Flipped Classroom Implementation in EFL Writing Class

Abstract

Since writing has become crucial in the English as Foreign Language (EFL) context, teachers should be more creative and inventive in their teaching and learning to help students perform well in writing. One of these alternative approaches is the flipped classroom implementation. Therefore, this study examines the extent of flipped classroom implementation to enhance EFL students' writing skills. The research subject was 34 eleventh-grade students. The research used the principle of classroom action research and consisted of 2 cycles. The data were collected through observation, writing tests, and interviews. The data were analyzed using an interactive model by Miles and Huberman. The result of the study showed that after the flipped classroom implementation, there was an improvement in students' writing skills (both globally and locally). It can be seen from the students' scores on writing tests, which continually increase from pre-research to cycle 2. Besides, the flipped classroom implementation in writing class can enhance the classroom situation during the teaching-learning process. The students actively participated in the class, felt motivated, and engaged in following the teaching-learning process.

Keywords: flipped classroom, writing skills, classroom action research