The Effect of Learning Analytics-Supported Flipped Classroom Model on Students’ Writing Mastery of Conditional Sentences at SMAN 1 Bangsal

Afredo Riski Ramadhan, Fredo and Wiwik Mardiana, Wiwik and Iklil Saifulloh, Ahmad, 0725038801 (2026) The Effect of Learning Analytics-Supported Flipped Classroom Model on Students’ Writing Mastery of Conditional Sentences at SMAN 1 Bangsal. Bachelor thesis, UNIVERSITAS ISLAM MAJAPAHIT.

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Abstract

Ability to write sentences conditional is one of the important competencies that EFL students need to master. However, the complexity of its structure and rules of use is still a challenge for many students, especially in conventional learning that tends to be teacher-centric and has not provided individual feedback. Therefore, this study aims to analyze the effect of the application of the Learning Analytics-Supported Flipped Classroom model on students' mastery in writing sentences conditional at SMAN 1 Bangsal. This study applies a quantitative approach with a quasi-experimental design using an unequal control group design. The research sample was determined through the purposive sampling technique, which assigned class XI-6 as 36 students as the experimental group and class XI-7 as 36 students as the control group. The experimental group gained learning using the Google Classroom-assisted Learning Analytics-Supported Flipped Classroom model for eight weeks, while the control group followed learning using conventional methods. The data obtained from the pre-test and post-test results were then analyzed using the Shapiro–Wilk normality test and the independent samples t-test test with the Welch approach through SPSS software version 21. The results showed a significant difference in scores post-test between experimental classes (M = 83.33; SD = 8.91) and control class (M = 79.22; SD = 3.32). Test results independent samples t-test (Welch) shows the values of t = 2.595, df = 44.554, and sig. = 0.013 (p < 0.05), so H₀ is subtracted and H₁ is accepted. Cohen's Values d 0.61 indicates a medium category effect size. Although normalized gain the experimental class (g = 0.16) was lower than the control class (g = 0.53) as a result of ceiling effect, the Learning Analytics-Supported Flipped Classroom model has been shown to be effective in improving students' mastery of sentence writing conditional. Keywords: Learning Analytics, Flipped Classroom, Writing Mastery, Conditional Sentences

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