The Impact of Using Discord Application in the Flipped Classroom on Senior High School Students' Writing Achievement

Abstract

This study examined the impact of using the Discord Application in the Flipped Classroom Method on senior high school students' writing achievement. This research was conducted as a quasi-experiment. 55 research participants were divided into the experimental group, who were taught writing by using the Discord Application, and the control group, who were taught writing by using the teacher’s ordinary technique. The data was collected via post-test using writing a descriptive text and was analyzed by using the Independent Sample T-Test. The analysis result showed that the experimental group had a higher mean post-test score of 73.87 in comparison to 65.62 for the control group mean post-test score. The Independent Sample T-Test showed a statistically significant difference (Sig. (2-tailed) = 0.025, p < 0.05). These findings indicate that integrating the Discord Application in the Flipped Classroom Method significantly impacted students' writing achievement. Thus, English teachers are suggested to integrate media technologies in their lessons, for example, the Discord Application. They will be able to build a more engaging and collaborative learning environment that promotes students’ engagement and encouragement in their writing process.