The Effectiveness of Mobile-Assisted Language Learning to Teach Writing

Benny Krisbiantoro, Tri Pujiani

Abstract


The ability to write English texts for senior high school students in Banyumas Regency is still low. The lack of
mastery of vocabulary, grammar, and sentence structure makes it challenging for students to write English texts
well. ICT allows students to write English text quickly. Mobile-Assisted Language Learning (MALL) and Flipped
Classroom are believed to improve students' ability to write English texts. The purpose of this study was to
investigate whether Mobile-Assisted Language Learning (MALL) was more effective than Flipped Classroom for
teaching English text writing for senior high school students in Banyumas Regency. The method employed in this
research was a quasi-experimental method with a post-test-only non-equivalent control group design. In this study,
the researcher utilized purposive sampling to determine the samples. The samples of this study were 36 students
of XI IPS 2 of SMAN 1 Baturraden, and 36 students of XI IPA 4 of SMAN 1 Banyumas as the experimental class
taught using MALL, while the control class which was conducted using Flipped classroom comprised 36 students
of XI IPS 3 of SMAN 3 Purwokerto and 36 students of XI IPA 4 of SMAN 1 Sokaraja. It was proven that the
mean score of the students' Writing in the experimental class was 75.67 while the mean score of the students’
Writing in the control class was 58.52. The t-test result in the research was 14.86 and the t-table is 1.65. It meant
that the t-test score was higher than the t-table. Based on the research findings, it could be concluded that the use
of MALL was more effective than Flipped Classroom to teach writing to the eleventh graders of senior high
schools in Banyumas.


Keywords


experimental research, flipped classroom, ICT, mall, writing

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