Tesis

Improving vocabulary, organisation, and engagement in descriptive writing through flipped classroom model in high school students / Fendi Sebastian Pramudiharjo

Abstrak
Pramudiharjo Fendi Sebastian. 2025. Improving Vocabulary Organization and Engagement in Descriptive Writing through Flipped Classroom Model in High School Students. Thesis Department of English Faculty of Letters Universitas Negeri Malang. Supervisors (I) Dr. Ekaning Dewanti Laksmi M.Pd M.A. and (II) Dr. Niamika El Khoiri S.Pd M.A. Keywords Flipped Learning Descriptive Writing Engagement Vocabulary and Organization Writing is an essential skill for EFL learners particularly in K ndash 12 environments as it enables students to express ideas clearly expand their knowledge and engage academically and professionally in the future. Nevertheless preliminary findings from an investigation at an Islamic senior high school in Bondowoso East Java revealed that tenth-grade students encountered some challenges in descriptive writing including restricted vocabulary weak text organisation and diminished engagement. These problems were evident in a pre-test and teacher ndash student interviews which showed that students often produced incomplete and incoherent texts lacked lexical resources and displayed low engagement during writing tasks. To address these challenges this study adopted the Flipped Classroom (FC) approach which has been recognised as a promising pedagogical innovation. Flipped learning redistributes content delivery outside the classroom through videos exercises and brainstorming the idea while reserving classroom time for collaborative learning interactive practice and scaffolded feedback. This model aligns with constructivist theory (Vygotsky 1978) by promoting social interaction peer support and reflective engagement within the Zone of Proximal Development (ZPD). In the context of EFL descriptive writing the flipped classroom approach provides students with vocabulary exercises and guided idea brainstorming before class thereby reducing cognitive load during classroom writing tasks and freeing up classroom time for organization drafting and revision with teacher and peer support. The study was conducted with 22 female tenth-grade students from a single-gender class in the Islamic senior high school. The choice of this class was intentional and based on findings from the preliminary enquiry that indicated kids in this group faced ongoing challenges in descriptive writing. A Classroom Action Research (CAR) design was employed consisting of a comprehensive cycle of planning implementation observation and reflection. The criteria for success were established as follows at least 70% of students achieving a minimum score of three in vocabulary and organisation based on a modified Jacobs et al. (1981) analytic scoring rubric and at least 70% of students reporting positive engagement across behavioural emotional and cognitive domains measured through questionnaires. Data were collected through students rsquo writing pre-tests and post-tests engagement surveys open-ended questionnaire and observations of student work which together provided a reliable picture of students rsquo vocabulary and organizational improvement as well as their development of engagement. The findings demonstrated that the flipped classroom approach significantly enhanced aspects of descriptive writing achievement. Primarily students demonstrated a broader and more accurate vocabulary improved sequencing and coherence in text organization and increased levels of behavioural participation emotional satisfaction and cognitive engagement. These results confirm the applicability of Vygotsky rsquo s socio-constructivist perspective demonstrating that scaffolded instruction and peer collaboration within the flipped classroom supported students in progressing beyond their initial level of competence. The model not only addressed the key challenges identified in the preliminary study mdash limited vocabulary poor organization and low engagement mdash but also fostered a more collaborative and engaging classroom context. This research carries important implications for EFL pedagogy. English teachers are encouraged to adopt or adapt flipped learning strategies to integrate pre-class preparation with in-class collaboration thereby maximising opportunities for practice and feedback. Future studies may explore implementing flipped learning across multiple CAR cycles in co-educational settings with larger participant groups or in other writing genres such as narrative and argumentative texts. Additionally combining flipped instruction with digital technologies such as AI-supported feedback or collaborative learning platforms may further enhance its effectiveness. In summary this study demonstrated that the Flipped Classroom Model effectively improves EFL learners rsquo descriptive writing by enhancing vocabulary mastery text organisation and student engagement thereby offering a viable pedagogical response to persistent challenges in secondary education.

Informasi Detail

DDC

Rt 421 PRA i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xvii, 139 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00797/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - MENULIS
2. ENGLISH - WRITING

Pembimbing

1. Dr. Ekaning Dewanti Laksmi, M.pd, M.a.; 2. Dr. Niamika El Khoiri, S.pd, M.a.

Lampiran Berkas