Syahnan Daulay, Dedi Sanjaya, Tan Li Pin, Khairunnisa Mohad Khazin, Muhammad Yasir Babar
Flipped Learning (FL) instruction is flipping teaching where the learners study the contents at home by using technology equipment such as video, pods, e-books, websites, or blogs, and the classroom is used to do the assignment or homework to strengthen students' important knowledge understanding. The current tertiary students are the new generation who are so much interrelated with technology. This study investigated the effect of FL instruction on tertiary English learners' Achievement in writing. Two groups of 40 Diploma in Maintenance Engineering (DME) students (experimental and control) participated in this study. Moreover, the data were collected from the score of essay-writing tests (pre-test and post-test). The experimental group was taught through FL instruction while the control group was taught through the Traditional Method. Furthermore, the data were statistically tabulated by employing ANOVA in the Statistical Package of Social Science (SPSS). The result shows that the score mean of the experimental group was significantly higher than the score mean of the control group. Accordingly, there was a significant effect of FL instruction on tertiary English learners’ writing achievements. Hence, the implementation of the FL instruction is highly recommended for teaching writing at the tertiary level. © 2021. TESOL International Journal. All Rights Reserved.
Universitas Negeri Medan, Indonesia; University College of Yayasan Pahang, Malaysia
