The Effect of Flipped Classroom Model Towards Students’ Reading Comprehension

DOI

10.2991/assehr.k.220101.025How to use a DOI?

Keywords

Flipped Classroom; Reading Comprehension

Abstract

The purpose of this paper was to determine whether the flipped classroom model has a beneficial effect on students’ reading comprehension during their second semester at Universitas Pancasakti Tegal in the academic year 2020/2021. To accomplish this, a total of 39 students were randomly assigned to two equal groups of 17 students each: an experimental group (flipped classroom) and a control group (traditional classroom) (conventional online classroom). The author used the reading comprehension test as a pre-test for this two-group study. We used paired samples and independent samples t-tests to determine the effectiveness of flipped classrooms on students’ reading comprehension. The paired and independent samples t-tests revealed a significant difference in post-test scores between the experimental and control groups. On the post-test, the experimental group significantly outperformed the control group (p<0.05). The study concluded that using a flipped classroom model had a significant positive effect on students’ reading comprehension during the second semester of the English Department at Universitas Pancasakti Tegal.

Copyright

© 2022 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  - Yuvita Yuvita
AU  - Endang Sulistyaningsih
AU  - Nissa Dhiya ‘Ulhaq
PY  - 2022
DA  - 2022/01/05
TI  - The Effect of Flipped Classroom Model Towards Students’ Reading Comprehension
BT  - Proceedings of the 2nd International Conference on Social Science, Humanities, Education and Society Development (ICONS 2021)
PB  - Atlantis Press
SP  - 165
EP  - 172
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220101.025
DO  - 10.2991/assehr.k.220101.025
ID  - Yuvita2022
ER  -