The Impact of Flipped Classroom and Student Motivation on Narrative Text Writing Skills Among Junior High School Students

Abstract

This study explores the impact of the Flipped Classroom model and students’ motivation on their writing skills in narrative texts. The study, conducted in two junior high schools in Sukabumi, Indonesia, involved 90 students. A quantitative correlational approach was employed to assess the relationship between the independent variables—Flipped Classroom model and motivation—and the dependent variable, writing skills. The data was analyzed using multiple regression analysis. Results revealed a significant positive relationship between both the Flipped Classroom model and students’ motivation with their writing skills. These findings suggest that the Flipped Classroom model not only fosters greater engagement but also enhances writing performance. Additionally, student motivation plays a crucial role in improving writing outcomes. The study recommends that educators adopt the Flipped Classroom model to better engage students and foster intrinsic motivation for improved academic performance.