INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION

Arifani, Yudhi and Asari, Slamet and Anwar, Khoirul and Budianto, Langgeng INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION. Teaching English with Technology, 20 (1). pp. 122-139. ISSN 1642-1027

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Abstract

Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.

Item Type:	Article
Subjects:	English Education English Education > English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Khoirul Anwar
Date Deposited:	18 Feb 2022 00:37
Last Modified:	21 Feb 2022 01:56
URI:	http://eprints.umg.ac.id/id/eprint/5642

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