THE EFFECTIVENESS OF FLIPPED CLASSROOM ON STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT OF THE EIGHTH GRADE STUDENTS AT SMPN 2 SUMBERGEMPOL

ABSTRACT Novianti Eka Afita. Student Registered Number. 1723143004. 2019. The Effectiveness of Flipped Classroom on Students’ Writing Ability in Descriptive Text of The Eighth grade Students at SMPN 2 Sumbergempol in Academic Year 2019/2020”. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Susanto, M.Pd. Keywords: Flipped Classroom, Effectiveness Writing is an activity of expressing idea in the written form. Writing a complex skill in English because it requires some aspects to be mastered. The use of Flipped Classroom Strategy could create a condition that help the students write with high motivation. Flipped Classroom Strategy is an innovative teaching strategy that reverses traditional teaching rather than lecturing, teachers assign video as homework to introduce the topic. In flipped Classroom Strategy, the material given first through the learning video to watch at home. Student watched the video instruction as many they wanted to understand the topic and complete the task in class where the teacher is available to assist with question to check the students’ comprehension. The present study was intended to test whether or not Flipped Classroom Strategy was effective to improve students’ score in writing describtive text. The formulation of research problem was: “Is there any significant difference score on writing descriptive of the students taught by using Flipped Classroom Strategy and those taught by using a conventional strategy of the eighth grade students at SMPN 2 Sumbergempol?” The research used quasi experimental design with quantitative approach. The Population was eighth grade of SMPN 2 Sumbergempol. The researcher took two classes as the sample. Purposive sampling technique is a type of non probability sampling where the researcher consciously selects subjects for addition in a study so as to make sure that the elements will have certain characteristics pertinent to the study. The samples were VIII D class consisted of 31 students and VIII E class consisted 32 students. Flipped Classroom Strategy effective toward describtive writing skill with the result showed that the mean score of students on pretest taught by using Flipped Classroom Strategy was 57.50 and the mean score of posttest was 67.58. The gain of the mean score was 10.08. The result of t – test at significance level of 0.05 showed that the significant values (sig – 2 tailed) was 0.015 smaller than 0.05 (0.02 < 0.05). The result of significance value indicates that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that there was significant difference score of the students’ describtive writing skill between students’ taught by using Flipped Classroom Strategy and those taught by using viii Conventional Strategy. In conclusion, using Flipped Classroom was effective to improve students’ writing ability of the eighth students at SMPN 2 Sumbergempo