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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya MASALIQ: Jurnal Pendidikan dan Sains
Rani Aulia Rayusda
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Religion Education Social Sciences Other

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Exploring the Effectiveness of Flipped Classroom Model in Teaching Writing to Senior High School Students in Riau Rani Aulia Rayusda; Dian Pariska
MASALIQ Vol 6 No 3 (2026): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i3.10280

Abstract

English writing instruction at the senior high school level continues to face challenges related to idea development, text organization, vocabulary use, language structure, and writing mechanics. This study aims to examine the effectiveness of the flipped classroom model in teaching writing to senior high school students in Riau. A quantitative approach with a quasi-experimental design was employed, involving 64 students divided into an experimental class and a control class. The sample was selected using cluster sampling based on existing classroom groups. Data were collected through writing pretests and posttests, and students’ writing performance was assessed using a rubric covering content, organization, vocabulary, language use, and mechanics. The data were analyzed using descriptive statistics, paired sample t-test, and independent sample t-test. The findings indicate that students in the experimental class achieved greater improvement in writing scores than those in the control class, with a significance value of 0.000. These results demonstrate that the flipped classroom model is effective in improving students’ writing ability. The study concludes that flipped classroom instruction can enhance writing learning by promoting active engagement, learner autonomy, and structured technology integration. This study contributes to English language teaching by providing empirical evidence on the effectiveness of flipped classroom pedagogy in senior high school writing instruction.
Instructional Design for Meaningful English Learning: Bridging Pedagogy, Technology, and Assessment Dian Pariska; Rani Aulia Rayusda
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.9065

Abstract

The integration of pedagogy, educational technology, and assessment has been extensively discussed in English language learning research; however, instructional design frameworks that systematically align these three components to support meaningful English language learning remain limited. This study aimed to develop an integrated instructional design framework that bridges pedagogical strategies, technology integration, and assessment practices in the context of English language learning. A conceptual qualitative approach was employed through an integrative literature review and systematic document analysis. The data sources comprised reputable journal articles, academic books, systematic reviews, and international policy documents published between 2010 and 2025, which were analyzed using thematic analysis. The results identified five main themes, namely learner-centered pedagogy, authentic learning activities, the functions of interactive technology, formative and authentic assessment, and integrated instructional design. The findings indicate that meaningful English language learning consistently emerges when learning objectives, learning activities, technology use, and assessment methods are coherently integrated within a structured instructional design. This study provides a theoretical contribution by positioning meaningful learning as an integrated instructional system and a practical contribution in the form of a framework to support lesson planning and curriculum development. The findings underscore the importance of coherence in instructional design for enhancing communicative competence, learning engagement, and the sustainability of English language learning outcomes.
Co-Authors Dian Pariska