THE EFFECTIVENESS OF BLENDED LEARNING TO IMPROVE STUDENTS’ ARGUMENTATIVE WRITING PERFORMANCE

Abstract

This study is quantitative research methodology using quasi experiment. Quasi experiment is a research method in which a treatment or stimulus given to one or two class/group. There is an experimental group that getting a treatment using flipped classroom method and a control group using lecturing method by explanation and practicing on writing learning process. The result of the method used seen through writing test in pre- and posttest and questionnaire. This research shows that flipped classroom blended learning method is less effective to improve students‟ argumentative writing in class XI MIA 4, SMA Negeri 2 Namlea based on the criteria of N-gain score 40,67% although the posttest score is higher than pretest. The result of independent sample t-test is there are the significant different of the experiment group and control group by the significant value 0,000 < 0,05. Furthermore, blended learning has affect students‟ interest on argumentative writing by the result of t-test shows that the significant value is 0,042 < 0,05. Many factors affect students‟ writing performance such as, media used, the duration of study, students‟ study habits, environment, characteristic, motivation and interest. However, students shows good appreciation on online and classroom activities.