Flipped Classroom Model to Enhance Students’ Reading Comprehension

DOI

10.2991/assehr.k.220201.008How to use a DOI?

Keywords

Reading Comprehension; Critical Thinking Standard; Flipped Classroom Model; Jigsaw IV

Abstract

Understanding texts means engaging the learners carefully into the text in such a way that they are filtering the information before consuming and discerning it as their understanding. This study aims to examine some different effects of two non-traditional approaches when they are applied in learning reading. Flipped classroom model may provide a wider and more flexible opportunity to students to take stance towards the text. The study inserts the elements of critical thinking standards in learning process of flipped classroom to bring students into a higher level of comprehension. True experimental design is developed. The samples are 65 EFL students on second grades of a senior high school in Pesawaran. The flipped classroom model utilizes the five reading aspects for evaluating the achievement on experimental group and control group. The result reveals that the alternative hypothesis is accepted. There is significant difference of using flipped classroom model integrated with jigsaw IV and original flipped classroom model for students’ reading comprehension achievement.

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  - Desy Desmita Wulandari
AU  - Feni Munifatullah
AU  - Hery Yufrizal
PY  - 2022
DA  - 2022/02/10
TI  - Flipped Classroom Model to Enhance Students’ Reading Comprehension
BT  - Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)
PB  - Atlantis Press
SP  - 46
EP  - 51
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220201.008
DO  - 10.2991/assehr.k.220201.008
ID  - Wulandari2022
ER  -