Alhamdulillah, all praise be to Allah, the only power, the Lodr of the universe, master of the day of judgment, the Almighty God, for all blessings and mercies, so that the researcher wrote this dissertation entitled 'The Effect of the Flipped Classroom Model ' could complete In improving the English performance of EFL students. The Effect of Flipped Classroom Model on Improving EFL Students' English Performance (A Quasi-Experimental Study of SMPN 14 Bengkulu).
INTRODUCTION INTRODUCTION
- Background of the Study
- Identification of Reseach Problems
- Limitations Of Problem
- Research Objective of the study
- Significance of the Study
- Definitions of the Key Terms 1. Flipped Classroom
Implementation of learning in the classroom is one of the main tasks of the teacher. Students only listen to the material provided by the teacher during the learning process, so as to make students passive in their learning activities.
LITERATURE REVIEW
EFL Students’ Achievement
- Definition Achievement
- Aspects of English Achivement
- The factors Influence Students’ English Achievement
It is usually summarized or measured by different types of assessments, results and outcomes that are designed by the teacher. academic performance is measurable and its academic performance is located below the lower line of the average of low scores, and the result of high score is that the student's academic performance is below the average value of the class line. Each of the above emotional factors plays a role in influencing academic success.
Flipped Classroom
- The concept of Flipped Classroom
- Advantages and Disadvantages of Flipped Classroom
- Implementation of Flipped Classroom
- Types of Flipped Classroom
- Techniques Flipped Classroom
- Flipped Classroom on EFL Context in Indonesia The flipped classroom model refers to a form of
In the flipped classroom, teachers prepare videos about the topics they teach in the flipped classroom approach. In the flipped classroom, teachers prepare videos about the topics they teach in the flipped classroom.
Conventional Learning Method
- Reading
- Writing
From the above definition, it is clear that a recount text is a paragraph that is used to tell a past event and past activity to entertain the reader. It can be said that there are many events that can happen in a recount text, the events can start in the first paragraph, so it does not always start in the second paragraph. In other words, it can be said that redirection is the closure of events, redirection is optional, some texts may not include this if it is usually in the last paragraph.
Reading text retelling always involves some difficulties that lead to the process of retelling the story that takes place in the past, such as the camping adventure, going on a picnic, etc. Text retelling skills is the ability to understand a text that retells events or experiences. in the past.
Previous Study
The result of this study showed a statistically significant effect of the Flipped Classroom Model on students' writing skills. Secondly, research by (Nouri, 2016) – The flipped classroom: for active, effective and more learning – especially for low-performing students. The aim of the research was to find; was to investigate how students experience flipped classroom education in a university research methods course.
Third, a research (Saglam & Arslan, 2018) entitled ―The Effect of Flipped Classroom Model on Academic Achievement and Attitude of College Students. The result of this study showed that there was a significant difference in students' writing ability after the implementation of the flipped classroom model.
Research Hyphothesis
Conceptual Framework
RESEARCH METHOD RESEARCH METHOD
Research Design
The way to find out is by comparing the ability of students' English performance results between groups and experimenting with the control group. The researcher uses Pretest Posttest Nonequivalent Control Group Design, which is a design given a pretest before treatment, as well as a posttest before exposed to treatment in each group. O1: Pre-test of experimental class O2 : Post-test of experimental class O3: Pre-test of control class O4: Post-test of control class X : Treatment.
Time and Place of The Research
A population is the entire subject of study, defined as all members of any well-defined class of people, events, or entities (Arikunto, 2011). Each class has thirty-one students. The researcher chose this school because of the problems the school is facing according to the title the researcher has adopted. A sample is a subset of the target population and a selection of individuals representing the entire population that the researcher intends to study to make generalizations about the target population (Creswell, 2012).
Furthermore, (Fraenkel & Wallen, 2012) added that the smallest group of the population is called the sample or the group on which information is obtained in the research study. This purposive sampling technique was used based on the assumption that the two sample groups had the same average ability. The researcher takes samples at SMPN 14 Bengkulu City.
Research Variabel
Technique of Collecting Data
- Reading Test
After the treatment to the experimental class, the researcher gives post-test to both experimental class and control class. The purpose of administering the post-test was to measure the students' ability to develop their English performance after receiving the treatment. By analyzing the student's post-test scores, the researcher was able to measure the significant difference in students' performance.
The pre-test is used to determine students' abilities before using treatment and the post-test is used to determine the effectiveness of Flipped Classroom models is the experimental class. The pre- and post-test administered by the researcher were the same, but the numbers of the test were arranged.
Research Procedure
- Pre-test
- Treatment a. Writing test
The researcher gave this topic because the researcher believed that it was easy for them to read a Retell text. After the pre-test, the researcher gives the treatments for three meetings to do the control and experimental class. In this group, the researcher conducted the research in VIII.1 grades using Flipped classroom model.
In the control class, the researcher explains and gives examples of the topic, followed by discussion. In the fifth retreatment in the experimental class, students . they were asked to create 5 discussion groups.
The technique of Data Analysis
- Try-out test
- Hypothesis Test
- HypothesisTesting
Using the student score from the tryout, the researcher conducted item analysis and analysis to find out the validity and reliability of the test. When choosing the instrument, the validity, reliability and difficulty of the test were taken into account as follows. To test the reliability of the instrument, the analysis was performed using SPSS version 25.
In this study, the researcher used statistical calculations using SPSS (Statistical Program for Social Science) for homogeneity of the test. In this chapter, the researcher presents the result and discussion, including the description of the data, data analysis, the result of normality and homogeneity testing, hypothesis testing and discussion.
Result
- The Description Pre-Test and Post-Test
- The Normality Test
- The Homogenity Test
- Paired Sample T-Test in Experiment Class The following table shows the results of
- Paired Sample T-Test in Control Class The following table shows the results of
- Hypothesis Test
In the experimental class, the results of students' English achievement scores increased on the post-test and were higher than the pre-test. The output table for the Shapiro Wilk normality test in the "Test of Normality". Control Class Pre-Test Normality Test Results The output table for the Shapiro Wilk normality test in the "Test of Normality".
Based on the output table "Test of Homogeneity of Variances" above, it is known that the significance value (Sig.) of the Learning Outcomes variable among the students of the experimental class and the control class is 0.477. The following is an independent t-test result comparing the mean score of the students in the control group and the experimental group.
Discussion
Based on the above explanation, it can be concluded that the reason for the reversed model has a significant impact on the students' achievement in learning English in the experimental group. Meanwhile, the students in the control group were taught using the conventional learning method that teachers usually use. Therefore, the percentage of students' learning motivation in the control group is lower than in the experimental group.
In the control class, the results of the students' performance scores on the post-test increased and were higher than the pre-test. The flipped classroom model revealed the differences in students' English performance in control and experimental classes.
Conclussion
Meanwhile, students who learned in the classroom using the flipped model had an average pre-test score of 69.29 and an average post-test score of 77.35. It can be concluded that if the average score obtained in the experimental group is higher than the average score obtained in the control group. The results show that the post-test of the experimental group is better in improving students' English achievement than the post-test of the control group.
Based on the above explanation, it can be concluded that the flipped model significantly affects the students' English achievement in the experimental classroom because the delivery of the material is in the form of videos for the learning materials that require the students to study it independently first in home. Second, the flipped classroom model managed to help students explore their learning capacity through a stronger understanding of the concepts according to the material in the lesson plans during treatment.
Suggestion
If there is material that is still not understood, students can ask the teacher or their friends. Moreover, students become more active when the teacher conducts group conversations in class and on WhatsApp.
Tujuan Pembelajaran
Materi Pembelajaran Teks kontektual sederhana berupa
Metode Pembelajaran
Guru menjelaskan pengertian dan rumus simple past tense untuk kalimat verba dan simple past tense dengan “to be”. Guru mengajak siswa membuat percakapan berpasangan yang mengandung simple present tense.
Guru meminta siswa membuat cerita dalam bentuk teks recount dan menuliskan struktur umum dalam kelompok dengan menggunakan catatan tempel pada selembar kertas (kelompok terdiri dari empat siswa).
Guru meminta siswa yang tidak membawa kamus bahasa Inggris untuk menghafal 5 kata kerja 1 dan 2 dan membacakannya di depan kelas. Guru memeriksa makna dan struktur umum teks recount bersama-sama dengan siswa dengan mengajukan beberapa pertanyaan.
Guru meminta siswa menjawab berbagai pertanyaan yang tertulis di papan tulis bersama kelompoknya pada lembaran kertas dengan menggunakan catatan tempel. Setelah siswa menyelesaikan tugasnya, guru meminta perwakilan kelompok untuk mengambil nomor urut penyajian yang telah diacak.
- Bahan Ajar
- Penilaian Proses dan Hasil Pembelajaran 1. Teknik Penilaian
- TujuanPembelajaran
- MateriPembelajaran
- Metode Pembelajaran: Cloze Procedure
- Langkah-Langkah Kegiatan
- Kegiatan inti
Guru membagikan lembar kerja perlakuan I berupa teks Cloze Procedure kepada setiap siswa dalam bentuk teks bacaan menceritakan kembali. Guru meminta siswa membaca teks prosedur Cloze dalam hati dan mengisi kata-kata pada tempat yang tersedia.
Guru membagikan LKS Perlakuan III berupa teks Cloze Procedure kepada setiap siswa dalam bentuk teks bacaan reteltel.
Guru membagikan lembar kerja perlakuan IV berupa teks Cloze Procedure kepada setiap siswa dalam bentuk membaca teks recount. Guru meminta siswa membaca teks Prosedur Cloze dalam hati dan mengisi kata pada tempat yang tersedia.
Bahan Belajar
Penilaian Proses dan Hasil Pembelajaran 4. Teknik Penilaian
