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Table 4: Tests of Between-Subjects Effects

Table 4 Tests of Between-Subjects Effects

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Participants taught through the Traditional Method. The design is clearly described in the following table. Se Eee ee YP Ee ee oe Mee Ses ee en CS ee ee Te me ee: Ee eee amely experimental and control groups. | Each group consisted of 40 students. Besides, the ran f their ages was from 18 — 19 years old. The participants were selected from Diploma faintenance Engineering students at the University College of Yayasan Pahang (UCY] [alaysia. Besides, the students were from the first and second semesters but they had the sar nglish proficiency level, which was pre-intermediate level (A2) according to the result taken frc ICYP-English Proficiency Test (UEPT). ito two groups. Furthermore, all students Accordingly, the students could be divided random were learning English as a second language.
Participants taught through the Traditional Method. The design is clearly described in the following table. Se Eee ee YP Ee ee oe Mee Ses ee en CS ee ee Te me ee: Ee eee amely experimental and control groups. | Each group consisted of 40 students. Besides, the ran f their ages was from 18 — 19 years old. The participants were selected from Diploma faintenance Engineering students at the University College of Yayasan Pahang (UCY] [alaysia. Besides, the students were from the first and second semesters but they had the sar nglish proficiency level, which was pre-intermediate level (A2) according to the result taken frc ICYP-English Proficiency Test (UEPT). ito two groups. Furthermore, all students Accordingly, the students could be divided random were learning English as a second language.
Table 2: Treatment for Experimental Group The treatment for the control group was implementing the Traditional Method. th«
Table 2: Treatment for Experimental Group The treatment for the control group was implementing the Traditional Method. th«
The stages of both treatments (Flipped Learning Instruction and Traditional Method) are the control group by using different materials, exercise, and homework in each meeting.
The stages of both treatments (Flipped Learning Instruction and Traditional Method) are the control group by using different materials, exercise, and homework in each meeting.
Table 1: Descriptive statistics of control and experimental groups’ writing scores. of control and experimental groups is presented in the following table. Test to Post-Test, meanwhile, only 1.45 increments for the Control group but both groups
Table 1: Descriptive statistics of control and experimental groups’ writing scores. of control and experimental groups is presented in the following table. Test to Post-Test, meanwhile, only 1.45 increments for the Control group but both groups
achievement. In accordance with, the statistical differences between both groups are presented in in Post-Test. To sum up, the experiment group outperformed the control group on writit
achievement. In accordance with, the statistical differences between both groups are presented in in Post-Test. To sum up, the experiment group outperformed the control group on writit
Table 2: Descriptive Statistic of Pre-Test and Post-Test
Table 2: Descriptive Statistic of Pre-Test and Post-Test
Figure 2: Estimated Marginal Means of Difference between Experiment and Control Groups of difference are shown in Figure 2.
Figure 2: Estimated Marginal Means of Difference between Experiment and Control Groups of difference are shown in Figure 2.
Table 3: Descriptive Statistics of Difference between Experiment and Control Groups achievements. The result is presented in the following tables and figures.
Table 3: Descriptive Statistics of Difference between Experiment and Control Groups achievements. The result is presented in the following tables and figures.
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Applied Linguistics
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