FLIPPED CLASSROOM METHOD AND COLLABORATIVE WRITING VIA GOOGLE DOCUMENTS TO IMPROVE STUDENTS' PARTICIPATION AND WRITING PERFORMANCE IN HIGHER EDUCATION

Khairun Nissa; Pirman Ginting; Resty Wahyuni

doi:10.37249/assalam.v7i2.668

Authors

Khairun Nissa Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
Pirman Ginting Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
Resty Wahyuni Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia

DOI:

https://doi.org/10.37249/assalam.v7i2.668

Keywords:

Flipped Classroom, Google Doc, Collaborative Classroom

Abstract

Flipped classrooms have been commonly used in educational settings after the pandemic. Schools provide a learning management system (LMS) to enhance the effectiveness of the learning process. Also, online platforms become popular among students, including online collaboration platforms like the Google document. The teaching method now could be more varied and flexible. This research focused on finding the impact of the flipped classroom method and collaborative writing through Google documents on students' active classroom participation and writing quality. The quasi-experimental study was designed to discover the significance of the impact in this case. Fifteen participants were given an IELTS writing pre-test and post-test at the beginning and the last meeting, and through the implementation of the method, the students were divided into five groups to write an essay collaboratively. The discussion and group work were applied during the classroom to observe active learning. The finding shows a significant impact on students' writing quality, especially the writing structure and coherence, and a positive impact on students' active learning concerning the students' initiative to contribute to the group work.

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