THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE

Authors

  • I Gusti Agung Bayu Mahendra Universitas Pendidikan Ganesha
  • Luh Diah Surya Adnyani Universitas Pendidikan Ganesha
  • Luh Gd Rahayu Budiarta Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/ijll.v4i3.30296

Keywords:

flipped learning 3.0, self-regulated learning, speaking performance

Abstract

This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.

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Published

2020-12-07

How to Cite

Mahendra, I. G. A. B., Adnyani, L. D. S., & Budiarta, L. G. R. (2020). THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE. International Journal of Language and Literature, 4(3), 111–122. https://doi.org/10.23887/ijll.v4i3.30296

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