THE EFFECTIVENESS OF FLIPPED CLASSROOM TO
IMPROVE
STUDENTS’
READING COMPREHENSION
TO THE THIRD GRADE STUDENTS OF MTS
UNGGULAN AL-JADID WARU SIDOARJO
THESIS
Submitted in partial fulfillment of the requirement for the degree of Sarjana
Pendidikan (S.Pd.) in Teaching English
By:
Asmara Miftakhol Jannah
D05212005
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Jannah, Asmara M. 2017. The Effectiveness of Flipped Classroom to Improve
Students’ Reading Comprehension to the Third Grade Students of MTs
Unggulan Al-Jadid Waru Sidoarjo. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Rizka Safriyani, M.Pd.
Key Words : Flipped Classroom, Effectiveness
Flipped classroom is an innovative teaching method that reverses traditional teaching rather than lecturing, teachers assign videos as homework to introduce the topic. At home, student watch the video instruction as many as they wanted to understand the topic and complete the assignment in class
where is the teacher is available to assist with questions to check the students’
comprehension In this study, the researcher was focused on the effectiveness
of flipped classroom to improve students’ reading comprehension. The
TABLE OF CONTENT
TITLE SHEET ... i
ADVISOR APPROVAL SHEET ... ii
AXAMINER APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... vii
PREFACE ... viii
PERNYATAAN KEASLIAN TULISAN ... ix
TABLE OF CONTENT ... x
a. Definition of Reading Comprehension ... 21
b. The Process of Reading ... 23
c. Measuring Reading Comprehension ... 25
1. Data Description of Pre-test and Post-test of Experimental Class and Control Class ... 51
a. Data Pre-test of Experimental Class ... 51
b. Data Pre-test of Control Class ... 53
c. Data Post-test of Experimental Class ... 54
d. Data Post-test of Control Class ... 56
e. Data Difference of Pre-test and Post-test Score Result of Experimental Class and Control Class ... 57
2. Test Difference of Learning Score Result for Experimental Class and Control Class ... 58
a. Test Difference of Pre-Test ... 58
1. Distribution Average Score Pre-test of Experimental Class and Control Class ... 58
2. Normality Test ... 59
3. Homogeneity Test ... 60
4. Mann Whitney U Test ... 61
b. Test Difference of Post-test ... 62
A. Conclusion ... 76
B. Suggestion ... 77
REFERENCES ... xiv
CHAPTER I
INTRODUCTION
This chapter presents the background of the study that describe the reason shy
the writer conducts the study. It also contains the problem of the study, objective of
the study, research hypothesis, scope and limitations of the study and significance of
the study. Next, significance of this study is provided. Finally, the definitions of the
key term are given to avoid misunderstanding of those terms.
A. Background of the Study
English, as international language is a language that is mostly used by
people in the world. Mostly all books about technique, engineering, science and
journals even tutorials to make something are written in English. It means that
learning English is very important to understand the content of the books,
especially for student. In school curriculum, English is one of the subjects for
students in every level of study especially for junior high school. Based on
curriculum based school, the objective of teaching English at the Junior High
School/Islamic Junior High School (SMP/MTs) is the students can develop
their communicative competence in both oral and written forms to achieve a
certain functional stage1. It involves four others skills; those are speaking,
1
listening, reading and writing. By learning these skills, students are prepared to
be able to communicate with other people around the world.
From those four English skills, reading is the most important skill which
is enable to support the process of mastering the other skills because reading
can help the students’ ability to speak English fluently, increase the
vocabularies, comprehend the English text, compose writing skill, and also can
improve knowledge2. Reading comprehension is an important activity in every
language class, but we can say it is the most pleasurable activity and a means of
outspreading knowledge3.
Reading comprehension is complex development challenge that we know
to be intertwined with many other developmental accomplishment: attention,
memory, language and motivation4. Reading is also a cognitive process which
is consists of a reader, a text and the interaction between them both, the reader
and the text. In mastering reading text, the basic step that students should do is
to comprehend the text. According to Goodman the essence of reading is
Firdaus. Strategies in Teaching Reading at The Eight Grade of SMP Negeri 2 Buduran Sidoarjo.
(Surabaya: State Institute of Islamic Study Sunan Ampel, 2012), p. 2
3
Ahmadi, M R. The Relationship between Students’ Reading Motivation and Reading Comprehension.
Journal of Education and Practice. 2013. p. 13 4
Snow, C.F. Preventing Reading Difficulties in Young Children. (Washington DC: National Academy Press) 1998, p 15
5
texts, d) integrate information, e) search for information needed for writing, f)
critique texts, and g) to get general comprehension6. In conclusion, the meaning
of reading is to enable the reader to get the information from the text.
Brown states that teaching and learning reading comprehension can be
done through micro skills7. Those micro skills which is related to the reading
objective at high school are: a) recognize grammatical word classes (noun,
verbs, etc), systems (e.g., tenses, agreement patterns and rules), b) inferring
context that is not explicit by using background knowledge, c) inferring
connections between events, and detect such relation as main idea, supporting
idea, new information, and generalize and d) distinguish between literal and
Strategies may also help students elaborate language confidently, less time and
energy. Learning strategy, according to Oxford, are the action taken by students
to make learning easier, faster, more self-directed, more effective, and
6
Grabe and Stoller. Teaching and Learning Reading Comprehension. 2002 7
Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Third edition. New York: Addison Wesley Longman Inc. 2007
8
transferable to new situations9. Teacher should choose a learning strategy that
enable students more active in learning process or student-centered method.
The traditional or conventional teaching strategies are teacher-centered
and include the use of lesson and discussions while the problem solving
element is presented by and/or discussed with the teacher, the syllabus, the
teaching materials and the students asessment are determined by teacher and
transmitted to students in various lectures10
. A teacher stands in front of the
classroom, delivering a lecture and writing on a white board, students are taking
notes on their table quietly. At the end of the lesson, students write down the
night’s homework assignment on their book, which consists of reading pages
from a thick textbook and answering the questions at the end of the chapter.
The teacher is exactly aware of many students who do not understand the lesson
of the day but does not have time to meet with them individually during the
45-minute class period. The next day, the teacher will ask the student to collect the
homework and review the homework briefly. If students have questions there
won’t be enough time to explain everything in details. The class have to follow
schedule because there is a lot of material to learn before the test at the end of
the lesson.
Teachers have been working to change the teacher-centered instructional
model with the students-centered instructional model by changing the focus
9
Oxford, R. Language Learning Styles and Strategies. 1990
10
from the curriculum guide to student learning needs. They are, increasingly,
turning to an alternative model of instruction called Flipped Learning in which
digital technologies are used to change direct instruction from the group
learning space to the individual learning space, usually via videos.11
The flipped classroom is a new pedagogical method, which employs a
synchronous video lectures and practice problems as homework, and active,
group-based problem solving activities in the classroom. In this strategy allows
teachers to reconsider how to maximize individual face-to-face time with
students12. There is enough time for students to work with peers on projects,
engage content more deeply, practice skills, and receive feedback on their
progress. Teachers can give more time to control their students, help them to
develop their fluency if needed, and inspiring them with challenging projects
which give them greater control to their learning.
The flipped classroom is an innovative teaching strategy that encourages
students’ active learning through accessing instructional contents outside the
classroom and focusing the class time for practice, reinforcement, and review of
the core contents13. In the flipped classroom, the teacher’s role changes from
lecturer and deliverer of content to learning coach, guiding through a series of
engaging and experiential-learning activities. The focus is on learning rather
11
Hamdan & friends, A Review of Flipped Learning, 2013. p. 3
12
Bishop & Veleger. The Flipped Classroom: A Survey of the Research, 2013. p 2 13
than teaching and the approach has been found to increase overall interaction
among students and between students and teacher14. Flipped classroom allows
the students to get more time in understand the material deeply rather than
listening teacher explanation.
According to Yu Jung Han in his journal research entitled “Successfully
Flipping the ESL Classroom for Learner Autonomy”, he stated that most of
ESL students expected that they could master English in a limited time15. To
make the students’ expectations, the instructor conducted a flipped classroom to
teach English four skills to the adult community English language program
which is contain of 14 students from different country. And the result of the
research was the students could be more focus to English outside the classroom
with the assistance of technology and the flipped classroom structure required
students to be more actively engaged in learning.
Nowdays, almost all the people have a gadget on their own, especially for
student in junior high school. They use the technology to make them easy to
Philips, Trainor, R. C. Millennial Students and the Flipped Classroom. Las Vegas: ASBBS annual conference. Vol 1(1). 2014
15
B. Research Questions
Based on the background study described above, the researcher
formulated the problem as the following question:
Is there a significant difference in the reading comprehension skill
between the third grade students of MTs Unggulan Waru Sidoarjo who were
taught using flipped classroom and those who were not?
C. Research Objective
The researcher achieved objective to answer the problem of the research.
Based on the problem above, this study is aimed to find out the effectiveness of
flipped classroom to improve student reading comprehension to the third grade
students at MTs Unggulan Al-Jadid Waru Sidoarjo.
D. Hypothesis
Donal Ary explain that when making a hypothesis, a researcher is
predicting what the outcome of study will be16.
Develop from the research problem in the previous section, the
hypothesis in this study is: teaching reading comprehension using flipped
classroom strategy is effective to improve students’ reading comprehension to
the third grade students in MTs Unggulan Al-Jadid Waru Sidoarjo
16
E. Significance of Study
This study tries to know the reading English practices at MTs Unggulan
Al-Jadid, Waru, Sidoarjo, by Flipped Classroom.
The research is expected to give contribution to:
1. The students of MTs Unggulan Al-Jadid, Waru, Sidoarjo; this research can
be used to know the student English achievement, especially to improve
their reading competence
2. The teacher of MTs Unggulan Al-Jadid, Waru, Sidoarjo; this research can
be used for measuring the students’ reading competence
3. Especially for researcher; the research can be information in order to
increase her knowledge and experience in teaching English using flipped
classroom
F. Scope and Limitation
The scope of this study is reading comprehension skill of the students in
MTs Unggulan Al-Jadid. In this research, the researcher was used Narrative
text as the topic of teaching reading comprehension using flipped classroom.
This study only covered a limited number of students for the subject of
study in the third grade students of MTs Unggulan Al-Jadid, Waru, Sidoarjo.
This study was done in 3 times meeting because of the time limitation. For this
study, the focus was on improving students’ reading comprehension through
The population of this research was the third grade of Junior High School in
MTs Unggulan Al-Jadid, Waru, Sidoarjo.
G. Definition of Key Terms
It is important for the researcher to make clear the terms used in this
paper as this followings:
1. Effectiveness : Sharon stated that effectiveness teaching practice
begins with the thoughtful and intentional design of
learning that engages the students intellectually and
academically 17 . The effectiveness is when the
strategy can improve the students’ score of reading
comprehension. The effectiveness itself was
measured by the score of pre-test and post-test. This
research meant for effectiveness as an achievement
of treatment goal.
2. Flipped Classroom : Herreid and Schiller in their research also stated
that flipped classroom is doing something that
usually done in the class changed as homework and
what is usually done as homework is changed as an
activity inside the class. Both activities are flipped or
17
inverted18. In this research, students watched the
English learning material through the video at home,
and done many activities when they were in class.
3. Reading comprehension : Reading comprehension is the ability to process the
information and to understand the meaning of text19.
In this research, it was measured by using the score
of pre-test and post-test with an aim to know the
students’ reading comprehension.
18
Herreid, C.F and Schiller, N.A. Case Studies and the Flipped Classroom. Journal of College and Science Teaching, 2013. Vol 42(5). 62-66.
19
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter explains several theories through reviewing some literatures
related to this study. The theoretical build up as follows:
A. Theoretical Framework
1. Learning Strategy
Learning strategies are the thoughts and actions that individuals use to
accomplish a learning goal1. Learning strategy also can be defined as specific
actions, behaviors, steps or techniques such as seeking out conversation partners,
or giving oneself encouragement to tackle a difficult language task used by
students to enhance their own learning2. According to Oxford which is mentioned
by Dr. Victoria Scott, learning strategies are action taken by the student to make
learning easier, faster, more self-directed, more effective, and transferrable to new
situation3. According to Chamot, learning strategies can be functioned as tools
that students themselves can employ independently to complete a language task4.
By those definitions above the researcher can summarize that learning
strategies are unique action which is taken by the students in order to make them
1
Chamot, U A. Issues in Learning Strategy Research and Teaching. Electronic Journal of English Language Teaching, 2004. Vol 1(1). P. 14-26
2
Scarcella,R & Oxford, R. The Tapestry of Language Learning: The Individual in the Communication Classroom. Boston: Heinle & Heinle. 1992. P. 63
3
Dr. Victoria Groves Scott, ”Teaching Students with ADHDto F.O.C.U.S.: A Learning Strategy”
from http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Scott retrieved on October 20th 6:23 pm
4
Chamot, U. A. Sailing the 5 Cs with Learning Strategies: Resource Guide for Secondary Foreign Language Educator. National Capital Language Resource Center. 2006 retrieved from
easy to understand the learning material. As Richards said that learning strategies
are intentional behavior and thoughts that learners make use of during learning in
order to better help them understand, learn or remember new information5.
Furthermore, learning strategies are the processes which are consciously selected
by learners and which may result in actions taken to enhance the learning or use
of a second or foreign language through the storage, retention, recall and
application of information about that language6. Learning strategies can also
enable students to become more independent and lifelong learners.
2. Flipping Classroom
a. Definition and Concept
In 21st century, Technology in education can be as an approach which is
focused on student-centered education. According to the latest survey that
organized by APJII or Asosiasi Penyelenggara Jaringan Internet Indonesia
(Association of Indonesian Internet Network Organizer), during 2016 as much as
132,7 million of Indonesian are connected with internet where is the Indonesian
amount is 256,2 million in total7. The survey result means that more than a half of
Indonesian are using internet including the students. By the survey of internet user,
teacher can create engaging learning environments using technologies in their
5
Richards, J.C., Platt J. & Platt H. Longman Dictionary of Language Teaching and Applied Linguistics. Essex: Longman. 1992.
6
Cohen, A. Language Learning: Insight for Learners, Teachers and Researchers. New York. Newbury House. 1990. P. 4
7
From
teaching to teach more effectively, especially as students have adopted technology
in their lives and use it for learning. According to Youtube Teacher’s Studio
educator, Ramsey Musallam, suggests to the teacher to produce videos to change
the form of instruction from the classroom to homework or in other word as
flipped classroom strategy8.
Flipped classroom is an innovative teaching strategy that reverses traditional
teaching rather than lecturing, teachers assign videos as homework to introduce the
topic. At home, student watch the video instruction as many as they wanted to
understand the topic and complete the assignment in class where is the teacher is
available to assist with questions to check the students’ comprehension9
. The
flipped classroom is also a pedagogical model that inverts traditional teaching
strategy so that typical lecture and homework elements of a course are reversed10.
This means that the lecturing activity which is normally delivered inside the class
is moved outside the class and homework which is normally the students do it
outside the class is shift into the class. Herried and Schiller stated that In flipped
classroom, what is usually done in the class and what is usually done as a
homework is flipped or inverted. Instead of students listening to a lecture on, say,
genetics in class and then going home to work on a set of assigned problems, they
8
Danker, B. Using Flipped Classroom Approach to Explore Deep Learning in Large Classroom.
IAFOR Journal of Education. Vol 3(1). 2015
9
From http://www.educause.edu/annual-conference/2012/2012/flipping-classroom retrieved on October 21th 2016 12:50 p.m.
10
UOW technology-Enriched Learning Strategy 2015-2019 from
https://www.uow.edu.au/content/groups/public/@web/@dvce/documents/doc/uow198109.pdf
read material and view videos on genetics before coming to class and then engage
in class in active learning using case studies, labs, games, simulations, or
experiments11. Breztmann also stated that flipped classroom can be describe as
reversal of traditional teaching where students gain first exposure to new material
outside of class, usually via reading or lecture videos, and then class time is used
to do the harder work of assimilating that knowledge through strategies such as
problem-solving, discussion or debates12. The flipped classroom is instructed and
represents a modification from passive to active learning to focus on higher
thinking skills such as applying, analyzing, evaluating and creating (learning
objectives of Bloom's Taxonomy).
There are six stages of learning level in Bloom taxonomy which are
remembering, understanding, applying, analyzing, evaluating and creating13. In
traditional model, remembering and understanding are normally done during the
class session, and the 4 others, applying, analyzing, evaluating and creating are
hold when student are outside the classroom. In the flipped classroom strategy, the
learning level which are usually done throughout the class session are moved
outside classroom activity, and learning level which are usually done outside the
classroom are moved into the class session14.
11
Herreid, C.F and Schiller, N.A. Case Studies and the Flipped Classroom. Journal of College and Science Teaching, 2013. Vol 42(5). 62-66.
12
Bretzmann, Flipping 2.0: Practical Strategies for Flipping Your Class, 2013, p. 10 13
Krathwohl, R. D. A Revision of Bloom Taxonomy: An Overview. 2002 14
Figure 1. Bloom Taxonomy and Flipped Classroom15
In the Flipped Learning strategy, teachers modify direct learning in a large
group learning (classroom) and move it into the individual learning, using one of
several technologies such as video, a course management website, etc. Teachers
record and narrate a screencasts or video of lesson on their computer, create videos
of themselves teaching, or take video lessons from internet sites such as TED-Ed
and Khan Academy16. Many teachers and educators start flipping their classroom
by using these readily available materials. The videos or screencasts are available
for students to access whenever and wherever it is available—at home, during
study hall, on the bus, even in the hospital—as many times as they like, enabling
15
Adopted from http://emergencyeducation.net/blog/amee-2015-flipped-classroom retrieved on October 28th 2016 at 11:35 p.m.
16
them to come to class better prepared17. To give the students’ preparation, teachers
can give the students more time for integrating and applying their knowledge,
variety of student-centered, active learning strategies such as conducting research
or working on projects with classmates. Teachers also can use class time to check
on each student’s understanding and, if necessary, teacher can help them to
develop their fluency. Teachers can give an individual feedback, an individual
support for students work through the activities designed to help them mastering
the material.
Flipped Classroom has been compared to online, blended, and distance
learning because of the screencast or video components, but, there are clear
differences. Online education, for example, occurs only remotely, and the teacher
and student are never face-to-face18. Usually virtual class meetings, assignments,
and lectures happen online through a course management website, but not always.
Sometimes the lectures and other activities are built up by group chats or other
means of facilitating collaboration and peer instruction. Blended classes also have
an online element, but that usually occurs during class time along with direct
student-teacher contact19. Students’ experiences in face-to-face sessions change
are not necessarily different than what occurs in a traditional classroom.
17
Musallam, R A Pedagogy-First Approach to the Flipped Classroom. 2013 from
http://www.cyclesoflearning.com/ retrieved on March 15th 2016 at 12:05 p.m 18
Oblinger & Oblinger. Educating the Net Generation. 2005 19
From the explanation above, researcher can conclude that flipped classroom
is a learning strategy which is allow the student to study in individually through
the learning material such as reading text or articles, video learning or presentation
slide20 that shared by the teacher to online media which is support file sharing and
easy to download. The online media could be online classroom such as Edmodo,
Schoology, Engrade or the teacher can use Facebook, Google Drive, and
Whatsapp group to share the lesson material21. Teacher can also use lesson
resources for the students such as video form YouTube’s Education Section, TED
-Ed, LearnersTV.com22. After teacher share the learning material, students enable
to download it to their device at home everywhere that they are comfort to. If
needed, students can re-read or re-watch the learning material, take some notes and
get a deeper understanding. During the class time, teacher gives students exercises
and useful feedback.
More about flipped classroom, actually it is not a specific strategy to
improve reading strategy only. Flipped classroom can be used for another teaching
skills and another subject except English lesson such as Math, Physic,
Engineering, Health and more. Some previous study about the use of flipped
classroom for another English skills and another subject are provided.
20
From https://library.educause.edu/~/media/files/library/2013/8/elir1302-pdf.pdf retrieved on October 9th 2016 at 6:59 a.m
21
Walsh, Kelly. Flipped Classroom Workshop in a Book: Learn How to Implement Flipped Instruction in Your Classroom. 2013, p. 80
22
b. The Process of Flipped Classroom
The flipped classroom is as a stategy to help teacher make time in class
more efficient and effective. The flipping classroom change traditional teaching
strategy by delivering lesson online outside the class and moving homework into
the classroom where teachers have more beneficial time to help students with their
question and one-on-one support23.
In the flipped classroom strategy, classroom lessons and Powerpoint slidess
are pre-recorded. Teacher give students a task to watch the recorded Powerpoint
slides or read the reading material or articles before they come to class. When
students come to the class, the role of teacher has changed from presenter of
content to learning mentor. As opposed of delivering information during the class,
teachers spend their time talking to students about the lesson, classroom
discussions, work in pair and working in small group of students. Student who
understand well about the content are be able to work with other students to help
them get the same understanding.
23
Figure 2. The concept of Flipped Classroom24
There are 3 easy steps to do flip classroom25
1. Create flipped content
The flip class starts with a teacher doing their best explaining the
material by the video or PowerPoint slides or reading text. The learning
content include the connection, the humor and the step of great teaching (for
the video, teacher can use their creativity to make the video teaching more
easy to understand for the students). Teacher can use many illustrations and
demonstrations just as teacher’s do in the real classroom, include whiteboard,
images from web or anything which can improve the teaching process.
24
Adopted from Han, Y. J. Successfully Flipping the ESL Classroom for LEarnenr Autonomy. NYS TESOL Journal.Vol 2(1). 2015
25
2. Share it with the students
After teacher done prepare the learning material, teacher share the
learning material which have been made to the student through online media.
Teacher can upload the learning material on a online class such as edmodo,
schoology, or others media such as Google Drive, Facebook, Whatsapp group,
Twitter. Then students can download the learning material and study at home
before class. This way give student a freedom of choosing where and when
they want to learn and it is let the student angage with the learning material in
an environment that make them comfortable. The students can study the
learning material by themselves, with friends or parents. Student can also
choose any device to read or watch the learning material from their iPhone or
their smartphone or their laptop, etc. They can pause, take some notes and
re-watch about the topic to get a more understanding.
3. Spend class time differently
The students have studied the learning material at home, class time can
be spent to apply the lesson in engaging, practical and collaborative ways. The
teacher can help the students according to their need and give an individual
explanation to students who still has a problem in understanding the learning
material while others are working in groups. So during the class time, the
students are less “sit and listen” to be more “do and learn”– and the flipped
model is making class time more enjoyable, productive and engaging for
In this research, before the class meeting, the researcher has shared a
learning video related to the topic that would be discuss in the class by online
media, those were the researcher Facebook page and WhatsApp group class. The
researcher asked the students to watch the video learning at home and understand
the video. When the students had a problem in understanding the topic, the
researcher asked the students to made notes and asked for the researcher
explanation when they were in class. During the class meeting, the students
applied what they have learned from the video that they have watched. The
researcher also made some activities which were allowed the students to get a deep
understanding about the topic. The researcher had more time to answer the
students’ question individually when they faced a problem in doing the activity.
The students also had more time to explore the topic that they learned and done
activities that the researcher has been made.
3. Reading Comprehension
a. Definition of Reading Comprehension
Reading comprehension is one of the main important elements in English
language learning for all students because it provides the basis for a substantial
amount of learning in education.26 Based on Jeremy Harmer in book entitled
‗How to Teach English’, He states that in teaching reading there are some
principles that we have to pay attention. Those are:
26
Ahmadi, M.R. The Relationship between Students’ Reading motivation and Reading
1) Reading is not a passive skill but it is an active skill. This is because, in
reading activities, students need to be more active in the process of
understanding the text. Students must understand each important part in the
text. Students should be familiar with the words, pictures, bold print or
italics words in the texts. It helps students to understand the whole purpose
of the text and get what they want.
2) Students need to be engaged with what they are reading. In this case,
students should be involved with what they read. So, they can explore
contents of text. Then the teachers demand to use an interesting strategy in
teaching reading, in order they are motivated to read and try to understand
the text.
3) Students should try to respond content of the text. It means students do not
only know the structure of the language but students should understand the
important part in every paragraph.
4) Prediction is a major factor in reading. Because, prior knowledge of
students is important to explore the contents of the text that they read.
Students will estimate the content of text with regard to relevant guidance
by paying attention to the title, subtitle and synopsis of the story. In this
case, role of teachers is to help students by providing appropriate
instructions, so they can predict content of the text easily.
5) Matching the task with suitable topic. Selection of interesting text and
in comprehending the text. The task that given to the students must be
related to the text they are reading.
Teachers exploit reading texts to the full. In each text, there is usually a
sentence that implied or unimplied, the word, an idea that in pointed out by the
author in writing. For this matter, teacher should pose an interesting activity for
students to understand the important part of the text27.
b. The Process of Reading
Reading is one of the most important skills required for academic
achievement in general and hence the ability to read in L2 is one of the main goals
of the most language courses throughout the world28. In short, reading can be
defined as process to understand the written text. During the reading process,
Hughes stated that there are 3 stages:29
1. Stage 1: Pre-reading
In this stage, students are prepared for what they going to read. Pre-reading
strategies include:
a. Activating background knowledge
b. Setting purpose for reading
c. Making predictions and previewing a book
27
Jeremy Harmer, How to Teach English. Malaysia: Addison Wesley Longman Limited. 1990, p. 70-71
28
Yousofi, N & Dovaise, M. S. The Impact of Practicing Reading Skills on L2 Reading Achievement in Pre-intermediate Learners of English as a Foreign Language. Iranian EFL Journal. Vol 10(5). 2014 29
Hughes, J.M. Teaching Language and Literacy.
d. Questioning and making predictions about a story
2. Stage 2: Reading
a. Responding and Exploring
Responding is to enable the students to encourage self-regulatory actions
that can be used to facilitate comprehension. Exploring is to allow
students to personalize learning and deepen understanding
b. Making connections
Students relate to what they read by making connections to their own
live, to other texts they have read and to the thing or event occur in the
world. They compare themselves with the characters in the text and
similar situations or experiences.
c. Predicting
Making prediction or “best guesses” about what will happen in the text is
an important literacy strategy and skill. Students’ predictions are based
on their prior knowledge and experiences about the topic, the genre and
what has happened so far in the text (using both the print text and
illustrations).
d. Synthesizing
Reader is synthesis by summarizing information into key points and
combining their ideas into main idea. Synthesizing helps students to
make generalizations, to integrate new information with prior knowledge
3. Stage 3: Post-Reading – Applying
Applying can helps the students integrate learning into their own
schemata. In this step, student can reflect on their own interpretation to
answer questions, construct a new project such as retelling the story,
writing the new ending, etc.
In this study, reading comprehension process has two activities that have
been happened during the implementation of flipped classroom, those were at
home and in class. Pre-reading and while-reading were happened when the
students were at home. By watched the video learning at home, the students were
activated their background knowledge about the topics, made some prediction
about what would they learned, which was narrative text. The while-reading
activity was also happened when the students were at home. Students were able
to explore the topic with search for another learning resource. The students were
also able to made connection between the definition and the story in the video
learning, synthesized the learning material in the video by summarizing what
they have read. Post- reading activity was occurred in the class during the class
meeting. The students were applied their background knowledge by answering
questions about narrative text that have learned at home by watching the video.
c. Measuring Reading Comprehension
According to Pearson and Sarroub, there are three important aspects in
reading comprehension assessment. Those are: a) norm-referenced, standardized,
informal classroom assessment of comprehension30. They also stated that the
purpose of norm-referenced multiple-choice tests were to see how well students
achieved compared to other students on the same measure. In short, reading
comprehension can be measure using a test. According to merriam-webster.com,
the definition of test itself is a procedure for measuring the skill, knowledge,
intelligence, capacities or aptitudes of an individual or group31. In his research,
Davis constructed tests to measure nine reading skills32:
1) Knowledge of word meaning,
2) Ability to select the appropriate meaning for a word or phrase in light of its
particular contextual setting,
3) Ability to follow the organization of a passage and to identify antecedents and
references to it,
4) Ability to select the main thought of a passage,
5) Ability to answer questions that are specifically answered in the passage,
6) Ability to answer questions that are answered in a passage but not in words in
what the question is asked,
7) Ability to draw inferences from a passage about its content,
30
Pearson, P. D & Sorroub, L. Two Steps Forward, Three Steps Back: The Stromy History of Reading Comprehension Assessment. The Clearinghouse. Vol 72(2). 1998
31
From http://www.merriam-webster.com/dictionary/test retrieved on November 16th 2016
32
8) Ability to recognize the literacy devices used in a passage and to determine its
mood and intent,
9) Ability to determine a writer’s intent or point of view, i.e. to draw inferences
about the writer.
In this research, the researcher used multiple choices test to measure the
students’ reading comprehension for pre-test and post-test. Multiple choice items
are a common way to measure student understanding. The researcher used this
form because it is easier and to be scored and to be counted, also it allows for
assessment of wide range of learning objectives and more accurate assessments.33
4. Narrative Text
According to Halliday and Hasan, text is language that is functional, means
language that is doing job in some context34. BBC also adds that a text can come
in any form and be any kind of writing. Letters, adverts, user-guides, emails,
postcards, notes and magazine articles are all different types of text. When
reading something, it helps to know what type of text it is.it also helps to know
why it has been written35. Text has several types, there are some genres texts:
Narrative text, Descriptive text, Procedure text, Report text, Recount text,
33
Kupsch, Brenda & Horn E. Writing Multiple-Choice Question. Retrieved from
http://academic.son.wisc.edu/wistrec/net/multiplechoicetext.html on January 31 2017 at 6:27 a.m. 34
Halliday, M.A.K. and Hasan, R. Language Context and Text: Aspect of Language in Social-Semoitic Prespective. London: Oxford University Press. 1985, p. 6
35
Exposition text, Hortatory Exposition text, and more36. The researcher will
discuss about narrative in this study because the researcher use narrative text for
this study.
According to Joyce and Feez, narratives are studies about person or a group
of people overcoming problems. They also explain that narratives show how
people react to experiences, explore social and cultural values and entertain the
audience. It aims to entertain, to get and retain the attention of the reader or
listener of the story37. According to Anderson & Anderson, the structure of
narrative text includes orientation, complication, evaluation, resolution and
coda38. Furthermore, narrative also has linguistic feature as listed below39:
a. Specific often individual participants with defined identities. Major participants
are human, or sometimes animal with human characteristic.
b. Mainly use action verb (material processes), that describe what happens.
c. Many narratives also use thinking verbs (mental processes) that gives us
information about what participants are thinking or feeling, such as wondered,
remembered, thought, felt, disliked.
d. Normally use past tense
36
Hammond, J. English for Social Purpose. A Handbook for Teacher of Adult Literacy. Sydney: Australian Print Group. 1992, p. 75
37
Joyce, H & Feez, S. Writing Skills: Narrative And Non-Fiction Text Types. Sydney: Phoenix Education Pty Ltd. 2000
38
Anderson, K., & Anderson M. Text Types in English 2. Malaysia: The modern art production group. 2003
39
e. Dialogue often includes and uses a number of saying verb (verbal process) such
as said, asked, and replied. The tense may change to the present or future in the
dialogues. Sometimes these saying verbs also indicate how something is said.
In this research, the researcher was used several kinds of narrative texts.
Those were fairy tale, folk tale, legend and fable. The researcher used these
several kinds of narrative text with the aimed that the students knew the kind of
narrative texts and differentiate the definition of those kinds of stories40.
5. Review of Previous Study
This part of reviews is about several previous studies conducted by other
researcher that have similar focus with this study. The first previous study from
journal research entitled “Using Flipped Classroom Approach to Explore Deep
Learning in Large Classroom” which has conducted by Brenda Danker. In this journal research, the researcher focus on how does a Flipped Classroom approach
engage the students in deep learning including looking for meaning in their
learning, interacting actively and relating new and previous knowledge despite
being in large class41.
The stories were adopted from English online resource: http://englishonline.tki.org.nz/English-Online/Teacher-needs/Reviewed-resources/Reading/Features-of-text-forms/Narrative
41
lecture in advanced reading and writing. Based on comments from participants, a
flipped classroom can contribute to personalization with video lectures, which
present to watch or re-watch lessons as needed42.
The third previous study was conducted by Marion Engin with title
“Extending the Flipped Classroom Model: Developing Second Language Writing
Skill through Student-Centered Digital Videos”. The journal research was about how the digital videos enable to develop the students’ in language and writing
skills in English. Depend on this study, in terms of developing language skills, the
activity of simplification required comprehension, paraphrasing and manipulation
of language43.
The next previous study was conducted by Helen Corke, Sally Smith and
Nick Breeze entitle “’Flipping’ Academic Reading”. The aim of the research was
to evaluate the effectiveness of ‗flipping with a particular emphasis on
encouraging wider academic reading. 44Flipping’ is an effective way to engage
students in academic reading and begin to apply their understanding in the
classroom. However, it emerged that not all students enjoy working harder in
class. Lecturers acknowledged that they needed to spend time planning pre-lecture
tasks and embracing the technology that will enable them to ‗flip’. Lecturers also
42
Ahmet. The Implementation of a Flipped Classroom in Foreign Language Teaching. Journal of Distance Education. Vol 16(4). 2015
43
Engine, M. Extending the Flipped Classroom Model: Developing Second Language Writing Skill through Student-Centered Digital Videos. Journal of the Scholarship of Teaching and Learning. 2014 44
need to embrace a facilitator role, rather than a more traditional ‗sage on the stage’
attitude. Overall the main benefits of ‗flipping’ were the ability of students to
engage in material anywhere-anytime and the increased interaction in face-to-face
sessions, which appears to have enhanced the student learning.
The fifth previous study was conducted by Yu Jung Han with title
“Successfully Flipping the ESL Classroom for Learner Autonomy”. This study has
an aim to present a theoretical model of flipped learning in second language
acquisition by exploring how the model provides platform successful language
learning. Han stated that the flipped classroom structure requires students to be
actively engaged in learning in parallel with leaner training, the development of
learner autonomy could be observed. Although there are still several major
drawbacks to be resolved, the flipped classroom model clearly demonstrates
significant potential for use in language classes.
The next previous study entitled “Millennial Students and The Flipped
Classroom” which was conducted by Cynthia R. Philips and Joseph E. Trainor45.
In this journal research, they have purpose to examine the flipped classroom
approach to teaching accounting to the millennial generation of students and to
explore accounting-students’ attitudes towards this increasingly popular
instructional approach.
45
The last previous study was conducted by Dewi Surya Agustina entitled
“The Use of Flipping Classroom for Teaching Story Telling to the Tenth Grades”46
. The aim of conducting this study is to find out effect of flipping
classroom in teaching storytelling to the tenth grade student. Depend on the
conclusion of this research study there was a different score between the
experimental group and the control group.
The study that was conducted by the researcher is different from the
previous studies above. The different is the researcher analyzed whether the
flipped classroom is effective to improve students’ reading comprehension. in this
context, the researcher measured the effectiveness using the final score between
the experimental group and control group.
46
Agustina, D. S. The Use of Flipping Classroom for Teaching Story Telling to the Tenth Graders.
CHAPTER III
RESEARCH METHODS
In this chapter, researcher explains about the methodology of the research and
data collection. The research also explain about the instrument while observing the
object.
A. Research Design
Qualitative and quantitative are the most popular approaches in research.
According to James Dean Brown and Rodgers, they stated that qualitative
research approach is typically the label for non-numerical research and
quantitative research approach is a numerical research, a data conversion is
needed for this approach. In another analysis by Grotjahn, he stated that
experimental or non-experimental is data collection method, qualitative or
quantitative is type of data the resulted, and statistical or interpretative is type of
analysis conducted on the data1. The researcher took an experimental research to
design the study which analysis about what is the effect of flipped classroom in
students’ reading comprehension in narrative text. In conducting this research,
the researcher applied an experimental research.
Experimental research is a scientific method. It is oriented to the future in
the sense that the researcher is seeking to evaluate something new2. According
1
Brown, J. D., and Rodgers, T. S. Doing Second Language Research. New York: Oxford University Press. 2003, p. 15s
2
to Donald Ary, an experimental design is the general plan for carrying out a
study with an active independent variable. The design is important because it
determines the study’s internal validity, which is the ability to reach valid
conclusions about the effect of the experimental treatment on the dependent
variable3. In this research, quasi-experimental designs were considered because
they allowed researcher to reach reasonable conclusions although not fully
control. This meant that the researcher had the limit to control the population
because of the teacher of English course suggested two classes to conduct this
research. Quasi-experimental design involved an independent variable
manipulation but the subject or the control group and the experimental group
cannot be taken randomly. The classes were chosen by the teacher of English
course, those were 9A and 9B. The control group in quasi-experimental design
does not fully control the external variables that affect the implementation of the
experiment4. In order to know whether flipped classroom is effective to teach
English especially reading comprehension in narrative text, the researcher
compared two groups, the control group and the experimental group. Those
groups were given pre-test and post-test tests for each group. The following chart
was represented the design:
3
Ary, D, Jacobs, C. L. & Sorensen, C. Introduction to Research In Education: Eight Edition. Canada: Wadsworth, Cengage Learning. 2006., p. 301
4
Table 3.1: Research Design
Group Pre-Test Treatment Post-Test
E T1 X T2
X : Teaching reading comprehension through Flipped Classroom
B. Variables of the Research
A variable in research is refers to a person, place, thing or phenomenon that
the researcher trying to measure5. There were two variables in this research.
Those were:
1. Independent variable means the variable that is stable and unaffected by the
other variables that the researcher trying to measure. The independent
variable in this study is “the implementation of Flipped Classroom” to
improve students reading comprehension to the third grade students of MTs
Unggulan Al-Jadid, Waru, Sidoarjo.
2. Dependent variable means the variable that depends on other factors that are
measured. These variables are expected to change as a result of an
experimental manipulation of the independent variable. The dependent
5
Organizing Your Social Science Research Paper: Independent Variable and Dependent Variable.
University of Southern California. Retrieved from http://libguides.usc.edu/writingguide/variables
variable of this study is “students’ reading comprehension” in narrative text
to the third grade student of MTs Unggulan Al-Jadid, Waru, Sidoarjo.
C. Setting of the Research
The setting of this study was in third grade student of MTs Unggulan
Al-Jadid, Waru, Sidoarjo. In third grade, there were 2 classes, 9A and 9B. The
amount students from both classes were 26 for 9A consisted of 10 female
students and 16 male students, and 24 for 9B consisted of 9 female students and
15 male students. The researcher chose those classes by the suggestion of English
course teacher. The researcher chose 9A to be the experimental group which was
taught using flipped classroom and 9B as the control group which was taught
using the conventional teaching strategy.
MTs Unggulan Al-Jadid, Waru, Sidoarjo is located on street Jend. S.
Parman V, Waru, Sidoarjo. In addition, the time setting consisted of time
allocation for pretest, treatment that was given to examine the treatment effect
and post-test. This study was held in four times meeting. Each meeting had 2x40
duration time. Day and time was adjusted with the schedule of English subject in
each class.
D. Subject of the Research
1. Population
The population of this study was the third grade at MTs Unggulan
Al-Jadid, Waru Sidoarjo. The third grade was consisted of 50 students (two
2. Sample
The researcher took two classes for this study. The sample of this
study was 50 students from 9A and 9B, there were 26 students for 9A and 24
students for 9B. The researcher took two classes which had an equal English
score as the sample, and then being divided into two groups (control group
and experimental group) to examine the treatment effects. A class would be an
experimental group and the other was controlled group. Researcher hoped that
the chosen sample could be representative sample for all second year students
in MTs Unggulan Al-Jadid, Waru, Sidoarjo in the use of flipped classroom to
know the effect of flipped classroom in students’ reading comprehension.
E. Research Procedure
The data was analyzed using quantitative method. Meanwhile, the
quantitative data was obtained from pre-test and post-test result of student score
in 9A and 9B, between the students who were taught using flipped classroom
strategy and the students who were taught using conventional teaching strategy.
Before conducted the research, firstly researcher made research plan.
Secondly the researcher made pre-test and post-test that were adapted students’
book and developed using Taxonomy Barret. After created pre-test and post-test,
the researcher was conducted a validity test to make sure that the tests were
meaningful, useful and proper with conclusion of the test. This was done by the
expert judgmental in reading course, Mr.Salik. Thirdly, the research asked for
research study at the school. After got the permission from the head of the
school, the researcher was discussed the purpose of the researcher research, the
research schedule, the chosen of the class which would be the sample of the
research. After got the deal with the teacher for the plan of research, researcher
was conduct three steps of the quantitative method. Those steps were:
1. Pre-test
After getting two classes, it was divided into two groups; one class as
an experimental group was taught using flipped classroom strategy in
teaching reading comprehension and one class as control group was taught
using silent reading. Then, the researcher gave pre-test to control group and
experimental group. The purpose of this test was to know students ability for
their reading comprehension in narrative text. The result of pre-test between
control group and experimental group was used to identify the students
reading comprehension before the treatment.
2. Treatment Implementation
After giving the pre-test for both control group and experimental
group, experiment implementation was held by giving treatment through
flipped classroom strategy. Flipped classroom strategy was given to A class
or experimental group and B class or the control group was taught using
silent reading. During the experiment session, the experimental group was
given video learning and PowerPoint presentation through online classroom
and the control group was taught using conventional reading. The researcher
was given three times treatments to experimental group. This action had a
purpose to get an accurate result of the flipped classroom strategy. This
research was taken a five times class meeting for both control group and
experimental group. During the treatment, the English teacher’s role was as
an observer.
a. Experimental Class
The steps of flipped classroom strategy in teaching reading
narrative text were:
Outside the classroom.
1) Researcher shared a video teaching about narrative text
explanation through the researcher Facebook page and WhatsApp
group that the researcher has been made. Students were able to
download the video through their laptop, smartphone or computer.
2) Students watched the video at home or wherever place that the
students comfort to study in. They can also study individually or
peers.
3) During watching the video, students took some notes from the
video and wrote a problem that they faced when they learn from
the video
Note: to make sure that the students watched the video by
themselves, teacher gave the students task that could be fulfilled
by watching the video that have been shared. When in the class,
teacher asked the students with some questions about the video
that have been shared.
Inside the classroom
1) Teacher asked what they had learned from the video and corrected
the answer that the student had to answer in the video with the
class.
2) Teacher asked them whether there was something that they did not
understand by the video.
3) Teacher gave students a narrative text
4) Teacher divided the students into 4 groups contain of 5 students.
5) In group, students identified and explored the narrative text of the
paragraph to get the main idea from the first paragraph.
6) Using their own words, students wrote important information from
the text
7) This activity continued till the end of paragraph
8) Teacher and students discussed the content of the text. Teacher
can point one of the groups to share their notes about the text.
Teacher controlled and provided the right answer while checking
9) Teacher evaluated the learning process
b. Control Class
This control class did not receive any treatment and the learning
process was done using a conventional learning style. The learning
plans for control group were:
1) Teacher explained the lesson in front the class in form of
conventional learning style
2) Teacher gave a narrative text to students
3) Teacher asked the students to read the learning material using
silent reading and pointed some important information from the
text
4) Students collected the work
3. Post-test
After the treatment process, researcher continued to deliver a post-test
that would be given to the controlled group and the experimental group. The
purpose of this test was to know the achievement of both groups after getting
the treatment.
After the researcher got the pre-test and post-test from both
experimental and controlled class, the researcher did the data analysis to
found out whether there was an improvement in students’ reading
F. Data Collection Technique
The technique of collecting the data was by conducting the test before
(pre-test) and after (post-(pre-test) the treatment. The test was given before and after the
treatment to measure the effectiveness of flipped classroom to improve students’
reading comprehension. During the treatment, the researcher was done a class
observation of experimental class. The aim of this observation was to observe the
implementation of flipped classroom.
G. Instrument of the Research
Instrument is a tool which change a physical variable of measurement to a
form of recording that is suitable. In order to measure the data, to have consistent
meaning, it is general to employ a standard system of units by which
measurement to be compared6. According to Ibnu Hadjar, instrument is measurer
to get quantitative information about variant of variable characteristic
objectively7. In this research, the researcher used pre-test and post-test as the
instruments prepared to get the data.
This study, researcher used two types of test, those were pre-test and
post-test. The pre-test was given before the treatment and the post-test was given after
the treatment. Pre-test was given to measure students’ understanding about
narrative text and past tense. Additionally, the post-test was given to measure
6
Hasman, R. J. Characteristic of Instrument. Massachusets Institute of Technology: CRC Press. 2000, p.1
7
students understanding about narrative text and the use of past tense. In case, the
researcher held the post-test to find out the validity and reliability. Both were
discussed below:
1. The validity of test
According to Gronlund, cited by Brown, validity is a goal of
assessment which is meaningful, useful and proper with the conclusion of
the test. In this part, the researcher was use two validity; those were: a)
content validity is a test where the test-taker perform the behavior which is
measured by using the samples as a subject in inferences, b) construct
validity is a large scale in validating standardized test of proficiency8. In
this research, validity test was done by the expert judgmental in reading
comprehension course, Dr. Salik, M.Ag.
2. The reliability of test
The reliability of the test is a test which is dependable and
consistent in fluctuation in scoring, in the students, in the test itself and test
administration9.
In the use of pre-test and post-test was multiple choices which were
arranged based on Barret Taxonomy. There are five steps in Barret
Taxonomy, those are:
8
Brown, H. D. Language Assessment; Principles and Classroom. California: Longman. 2003, p.22 9
1. Literal comprehension; a recall skill about written fact pieces in the
text
2. Reorganization; a skill in analyzing, synthesizing, get and arrange the
ideas which explored explicitly in the text
3. Inferential Comprehension; a skill to share ideas in intuition and
personal experiences for the basic solve the problems
4. Evaluation; a skill to ensure and evaluate the equality, carefulness or
below shows the development of Barret reading taxonomy.
Table 3.2 Reading Skill Test Rubrics10
Students can conclude contain
of paragraph
Students find contain of
paragraph
3. Inferential
Students can understand
implicit meaning in the text
Student can understand the
glossaries in the text
4. Evaluation
Students can determine a view
appropriate with the text
5. Appreciation Sharing ideas
H. Data and Source of Data
The data of this study was the students’ the pre-test and post-test score
from both group experimental group and control group. The source of data for
this study was taken from the third grade students of MTs Al-Jadid Unggulan
Waru Sidoarjo. There were two types of data that had been used to answer the
research question of this study. Those were primary and secondary data.
1. Primary data
The primary data of this study was taken from the score of both
