The Effect of Flipped Learning to Improve the Reading Comprehension of College Students of Elementary School Teacher Study Program on Pandemic Covid-19

DOI

10.2991/assehr.k.211110.053How to use a DOI?

Keywords

flipped learning; English; video

Abstract

Technology advances have brought significant changes in the teaching and learning practices of foreign languages in Indonesia, especially in learning English. Teaching or delivery of subject matter that should be done by lecturers in the classroom can now be done outside the classroom because of technology. Technology has become an important part of the teaching and learning process. The use of technology in teaching is considered effective in facilitating lecturers in delivering learning material and also making it easier for students to understand the material presented. More than that, technology is also able to create great opportunities for everyone to develop themselves through knowledge that can be accessed at any time, anytime and anywhere. This is the reason for educators to create technology-based learning models, especially during the Covid-19 pandemic. The use of appropriate technology in the learning process is considered to be able to improve the quality of the knowledge that students have for the better. Technology has changed the face of education, the proof is that currently teaching and learning activities are carried out online. Even so, students in the learning process still really need lecturers who teach directly in the classroom as providers of knowledge and motivation to achieve maximum learning outcomes. Realizing this fact, educators try to take advantage of technology in the learning process by maintaining face to face between lecturers and students in the implementation of teaching and learning activities in the classroom through the flipped learning model. Flipped learning is a learning system that utilizes technology in the form of video while maintaining face to face between lecturers and students in the class. Flipped learning is also known as reverse class because students are required to be more active in investigating at home the problems found in any subject matter that has been previously studied. Students are also allowed to record videos of lecturers delivering lesson material, and then the results of the video recordings will be watched at home to be observed and analyzed by themselves. With flipped learning, students are expected to receive more frequent exposure to English both orally and in writing. The spoken English exposure can be seen and heard repeatedly through the recorded video. The oral English exposure can then be rewritten into written text, so that indirectly the listening and writing competences of students become increasingly honed. All activities of watching and listening to videos as well as writing English subtitles were carried out at home. This can make students more free to experiment at home because they don’t need to be embarrassed if they are wrong. As for the things that students will not understand from the video, they can then be conveyed to the lecturer during the learning process. Thus, flipped learning is believed to be a learning model that can improve students’ reading comprehension of English texts.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Puji Hariati
AU  - Nurul Husnah Harahap
AU  - Mery Silalahi
PY  - 2021
DA  - 2021/11/22
TI  - The Effect of Flipped Learning to Improve the Reading Comprehension of College Students of Elementary School Teacher Study Program on Pandemic Covid-19
BT  - Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021)
PB  - Atlantis Press
SP  - 8
EP  - 14
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211110.053
DO  - 10.2991/assehr.k.211110.053
ID  - Hariati2021
ER  -