THE EFFECTIVENESS OF THE FLIPPED CLASSROOM APPROACH USING AN AI-ENHANCED STUDENT HANDBOOK WITH INTEGRATED EXPLANATORY VIDEOS IN TEACHING READING COMPREHENSION AT SMPN 1 SUMBERGEMPOL TULUNGAGUNG

DERGA SURYA DINATA, 126203211018 (2025) THE EFFECTIVENESS OF THE FLIPPED CLASSROOM APPROACH USING AN AI-ENHANCED STUDENT HANDBOOK WITH INTEGRATED EXPLANATORY VIDEOS IN TEACHING READING COMPREHENSION AT SMPN 1 SUMBERGEMPOL TULUNGAGUNG. [ Skripsi ]

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Abstract

Reading comprehension is a critical skill in Indonesia's education system and serves as a foundation for academic success across subjects. However, many students struggle to comprehend English texts, and conventional teaching methods have often failed to address this issue effectively. To respond to this challenge, the researcher explored the use of the Flipped Classroom model supported by AI-enhanced tools and explanatory videos as an alternative approach in teaching reading comprehension. This study aimed to determine the effectiveness of the Flipped Classroom model using an AI-enhanced student handbook with integrated explanatory videos. The research question was formulated as follows: “Is there any significant difference in reading comprehension of the students at SMPN 1 Sumbergempol Tulungagung taught using the Flipped Classroom approach with an AI-enhanced student handbook featuring integrated explanatory videos and without a Flipped Classroom?”. In this study, the researcher employed a quantitative method with a quasi-experimental design. The population consisted of the students at SMPN 1 Sumbergempol. The sample, selected using purposive sampling, involved two groups: the experimental group (VII-G), which received instruction using the AI-enhanced flipped classroom approach, and the control group (VII-K), which was taught using traditional methods. The instrument of this study is a reading comprehension test, consisting of 25 multiple-choice questions and 5 essay questions. Data were collected through post-tests and analyzed using SPSS 27, specifically an independent sample t-test, to compare the reading comprehension scores. The data analysis revealed that the experimental group had a mean pre-test score of 67.55 and a post-test score of 75.58, indicating significant progress. In contrast, the control group showed a smaller improvement, with a mean pre-test score of 64.12 and a post-test score of 68.12. The results of the independent sample t-test at the 0.05 significance level showed a p-value of 0.014, confirming that the difference in post-test scores between the two groups was statistically significant. This finding led to the rejection of the null hypothesis and the acceptance of the alternative hypothesis, which suggested that the Flipped Classroom model had a positive impact on students' reading comprehension. Therefore, integrating AI tools and explanatory videos in a flipped learning setting offers a promising and effective approach in teaching students’ reading comprehension, particularly in junior high school contexts.

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