The Effect of the Flipped Classroom Learning Model on Students' Expository Writing Skills

Abstract

This study aims to examine the effect of the Flipped Classroom learning model on students’ learning outcomes in writing expository texts. Using a quasi-experimental design with a pretest-posttest control group setup, the research involved 27 tenth-grade students divided into two groups: 14 students in the experimental group and 13 in the control group. The experimental group received instruction through the Flipped Classroom model, where learning materials were accessed at home and classroom time was used for practice and discussion, while the control group was taught using conventional methods. The data were collected through a writing test focused on expository texts and an observation sheet. Data analysis included normality and homogeneity tests followed by a t-test. The findings showed that the Flipped Classroom model significantly improved students' writing performance. The experimental group’s posttest average score was 85, compared to 70 in the control group, reflecting a 21.4% improvement over the control group. Statistical analysis showed a significant difference between the two groups (t = 3.25, df = 25, p = 0.003 < 0.05), confirming the effectiveness of the Flipped Classroom in enhancing writing skills. Students in the experimental group demonstrated better organization, clarity, and use of supporting arguments in their expository texts. These results suggest that the Flipped Classroom approach can be an effective alternative to traditional instruction in language learning, particularly in developing structured writing skills. However, it is recommended that future research be conducted with larger samples and in varied contexts to further validate these findings and assess the model’s long-term effectiveness.