The Application of the Flipped Classroom Model in Learning German Writing Skill

DOI

10.2991/978-94-6463-376-4_56How to use a DOI?

Keywords

Flipped classroom; learning model; writing skill

ABSTRACT

This research focuses on addressing the challenges students face in learning German writing skills by implementing the Flipped classroom model. The study aims to investigate the effectiveness of this model by examining students’ German writing skills before and after its implementation and gathering their responses to the approach. The research follows a quantitative research design using a quasi-experimental method, with a population comprising 10th-grade students at a high school in Bandung during the second semester of 2022/2023. The experimental class and the control class each consisted of 20 students. The findings reveal that students in both classes initially displayed poor proficiency in German writing skills. However, after the application of the Flipped classroom model, the experimental class demonstrated a significant improvement, reaching a good proficiency level. In contrast, the control class remained in the poor proficiency category. The analysis indicates a substantial difference in German writing skills between the experimental class before and after implementing the Flipped classroom model. Moreover, the study establishes the effectiveness of the Flipped classroom model in facilitating German writing skill development. Students responded positively to the model, reflecting its potential as an alternative learning approach for German writing skills. These outcomes suggest that the Flipped classroom model can effectively address the challenges students face in learning German writing by providing increased opportunities for practice and self-directed learning. In conclusion, this research demonstrates the benefits of the Flipped classroom model in enhancing German writing skills. The findings support its use as an effective instructional method, offering valuable insights for educators seeking to improve writing proficiency among German language learners.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Sarda Wahyuni
AU  - Irma Permatawati
AU  - Pepen Permana
PY  - 2024
DA  - 2024/02/26
TI  - The Application of the Flipped Classroom Model in Learning German Writing Skill
BT  - Proceedings of the 7th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2023)
PB  - Atlantis Press
SP  - 424
EP  - 429
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-376-4_56
DO  - 10.2991/978-94-6463-376-4_56
ID  - Wahyuni2024
ER  -