[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600946-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600946-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","dinamika-ilmu-vol-19-no-1-effect-of-flipped-classroom-model-on-indonesian-efl-students-writing-achievement-across-cognitive-styles","DINAMIKA ILMU - Vol. 19 No. 1 - Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles","","Research on the flipped classroom model has expanded, yet many studies focus mainly on achievement while giving limited attention to cognitive styles. This study examines the effect of the flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (field dependent and field independent). It involved 58 university students from two intact classes assigned to experimental and control groups. Both groups completed pretests and post-tests. Results show a significantly higher mean writing score for the experimental group than the control group (p \u003C 0.016), along with significant interaction differences across cognitive styles.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-vol-19-no-1-effect-of-flipped-classroom-model-on-indonesian-efl-students-writing-achievement-across-cognitive-styles/600946/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-19-no-1-effect-of-flipped-classroom-model-on-indonesian-efl-students-writing-achievement-across-cognitive-styles/600946.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To investigate how the flipped classroom model affects Indonesian EFL students’ writing achievement across cognitive styles (field dependent and field independent).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was students’ writing achievement measured?",{"text":68,"@type":64},"Students completed a pretest and a post-test before and after the learning treatment to compare writing achievement changes.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings regarding the flipped classroom model?",{"text":72,"@type":64},"The experimental group showed a significantly higher mean writing score than the control group (p \u003C 0.016), and there were significant interaction differences across cognitive styles.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600946,1792161584,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU  \nVol. 19 No. 1, 2019  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v19i1.1479](http://doi.org/10.21093/di.v19i1.1479)  \nEffect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles  \nAhsin Fahmi Mubarok  \nGraduate Program in English Language Teaching  \nUniversitas Negeri Malang, Indonesia  \n[e-mail: fahmiahsin@gmail.com](e-mail: fahmiahsin@gmail.com)  \nBambang Yudi Cahyono  \nEnglish Department  \nUniversitas Negeri Malang, Indonesia  \n[e-mail: yudic2000@yahoo.com](e-mail: yudic2000@yahoo.com)  \nUtari Praba Astuti  \nEnglish Department  \nUniversitas Negeri Malang, Indonesia  \ne-mail: [utari_pastuti@yahoo.com](utari_pastuti@yahoo.com)  \nAbstract  \nRecently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’writing achievement across cognitive styles (i.e., field dependent and field independent) . It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pretest and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p \u003C 0.016) . This study also uncovered the significantly different interaction of students from each cognitive style.  \nKeywords: cognitive styles, EFL students, flipped classroom, writing achievement  \nA. Introduction  \nEmerging and steadily growing as the proceeds of rapid development of advanced technology, flipped classroom is now taking popularity due to its suitability with the merits of the 21st century education. The concept of learning in this century shifts from listening to teachers passively into actively applying knowledge (Mireille, 2014) by integrating technological tools as teachers are now facing technologically literate learners (Afrilyasanti, Cahyono, & Astuti, 2017) . It is obvious that flipped classroom accords with the previously-mentioned characteristics as it allows students to learn new materials by reading passages, watching lecture videos, and doing online quizzes through the use of computers and mobile devices prior the classroom session. Subsequent to this, classroom session is functioned to actively implement the reviewed materials in the form of problem solving and practical work activities (Nwosisi, Ferreira, & Rosenberg, 2015) .  \nThere has been an increasing number of teachers who teach writing by incorporating flipped classroom model. This phenomenon triggers researchers to conduct studies for uncovering the effectiveness of this classroom model particularly on writing subject. Several studies on this topic have been conducted in various contexts and seen from different perspectives (Mireille, 2014; Leis, Cooke, & Tohei, 2015; Afrilyasanti, Cahyono, & Astuti, 2016; Ahmed, 2016; Abdelrahman, Dewitt, Alias, & Rahman, 2017; Bouchefra, 2017; Ekmekci, 2017) . In Indonesia, in particular, a study to examine the effectiveness of flipped classroom model to teach writing has been carried out by Afrilyasanti et al. (2016) . Involving secondary school students, their study revealed that the students who participated in a flipped classroom writing instruction achieved higher writing scores than those who were taught writing by using traditional teaching. However, dissimilar results may be procured when a study takes place in another education context, such as in university level. With this in mind, we intended to conduct a study to scrutinize the effect of flipped classroom to teach writing for Indonesian university students.  \nWhile a large number of studies disclosed the effectiveness o","cbCaijzILzsWJsUI","https://ap.wps.com/l/cbCaijzILzsWJsUI","pdf",540488,17,"English","# Abstract\n# A. Introduction\n# B. Literature Review\n## 1. Flipped Classroom Model","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate how the flipped classroom model affects Indonesian EFL students’ writing achievement across cognitive styles (field dependent and field independent).\"},{\"question\":\"How was students’ writing achievement measured?\",\"answer\":\"Students completed a pretest and a post-test before and after the learning treatment to compare writing achievement changes.\"},{\"question\":\"What were the key findings regarding the flipped classroom model?\",\"answer\":\"The experimental group showed a significantly higher mean writing score than the control group (p \\u003c 0.016), and there were significant interaction differences across cognitive styles.\"}]","DINAMIKA ILMU - Vol. 19 No. 1 - Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles | PDF",1792091685,43]