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SKRIPSI THE IMPLEMENTATION OF ONLINE FLIPPED WRITING INSTRUCTION IN EFL CLASSROOM: ITS EFFECTS ON STUDENTS’ WRITING SKILLS AND DEMOTIVATION

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ABSTRACT
Sugiyati, Kenti. (2022). The Implementation of Online Flipped Writing Instruction in EFL Classroom: Its Effects on Students’ Writing Skills and Demotivation. An Undergraduate Thesis. English Education Department. Faculty of Education and Teacher Training, Universitas Tidar. Advisor I Lilia Indriani, M.Pd., Advisor II Agnira Rekha, M.Pd.
Keywords: EFL students, flipped instruction, online learning, writing demotivation, writing skills
The transition from face-to-face to online learning due to the Covid-19 pandemic has led educators worldwide to enlighten their capability to teach online. It is then undeniable that this learning setting also came to add new challenges to both students and teachers. However, English teachers also keep being responsible for providing effective teaching and learning processes considering a widespread consensus on the importance of English competency, particularly in writing skills. As part of productive English skills, writing is perceived as considerably more challenging than other language abilities as it entails sophisticated cognitive processes. It is not new if many studies found students, particularly at the onset of secondary school, experienced difficulty in writing skills. Additionally, the emergence of online learning has posed issues related to their learning outcomes as well as leading them to experience learning demotivation. Innovative pedagogies have been offered to keep students motivated and engaged in writing activities, including flipped writing instruction. While studies on students' motivation have been extensive, demotivation is also critical yet still becomes an underexplored area of investigation. Specifically, there is a gap in the literature concerning demotivation in writing on the shift from the classroom to online learning. To date, in the Indonesia context, no single study exists which has explored students' writing demotivation together with the alternative to address it. Therefore, through an explanatory mixed-method research design, this present study aims to examine the effect of online flipped writing on students' writing skills and their EFL writing demotivation and explore the overall perceptions of the implementation of this instructional design. The results obtained from the quantitative nature of study revealed that this instruction applied in the experimental class significantly improved senior high school students' recount text writing skills and was found not to cause demotivation in English writing in five domains namely teacher feedback, teaching method and content, classroom atmosphere and teaching material writing product, and self-interest; instead, it decreased its number of levels. Furthermore, through a qualitative study, it was exposed that the participants held positive perceptions about the online flipped writing instruction, especially related to their learning outcomes and motivation. These findings are preceded to give pedagogical implications.

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Ketersediaan

26-UN57.U1-SING-VI-2022

INGGRIS SUG T 2022

Ruang Skripsi (BAHASA INGGRIS)

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Judul Seri

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No. Panggil

INGGRIS SUG T 2022

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2022

Deskripsi Fisik

XIV;104HAL;29.5CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS

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