Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles
Keywords:
cognitive styles, EFL students, flipped classroom, writing achievement
Abstract
Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.Downloads
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References
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Afghari, A., & Nilforooshan, N. (2007). The effect of field dependence independence as a source of variation in EFL learners’ writing performance. IJLS, 1(2), 103–118.
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Cole, J. E., & Kritzer, J. B. (2017). Strategies for Success: Teaching an Online Course. Rural Special Education Quarterly. https://doi.org/10.1177/875687050902800406
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Danker, B. (2017). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education. https://doi.org/10.22492/ije.3.1.10
Dickenson, P. (2015). Flipping the Classroom in a Teacher Education Course. In Curriculum Design and Classroom Management. https://doi.org/10.4018/978-1-4666-8246-7.ch056
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education.
El-Bassuony, M. (2016). The effectiveness of flipped learning in developing English grammatical performance of underachieving language learners at the secondary stage. International Journal of English Language Teaching. 4(8), 76–101
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Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. https://doi.org/10.1145/1368088.1368198
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Mireille, F. (2014). The impact of using flipped classroom instruction on the writing performance of the twelfth grade female in Emirati students in the applied technology high school (ATHS) (The British University of Dubai). Retrieved from http://bspace.buid.ac.ae/handle/1234/676
Murphy, H. J., Doucette, P. A., Kelleher, W. E., & Young, J. D. (1997). The Group Embedded Figures Test: Undergraduate Business Concentration and Analytical Skills. Journal of Education for Business. https://doi.org/10.1080/08832329709601613
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Prodoehl, D. E. (2015). Flipping first-year English: Strengthening teacher-student conferencing through online modules. In Implementation and Critical Assessment of the Flipped Classroom Experience. https://doi.org/10.4018/978-1-4666-7464-6.ch001
Rayner, S., & Richard, R. (1997). Towards a categorization of cognitive styles and learning styles. Education Psychology.
Richardson, A. (1977). Verbalizer-visualizer: A cognitive style dimension. Journal of Mental Imagery.
Shojaei, F., & Kapfo, K. (2015). A study of cognitive styles effect on ESL students’ general writing ability. International Journal of Research, 2(9), 94–99.
Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2016.02.056
Waber, D. P. (1977). Biological substrates of field dependence: Implications of the sex difference. Psychological Bulletin. https://doi.org/10.1037/0033-2909.84.6.1076
Williams, B. (2013). How I flipped my classroom. NNNC Conference.
Witkin, H. A., Moore, C. A., Goodenough, D., & Cox, P. W. (2008). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. Review of Educational Research. https://doi.org/10.3102/00346543047001001
Yan, S., & Song, R. (2013). Virtual classroom and traditional classroom. 2013 Conference on Education Technology and Management Science (ICETMS 2013), 114–116. https://doi.org/https://doi.org/10.2991/icetms.2013.16
Zhang, J. L., Wang, Y., & Zhang, B. H. (2012). The research into the flipped classrom teaching mode. The Journal of Distance Education, 6(2), 46–51
Afghari, A., & Nilforooshan, N. (2007). The effect of field dependence independence as a source of variation in EFL learners’ writing performance. IJLS, 1(2), 103–118.
Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research. https://doi.org/10.1111/1365-2664.12754
Afrilyasanti, R, Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL Students’ Perceptions on the Implementation of Flipped Classroom Model. Journal of Language Teaching and Research. https://doi.org/10.17507/jltr.0803.05
Ahmed, A.S. (2016). The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students’ Attitude Towards Flipping. US-China Foreign Language. https://doi.org/10.17265/1539-8080/2016.02.003
Bergmann, J., & Sams, A. (2014). Flip your classroom: reach every student in every class every day. Teaching Theology & Religion. https://doi.org/10.1111/teth.12165
Bouchefra, M. (2017). The Use of the Flipped Classroom in EFL Writing Classroom. Retrieved September 12, 2018, from academia edu website: https://www.academia.edu/33489814/The_Use_of_the_Flipped_Classroom_in_EFL_Writing_Class
Brunsell, E., & Horejsi, M. (2013). Flipping Your Classroom in One “Take.” The Science Teacher.
Çevikbaş, M., & Argün, Z. (2017). An Innovative Learning Model in Digital Age: Flipped Classroom. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v5i11.2322
Clark, K. R. (2014). Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study. Dissertation Abstracts International Section A: Humanities and Social Sciences. https://doi.org/3592584
Cole, J. E., & Kritzer, J. B. (2017). Strategies for Success: Teaching an Online Course. Rural Special Education Quarterly. https://doi.org/10.1177/875687050902800406
Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved September 22, 2018, from cft.vanderbilt.edu website: https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Danker, B. (2017). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education. https://doi.org/10.22492/ije.3.1.10
Dickenson, P. (2015). Flipping the Classroom in a Teacher Education Course. In Curriculum Design and Classroom Management. https://doi.org/10.4018/978-1-4666-8246-7.ch056
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education.
El-Bassuony, M. (2016). The effectiveness of flipped learning in developing English grammatical performance of underachieving language learners at the secondary stage. International Journal of English Language Teaching. 4(8), 76–101
Ellis, R. (2015). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. https://doi.org/10.1145/1368088.1368198
Gradner, A., & Willey, K. (2013). Flipping your classroom without flipping out. Retrieved from academia edu website: https://www.academia.edu/5153284/Flipping_your_classroom_without_flipping_out
Graham, J. B. (2013). Student perceptions of the Flipped Classroom (University of British Columbia). https://doi.org/10.14288/1.0073641
Kahtz, A. W., & Kling, G. J. (2007). Field‐dependent and Field‐independent Conceptualisations of Various Instructional Methods with an Emphasis on CAI: a qualitative analysis. Educational Psychology. https://doi.org/10.1080/0144341990190403
Kuzu, A. (2007). Views of pre-service teachers on blog use for instruction and social interaction. Turkish Online Journal of Distance Education.
Laman, J., Brannon, M. L., & Mena, I. (2012). Classroom Flip in a Senior-Level Engineering Course and Comparison to Previous Version. American Society for Engineering Education.
Latief, M. A. (2016). Research methods on language learning an introduction (2nd ed.). Malang, East Java: State University of Malang Press.
Leis, A., Cooke, S., & Tohei, A. (2015). The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment. International Journal of Computer-Assisted Language Learning and Teaching. https://doi.org/10.4018/ijcallt.2015100103
Li, L. L. (2013). The application of flipping classroom modelin English language teaching flipped classroom model in English teaching. The Youth Writers, 20, 116–127.
Mireille, F. (2014). The impact of using flipped classroom instruction on the writing performance of the twelfth grade female in Emirati students in the applied technology high school (ATHS) (The British University of Dubai). Retrieved from http://bspace.buid.ac.ae/handle/1234/676
Murphy, H. J., Doucette, P. A., Kelleher, W. E., & Young, J. D. (1997). The Group Embedded Figures Test: Undergraduate Business Concentration and Analytical Skills. Journal of Education for Business. https://doi.org/10.1080/08832329709601613
Nwosisi, C., Ferreira, A., … Walsh, K. (2015). A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content. International Journal of Information and Education Technology. https://doi.org/10.7763/ijiet.2016.v6.712
Prodoehl, D. E. (2015). Flipping first-year English: Strengthening teacher-student conferencing through online modules. In Implementation and Critical Assessment of the Flipped Classroom Experience. https://doi.org/10.4018/978-1-4666-7464-6.ch001
Rayner, S., & Richard, R. (1997). Towards a categorization of cognitive styles and learning styles. Education Psychology.
Richardson, A. (1977). Verbalizer-visualizer: A cognitive style dimension. Journal of Mental Imagery.
Shojaei, F., & Kapfo, K. (2015). A study of cognitive styles effect on ESL students’ general writing ability. International Journal of Research, 2(9), 94–99.
Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2016.02.056
Waber, D. P. (1977). Biological substrates of field dependence: Implications of the sex difference. Psychological Bulletin. https://doi.org/10.1037/0033-2909.84.6.1076
Williams, B. (2013). How I flipped my classroom. NNNC Conference.
Witkin, H. A., Moore, C. A., Goodenough, D., & Cox, P. W. (2008). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. Review of Educational Research. https://doi.org/10.3102/00346543047001001
Yan, S., & Song, R. (2013). Virtual classroom and traditional classroom. 2013 Conference on Education Technology and Management Science (ICETMS 2013), 114–116. https://doi.org/https://doi.org/10.2991/icetms.2013.16
Zhang, J. L., Wang, Y., & Zhang, B. H. (2012). The research into the flipped classrom teaching mode. The Journal of Distance Education, 6(2), 46–51
Published
2019-05-15
How to Cite
Mubarok, A., Cahyono, B., & Astuti, U. (2019). Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles. Dinamika Ilmu, 19(1), 115-131. https://doi.org/10.21093/di.v19i1.1479
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