The Implementation of Flipped Classroom to Develop Students' Reading Skill
DOI:
https://doi.org/10.30650/ajte.v5i1.3509Keywords:
Classroom Action Research; Flipped Classroom; Reading SkillsAbstract
The objective of this study was to investigate how the implementation of the flipped classroom in improving students' reading skills. This research was conducted using the Classroom Action Research (CAR) method that uses four phases according to the Kemmis and McTaggart model which includes planning, action, observation, and reflection. The subjects of this study were 18 students of class 10 science 1 SMAN 19 Kabupaten Tangerang. The data gathered in this study through observation sheet, interviews, and tests. The findings of the study found that the implementation of the flipped classroom succeeded in improving students' reading skills in which the average score of students who reached the minimum completeness criteria that students obtained an average score of 77.33 in the post-test cycle 2 compared to the pre-test score in which most of the students did not meet the minimum completeness criteria. This study also found that the implementation of the flipped classroom had a positive impact on student learning participation.
Keywords: Classroom Action Research; Flipped Classroom; Reading Skills
Downloads
References
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. English Language Teaching, 9(10), 60-80.
ALRowais, A. S. (2014). The impact of flipped learning on achievement and attitudes in higher education. International Journal for Cross-Disciplinary Subjects in Education, 4(1), 1914-1921.
Alderson, M., & Anderson, K. (2003). Text types in English 3. South Yarra Macmillan Education Australia.
Atmanegara, Y., & Dianti, R. (2020). The Implication of Flipped Learning Model in Tertiary Critical Reading Class. ENGLISH FRANCA: Academic Journal of English Language and Education, 4(2), 161-180.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Bergmann, J., & Waddell, D. (2012). Point/counterpoint-to flip or not to flip?. Learning and leading with technology, 39(8), 6.
Biancarosa, G., & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The future of children, 139-160.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Cahyono, B. Y. (2011). Teaching English by Using Various Text Types. Malang: State University of.
Goodwin, B., & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational leadership, 70(6), 78-80.
Gross, A. (2014). The flipped classroom: Shakespeare in the English classroom. Unpublished Doctoral Dissertation. North Dakota State University: Fargo
Hayuningtyas, E. (2013). The implementation of STAD technique in teaching reading. Unila Journal of English teaching, 2(9), 1-13.
Hermida, D. (2009). The importance of teaching academic reading skills in first-year university courses. Available at SSRN 1419247.
Johnson, L., & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. Unpublished doctoral dissertation). University of Louisville, Louisville, Kentucky.
Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103.
Kemmis & Mc Taggart, R. (1988). The Action Research Planner.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. unsw Press.
Kymes, A. (2005). Teaching online comprehension strategies using think‐alouds. Journal of Adolescent & Adult Literacy, 48(6), 492-500.
Lu, S. (2016, July). A tentative research on the college English reading teaching mode based on the theory of the flipped classroom. In 2016 5th International Conference on Social Science, Education and Humanities Research (SSEHR 2016) (pp. 1659-1662). Atlantis Press.
McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146.
Mehring, J. G. (2015). An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom (Doctoral dissertation, Pepperdine University).
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1-10.
Mercer, C. D., & Mercer, A. R. (1997). Students with learning disabilities. Prentice Hall.
Motteram, G. (2013). Innovations in learning technologies for English language teaching. British Council.
Nakamoto, S. (2005). Motivating students in EFL classes with synchronous chat. Language and Learning Technology, 1(6).
Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International review of economics education, 17, 74-84.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
Taki, S., & Ramazani, Z. (2011). Improving reading skills through e-mail: The case of Iranian EFL students. International Journal of Instructional Technology & Distance Learning, 8(4), 15-25.
Wallace, M. J. (1998). Action research for language teachers. Cambridge University Press.
Yunus, M. M., Salehi, H., & Chenzi, C. (2012). Integrating social networking tools into ESL writing classroom: Strengths and weaknesses. English language teaching, 5(8), 42-48.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution 4.0 International (CC BY 4.0) that allows others to share — copy and redistribute the material in any medium or format and adapt — remix, transform, and build upon the material for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in this journal.
