VOlUME 06 ISSUE 04 APRIL 2023
1Syaneezah Rahim,2Wahiza Wahi
1Faculty of Education, Universiti Kebangsaan Malaysia
2Pusat Pengajian Citra Universiti Universiti Kebangsaan Malaysia
DOI : https://doi.org/10.47191/ijsshr/v6-i4-56Google Scholar Download Pdf
ABSTRACT
There are many new approaches of teaching and learning in current classrooms. One of them is flipped classroom - a means of instruction in which students learn new input during the out-of-class period through electronic tools. Nevertheless, it is interesting to note that writing skills has not been significantly utilised in flipped classroom. This paper reports on a study that explores the use of flipped classroom to enhance low proficiency ESL primary school students’ writing skills. Employing the action research approach, data were collected through pre and post-test, semi-structured interview and questionnaires. The findings depict that the students scored higher marks for the post-test writing task compared to the pre-test. The findings from the questionnaire and the interview has shown that the pupils favour learning writing skill through the flipped classroom approach and their writing skill has improved significantly through this approach. The findings reveal that the intervention proved to be effective in order to improve simple sentence construction. This research has proven that the implementation of flipped classroom approach has improved pupils’ writing skills and boost their confidence in enhancing their writing skills especially in English language.
KEYWORDS:Flipped Classroom, Teaching and Learning English, Low Proficiency Students, Writing Skills, ESL
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