Flipped Classroom in Writing Learning: Effectiveness Measuring in Terms of Genre and Gender (Flipped Classroom dalam Pembelajaran Menulis: Pengukuran Efektivitas ditinjau dari Genre dan Gender)

Abstract

The text writing lessons carried out in high school aim to enable students to understand the context and be able to write in a variety of genres. The use of proper learning methods is a factor that can influence student learning outcomes in writing. A total of 128 students with similar abilities were randomly selected to study writing. 64 students in the control class followed writing with conventional methods and 64 others in the experimental class took writing with flipped classrooms. Data analysis is done by grouping students according to the genre of written text and based on gender. To determine the effectiveness of the method used the N-Gain test. The results of the study showed that there was a significant difference in average learning outcomes between learning carried out with conventional methods and flipped classroom. Conventional methods proved less effective in learning to write text, while flipped classrooms proved quite effective. Reviewed from the genres of text written by students, flipped classrooms have been shown to be more effective in learning to write exposure texts than persuasion texts. Revised from the gender of the pupils, the flipping classroom is more effective for female pupils than male pupils. Thus, the Flipped Classroom can be used in text writing learning. In addition, the Minangkabau culture used as the context of writing also makes it easy for male and female students to write their ideas in a variety of text genres.