THE EFFECT OF FLIPPED LEARNING TO ENHANCE LEARNERS’ AUTONOMY AND WRITING SKILLS IN RECOUNT TEXT AT THE TENTH GRADE OF MA AL-FATHIMIYAH PACIRAN LAMONGAN 2023/2024

Arba'in, Muhammad (2024) THE EFFECT OF FLIPPED LEARNING TO ENHANCE LEARNERS’ AUTONOMY AND WRITING SKILLS IN RECOUNT TEXT AT THE TENTH GRADE OF MA AL-FATHIMIYAH PACIRAN LAMONGAN 2023/2024. Other thesis, IAIN SALATIGA.

	Text thesis jilid S2 TBI -Muhammad Arba'in.pdf Download (3MB)
	Text thesis jilid S2 TBI -Muhammad Arba'in.pdf Download (3MB)
	Text thesis jilid S2 TBI -Muhammad Arba'in.pdf Download (3MB)

Abstract

Arba’in, Muhammad. Postgraduate in English Education, State Islamic University (UIN) Salatiga, 2024. Title “The Effect of Flipped Learning to Enhance Learners’ Autonomy and Writing Skills in Recount Text at The Tenth Grade of MA Al-Fathimiyah Paciran Lamongan 2023/2024” under the guidance of Dr. Hanung Triyoko, S.S., M.Hum., M.Ed. Teaching models play a crucial role in influencing students’ engagement, understanding the concept of learning material, and learning motivation. One promising approach is flipped learning, where students study materials independently at home and participate the learning activities in class. This study examines the effectiveness of the flipped learning model in enhancing students’ autonomy and writing skills in recount texts at MA Al-Fathimiyah, an Islamic boarding school that prioritizes Quran memorization and does not always utilize digital and internet access to achieve the school learning objectives. In this study, the experimental model employs flipped learning, while the control group follows a traditional learning model characterized by teacher-centered instruction, where students primarily listen to lectures, receive education mainly in the classroom, and are evaluated at the end of the learning period. The research aims to assess the impact of the flipped learning model on students’ writing skills and autonomy. This study employed a quasi-experimental design involving two groups of the tenth grade students, the researcher choses this sample because it aligns with the curriculum for grade 10 recount text. Both classes were selected based on teacher recommendations due to their similar English proficiency levels and nearly equal class sizes of 36 and 37 students, totaling 73 students for the research sample. Students’ writing abilities were evaluated using pre-test and post-test scores, while their learning autonomy was assessed through questionnaires. The findings revealed that the flipped learning model significantly improved students’ writing skills and autonomy, the experimental group has higher autonomy (3.61) compared to the control group (2.96). The t-value is 5.678 (df 71)>1.667 with a significance of 0.000<0.05. The average post-test score is 66.7, with Levene’s test indicating a significance of 0.226>0.05, indicating score homogeneity. The calculated t-value is 6.387>1.995 (t-table). Implementing flipped learning in a boarding school which does not always use digital and internet resources can effectively enhance students’ writing skills and autonomy. This model presents an alternative learning model that is suitable for fostering interactive and self-directed learning. The study provides valuable insights for educators seeking to optimize teaching strategies in settings with restricted internet use, supporting the broader application of flipped learning in diverse educational contexts. Keywords: flipped learning model, learners’ autonomy, recount text, writing ability

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