Analysis of English Learning Conditions in a Mastery-Based FlippedClassroom during the Digital Era for Senior High School Students

Abstract

This study explores students' learning needs as a foundation for developing interactive video media based on a Mastery Learning–Flipped Classroom model, specifically for teaching procedure text in senior high school. Using the frameworks of Hutchinson and Waters (1987) for needs analysis and Nation’s (2001) lexical model, the study identifies both content and vocabulary gaps that hinder student performance. Data were gathered from 50 tenth-grade students through a needs analysis questionnaire and a vocabulary pretest focusing on verbs, connectors, and functional terms. The findings show that students struggle with key vocabulary related to procedure texts, especially in form, meaning, and use. Additionally, most students prefer self-paced, video based learning with visual and step-by-step features. These preferences support the relevance of a flipped classroom format combined with mastery cycles to ensure deeper understanding. The results highlight the importance of designing instructional media that responds directly to learners’ needs and readiness. This paper is the early phase of an R&D development process and provides a clear basis for designing the next stage of digital media tailored to the English procedure text curriculum.