ENHANCING CRITICAL WRITING THROUGH TECHNOLOGY-ENHANCED FLIPPED CLASSROOMS IN INDONESIAN EFL EDUCATION

Authors

DOI:

https://doi.org/10.18623/rvd.v23.n4.4403

Keywords:

Flipped Classroom, Critical Writing, EFL, Educational Technology, Digital Learning

Abstract

This study quantitatively assesses the effectiveness of an e-learning-integrated flipped classroom model in developing critical writing skills among Indonesian senior high school EFL learners. Using a one-group pre-test/post-test design with 48 eleventh-grade students, data were collected through a validated critical writing test (argumentative essay rubric) and analyzed in SPSS Version 25 with paired-sample t-tests (α = .05) and Cohen’s d. Results showed a statistically significant improvement in writing scores, with the mean increasing from 65.04 (Fair) to 87.46 (Excellent), particularly in argument development, evidence use, and coherence. The study contributes original empirical evidence from an Indonesian public high school context, demonstrating how structured e-learning platform integration enhances flipped classrooms as a tool for advancing higher-order writing skills in under-researched EFL settings.

References

[1] C. K. Lo and K. F. Hew, “A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement,” Interact. Learn. Environ., vol. 28, no. 4, pp. 464–481, May 2020, doi: 10.1080/10494820.2018.1541910.

[2] H. Al-Samarraie, A. Shamsuddin, and A. I. Alzahrani, “A flipped classroom model in higher education: a review of the evidence across disciplines,” Educ. Technol. Res. Dev., vol. 68, no. 3, pp. 1017–1051, June 2020, doi: 10.1007/s11423-019-09718-8.

[3] L. P. Galway, K. K. Corbett, T. K. Takaro, K. Tairyan, and E. Frank, “A novel integration of online and flipped classroom instructional models in public health higher education,” BMC Med. Educ., vol. 14, no. 1, p. 181, Dec. 2014, doi: 10.1186/1472-6920-14-181.

[4] C.-L. Lai and G.-J. Hwang, “A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course,” Comput. Educ., vol. 100, pp. 126–140, Sept. 2016, doi: 10.1016/j.compedu.2016.05.006.

[5] T. Låg and R. G. Sæle, “Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis,” AERA Open, vol. 5, no. 3, p. 2332858419870489, July 2019, doi: 10.1177/2332858419870489.

[6] A. Karabulut‐Ilgu, N. Jaramillo Cherrez, and C. T. Jahren, “A systematic review of research on the flipped learning method in engineering education,” Br. J. Educ. Technol., vol. 49, no. 3, pp. 398–411, May 2018, doi: 10.1111/bjet.12548.

[7] J. Sweller, “Cognitive Load During Problem Solving: Effects on Learning,” Cogn. Sci., vol. 12, no. 2, pp. 257–285, Apr. 1988, doi: 10.1207/s15516709cog1202_4.

[8] S. McKenney and T. C. Reeves, Conducting Educational Design Research, 2nd ed. Second edition. | New York : Routledge, 2019. | “[First edition: Routledge, 2018. doi: 10.4324/9781315105642.

[9] L. Cheng, A. D. Ritzhaupt, and P. Antonenko, “Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis,” Educ. Technol. Res. Dev., vol. 67, no. 4, pp. 793–824, Aug. 2019, doi: 10.1007/s11423-018-9633-7.

[10] J. W. Creswell and J. D. Creswell, Research design: qualitative, quantitative, and mixed methods approaches, Fifth edition. Los Angeles: SAGE, 2018.

[11] M. Adnan, “Perceptions of senior-year ELT students for flipped classroom: a materials development course,” Comput. Assist. Lang. Learn., vol. 30, no. 3–4, pp. 204–222, May 2017, doi: 10.1080/09588221.2017.1301958.

[12] A. Fauzan and M. N. Ngabut, “EFL students’ perception on flipped learning in writing class,” J. Engl. Foreign Lang., vol. 8, no. 2, p. 115, Sept. 2018, doi: 10.23971/jefl.v8i2.792.

[13] L. S. Vygotsky, “Mind in society: The development of higher psychological processes.,” p. Harvard University Press., 1978.

[14] A. Bergmann, J., & Sams, Flip your classroom: Reach every student in every class every day. I. 2012.

[15] Johson et al, “Cooperation in the classroom (9th ed.).,” no. Interaction Book Company., 2014.

[16] J. Wang, N. An, and C. Wright, “Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom,” Comput. Assist. Lang. Learn., vol. 31, no. 5–6, pp. 490–521, July 2018, doi: 10.1080/09588221.2017.1417872.

[17] H. T. Hung, “Flipping the classroom for English language learners to foster active learning.,” Comput. Assist. Lang. Learn. 281 81–96, no. Computer Assisted Language Learning, 28(1), 81–96., p. https://doi.org/10.1080/09588221.2014.967701, 2015.

[18] M. B. Gilboy, S. Heinerichs, and G. Pazzaglia, “Enhancing Student Engagement Using the Flipped Classroom,” J. Nutr. Educ. Behav., vol. 47, no. 1, pp. 109–114, Jan. 2015, doi: 10.1016/j.jneb.2014.08.008.

[19] P. Abeysekera, L., & Dawson, “Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research.,” High. Educ. Res. Dev. 341 1–14, p. https://doi.org/10.1080/07294360.2014.934336, 2015.

[20] M.-K. Lee, “Flipped classroom as an alternative future class model?: implications of South Korea’s social experiment,” Educ. Technol. Res. Dev., vol. 66, no. 3, pp. 837–857, June 2018, doi: 10.1007/s11423-018-9587-9.

[21] K. F. Hew and C. K. Lo, “Flipped classroom improves student learning in health professions education: a meta-analysis,” BMC Med. Educ., vol. 18, no. 1, p. 38, Dec. 2018, doi: 10.1186/s12909-018-1144-z.

[22] Z. Zainuddin and S. H. Halili, “Flipped Classroom Research and Trends from Different Fields of Study,” Int. Rev. Res. Open Distrib. Learn., vol. 17, no. 3, May 2016, doi: 10.19173/irrodl.v17i3.2274.

[23] “Taxonomy of educational objectives. 1: Cognitive domain,” 29. print., London: Longman, 1986.

[24] S. J. DeLozier and M. G. Rhodes, “Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice,” Educ. Psychol. Rev., vol. 29, no. 1, pp. 141–151, Mar. 2017, doi: 10.1007/s10648-015-9356-9.

[25] D. Zou and H. Xie, “Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction,” Interact. Learn. Environ., vol. 27, no. 8, pp. 1127–1142, Nov. 2019, doi: 10.1080/10494820.2018.1495654.

[26] H.-T. Hung, “Flipping the classroom for English language learners to foster active learning,” Comput. Assist. Lang. Learn., vol. 28, no. 1, pp. 81–96, Jan. 2015, doi: 10.1080/09588221.2014.967701.

[27] B. Sohrabi and H. Iraj, “Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions,” Comput. Hum. Behav., vol. 60, pp. 514–524, July 2016, doi: 10.1016/j.chb.2016.02.056.

[28] J. L. Jensen, T. A. Kummer, and P. D. D. M. Godoy, “Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning,” CBE—Life Sci. Educ., vol. 14, no. 1, p. ar5, Mar. 2015, doi: 10.1187/cbe.14-08-0129.

Downloads

Published

2026-02-06

How to Cite

Tarigan, F. N., Tobing, R. L., & Syamsi, K. (2026). ENHANCING CRITICAL WRITING THROUGH TECHNOLOGY-ENHANCED FLIPPED CLASSROOMS IN INDONESIAN EFL EDUCATION. Veredas Do Direito, 23, e234403. https://doi.org/10.18623/rvd.v23.n4.4403

Issue

Vol. 23 (2026): Veredas do Direito, v. 23, 2026

Section

Articles

License

I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.

I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.

 

Licença Creative Commons Attribution 3.0