The Impact of Flipped Learning on Students’ Narrative Writing
Chai Ai Sze1*, Aida Hanim A. Hamid1
1 Faculty of Education, University Kebangsaan Malaysia
*Corresponding Author: [email protected] Accepted: 15 January 2023 | Published: 31 January 2023
DOI:https://doi.org/10.55057/ijares.2022.4.4.15
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Abstract: It has been asserted that flipped learning is an educational technique that actively increases students' language learning efficiency through online materials. In Malaysia, the deficiencies of traditional classroom instruction and the enhancement of language acquisition among secondary school students with the implementation of flipped classroom instruction are less apparent. This study examines the impact of flipped learning on the narrative writing performance of Form 5 students at SMK Lake. This experimental investigation included sixty participants. 32 students were assigned to the treatment group, whereas 28 students were assigned to the control group. The experimental group (the flipped classroom) was taught in a flipped learning mode, whereas the control group (the non-flipped classroom) received standard writing instruction. The data were gathered in a Pretest-Treatment-Post test design analysed using SPSS version 26. The results demonstrated that flipped learning had a greater impact on the improvement of the students' writing performance than traditional instruction.
The findings could lead to future research aimed at understanding the impact of flipped learning on language instruction and acquisition. This research could also assist Malaysian educators in implementing or enhancing the existing flipped learning technique in English language education, particularly the instruction of narrative writing.
Keywords: Flipped learning; English; Language; Writing; Educational strategy
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1. Introduction
English is a vital part of people's lives. As English is the official language of education, business, medicine, banking, tourism, diplomacy and become one of the requirements for university admission in a large number of countries worldwide, people at different education levels are motivated to improved their English proficiency (Richards 1997). In many nations, English is regarded as a second language, and the number of English speakers continues to increase every day. Concurrently, English Language learners face numerous obstacles when it comes to learning and mastering this language. The English language, according to Pillay (2005), is a medium for knowledge acquisition, notably in the disciplines of science and technology.
For decades, encouraging and engaging students in English writing has been one of the most popular principles in English language instruction. Once, Sagan (1980) stated, "Writing could be the greatest human invention." Teachers of English try to cultivate capable, motivated, and self-confident writers. Writing is the medium of expression and an indispensable skill for many parts of life. Notes are written by parents for their children. Physicians compose prescriptions.
Automotive specialists generate work orders. Political figures compose their own speeches.
The grandparents write letter. Friends write e-mails. Communication through writing occurs on a daily basis. All students recognise the importance of written communication. As educators, it is our responsibility to assist students recognise the significance of writing to learning.
In addition to promoting the need for effective communication skills, writing instruction provides students with opportunities to build clear thinking abilities. When children are given time to write and digest their ideas, they acquire a method for analysing their reasoning. They discover the channels of reasoning and the perils of fallacies through writing. They begin to rely on cognitive reasoning rather than spontaneous thought. In turn, writing makes pupils accountable for their education; they cannot be passive in class. They must engage in active learning and engage in physical activity.
However, teachers are facing obstacles to encourage students to write with focus, inspiring their passion for writing, and looking for suitable method to improve students writing techniques, comprehension, and perceptions are enormous and varied. Globally, writing habits have clearly altered dramatically as a result of recent technology advancements. Individual writers coexist "everywhere" due to the vast development of Web 2.0 tools. In contrast, when it comes to producing academic writing , which serve different academic functions such as making argument, discussion on a targeted issue, recount and report as part of the learning specifications of the school curriculum, students' proficiency seems to be at the critical level to fulfil the requirement of the academic success and the greatest pedagogical challenge for English teachers. The methodological and theoretical decisions made by the teacher have a considerable impact on whether or not students acquire the large repertoire of writing abilities required for success in school and the workplace.
Teaching ESL students to write is difficult (Adas & Bkir, 2013). According to the findings, a lack of writing skills is caused by passive learning experiences and ineffective traditional teaching techniques (Mack 2012; Philips 2012). According to research conducted by Abdelrahman et al. (2017), Sudanese students are generally lack of English writing proficiency.
Furthermore, traditional, teacher-centered methods are still used by English as a second language teachers.(ESL). Due to the fact that they only speak English at school, ESL students have few opportunities to use English in real-world situations (Sarwar 2000). In addition, passive teaching methods in schools afford students few opportunities to engage in authentic ESL learning activities (Alhaj 2005; Munhal 2009). Makki (2005) links both teachers' and students' lack of attention on ESL writing abilities to the usage of traditional writing education methodologies. Students' poor ESL writing performance could be attributed to flaws in the existing Sudanese Integrated Curriculum for ESL (Saeed, 2012).
Writing has been highlighted as the most difficult challenge for ESL students in Malaysia, which is the primary cause of their unfavourable attitudes and perceptions about English writing.(Akhtar et al. 2019). The majority of ESL students struggle with writing in cohesive and coherence, low student motivation, confuse in using tenses, conditionals, and subject-verb agreements, punctuation, capitalization, spelling, and some basic and introductory aspects of writing. This finding agrees with what Akbar (2018) found: the most common reasons why L2 learners have trouble writing are a lack of academic background, interference from their native language, a lack of vocabulary, a large class size, not knowing how grammar works, and not having enough sources in the classroom. Furthermore, Akhtar et al. (2019) identified unfavourable attitudes toward academic writing as a problem in Malaysian students' writing.
Malaysia has placed a substantial emphasis on English language instruction due to the globalisation of the English language and the rising demand for English skills that are difficult
to acquire. According to Hammad (2014), modern students are not the typical students of the past; rather, they are digital natives who know and use the most advanced technology in their daily life through significant self-directed writing. Based on this belief, it is crucial for educators of the twenty-first century to acquire digital instructional knowledge and finding ways in which they may use technology to enhance the productivity of their writing courses (Laborda & Royo 2007; Yüce et al. 2021).
The research findings have the potential to assist educators to widen classroom boundaries, enhancing writing practises, and tailoring writing instruction to each child's learning needs.
By integrating technology and narative writing while adhering to empirical research methods and study characteristics, educators will gain a better insight of the effect of flipped learning on student writing in secondary schools.
Consequently, the flipped learning paradigm is introduced in this study. In addition, the principles and methods for implementing flipped learning in narrative writing are presented.
Following the offered concepts and tactics, school teachers can construct successful learning activities to help students learn effortlessly and effectively, particularly by connecting what they have learned in school to their real-world experiences. The major goal of this study was to investigate the effect of using Flipped Learning approach to develop narrative writing skill among the secondary school ESL learners and discover their perceptions towards the use of flipped learning approach in narrative writing, this study was led by the following two research questions (RQs):
RQ1. What is the effect of flipped learning on students’ narrative writing RQ2. What is the students’ perceptions towards flipped learning?
Definition of Writing
Writing is a challenging skill which require students to compose essays and academic articles (Mervat 2016). Writers must take many factors into consideration while composing, including writing task needs, audience knowledge, domain experience, language style, and tone (Hayes 1996). Moreover, according to Spratt et al. (2011), writing is a productive talent, meaning that it includes making language as opposed to absorbing it. According to them, writing is transmitting a message by generating signs on a page using letters and words that are joined to form a phrase or sequence of connected sentences in order to convey the intended message.
This definition indicates that writing is the ability to communicate through written language.
In other terms, writing is a form of written dialogue between author and reader through the use of letters and words to form a collection of phrases.
Writing in Second Language (L2)
Writing is an essential ability for successful L2 acquisition since it enables pupils to construct clear and efficient thought processes (Hyland 2003). The evolution of any language, according to Hyland (2003), should place a higher emphasis on writing skills. According to Harrison et al. (2016), an excellent piece of writing is cohesive, logical, comprehensibly structured, fascinating, and well-organized, with a large vocabulary and an understanding of grammar rules.
It is acknowledged that competent writers undergo several stages, including writing and revising at each level of the composition process). The writing process provides students with a step-by-step strategy for completing a written assignment. Students use a formula to answer math problems, scientific rules to conduct lab investigations, and a plan to construct a project.
Writing in a second language (L2) is considered a tough skill to master, making it difficult for
language students to learn (Schoonen et.al 2003). According to Schoonen et al. (2003), beginning authors sometimes struggle and become discouraged as a result of repeated failures due to the challenge of writing in a second language. This challenge has been addressed in writing study by concentrating on cognitive mechanisms at work during composition (Gustilo 2010).
Writing Narrative Text
According to Pardyono (2007), there are twelve genres: Narrative, Spoof, Recount, Description, Explanation, Report, Discussion, Exposition, Procedure, Anecdote, Hortatory Exposition, News item. Narrative text as a type of text whose purpose is to precisely describe the activities or events of the past, to demonstrate a difficult experience and its resolution, and to entertain or instruct the readers (Pardyono 2007). Siahaan (2008) elaborated on the three fundamental generic structures of narrative text: character, setting, and time.
The definition of narratives is "the organising of a person's experience and recollections"
(Bruner 1991). Narrative texts, according to Marsilah (2014), are fictional stories intended to entertain, yet there are some stories based on genuine experiences or occurrences. The goal of narrative writing is to entertain the audience. The sociological role of the narrative genre is to tell a storey. Typically, the narrative consists of a succession of events in which something goes wrong. The event's unfavourable ending leads to the story's climax or crisis, a stage marked by tremendous tension. The resolution of the situation is depicted in the story's end.
The conclusion of a narrative may be cheerful or tragic.
Textual linguistic features can provide significant insights into writing quality and progress (Crossley 2020). In general, the linguistic characteristics studied by writing scholars can be categorised into: lexical, syntactic, and coherence. There are several essential linguistic elements in narrative text (Derewianka 2004; Siahaan et al. 2008)
Table 1: Language Features In Narrative Text
1. Individualized participants Individual participants with defined identities.
2. Behavioural and verbal process Action verbs to indicate what character said, felt or thought.
3. Adjectives To enhance and develop the story 4. Temporal conjunction Linking words to do with time
5. Past tense To show the occurrence that happened in the past.
Critical thinking has lately been introduced and elevated to a prominent place in foreign language courses, so that fostering critical thinking in students is now regarded as one of the responsibilities of foreign language instructors. As one of the requirement in 21st century teaching and learning, cultivate critical skills among learners has become one of the important milestone to achieve in writing class. It is one of the challenge for language teacher to bridge the bidirectional relationship between writing and thinking in order to produce a high quality writing. Students cannot write coherently on a subject without cohesive thought. When students write, they have the opportunity to go beyond what they have just learned to say and take risks with the language (Raimes 1983). Engaging and retaining students in narrative writing requires consideration of not only what they write about, but also how their narratives are perceived and responded to.
In Malaysia context, SPM candidates require to select one question from the three provided in Part 3 of the English writing paper. Narrative writing is a popular option for SPM candidates
because it is a prevalent text type that they have studied since elementary school. Candidates are required to create a 200- to 250-word narrative in response to the supplied prompt, which accounts for 20% of the overall writing paper score. On the basis of the CEFR aligned marking descriptors, students were marked on their ability to create different sentence types with varied composition styles, as well as their use of language functions for different purposes with good coherence and paragraphing. Despite its popularity among candidates, Firmansyah (2015) identified numerous major concerns with students' essay writing, including inability to produce ideas, difficulty with paragraphing, and inappropriate use of correct terminology due to limited vocabulary. Therefore, it became difficult for average and low achieving elementary school students to write a story.
Several studies have been conducted to evaluate the various ways used to improve students' narrative writing. Baharuddin and Mohamad (2020) used Edublog as a teaching and learning tool in narrative writing whch significantly improved students' ability to develop better material and vocabulary learning and retention. Kusumawarti et al. (2020) studied the impact of the Visualization, Auditory, and Kinesthetic (VAK) model on narrative writing on 114 fifth grade primary students in Surakarta. The results showed that the VAK approach was highly effective in boosting students’ acquisition of linguistic competence in narrative writing. The standards of writing achievement among second language learners in Malaysia are incredibly frustrating. Most Malaysian students struggle to write a decent narrative composition because it asks them to explain an event (Ien et al. 2017; Jayavalan 2018). Selvaraj and Aziz (2020) carried out 12 cycles of interventions that resulted in narrative writing scaffolding. Prior knowledge methods, thematic vocabulary and questions, reference resources, explicit corrective feedback strategy, and collaborative strategy are just a few of the strategies utilised to ensure the success of the scaffolding narrative writing process. As a result, research into an alternative instructional strategy that puts students at the centre of teaching and learning, encourages active participation in the process, and capitalises on students' higher-order thinking abilities rather than their rote-learning habits is important. The flipped instructional technique has the most promise among the currently known inductive methodologies (Abeysekera & Dawson 2015; Deslauriers et al. 2011), and its usage in secondary schools warrants further investigation.
Flipped Learning Approach
The Flipped Learning approach is currently utilised in numerous sectors (Akcayır & Akcayır 2018; Lo & Hwang 2018). Multiple of research had been conducted on the effect of flipped learning approach on these sectors and the findings allows us to obtain a clearer knowledge of the flipped learning approach's potential and issues, as well as how it might be improved through the use of alternative perspectives and approaches. The inclusion of flipped learning into classrooms offers considerable benefits for students and opportunities for teachers who desire to enhance student relationships and learning results (Roehl et al. 2013).
The Teaching of Writing Using Flipped Learning
Multiple studies have investigated the effect of the Flipped Learning approach on second language writing classrooms at various educational levels. Idrus and Nasri (2021) conducted a study with six Malaysian primary school pupils. Observation and interviews with the participants and their parents are employed as research tools. After adopting the flipped classroom method, the study’s finding proved the quality of student paragraph processing improved.
Afrilyasanti et al. (2017) performed another investigation at a secondary school in Indonesia.
There were a total of 62 students assigned to both experimental group and control group. The study's findings supported the notion that the flipped classroom method improved students'
writing skills. Not only did students participate actively in class, but they also achieved great learning outcomes.
Similar to this, Qader and Arslan (2022) looked into how Flipped Learning affected the writing skills of 66 Iraqi EFL students in Salahaddin University's English Department. Pre- and post- writing evaluations, a questionnaire for both groups, and interviews with the experimental group were all a part of the research. The findings showed a statistically significant difference between the experimental and control groups, with the experimental group significantly outperforming the control group on the writing exams.
The results are consistent with studies (Avdeeda & Chikileva 2021; Ghufron & Nurdianingsih 2021), which stated that the technology use in the flipped classroom is also consistent with the needs and wishes of the Malaysian Ministry of Education in order to maximise the application of information and communication technology in the learning system in Malaysia. The paradigm of traditional teaching methods needs to shift if the country's educational system is to keep pace with 21st-century learning. The flipped classroom approach is thus one of the best ways to accomplish that goal.
In addition to the benefits of the flipped classroom with CALL that were previously highlighted, there are some drawbacks as well. According to Ghufron and Nurdianingsih (2021), the benefits of the flipped classroom include the need for additional time to prepare the lesson materials and the technological difficulties some students may encounter if they are unfamiliar with the platform being used. Additionally, because of the huge class sizes, some less IT proficient teachers found it difficult to interact, communicate, track students' online activities, and give timely feedback (Aidoo et al. 2022).
The availability of digital gadgets for students as well as technological issues are additional drawbacks of the flipped classroom. Many students had trouble using the online learning platform since they were unfamiliar with it. A few students also don't have access to a laptop or an internet connection at home. While watching the videos, some students were unable to clarify any unclear issues, according to Kirmizi and Komec's research (2019). The requirement to watch the films prior to class, which some students found challenging, was another issue raised by several of the students.
2. Methodology
Research Design
This was a quasi-experimental design whereas students were placed into classes by the school randomly. This research has obtained ethical approval by the Universiti Kebangsaan Malaysia and permission has been granted by the school administration where this study is conducted.
Table 2: Unpaired pre-test-post-test control group design
Group Pre-test Treatment Post test
Exp. Group (FL) O1
(CAWD)
Teaching Writing Based on Flipped Learning Approach
O3 (CAWD) Cont. Group (F2F) O2
(CAWD)
Teaching Writing using traditional method
O4 (CAWD) Note. FL: Flipped Learning, F2F: Face-to-Face, CAWD: CEFR-aligned Writing Descriptor
As stated in Table 2, pre-tests were administered to both groups in order to determine the impact of the FL method on narrative writing. Then, the experimental group was taught the narrative writing process based on the FL technique, and both groups were given final exams at the conclusion of the practise.
Research Sample/Participants
Students enrolled in a public secondary school in a Kuching suburb were the participants. There were sixty Form 5 pupils enrolled in English class who participated. Students were divided between two classes given by the same researcher and educator. The sample is inclusive of 27 male (45 percent) and 33 female (55 percent). 88 percent of participants were Bidayuh and Malay, which corresponds with a local survey on the demographics. 55% of the participants were female and 45% were male, with an average age of 17 years (see Table 3).
Table 3: Frequency Distribution of Students across ‘Gender’
Gender Bidayuh Malay Iban Chinese Melanau Total
Male 14 7 4 1 1 27
Female 25 7 1 0 0 33
Total 39 14 5 1 1 60
Data Collection Method/Instrumentation
Both groups utilised the textbook English Download. The control group utilised the traditional instruction paradigm, whereas the experimental group utilised the flipped instruction approach.
According to Findlay-Thompson and Mombourquette (2014), in order to increase the efficacy of the flipped classroom, the learners were given a comprehensive explanation of its aim and methodology. Therefore, the experimental group attended an orientation session in which the aim of flipped instruction was described. They were instructed on how to utilise lecture videos and other content on the virtual channel effectively. The students were also instructed to view the lecture videos and other materials on the channel supplied. Additionally, they were forced to take notes before to class. The videos were constantly available on the virtual channel, allowing students to watch and rewatch them as well as other uploaded resources on their computers, tablets, and smartphones before and after class. In the experimental class, a flipped classroom format was implemented after the orientation. The control group continued to receive the standard educational method.
Document analysis (DA) and interviews were employed to gather information for this investigation. In this study, pre- and post-writing scripts from a school-based assessment were evaluated. The principal instrument of this study is a storey writing task designed for the purposes of the study. There is just one question and one answer sheet for this assignment.
Participants must begin their story using the provided brief sentence. Participants were expected to respond to the question on the attached answer sheet. The researcher chose this style and question categories because they resembled the SPM English paper format of the participants. Twenty points are allotted in total. The format of the narrative writing exercise was adapted from the English writing section of the Sijil Pelajaran Malaysia (SPM) examination, which was the Malaysian secondary school standardised test. The format was chosen since it is trustworthy, and the pupils were familiar with it. The pupils are allotted forty minutes to complete a 200 to 250 words essay. The researcher used the scoring criteria set by the Malaysian Ministry of Education to evaluate the students' essays.
Table: 4. CEFR-aligned Writing Marking Scheme
Students' perceptions of the implementation of flipped learning in the process of learning narrative writing were investigated in depth through interview. A 20-year experienced English instructor was consulted in order to validate the interview questions. Eight participants from the experimental group were asked to participate in semi-structured interviews in order to gain a deeper understanding of their individual experiences and to obtain additional feedback from the students regarding their perspectives of Flipped Learning. The interviews consisted of four open-ended questions, were conducted individually during class, and were recorded and transcribed for analysis. The following interview questions were asked:
1. What are your thoughts on the implementation of flipped classroom instruction? 2. Has the
Flipped Instruction improved your ability to write in English, or has it had no effect? 3. How would you describe yourself as a Flipped Learning participant? 4. What are the disadvantages of the flipped classroom?
3. Data Analysis Method
The data of this research was collected through writing test of narrative text. After analyzing the validity and reliability of the test, the researcher distributed it to the students in both classes after giving the treatment. Then the researcher asked them to write a recount text and collected it. Finally, the researcher graded the students’ writing with the English teacher by using the analytical CEFR-aligned scoring rubric of writing proposed by Ministry of Education Malaysia. After collecting the data, they were analyzed by using IBM SPSS Statistics 26 Software such as normality testing, homogeneity testing, and hypothesis testing.
4. Findings and Discussion
RQ1: How does the use of flipped learning affects students’ narrative writing content?
As previously stated, the first study question investigated the contribution of Flipped learning to the development of students' narrative writing skills. Therefore, the mean, standard deviation, maximum and minimum scores for each group were determined.
Normality Testing
Both the graphic of the histogram and the numerical method proposed by Larson-Hall (2010) were used to test the assumption of normality. Normality testing was done to find out if the data were spread out in a normal way or not. The Liliefors test with Kolmogorov Smirnov in IBM SPSS Statistics 26 and a significance level of 0.05 were used to look at the normality tests.
Table 5: The Result of Normality Testing of Students’ Writing Score in Experimental Class and Control Class using Kolmogorov-Smirnov.
Stages Group N Asymp.Sig (2-tailed) Sig.Level Conclusion
Pre-test Experimental 32 0.200 0.05 Normal
Control 28 0.053 0.05 Normal
Post-test Experimental 32 0.200 0.05 Normal
Control 28 0.111 0.05 Normal
The ratio of kurtosis results fell between the ranges of +/- 1.96 as well (Field, 2013). These are the values of sig. (2-tailed) in both the experimental class and the control class exceeded the significance threshold of 0.05. It signified that the data in both classes were regularly distributed.
Homogeneity Testing
The homogeneity test was used to determine whether the data in both classes were homogeneous. The homogeneity test was analysed using IBM SPSS Statistics 26 using the Levene Statistical Test and a significance threshold of 0.05. The outcome of testing the homogeneity of students' narrative writing scores can be seen in the table below
Table 6: The Result of Homogeneity Testing of Students’ Writing Score in Experimental and Control Groups
Levene Statistics df1 df2 Sig.
2.404 1 58 .126
The significant value of students' writing scores in the experimental class vs the control class was 0.126, based on the above data. It was greater than the significance threshold of 0.5%
alpha. It indicated that the statistics were homogeneous.
Hypothesis Testing
A T-test analysis was conducted to compare the mean scores of two variables. The purpose of this study was to determine whether there is a substantial difference between a flipped classroom and a conventional technique in terms of students' narrative writing skills. Pre-test and post-test questions were administered to determine if there is a change in student performance when writing essays based on the Flipped Learning method. The comparison between the mean post-test scores is shown in Table 7. The experimental group's mean score of 11.06, is greater than the control group's mean score of 7.82. 3.241 is the mean difference between these two groups.
Table 7: Group Statistics Group Statistics
Group N Mean Min Max Std.
deviation
Std. error mean
PreTotal Control 28 7.18 4 10 1.945 .368
Experimental 32 8.34 4 14 2.719 .481
PostTotal Control 28 7.82 5 12 1.926 .364
Experimental 32 11.06 7 15 1.933 .342
As shown in the table above, the students in the experimental group did better on the post-test than the students in the control group. The results showed that the average test scores of students who did flipped learning were much higher than the average test scores of students who got traditional instruction. For instance, students in the experimental group had a mean average that increased from ( x̄ =8.34, N=32, SD=2.719 to x̄ =11.06, N=32, SD=1.933), whereas the mean average of students in the control group only slightly increased from ( x̄
=7.18, N=28, SD=1.945 to x̄ =7.82, N=28, SD=1.926)
Table 8: An Independent T-Test For The Level of Pre-Test Essay Writing Performance of the Experimental and Control Groups.
Levene’s test for
t-test for equality means equality of
variance
Standard F Sig. t df Sig. (2-
Mean
95% confidence error
tailed)
difference
interval difference
Lower Upper
Equal variances
assumed 2.404 .126 -1.884 58 .065 -1.165 .618 -2.403 -.073 Equal variances
not assumed -1.926 55.902 .059 -1.165 .605 -2.377 -.047
Comparing the pre-test means of the experimental and control groups, Table 8 reveals that there is no statistically significant difference (t(58) = -1.884%, p>0.05). This data demonstrates a significant value of 0.065 larger than the significance threshold .05. This indicates that there is no significant difference between the experimental and control groups in essay writing performance as measured by the overall mean score on the pre-test. The pre-writing essay test scores of the experimental and control groups were identical.
Table 9: An independent t-test for the level of post-test essay writing performance of the experimental and control groups.
Levene’s test for equality of
t-test for equality means variance
Standard F Sig. t df Sig. (2-
Mean
95% confidence error
tailed)
difference
interval difference
Lower Upper Equal variances assumed .015 .902 -6.490 58 .000 -3.241 .499 -4.241 -.2.241 Equal variances not
assumed -6.492 57.008 .000 -3.241 .499 -4.241 -2.241
An independent t-test revealed that there was a significant difference in the level of essay writing performance between the two groups, with a t-value (58) = -6,490, p0.05, based on the mean score of the overall post-test. The aggregate mean score on the post-test for the experimental and control groups demonstrates a statistically significant difference in the level of essay writing performance. The experimental group's performance in writing essays utilising
the Flipped Learning technique was superior to that of the control group taught using the standard method.
This is in line with the findings of Baharuddin and Mohamad study (2020) which indicates that the group of students who use the Flipped Learning approach have higher results in writing than students who use the traditional method. Using Edublogs to teach narrative writing dramatically enhanced students' ability to generate superior material, i.e., the ability to draw connections and develop ideas when narrating a story. The improvement of skills in writing narrative essay is based on the principles of the student-centered Flipped learning method.
This can increase their active involvement as well as increase understanding in learning. This point is in line with the statement of Idrus and Nasri (2020) saying that the Flipped Classroom method has the potential to improve the performance and active involvement of students through student-centered learning activities.
Based on the post-test results of the experimental group, the essays produced are seen to be better and of higher quality in comparison to the control group. In line with the study of Ekmekci (2017) who found that students produce better essays through the use of the Flipped Classroom method. The application of technology such as videos in this study can improve students' skills in producing good essays.
This shows that the use of CALL is one factor driving this positive change. In accordance with the statement of Ghufron and Nurdianingshi (2021) who said that the use of teaching methods and various aids and taking into account the differences in student intelligence can produce effective student learning. Avdeeva and Chikileva (2021) also demonstrates that the integration of technological platforms with language-learning materials can benefit pupils. It provides learners with ample opportunities to select instructional content in account of their professional development and foreign language proficiency level.
RQ2: What is students’ perception on the use of flipped learning method in English writing classroom?
In order to identify the students’ perceptions toward the use of flipped learning in writing classroom, the frequency of ideas mentioned in interview were calculated and the results are summarized as below:
Table 6: Students’ perceptions on the use of Flipped Learning Method Items Ideas No. of Respondents Being interesting, motivating 4
The implementation of Flipped Learning Providing more time for practising daily 5 Enhance students’ writing abilities Receive immediate feedback from teacher 6
Students describing themselves in class using Flipped Instruction Active and engaged 8 The weakness of Flipped learning Slow internet connection 6 Social factors 3
As seen in Table 6, Question 1, some students (N=4) stated that the Flipped Learning method allowed them to prepare for their lesson in advance. "I can concentrate more, writing essay is easier now, and it saves time for study and practise for the examination)," said one participant.
(S1)
In addition, five students also thought they had enough time to learn the sentence patterns from the video clips. One of the participants said, "I can watch the videos whenever and whenever I choose, and it helps me to be well-prepared before taking tests." (S6)
On question 2, 6 interviewee mentioned that flipped learning method provided immediate feedback from teacher. “Teacher can provide immediate feedback when I make a mistake and
I can do correction straight away.” (S4) “I had plenty of time to practise and interact with my teacher and group members.” (S5)
In relation to question 3, all students believed that they were more engaged and motivated during the writing lesson. “It was an amazing lesson, group work and collaborative writing helped me in writing my own essay. Writing seems to be easier for me now!”(S2) “The instructional language used in the video was easy to understand.”(S3)
However, few students expressed their concerns on the low internet speed that they faced during the flipped learning instruction. “My kampung has very bad internet connection, I have to wait for long time in order to get the video complete in loading”.(S7) One of the students is a hosteller, “I have to go to school library to watch the video, we are not allowed to bring handphone to the dormitories.”(S8)
The interview findings show that the flipped learning approach has benefits since it allows for more practise in class and quick access to material anytime needed. As a result, the flipped learning approach may boost students' motivation and enthusiasm for learning. They emphasised the teacher's quick feedback. Due to their prior knowledge of the material, they claim that the flipped learning approach increased their interactions with their teacher and peers.
Discussion
Overall, the findings of this study demonstrate that students' performance and mastery of essay writing skills have improved due largely to the Flipped Learning approach. Additionally, this approach enhances students’ performance in terms of narrative writing. This indicates that the Flipped Learning approach, which places a focus on ICT integration and collaboration based on student-cantered education, can be effective in generating students who are proficient in narrative writing.
Based on the information gathered from the students' responses to the interviews, it can be said that most students had favourable opinions of the flipped learning approach. A sizable portion of students said that the flipped learning approach had improved their motivation, self- confidence, activity level, and engagement in class. Students who felt more secure in their accomplishments and abilities were able to interact better thanks to the use of a flipped learning strategy. These qualities, which a number of students who received flipped learning mentioned, were mirrored not only in the interviews but also in the rise in their writing test scores. These results are in line with those of Ghufron and Nurdianingsih (2021), who discovered that using a flipped classroom with CALL in a writing class has a number of benefits, including fostering learner autonomy, giving students more time to practise writing and receive feedback in person, encouraging active learning, encouraging students' responsibility for learning, raising students' motivation for learning, and involving them in the teaching and learning process. The results also show that the current study is in line with the theories underlying cognitive language learning and the significance of motivation in the acquisition of second languages (Dornyei, 1994; Gardner, 1973: Hamden et al.,2013). Integrative motivation is probably more likely to help individuals mastery in a language. According to Dornyei (1994), teachers that share responsibility with their students, give them a voice in setting priorities, and include them in decision-making increase students' intrinsic drive and self-determination. This concept is backed by Gardner (1973), who thought that the learning environment affected the kind of motivation that students have when learning a language. Dornyei (1994)considered teachers to be one of the motivating factors that inspire students to study a foreign language. This research is consistent with Turkish studies that examined flipped learning in the Turkish EFL environment (Ekmekci 2017). The results demonstrated that students who studied using the
new instructional model performed better than those who studied using the standard instructional model. The current findings are also consistent with research done in Iran by Abedi et al. (2019), who flipped their English composition class to look at the efficacy of the flipped learning method. Overall, it has been demonstrated that using a flipped learning strategy causes students' writing skills to improve significantly more.
In conclusion, it became clear from conducting numerous analyses that using flipped classroom instruction to learn English composition writing could be a useful strategy that can considerably improve writing ability. In fact, individuals who learned how to write an English essay through flipped classroom training outperformed those who learned the ability through traditional education on the post-test. Actually, flipped learning boosted English composition writing more successfully.
Conclusion
This study's primary aims are to study the impact of the flipped learning approach on students' narrative writing skills and to examine students' perceptions of the employment of this technique. This research demonstrates that flipped writing instruction improves student writing better than traditional writing instruction. In addition, this study's findings imply that flipping the classroom can result in favourable student attitudes and learning results towards the procedure. Consequently, flipped learning might be considered a successful instructional strategy for boosting students' writing skills. As this was a study with a rather small sample size, caution should be exercised when extrapolating the results. Lastly, the examined research lacks sufficient evidence of long-term comparative observations of flipped versus traditional classroom practise. Therefore, extended consecutive presentations of these methods require additional study.
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