FOSTERING GRADUATE STUDENTS' SKILLS IN WRITING A RESEARCH PROPOSAL THROUGH FLIPPED INSTRUCTION
Penelitian ini menyelidiki implementasi flipped instruction untuk mahasiswa S2 dalam menulis proposal penelitian. Penelitian ini dilakukan di salah satu universitas di Jawa Timur, Indonesia. Desain metode campuran digunakan dalam penelitian ini. Partisipan dari penelitian ini adalah 40 mahasiswa S2 semester 3 program magister di jurusan pendidikan bahasa Inggris yang mengambil mata kuliah menulis proposal penelitian. Dalam penelitian ini, peneliti menggunakan tiga instrumen: tes, wawancara semi-terstruktur, dan kuesioner terbuka. Data kuantitatif dianalisis dengan SPSS 24 melalui uji Mann Whitney U dan Wilcoxon Signed Rank Tests, dan data kualitatif dianalisis dengan analisis data induktif.
Temuan dari penelitian ini menunjukkan bahwa penerapan flipped instruction dapat meningkatkan kemampuan menulis dan kemampuan mahasiswa dalam penulisan proposal tesis. Hal ini dibuktikan dengan analisis uji peringkat bertanda Wilcoxon yang menunjukkan nilai Asymp. Sig (2-tailed) sebesar 0,000, di bawah ambang batas 0,05. Selain itu, ukuran efek sebesar 0,6 (-3,93/6,32 = 0,621) menunjukkan peningkatan yang signifikan dalam kemahiran siswa untuk menyusun proposal tesis mereka. Selain itu, baik pengajar maupun mahasiswa memiliki persepsi yang positif terhadap penerapan flipped instruction dalam kelas penulisan proposal tesis. Selain itu, penerapan flipped instruction memberikan banyak manfaat bagi pengajar dan mahasiswa. Penelitian ini juga mengungkap berbagai tantangan yang dihadapi mahasiswa sebelum dan sesudah penerapan flipped instruction dalam penulisan proposal tesis serta tindakan yang dilakukan untuk mengatasi tantangan tersebut.
This study investigated the implementation of flipped instruction to Master students in writing a research proposal. It was conducted in one of the universities in East Java, Indonesia. An embedded mixed-method design was used in this study. The participants of this study were 40 of Master students in the third semester of master program in the English education department who took writing a research proposal subject. In this study, the researcher used three instruments: test, semi-structured interviews, and open-ended questionnaires. The quantitative data were analyzed by SPSS 24 through Mann Whitney U and Wilcoxon Signed Rank Tests, and the qualitative data were analyzed by inductive data analysis.
The findings of this study showed that the implementation of flipped instruction improve the writing skills and abilities of students in thesis proposal writing. It was substantiated by the analysis of the Wilcoxon signed ranks test, which revealed a significant Asymp. Sig. (2-tailed) score of 0.000, below the threshold of 0.05. Additionally, the effect size of 0.6 (-3.93/6.32 = 0.621) indicated a noteworthy enhancement in students' proficiency to compose their thesis proposals. Moreover, both teachers and students had expressed positive perceptions towards the application of flipped instruction in the thesis proposal writing class. Additionally, the implementation of flipped instruction provided numerous benefits for teachers and students. The study also revealed various challenges faced by students before and after the implementation of flipped instruction in thesis proposal writing with the actions to deal with those challenges.