EFFECTIVENESS OF FLIPPED VIDEO-BASED FEEDBACK IN ONLINE CLASSES AND TRADITIONAL TEACHING ON THE QUALITY OF WRITING COMPONENTS AND STUDENTS’ WRITING SKILLS

Year 2025, Volume: 26 Issue: 2, 149 - 164, 01.04.2025

Teti Sobari , Wikanengsih Wikanengsih Ika Mustika Diena San Fauziya

Abstract

The aim of this research was to examine the effectiveness of video feedback in improving the quality of writing components and writing skills using flipped in online class and traditional teaching. The method used in this research was a quasi-experiment by dividing participants into two experimental groups, namely the group that received video feedback intervention with reverse instructions and group that received video feedback intervention with traditional writing instructions. The participants involved in this research were 300 high school students with a gender composition of 150 women and men each. The writing components measured were content, writing organization, vocabulary, language and sentence use. Data analysis used nonparametric tests and Mann- Whitney and Wilcoxon Signed Rank Tests. The results of the study showed that the quality scores of all writing components and writing ability who received reverse and traditional instruction intervention in the posttest phase showed a significant increase compared to the pretest phase. However, video-based feedback with flipped teaching online class had a more significant impact on the quality of the writing component and students’ writing ability compared with traditional teaching. The component that shows the most significant improvement is the organizational component and is followed by the language component, vocabulary. The component that shows the smallest improvement is the mechanical component of the sentence. The mechanical component of the sentence is least affected because this component has not been able to attract students’ attention optimally. These findings indicate that video feedback intervention is able to effectively improve the quality of writing components and students’ writing abilities. The implication of this research is that teachers can combine feedback with media to create innovative and effective learning processes in improving product quality and student abilities.

Keywords

flipped teaching, online class, traditional teaching, video feedback, writing component quality, writing skills

References

• Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2020.1870801
• Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00134-7
• Bai, B., Wang, J., & Nie, Y. (2020). Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? Cambridge Journal of Education, 00(00), 1–20. https://doi.org/10.1080/0305764X.2020.1778639
• Buhl-Wiggers, J., la Cour, L., Franck, M. S., & Kjærgaard, A. (2023). Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00396-4
• Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743–3769. https://doi.org/10.1007/ s10639-021-10434-1