Flipping Education: WhatsApp's Impact on High School Writing Proficiency
DOI:
https://doi.org/10.30587/inatesol.v1i1.7365Keywords:
Flipping education, WhatsApp, writing skill, Critical thinkingAbstract
This study examines the effects of using WhatsApp in a flipped classroom on the writing skills of high school pupils. The study highlights critical thinking, enhanced foundational comprehension, higher engagement, and collaborative learning opportunities. It does this by integrating quantitative surveys and qualitative interviews. The results are overwhelmingly good for students. One notable example of the potential advantages of technology integration is the flipped model through WhatsApp, which promotes self-paced learning and reduces reliance on teachers. Qualitative investigation reveals themes of involvement, ongoing practice, and adaptable and tailored learning, which enhance the quantitative results. The study emphasizes the need of taking into account students' viewpoints in technology-enhanced pedagogy and offers educators insightful information for developing engaging and productive learning environments.
References
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Aljaraideh, Y. (2019). Students’ perception of flipped classroom: A case study for private universities in Jordan. Journal of Technology and Science Education, 9(3), 368. https://doi.org/10.3926/jotse.648
Alzamil, A. (2021). Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3826486
Anwar, K., Maruf, N., Arifani, Y., & Mansour, M. (2023). Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1711
Arifin, S., Arifani, Y., Maruf, N., & Helingo, A. (2022). A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App. Journal of Asia TEFL, 19(4). https://doi.org/10.18823/asiatefl.2022.19.4.6.1234
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Chernyshova, L., Sokolova, I., & Zalomova, N. (2019). CUTTING-EDGE TECHNOLOGIES RESHAPE EDUCATION. 6870–6874. https://doi.org/10.21125/iceri.2019.1636
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). In Sage Publications, Incage Publications, Inc (Vol. 20, Issue 2).
Hashemifardnia, A., Shafiee, S., Rahimi Esfahani, F., & Sepehri, M. (2021). Effects of flipped instruction on iranian intermediate EFL learners’ speaking complexity, accuracy, and fluency. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1987375
Hwang, G.-J., & Chen, P.-Y. (2023). Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments, 31(5), 2513–2528. https://doi.org/10.1080/10494820.2019.1568263
Lapada, A. A., Miguel, F. F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8
Maruf, N. (2023). THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7251
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
McLean, S., & Attardi, S. M. (2023). Sage or guide? Student perceptions of the role of the instructor in a flipped classroom. Active Learning in Higher Education, 24(1), 49–61. https://doi.org/10.1177/1469787418793725
Mirza, H. S. (2021). University teachers’ perceptions of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1), 11–24.
Momeni, A. (2022). Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers’ Perceptions. International Journal of Language Testing, 12(2), 1–24. https://doi.org/10.22034/IJLT.2022.157122
Mujayanah, S., Maruf, N., & Asari, S. (2023). WHATSAPP USE ON READING COMPREHENSION: EXPLORING THE IMPACT AMONG EFL LEARNERS. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7712
Nanda, D. W., & Azmy, K. (2020). POOR READING COMPREHENSION ISSUE IN EFL CLASSROOM AMONG INDONESIAN SECONDARY SCHOOL STUDENTS: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12. https://doi.org/10.22373/ej.v8i1.6771
Nartiningrum, N., & Nugroho, A. (2020). Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials. ENGLISH FRANCA : Academic Journal of English Language and Education, 4(2), 115. https://doi.org/10.29240/ef.v4i2.1494
Orhan, A. (2023). Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains. International Journal of Technology in Education, 6(2), 238–259. https://doi.org/10.46328/ijte.376
Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example. International Journal of Educational Technology in Higher Education, 15(1), 9. https://doi.org/10.1186/s41239-018-0090-5
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886
Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of Nursing Students during the Abrupt Change from Face-to-Face to e-Learning Education during the First Month of Confinement Due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519. https://doi.org/10.3390/ijerph17155519
Ravat, S., Barnard-Ashton, P., & Keller, M. M. (2021). Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand. South African Journal of Physiotherapy, 77(1). https://doi.org/10.4102/sajp.v77i1.1544
Rodrigues, A. L., Cerdeira, L., Machado-Taylor, M. de L., & Alves, H. (2021). Technological Skills in Higher Education—Different Needs and Different Uses. Education Sciences, 11(7), 326. https://doi.org/10.3390/educsci11070326
Ularu, N. (2020). The Impact Of Technology In Reshaping Artistic Education. In Art and Research – Contemporary Challenges (pp. 16–27). Sciendo. https://doi.org/10.2478/9788366675193-002
Ulyah, F., Anwar, K., & Maruf, N. (2021). The Application of English Songs in Teaching Conditional Sentences through Google Classroom. Budapest International Research and …, August.
Vijay, R. (2020). Comparative evaluation of COVID-19 pandemic enforced online teaching versus traditional teaching from point of view of medical students. International Journal of Basic & Clinical Pharmacology, 10(1), 36. https://doi.org/10.18203/2319-2003.ijbcp20205535
Wang, J., & Jou, M. (2023). The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement. Interactive Learning Environments, 31(3), 1309–1321. https://doi.org/10.1080/10494820.2020.1830806
Wicaksono, A. L. (2022). Teachers’Perceptions Towards the Practice of Assessment in Online Classroom During Pandemic of Covid-19. ELite Journal : International Journal of Education, Language, and Literature, 2(4), 211–218.
Wissman, K. T. (2023). Student Perceptions on the Use of Flip in Higher Education: Learning Strategies and Classroom Community. International Journal of Technology in Education and Science, 7(1), 1–17. https://doi.org/10.46328/ijtes.422
YAKAR, U., SÜLÜ, A., PORGALI, M., & ÇALIŞ, N. (2020). From Constructivist Educational Technology to Mobile Constructivism: How mobile learning serves constructivism? International Journal of Academic Research in Education, 6(1), 56–75. https://doi.org/10.17985/ijare.818487
Zajda, J. (2023). Social Constructivism to Improve Students’ Motivation (pp. 63–79). https://doi.org/10.1007/978-3-031-42895-1_5
Zuhri, S., Anwar, K., & Maruf, N. (2021). The correlation between extensive reading , critical reading , and self- esteem in students ’ reading abilities. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3).
Aljaraideh, Y. (2019). Students’ perception of flipped classroom: A case study for private universities in Jordan. Journal of Technology and Science Education, 9(3), 368. https://doi.org/10.3926/jotse.648
Alzamil, A. (2021). Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3826486
Anwar, K., Maruf, N., Arifani, Y., & Mansour, M. (2023). Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1711
Arifin, S., Arifani, Y., Maruf, N., & Helingo, A. (2022). A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App. Journal of Asia TEFL, 19(4). https://doi.org/10.18823/asiatefl.2022.19.4.6.1234
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Chernyshova, L., Sokolova, I., & Zalomova, N. (2019). CUTTING-EDGE TECHNOLOGIES RESHAPE EDUCATION. 6870–6874. https://doi.org/10.21125/iceri.2019.1636
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). In Sage Publications, Incage Publications, Inc (Vol. 20, Issue 2).
Hashemifardnia, A., Shafiee, S., Rahimi Esfahani, F., & Sepehri, M. (2021). Effects of flipped instruction on iranian intermediate EFL learners’ speaking complexity, accuracy, and fluency. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1987375
Hwang, G.-J., & Chen, P.-Y. (2023). Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments, 31(5), 2513–2528. https://doi.org/10.1080/10494820.2019.1568263
Lapada, A. A., Miguel, F. F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8
Maruf, N. (2023). THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7251
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
McLean, S., & Attardi, S. M. (2023). Sage or guide? Student perceptions of the role of the instructor in a flipped classroom. Active Learning in Higher Education, 24(1), 49–61. https://doi.org/10.1177/1469787418793725
Mirza, H. S. (2021). University teachers’ perceptions of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1), 11–24.
Momeni, A. (2022). Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers’ Perceptions. International Journal of Language Testing, 12(2), 1–24. https://doi.org/10.22034/IJLT.2022.157122
Mujayanah, S., Maruf, N., & Asari, S. (2023). WHATSAPP USE ON READING COMPREHENSION: EXPLORING THE IMPACT AMONG EFL LEARNERS. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7712
Nanda, D. W., & Azmy, K. (2020). POOR READING COMPREHENSION ISSUE IN EFL CLASSROOM AMONG INDONESIAN SECONDARY SCHOOL STUDENTS: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12. https://doi.org/10.22373/ej.v8i1.6771
Nartiningrum, N., & Nugroho, A. (2020). Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials. ENGLISH FRANCA : Academic Journal of English Language and Education, 4(2), 115. https://doi.org/10.29240/ef.v4i2.1494
Orhan, A. (2023). Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains. International Journal of Technology in Education, 6(2), 238–259. https://doi.org/10.46328/ijte.376
Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example. International Journal of Educational Technology in Higher Education, 15(1), 9. https://doi.org/10.1186/s41239-018-0090-5
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886
Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of Nursing Students during the Abrupt Change from Face-to-Face to e-Learning Education during the First Month of Confinement Due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519. https://doi.org/10.3390/ijerph17155519
Ravat, S., Barnard-Ashton, P., & Keller, M. M. (2021). Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand. South African Journal of Physiotherapy, 77(1). https://doi.org/10.4102/sajp.v77i1.1544
Rodrigues, A. L., Cerdeira, L., Machado-Taylor, M. de L., & Alves, H. (2021). Technological Skills in Higher Education—Different Needs and Different Uses. Education Sciences, 11(7), 326. https://doi.org/10.3390/educsci11070326
Ularu, N. (2020). The Impact Of Technology In Reshaping Artistic Education. In Art and Research – Contemporary Challenges (pp. 16–27). Sciendo. https://doi.org/10.2478/9788366675193-002
Ulyah, F., Anwar, K., & Maruf, N. (2021). The Application of English Songs in Teaching Conditional Sentences through Google Classroom. Budapest International Research and …, August.
Vijay, R. (2020). Comparative evaluation of COVID-19 pandemic enforced online teaching versus traditional teaching from point of view of medical students. International Journal of Basic & Clinical Pharmacology, 10(1), 36. https://doi.org/10.18203/2319-2003.ijbcp20205535
Wang, J., & Jou, M. (2023). The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement. Interactive Learning Environments, 31(3), 1309–1321. https://doi.org/10.1080/10494820.2020.1830806
Wicaksono, A. L. (2022). Teachers’Perceptions Towards the Practice of Assessment in Online Classroom During Pandemic of Covid-19. ELite Journal : International Journal of Education, Language, and Literature, 2(4), 211–218.
Wissman, K. T. (2023). Student Perceptions on the Use of Flip in Higher Education: Learning Strategies and Classroom Community. International Journal of Technology in Education and Science, 7(1), 1–17. https://doi.org/10.46328/ijtes.422
YAKAR, U., SÜLÜ, A., PORGALI, M., & ÇALIŞ, N. (2020). From Constructivist Educational Technology to Mobile Constructivism: How mobile learning serves constructivism? International Journal of Academic Research in Education, 6(1), 56–75. https://doi.org/10.17985/ijare.818487
Zajda, J. (2023). Social Constructivism to Improve Students’ Motivation (pp. 63–79). https://doi.org/10.1007/978-3-031-42895-1_5
Zuhri, S., Anwar, K., & Maruf, N. (2021). The correlation between extensive reading , critical reading , and self- esteem in students ’ reading abilities. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3).
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Indayani, W. R. R., & Aini, N. (2025). Flipping Education: WhatsApp’s Impact on High School Writing Proficiency. Indonesian Teaching English to Speakers of Other Languages Journal, 1(1), 23–38. https://doi.org/10.30587/inatesol.v1i1.7365
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