“The Effect of Flipped Classroom and Students’ Self-Regulation Toward Students’ Ability to Write Descriptive Text: An Experimental Research at Grade XI Students of SMAN 1 Kutacane

The purpose of this research is to see the effect of flipped classroom and students’ self-regulation toward students’ writing ability of descriptive text at grade XI Students of science class of SMA N 1 Kutacane in 2021/ 2022 academic year. The design of the research was quasi-experimental with 2x2 factorial design. The population of this research was the eleventh grade students of science class of SMA N 1 Kutacane in 2021/ 2022 academic year consisted of 7 classes. The samples were chosen by using cluster random sampling. The samples were X IPA 4 students as the experimental class (25 students) and X IPA 7 as the control class (30 students). Writing test of descriptive text and questionnaire of self-regulation were the instrument of this research. Two ways ANOVA and t-test independent sample analysis were used to analyze the data. The results of the research showed that: (1) flipped classroom gave a significant effect on students’ writing ability of descriptive text than conventional classroom, (2) flipped classroom and students who have high self-regulation gave a significant effect on students’ writing ability of descriptive than conventional classroom, (3) flipped classroom and students who have low self-regulation gave a significant effect on students’ writing ability of descriptive text than conventional classroom, (4) there was no interaction between flipped classroom and conventional classroom and students’ self regulation on students’ writing ability of descriptive text. In conclusion, flipped classroom and students’ self-regulation gave a significant effect on students’ writing ability of descriptive text. Moreover, there was no interaction between teaching models and students’ self-regulation toward students’ writing ability of descriptive text.