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Effect of Flipped Classroom Model on Indonesian EFL Students' Writing Achievement across Cognitive Styles

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Title: Effect of Flipped Classroom Model on Indonesian EFL Students' Writing Achievement across Cognitive Styles
Language: English
Authors: Mubarok, Ahsin Fahmi, Cahyono, Bambang Yudi, Astuti, Utari Praba
Source: Dinamika Ilmu. 2019 19(1):115-131.
Availability: Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, Academic Achievement, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis, Teaching Methods, Foreign Countries, Writing Achievement, College Students, Pretests Posttests, Achievement Gains
Geographic Terms: Indonesia
Assessment and Survey Identifiers: Group Embedded Figures Test
ISSN: 1411-3031
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 pretest 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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1217822
Database: ERIC
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  Data: Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu
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  Data: 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&#39; achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students&#39; 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 pretest 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 &lt; 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 115
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Style
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Group Embedded Figures Test
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      – TitleFull: Effect of Flipped Classroom Model on Indonesian EFL Students' Writing Achievement across Cognitive Styles
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            NameFull: Mubarok, Ahsin Fahmi
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            NameFull: Cahyono, Bambang Yudi
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