teks Narasi Siswa (Studi Eksperimen Semu di SMA Negeri 11 Kota Bengkulu).
Pembimbing: 1. Dr. Syamsul Rizal, M.Pd 2. Valisneria Utami, M.Ed
Penelitian ini bertujuan untuk mengetahui pengaruh flipped classroom terhadap kemampuan menulis teks naratif siswa kelas X SMA Negeri 11 Bengkulu. Populasi dalam penelitian ini adalah siswa kelas I SMA Negeri 11 Bengkulu. Setelah dilakukan dan menggunakan teknik purposive sampling, akhirnya dipilih dua kelas untuk penelitian ini: X IPS 1 sebagai kelas kontrol dan X IPS 2 sebagai kelas eksperimen. Keduanya terdiri dari 66 siswa dengan nilai rata-rata dalam mata pelajaran bahasa Inggris. Dalam mengumpulkan data peneliti menggunakan tes menulis. Analisis data penelitian menggunakan teknik analisis regresi sederhana dengan bantuan SPSS. Berdasarkan uji pengujian hipotesis dapat diketahui bahwa nilai sig. (2-tailed) = 0,000 < 0,05, Ho ditolak, Ha diterima.
sehingga dapat disimpulkan bahwa terdapat perbedaan rerata yang signifikan antara kelompok kontrol dan kelompok eksperimen. Dengan kata lain, terdapat pengaruh terhadap hasil kemampuan menulis siswa antara yang diajar dengan menggunakan strategi flipped classroom dan yang tidak. Oleh karena itu, dalam penelitian ini dapat disimpulkan bahwa model flipped classroom dapat mempengaruhi kemampuan menulis teks naratif siswa di SMA Negeri 11 Kota Bengkulu.
Kata kunci: Model Kelas Terbalik, Teks Narasi.
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TABLE OF CONTENT
COVER ... i
ADVISOR SHEET ... ii
RATIFICATION ... iii
MOTTO ... iv
DEDICATION ... v
PRONOUNCEMENT ... vii
ACKNOWLEDGMENT ... viii
ABSTRACT ... x
ABSTRAK ... xi
TABLE OF CONTENT ... xii
LIST OF TABLES ... xiv
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION ... 1
A. Background of The Study ... 1
B. The Identification of Problem ... 4
C. Limitation of the Problem ... 5
D. Research Question ... 5
E. Objective of The Research ... 5
F. Significances of The Research ... 6
G. Definition of The Key Terms ... 6
CHAPTER II LITERATURE REVIEW ... 8
A. Flipped Classroom Model ... 8
1. Concept of Flipped Classroom ... 8
2. Types of Flipped Classroom ... 11
3. The Process of The Flipped Classroom... 12
4. Models of Teaching Narrative Text by Using Flipped Classroom .... 15
B. Students Writing Skills ... 16
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1. Concept of Writing Skills ... 16
2. Type of English Text ... 17
3. The Process of Writing ... 19
C. Previous Study ... 21
D. Theoretical Framework ... 25
E. Research Hypothesis ... 26
CHAPTER III RESEARCH METHOD ... 27
A. Research Design... 27
B. Population and Sample of The Research ... 28
C. Place of The Research ... 30
D. The Technique of Data Collecting ... 30
E. Research Instrument ... 34
F. The Technique of Data Analysis... 39
G. Research Timeline ... 41
CHAPTER IV RESULT AND DISCUSSION ... 42
A. Result ... 42
1. The Description of Pre-test and Post-test Scores ... 42
2. The Result of Normality Test ... 46
3. The Homogeneity Test ... 53
4. Paired Sample T-Test ... 54
5. Independent Sample Test ... 57
B. Discussion ... 59
CHAPTER V CONCLUSION AND SUGGESTION ... 65
A. Conclusion ... 65
B. Suggestion ... 66
REFERENCES ... 67
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LIST OF TABLES
Table 3.1 Research Design of Quasi-Experimental ... 27
Table 3.2 Population of The Research ... 28
Table 3.3 Sample of The Research ... 29
Table 3.4 Scoring Rubric of Writing... 35
Table 3.5 Classification of student abilities based on aspects ... 37
Table 3.6 Standard Competence and Basic Competence in K13 Curriculum ... 38
Table 4.1 The Score Distribution in Control Group ... 44
Table 4.2 The Score Distribution in Experimental Group ... 46
Table 4.3 The Normality Test of Pre-test Score in the Control Group ... 47
Table 4.4 The Normality Test of Post-test Score in the Control Group ... 49
Table 4.5 The Normality Test of Pre-test Score in the Experimental Group ... 50
Table 4.6 The Normality Test of Post-test Score in the Experimental Group ... 52
Table 4.7 Homogeneity ... 53
Table 4.8 Paired Samples Statistics ... 54
Table 4.9 Paired Samples Test ... 55
Table 4.10 Paired Samples Statistics ... 56
Table 4.11 Paired Samples Test ... 56
Table 4.12 Group Statistics ... 58
Table 4.13 Independent Samples Test ... 58
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LIST OF FIGURE
Figure 4.1 Students’ Writing Ability Score in Control Group ... 43 Figure 4.2 Students’ Writing Ability Score in Experimental Class ... 45 Figure 4.3 The Histogram of Normal Data of Pre-test and Score of the Control Class ... 48 Figure 4.4 The Histogram of Normal Data of Post-test and Score of the Control Class ... 49 Figure 4.5 The Histogram of Normal Data of Pre-test and Score of the Experimental Class... 51 Figure 4.6 The Histogram of Normal Data of Post-test and Score of the Experimental Class... 52
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LIST OF APPENDICES Appendix
Appendix 1:Syllabus of Senior High School Appendix 2: Lesson Plan of Experimental Class Appendix 3: Lesson Plan of Control Class Appendix 4: Pre-test
Appendix 5: Post-test Appendix 6: Documentation Appendix 7: Hasil Turnitin
1 CHAPTER I INTRODUCTION A. Background of the Study
Writing is one of the four skills of language which is very important to learn. Writing as a process to get the product is influenced by some elements such as vocabulary, grammar, organization, spelling, and punctuation (Purba, 2018). Furthermore, writing is considered as a cognitively challenging task which is not learned naturally (Pavanelli, 2018). Through writing, the students are able to express their thoughts, communicate ideas and views to others.
However, writing is a way of communicating a message to a reader for a purpose.
With great writing aptitudes students can likewise expand and extend information and innovation without the requirements of reality. Students need to further develop their writing skills through guided or independent practice (Emzir, Muliastuti, and Rachmat, 2020; Renandya, 2020, p. 104). The goals of writing are to express one's ideas and to provide information to the reader.
It indicates that writing could be a tool to transfer ideas to the reader. It can be used as a tool of communication if the message cannot be conveyed orally.
Based on the preliminary observations, September 28th, 2020. The researcher found out that there were some problems appeared in writing good English text in Tenth Grade students’ of SMA Negeri 11 Bengkulu. There are some problems faced by the students; Students still have difficulty telling stories and developing ideas from their thoughts into writing English texts,
and that they don't have any clues to jot down in order that they difficulties to prepare ideas. It is because they lack of vocabulary, grammar, spelling, etc.
Many students are still encountered with the problems in content, organizing vocabulary and grammar when they do the task in writing English texts. When students were asked to write, it took quite a long time to think about what they were going to write. This factor aroused because students had low motivation and passion in writing. As a result, the students are not able to write their story in a good form. Moreover, the quality of students’ writing is also affected by mastering language problem, teaching strategy, and teaching writing materials (Asik, 2015; Husin, 2017).
To help students write better, the writing teacher should be able to be more creative and innovative to help the students in writing. In this case, the teacher can use appropriate strategy in digital era to support teaching learning process and make the students more interesting with writing. One of strategy that teacher can use is Flipped Classroom Strategy. This strategy allows teachers to reconsider how to maximize individual face-to-face time with students (Bishop and Veeger, 2013, p. 2). The researcher choose Flipped Classroom Model because this model is considered able to overcome the problems experienced by students in SMA Negeri 11 Bengkulu in writing ability was low, because now students is more interested in learning by using technology-based media learning, such as videos that made them more interested in learning. Huereca stated the type of learning incorporates a pedagogical model that flips the typical lecture given by the teacher and the
homework assigned to student to take home. Students used short video lessons at home to learn new concept that can then be discussed more in depth in the class (El-Bassuony, 2016). Learning by using the flipped classroom model students can learn more excitedly, because they use media such as video content. Besides that students will not get a lot of homework because the task has to be completed in class, the teacher provides video content to be learned by students at home and then will be discussed in class. This has a positive impact because, they do not spend time just listening to the explanation from the teacher.
In several studies on the effectiveness of the flipped classroom learning model on students' writing skills. Cahyono and Astuti (2019) stated that the Flipped Classroom learning model has a significant impact on students' writing achievement. Furthermore, it was also found that students responded to the treatment differently depending on their cognitive style. Field independent students made higher writing achievements than their peers due to their better preparation of their independent study and their ability to use appropriate strategies for learning. This approach is best for integrating different language skills, listening to the video at home, sharing their ideas in class and working with groups to communicate their ideas in the form of well- written essays. Educators can adopt this as student-centered active learning technique to ensure finer awareness of the concepts. It is very important to understand that this approach is not designed to replace the teacher in the classroom but rather it changes the role of a teacher from "sage on the stage"
to "guide on the side". The educators may initially have to deal with learners who are not very motivated to learn through flip, but once it is implemented there will gradually be a change in their attitudes towards flip. This approach will work with students who are weak as the teacher can give individual attention (Tabassu, 2020).
The reason why the researcher chose narrative text as the target of her research is because the narrative text is an essay that tells a story and all the events presented prepare the reader or listener to a certain feeling, this is in accordance with the objectives of this study. Where the researcher take the theme for the students' writings, namely writing fairy tales and legends, the writings would tell their own fairy tales and legends so that their friends would also feel what the author felt with the story.
Based on the problems above, the researcher intends to determine the level of effectiveness of the flipped classroom on the ability to write narrative text in tenth grade students of SMA Negeri 11 Bengkulu. So that researcher are interested in conducting research with the title “The Effectiveness of Flipped Classroom Model towards Students’ Writing Ability of Narrative Text ( A Quasi Experimental Study in One of Public Senior High School in Bengkulu City)".
B. The Identification of Problem
Based on the above background, there are several problems that can be identified as follows:
1. The students still feel that writing is challenging
2. Students have difficulty in developing ideas from their thoughts into writing narrative text.
3. The lack of vocabulary that students have in writing narrative text.
4. Students do not understand grammar patterns in writing.
5. Unattractive teaching makes students bored in learning English.
C. Limitation of the Problem
To avoid deviations from what the researcher had planned, the researcher only focus on application of the flipped classroom models treatment on narrative text written by the students. The subjects of this research were tenth-grade students at SMA Negeri 11 Bengkulu, especially in English subjects.
D. Research Question
Based on the background of the study above, the research question is:
“Is there any significant difference on writing narrative text ability between students in experimental and control classes?”
E. Objective of the Research
Based on the research question above, the objective of the research question is to investigate any significant difference on writing narrative text
ability between students in experimental and control classes using flipped classroom model at the tenth-grade students of SMA Negeri 11 Bengkulu.
F. Significances of the Research
This research is expected to provide the following benefits:
1. For English teachers, the teacher can use flipped classroom to stimulate and creat creatively for students in order to increase student’s desire in writing. Using flipped classroom model can be interesting technique in teaching writing ability of narrative text.
2. For students, flipped classroom model is a technique that very useful to motivate their writing in narrative text.
3. For researcher, he researcher would get knowledge about the effectiveness of flipped classroom model in teaching learning process and also this matter can be improve the student’s writing narrative text at SMA Negeri 11 Bengkulu.
G. Definition of the Key Terms
The researcher defines the key terms used in this study to help understand the focus of this research, the term need to be defined are as follow:
1. Flipped Classroom Model
Flipped classroom is a learning model that reverses learning activities in the classroom with learning activities outside the classroom.
Learning activities that are usually carried out in class are carried out at home. Conversely, learning activities that are usually carried out at home become carried out in class. The teacher as a facilitator packages learning materials in digital form in the form of videos for students to study at home so that students are ready to participate in problem solving, learning, and teacher-guided discussions in class.
2. Narrative Text
Narrative text is a type of text that exactly tells of activities or events in the past. In other words, the writer uses a timeline to tell what happened first, what happened next, what happened after that, and so on.
Narrative texts are in great demand as stories such as: fables, folk tales, legends, fairy tales, or myths. Narrative text is not only to entertain but also to provide moral lessons from the story to the reader.
8 CHAPTER II LITERATURE REVIEW A. Flipped Classroom Model
1. Concept of flipped classroom
Flipped classroom learning exists because current technological developments have entered the world of education, so technology is able to have a major influence on the world of education. As Kadiyala and Crynes (2000, p. 179) argue, technology in education has been shown to stimulate more interactive learning, effective student grouping and cooperative learning. The term flipped classroom was first introduced by J. Wesley Baker in 2000, in his writing entitled "The classroom flip: using web course management tools to become the guide by the side". In the same year, Lage, Platt and Treglia also conducted research using almost the same term, namely inverted classroom. Several other terms are used in various research that shows flipped classroom learning is just-in-time teaching by Novak and inverted learning by Barker (Uzunboylu and Karagozlu, 2015, p. 143).
According to Bergmann and Sams (2012, p. 13) basically the concept of flipped classroom is that what was traditionally done in class is now done at home, while what was traditionally done as homework is now completed in class. Meanwhile, according to de Araujo et al, (2017, p. 61) states that "the approach to the instruction in flipped classroom typically involves shifting content delivery from in class to outside of class. Thus we can hypothesize that teachers adoption of flipped instruction might be
related to the affordance of individualized, technology-based content delivery or to the new possibilities for the use of class time".
Abeysekera and Dawson (2015, p. 1) assert that time learning in the classroom in flipped classroom learning is used for active learning activities and requires students to complete pre/post-class assignments. On another occasion, Lai and Hwang (2016, p. 1) added that the flipped classroom made it possible to carry out practicals and effective interaction between teachers and students in the classroom. Furthermore, according to Reidsema et al., (2017, p. 6) In flipped classroom learning, students are required to be involved in completing online learning activities in order to prepare for learning that is in harmony with the classroom.
Smallhorn (2017, p. 43) also adds that flipped classroom learning is based on an active learning pedagogy that transforms face-to-face classes.
Students prepare themselves by watching short online videos, while face-to- face time is used to apply learning through problem solving with peers. So that through flipped classroom learning students are actively involved and facilitated in-depth understanding of the material. On the other hand, students are given feedback right when learning takes place because they are involved in group discussions in which the teacher is also present.
In flipped classroom teachers prepare videos about the topics they will teach in the flipped classroom approach. Before coming to class, students are supposed to watch the videos. The lesson begins with a series of short questions and responses. If there are any points in the lecture that
are vague, they are clarified. Students have the ability to learn in class by engaging in discussions (Bergmann and Sams, 2012). Students may pause to focus on what is being said, rewind to hear it again, listen to as much or as little, and view the video on a mobile device in outside of class. Students may also concentrate on internalizing the content in class with the direct assistance of their peers and teacher (Talbert, 2012).
Based on the explanation above, it can be concluded that the flipped classroom is learning that combines learning in the classroom with learning outside the classroom with the aim of maximizing learning activities. What is meant by learning in the classroom is learning where students receive material from the teacher. While learning outside the classroom is more learning emphasizes the introduction of the material. The most important thing is that students are given feedback time on the material being studied, both independently and problems in groups.
There are some benefit s of the flipped classroom , Students get help on difficult topics, one of the challenges in a traditional classroom, when instruction is delivered through a lecture, is that students are often snt home to apply what they have learned without any assistance. At home students can often get stuck and cannot completed the assigned homework. At this point the students have a number of options. They can spend hours wrestling with an assignment they are not prepared to do, give up, call a friend, ask the teacher the next day.in a flipped classroom the work done at home is simply to view a video, and when the students is struggling with what was
traditionally sent home as homework, the teacher is present to help because this higher-older thinking is done in class.
2. Types of flipped classroom
According to Utami (2017), the flipped classroom learning model has several types, namely as follows:
a. Traditional flipped
Traditional Flipped is the simplest flipped classroom learning model. The learning step is for students to watch learning videos at home, then when in class they do activities and do the assignments given in groups. Then at the end of the lesson, quizzes are conducted individually or in pairs.
b. Mastery Flipped
Mastery Flipped is a development of Traditional Flipped. The learning stages are almost the same as Traditional Flipped, except that at the beginning of the lesson they are given repetition of the material at the previous meeting.
c. Peer Instruction flipped
Peer Instruction Flipped is a learning model where students learn basic material before starting the class through videos. When in class students answer conceptual questions individually and students are given the opportunity to argue with each other on the questions
given to convince their friends to answer. At the end of the lesson, an individual comprehension test is given.
d. Problem based learning flipped
Problem Based Learning Flipped is a learning model in which students are given videos that provide instructions for solving problems that will arise in class. in this model students work with the help of the teacher. When in class, students do experimentation and evaluation.
The Flipped Classroom learning model that will be used in this research is the Flipped Classroom learning model with the Problem Based Learning Flipped.
3. The process of the flipped classroom
The flipped classroom is a strategy to help teacher make time in class more efficient and effective. The flipping classroom change traditional teaching strategy by delivering lesson online outside the class and moving homework into the classroom where teachers have more beneficial time to help students with their question and one-on-one support (Bishop, J. L. and Verleger, A. M, 2013).
In the flipped classroom strategy, classroom lessons and PowerPoint slides are pre-recorded. Teacher give students a task to watch the recorded PowerPoint slides or read the reading material or articles before they come to class. When students come to the class, the role of teacher has changed from presenter of content to learning mentor. As opposed of delivering
information during the class, teachers spend their time talking to students about the lesson, classroom discussions, work in pair and working in small group of students. Student who understand well about the content are be able to work with other students to help them get the same understanding.
There are 3 easy steps to do flip classroom : a. Create flipped content
The flip class starts with a teacher doing their best explaining the material by the video or PowerPoint slides or reading text. The learning content include the connection, the humor and the step of great teaching (for the video, teacher can use their creativity to make the video teaching more easy to understand for the students). Teacher can use many illustrations and demonstrations just as teachers do in the real classroom, include whiteboard, images from web or anything which can improve the teaching process.
b. Share it with the students
After teacher done prepare the learning material, teacher share the learning material which have been made to the student through online media. Teacher can upload the learning material on a online class such as Edmodo, Schoology, or others media such as Google Drive, Facebook, WhatsApp group, Twitter. Then students can download the learning material and study at home before class. This way give student a freedom of choosing where and when they want to learn and it is let the student engaged with the learning material in an environment that make them
comfortable. The students can study the learning material by themselves, with friends or parents. Student can also choose any device to read or watch the learning material from their iPhone or their smartphone or their laptop, etc. They can pause, take some notes and re-watch about the topic to get a more understanding.
c. Spend class time differently
The students have studied the learning material at home, class time can be spent to apply the lesson in engaging, practical and collaborative ways. The teacher can help the students according to their need and give an individual explanation to students who still has a problem in understanding the learning material while others are working in groups. So during the class time, the students are less sit and listen‖ to be more do and learn‖ and the flipped model is making class time more enjoyable, productive and engaging for students and teachers across the world.
In this research, before the class meeting, the researcher has shared a learning video related to the topic that would be discuss in the class by online media, those were the researcher WhatsApp group class. The researcher asked the students to watch the video learning at home and understand the video. When the students had a problem in understanding the topic, the researcher asked the students to made notes and asked for the researcher explanation when they were in class. During the class meeting, the students applied what they have learned from the video that they have
watched. The researcher also made some activities which were allowed the students to get a deep understanding about the topic. The researcher had more time to answer the students question individually when they faced a problem in doing the activity. The students also had more time to explore the topic that they learned and done activities that the researcher has been made.
4. Models of teaching narrative text by using flipped classroom
Flipped Classroom design is based on theory of Blomm‘s received taxonomy of cognitive domain. This taxonomy provides six major categories of cognitive processes, starting from the bottom to the highest level:
a. Remembering: In this step, students recall or retrieve the information from the video about narrative text at home or outside the classroom.
b. Understanding: Students comprehend the meaning, interpret the information from the video and wrote a problem that they faced when they learn from the video about narrative text.
c. Applying: Students identified and explore the narrative text of the paragraph to get the main idea from the first paragraph.
d. Analyzing: by using their critical thinking, students question what happened, analyse the material or concept about narrative text.
e. Evaluating: Students make judgements and assessments about the value of ideas and the whole learning process, interpret and justify.
f. Creating: Students are able to make narrative text using their own words.
B. Students Writing Skills 1. Concept of writing skills
According Spratt, Pulverness, and William (2005, p. 26) state that writing is a productive skill. They said that it produces a language rather than receive it. Hayland (2004, p. 09) also states that writing is a way to share personal meanings. It means that, it can share the ideas or purpose in the written form. The people construct their own views on a particular topic. Brown (2001, p. 34) states that trends in teaching writing of English Second Language and other language are integrated with teaching in other skills, particularly in the speaking and listening.
When the teachers asked students to find ideas in writing, the students will try to search the source in the internet, newspaper, magazine, radio, and television. During searching the information, they do not only use one skill but they apply some skills like Speaking, listening and Writing.
Based on the definitions above, a definition of writing skill can be obtained. Writing is a productive process done through some stages.
Firstly, exploring and transmitting ideas, thought and feeling into written form. Secondly, conducting a number of revising process to carry out a grammatically and orderly texts. The writing productions are in the forms of readable texts which should be meaningful to everyone who read the writing (Alviano, F., Oktawati, H., and Kurniawan, A. E., 2021).
2. Type of English text
A narration is a type of writing that is used to tell or relate a story (Wishon and Burks, 1980). A summary is a type of writing that is used to describe something. Exposition is a technique for describing or interpreting something. Persuasion or argumentation writing is a form of writing that is used to convince or argue. There are four different types of prose:
a. Narration
Narration is a type of writing used for telling the story of events or acts. The natural time series is used to position events in time and explain what happened. Short stories, books, and news stories are examples of storytelling, as well as a significant part of our daily social interaction in the form of latter and dialog. The narrator's conclusion is to relate a tale that includes a troubling memory.
b. Description
Description is a technique for presenting a verbal portrait of an individual, location, or object. Description means to say, description means to display, and description is a strategy for presenting a verbal portrait of a person, place, or things. It may be used to supplement other types of writing or as the primary method for constructing an image of
“what it feels like” (Oshima and Hogue, 1983). The explanation concludes by identifying a person, location, or object.
c. Exposition
Exposition contains editorials, essays, and descriptive and educational content, and it is used to provide facts, make explanations, and translate context (Wishon, 1980). The aim of the exposition's conclusion is to provide detail about something.
d. Persuasion/ argumentation
Argumentation and persuasion are used to persuade and convince.
In argumentation literature, the writer attempts to persuade and persuade the reader to accept the writer's viewpoint, theory, and mood, as well as the researcher's belief. Starting an opinion and convincingly supporting it is the conclusion of argumentation.
Furthermore, according to Brown (2003), there are three types genre of writing:
a. Academic writing: papers and general subject reports, essays, compositions, academically focused journal, short-answer test responses, technical reports, theses, and dissertations.
b. Job-related writing: messages, letters/emails, memos, reports, schedules, labels, signs, advertisements, announcements, and manuals.
c. Personal writing : letters, emails, greeting cards, invitations, messages, notes, calendar entries, shopping lists, reminders, financial documents, forms, questionnaires, medical reports, immigration documents, diaries, personal journals, and fiction.
3. The process of writing
The way toward composing has approximately four stages. In the initial step, make ides, in the second step, sort out the thoughts. In the third step, compose an unfinished version. In the last advance, clean your unfinished version by altering it and making corrections. Writing a never one-advance activity. Writing as one of gainful abilities needs a procedure.
This procedure sues essayist to write in arrangement stages. writing process is the phases that an author experiences so as to create something (a written text) before to be a last draft.
According to Donald Graves (2008), there are five step process of writing:
a. Prewriting
The goal here is to generate ideas. Listing, brainstorming, outlining, silent thinking, conversation with a neighbor, or power writing (described below) are all ways to generate ideas. It means that prewriting is process to think what we will write, and process to develop the ideas.
b. Drafting
Drafting is the writer’s first attempt to capture ideas on paper.
Quantity here is valued over quality. If done correctly, the draft is a rambling, disconnected accumulation of ideas. Most of the writing activities in the classroom involve just these first two steps. Only those drafts that students feel are interesting or of value should be taken to the next step. It means that drafting is process to produce writing on paper.
c. Revising
This is the heart of the writing process. Here a piece is revised and reshaped many times. Revising is where you shape the blob, adding parts, taking parts away, adding parts, and continually molding and changing. Here you look for flow and structure. You reread paragraphs and move things around. It means that revising is process to the process for revising a draft that we consider must be corrected. Graves said that not all drafts must go through this stage. Students are given the choice to choose the draft part that they want to revise, and other draft sections can be stored in a file as part of the student's writing experience.
d. Editing
This is the stage where grammar, spelling, and punctuation errors are corrected. One last thing about the editing phase: Real writers edit their writing at the end. Real writers also rely on editors, spell check, and grammar check. It means that process of editing must have paying attention in grammar, spelling, and punctuation.
e. Publishing and sharing
This is where students‟ writing is shared with an audience.
Writing becomes real and alive at this point. Publishing can involve putting together class books, collections of writing, school or class newspapers, school or class magazines, or displaying short samples of writing in the hall or out in the community. Writing experiences
become even more powerful by having students read their work out loud in small groups, to another classmate, or in a large group setting.
C. Previous Study
There are many researchers who had conduct the researchers that related with this study. The first researcher written by Kadek Ari Yuliani, Made Hery Santosa, and I Nyoman Pasek Hadi Saputra (2018) entitled, “The Effect of Project-Based Flipped Learning on Writing Competence of The Eleventh-Grade Students of SMA N 4 Singaraja in Academic year 2017/2018”.
The study employed a mixed method of quantitative and qualitative data. It could be concluded that there was a significant difference on eleventh-grade students’ writing competency between those taught by using project-based flipped learning and those taught by using conventional teaching strategy in SMA N 4 Singaraja in academic year 2017/2018. This finding also strengthens by the result of the interview which showed that students’ positive perception of the implementation of project-based flipped learning. As reported by the students the implementation of project-based flipped learning enables students to be more active in the classroom and makes the teaching and learning process become students centered. In addition, the implementation of this strategy also makes the class more enjoyable, and less stressful.
The second previous written by Ramyar O. Qader and Fadime Yalcin Arslan (2019) they conducted a research journal entitled “The Effect of Flipped Classroom Instruction in Writing: A Case Study With Iraqi EFL Learners”.
Teaching English with Technology, Vol. 19 No. 1. The study employed a mixed method of quantitative and qualitative data. Productive instruction approaches are essential to improve the writing skills of Iraqi EFL learners. In this context, FCI positively impacts learners’ writing abilities in a collaborative environment. Instruction can either be an obstacle or a chance for learning.
Class preparation and instructional videos deliver opportune time for learners to comprehend the ruling concepts that control their writing.
The third previous written by Ahsin Fahmi Mubarok, Bambang Yudi Cahyono, and Utari Praba Astuti (2019) they conducted a research journal entitled “Effect of Flipped Classroom Model on Indonesian EFL Students’
Writing Achievement across Cognitive Styles”. This study uses a quasi- experimental research design. This study confirms that flipped classroom model gave a significant impact on the writing achievement of the students.
Further, it is also discovered that the students responded to the treatment dissimilarly depending on their cognitive styles. Field independent students made higher writing achievement than their counterpart due to their better preparation from their independent study and their ability to use proper strategies for learning. This study also notices the alteration of interaction level from not significant before treatment into significant after treatment. When an effort to figure out the contribution of each cognitive style was employed, it is exposed that both field dependent and field independent students learned writing better using flipped classroom model than using traditional teaching.
The fourth previous written by Ali Mahrus Efendi (2019) he conducted a research journal entitled “The Effectiveness of Flipped Classroom in The Teaching of Writing Skill”. This study uses a quasi-experimental research design. 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. Further, the result which the significance of post-test within the experimental group (p=0.031) has the smaller value than 0.05 or 0.031<0.05. It implied there was the significant different post-test score between the conventional group and the experimental group. In addition, the mean score of post-test within the experimental group (80.32) has the higher value than the mean score of post-test within the conventional group (78.45). Finally, the result of the research showed that there was significantly different score between student taught with flipped classroom model and the conventional strategy. It support the previous study which shows that the Flipped classroom model is better than the convention model in teaching writing descriptive .
And the last previous written by Asiya Tabassum (2020) she a research journal entitled “Experimental Research on Using Flipped Classroom Approach in Writing Classroom Usping Edpuzzle”. This study uses the experimental research. The study indicates that flipped classroom approach can result in an overall positive learning experience. This approach is best for integrating different language skills, listening to the video at home, sharing their ideas in class and working with groups to communicate their ideas in the
form of well-written essays. Educators can adopt this as student-centered active learning technique to ensure finer awareness of the concepts. It is very important to understand that this approach is not designed to replace the teacher in the classroom but rather it changes the role of a teacher from "sage on the stage" to "guide on the side". The educators may initially have to deal with learners who are not very motivated to learn through flip, but once it is implemented there will gradually be a change in their attitudes towards flip.
This approach will work with students who are weak as the teacher can give individual attention.
This research is a research that is the effect of flipped classroom on students' ability to write narrative text. This study has similarities and differences in previous research so that later the results of this study can be used as a basis and insight for future researchers. The similarity of this study with previous studies is that both use the flipped classroom learning model to find out whether there is a significant effect on the flipped classroom learning model used on students' writing skills. While the differences between this study and previous studies are, among others, this study uses a flipped classroom learning model utilizing technology and online media such as (WhatsApp, Google Classroom, and YouTube) as a means of learning. Based on previous research, researchers do not use online media much. Furthermore, the variable of this research is the students' ability to write narrative text. Finally, the most basic difference is the object of research and the different time.
D. Theoretical Framework
The researcher choose Flipped Classroom Model because this model is considered able to overcome the problems experienced by students in SMA Negeri 11 Bengkulu in writing ability was low, because now students were more interested in learning by using technology-based media learning, such as videos that made them more interested in learning. Huereca stated the type of learning incorporates a pedagogical model that flips the typical lecture given by the teacher and the homework assigned to student to take home. Students used short video lessons at home to learn new concept that can then be discussed more in depth in the class (El-Bassuony, 2016). Learning by using the flipped classroom model students can learn more excitedly, because they use media such as video content. Besides that students will not get a lot of homework because the task has to be completed in class, the teacher provides video content to be learned by students at home and then will be discussed in class. This has a positive impact because, they do not spend time just listening to the explanation from the teacher.
In several studies on the effectiveness of the flipped classroom learning model on students' writing skills. Cahyono and Astuti (2019) stated that the Flipped Classroom learning model has a significant impact on students' writing achievement. Furthermore, it was also found that students responded to the treatment differently depending on their cognitive style. Field independent students made higher writing achievements than their peers due to their better preparation of their independent study and their ability to use appropriate
strategies for learning. This approach is best for integrating different language skills, listening to the video at home, sharing their ideas in class and working with groups to communicate their ideas in the form of well-written essays.
Figure 2.1 Theoretical Framework Note:
X: Flipped classroom model Y: Students’ writing ability
E. Research Hypothesis
This refers to the basic beliefs of researchers that enable them to conduct research. Is a temporary truth that is determined by researchers that should be tested and proven. Base on the research problem above, the hypothesis can be stated as follows:
Ha : There is significant effect between students who taught google classsroom in flipped classroom strategies
Ho : There is no significant effect between the students who taught using google classsroom in flipped classroom strategies.
x Y
27 CHAPTER III RESEARCH METHOD A. Research Design
In this study, the research design employed quasi experimental with quantitative approach. This research was intended to investigate the effectiveness of flipped classroom model on students’ writing ability in narrative text of the tenth grade student at SMA Negeri 11 Bengkulu. As stated by Muijs, et al., (2008). “quasi-experimental research was especially suited to looking at the effects of an educational invention, such as a school improvement program, a project to improve a specific element. The researcher determined to select two groups. The first group given treatment, was called experimental group and the other group that was not given a treatment was called control group. The data were collected from pre-test and post-test in order to know whether the usage of flipped classroom model effective in improving students’ writing ability (Muijs et al., 2008).
The research was called non-equivalent control groups design. Here is a quasi-experimental design model non-equivalent control group design (Sugiyono, 2016):
Table 3.1
Research Design of Quasi-Experimental
Subject Pre-test Treatment Post-test
Exsperimental Class O1 X O2
Control Class O3 O4
Note:
O1,3 : Pre-test in experimental and control groups.
O2,4 : Post-test in experimental and control groups.
X : Treatment in experimental group
B. Population and Sample of the Research 1. Population
Nunan says that (1992, p. 231) “Population is all cases, situation or individuals who share one or more characteristics of interest can be widely depending on the research question and the purpose of the research”. The population of this research is students’ in the first grade of at SMA Negeri 11 Bengkulu which has around 135 students’. The school has four grade classes. They were X MIA 1, X MIA 2, X IPS 1, and X IPS 2, each class is consist with different number of students’.
Table 3.2
Population of The Research
No Class Male Female Total
1. X MIA 1 13 22 35
2. X MIA 2 12 22 34
3. X IPS 1 13 20 33
4. X IPS 2 15 18 33
Total amount 53 82 135
(Source: The data from SMAN 11 Bengkulu)
2. Sample
According to Ary et al., (2010, p. 148) sample is the small group that is observed. Creswell (2012, p. 142) state that “A sample is a subgroup of the target population”. Fraenkel and Wallen (2012) also give explanation that sample is the group on which information is obtained.
Based on the description above, the researcher defines that the sample was a small group taken from the population with certain media that was studied by the researcher.
Table 3.3 Sample of The Research
No Group Class Gender Total
Male Female 1. The exsperimental
group
X IPS 2 15 18 33
2. The control group X IPS 1 13 20 33
Total amount 66
In this study the sampling technique used purposive sampling technique determination of the sample by consideration or certain criteria.
According to Sujarweni (2016, p.86), Sampling Purposive was a sampling technique with considerations or criteria. It was a technique for specifying samples consideration. The researcher chose the samples based on considerations some similarities in features including : The two classes have a balanced number of students, the control class and the experimental class were both taught by teacher A, who was an English teacher who
teaches class X IPS 1 and X IPS 2, and they have some of the same problems in the ability to write narrative texts.
C. Place of the Research
The place was needed as locating of research to get data in research. To examine The using flipped classroom model on students’ writing narrative text, the researcher does the research at the first grade of SMA Negeri 11 Kota Bengkulu as the subject or place of research.
The reason the researcher chose the location was that based on the observations of researchers at the school there are still some obstacles faced by students in writing good English texts. There were several problems faced by students at the school; Students still have difficulty in developing ideas from their thoughts into writing English texts, lack of vocabulary that students have in writing narrative texts, and students do not understand grammar patterns in writing.
D. The Technique of Collecting Data
In collecting data, the researcher uses a writing test. Arikunto (2006, p.
127) states that a test is a series, question, exercise, or other means used to measure the skill, knowledge, intelligent, ability, or talent that have by individual or group. Thus a test is a method to gain the data by giving some questions to the respondent. The test was developed from K13 and syllabus which was used by SMAN 11 Bengkulu and seeing the standard competence.
After knowing the standard competence, the researcher developed some indicators that must be reached by the students. Collection the data researcher use some procedures as follows, such as pre-test, treatment, and post-test.
1. Pre-test
Before applying the treatment using flipped classroom model, the students were given a pre-test in both the experimental and control groups.
The pre-test itself was used to know the students ability in writing narrative text. Researcher give some of the topic is about legenda, the tittles were:
Bawang Merah, Barang Putih, Timun Mas, and Malin Kundang. The researcher was chosen this topic because the researcher believed that was easy for them to write a narrative text. Besides that, the topic and the title were familiar and it was also easy for them to gather as many ideas about it.
2. Treatments
After the pre-test, the researcher gave the treatment for eight meetings to do the control and experimental classes. There were different treatments between the two groups but with the same amount of time and same topics, using flipped classroom model for the experimental group and without flipped classroom model for the control group.
a. Treatments for the control group (without Flipped Classroom Model) In the control group, the researcher gave the treatment but without Flipped Classroom Model. In this group, the researcher taught conventional treatment based on the steps that usually done by the
teacher of SMA Negeri 11 Bengkulu Nilpah, S.Pd when teaching in the classroom, and the teaching process are :
1) The researcher conducted treatment by teaching learning about narrative text material, where for this first meeting the researcher explained several points of narrative text to students.
2) At the second meeting the researchers provided learning materials about narrative legends and fairy tales.
3) At the third meeting the researcher reviewed the material that had been studied and discuss the problems that exist in the learning material.
4) The last meeting the researcher gave the task to create and analyze the students' narrative text writing task.
b. Treatment for the experimental group (by using Flipped Classroom Model)
In this group, the researcher did the research in X IPS 2 by using Flipped Classroom Model. Besides, the following treatments were particularly conducted to the experimental group. Then steps were as follows :
1) Treatment I:
a) The researcher explains first about the flipped classroom model.
b) The researcher makes a group discussion in messenger to interact with students.
c) The researcher asked about material that has been given.
2) Treatment II:
a) Same as treatment I, in treatment II the researcher did review about the material.
b) The researcher asked the topic and discuss together the difficult point in the video learning.
3) Treatment III:
a) The third treatment, the researchers reviewed the previous learning materials and discussed with students about the material that the researcher sent via the study group.
b) The fourth treatment, the researcher discussed with students about the material that the researcher sent via the study group.
4) Treatment IV:
a) In the last treatment, the researcher concluded all material given about flipped classroom and narrative text.
b) The researcher instructed the students to make a narrative in their own language and analyze the students' narrative text writing task.
3. Post-Test
After giving treatments, both of class were given the post-test in order to know the effect of flipped classroom model on the student ability in writing narrative text. Topic of the post test was same as in the treatment.
The topic was about fairy tales with tittle cinderella, beauty and the beast, snow white. After doing the post test, the last procedures that have to be done was analysis the students writing task. The analysis was done to find
the result of whether were any significance differences between the students who use flipped classroom model and the students who not use the flipped classroom model. Then, the researcher analyzing the score of the data.
E. Research Instrument
In this research, the researcher used narrative writing test as an instrument. Writing test is one way to measure the students’ ability. According to Djaali (2000, as cited in Ismawati, 2003, p. 82) test is a tool that is used to measure knowledge or object mastery in a set of content or certain material.
The researcher gave a writing test to get the score on students’ writing ability after being given a different treatment. In assessing the students writing ability on flipped classroom model reproduced by them.
There are two test, pre-test and post-test that were given to the sample of this research. The pre-test gave to the class before treatment to see how far students have the ability in writing. After the receiving the pre-test then the experimental group will receive treatment the strategy will be applied.
Meanwhile the control group will have a traditional treatment (conventional treatment based on the steps that usually done by the teacher). After receiving treatment, the experimental and control group will be given post-test.
The researcher will ask to give students a task to write a paragraph with the topic to be given. In this study, students will be asked to write narrative text about legenda and fairy tales. The participants will be asked to write a short
composition of narrative text in 45 minutes. The written test of narrative text is intend to find out students' writing ability of narrative text.
The researcher assessed the students work by using five aspect namely content, organization, vocabulary, language use, and mechanics. Followings are scoring rubrics according to Jacob et al., :
Table 3.4
Scoring Rubric of Writing Component of
Writing
Score Criteria
Content
27-30 Very good: complete information, substantive story, complete story development, relevant with the problem.
22-26 Good: enough information, enough of being substantive, limited story development, relevant with the problem but incomplete.
17-21 Fair: limited information, lack of being substantive, incomplete story development, lack of problem.
13-16 Bad: there is no content and problem.
Organization (Organization of the
Content)
18-20 Very good: fluent expression, clear in expressing the idea, complete, well organized, logic, cohesive.
14-17 Good: lack of being fluent, unorganized but clear in stating the main idea, limited supporting
material, logic but incomplete.
10-13 Fair: not fluent, irregular idea, illogic sequence and idea development.
7-9 Bad: not communicative,
unorganized, and worthless.
Language Use (Grammar)
18-20 Very good: correct in word choice/
diction, master in word forms.
14-17 Good: sometimes incorrect in choosing the word but does not change the meaning.
10-13 Fair: limited in using the word, often make errors in using vocabulary and can change the meaning.
7-9 Bad: bad in choosing the word, lack of vocabulary, worthless.
Vocabulary (Diction)
22-25 Very good: effective in applying complex construction, only few language errors appear.
18-21 Good: simple construction but effective, few errors appear in complex constructions, there are some errors but do not change the meaning.
11-17 Fair: serious errors in sentence constructions, unclear meaning.
5-10 Bad: not master the syntactical construction, many errors, not communicative, worthless.
5 Very good: master writing rules,
Mechanic (Spelling)
only some errors in spelling.
4 Good: sometimes there is spelling error but does not change the meaning.
3 Fair: often do spelling errors, unclear meaning.
2 Bad: not master writing rules, many spelling errors, unreadable writing, (Adapted from Jacobs et al., (1981) in Weigle (2002, p. 116)).
Table 3.5
Classification of student abilities based on aspects (Ananda and Fadhli, 2018):
Interval Value Predicate Ability Score
1 2 3
80 – 100 A Excelent
70 – 79 B Very good
60 – 69 C Good
50 – 59 D Low
0 – 49 E Fail
In analyzing of validity test item. Validity testing is the important part since the test is used as an instrument to collect the data. The validity was used to ensure that the test was suitable to use. The researcher used SPSS, as follows:
1. Validity test
The most complex criterion of an effective test and the most important principle of language testing is validity. According to Donald Ary
