THE EFFECTIVENESS OF FLIPPED CLASSROOM ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE (FULL-DAY CLASS) STUDENTS OF MTs AL-HUDA BANDUNG IN ACADEMIC YEAR 2018/2019

LINTANG GABRINA, 1723143101 (2019) THE EFFECTIVENESS OF FLIPPED CLASSROOM ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE (FULL-DAY CLASS) STUDENTS OF MTs AL-HUDA BANDUNG IN ACADEMIC YEAR 2018/2019. [ Skripsi ]

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Abstract

ABSTRACT Gabrina, Lintang. Student Registered Number. 1723143101. 2018. The Effectiveness of Flipped Classroom on Students’ Reading Comprehension Achievement of The Eighth Grade (Full-Day Class) Students of MTs Al-Huda Bandung in Academic Year 2018/2019”. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Nanik Sri Rahayu, M.Pd. Keywords: Effectiveness, Flipped Classroom, Reading Comprehension Achievement Nowadays, many school are suggested to follow full-day program in which the class start from 7 A.M up until 4 P.M. For junior high school, sometimes full-day felt difficult for the students especially in reading class of full-day class get difficulty to give meaning the text, that cause of their tiredness. It happens because many teacher used the same method for teaching different text. It makes the students unmotivated in the teaching meaning process. Therefor the teacher should be able to used appropriate teaching method to make the students interest and happy in reading class. Flipped classroom can be used as teaching strategy to help teacher in teaching text, especially in teaching reading recount text. Flipped classroom is an innovative teaching strategy that reverses traditional teaching rather than lecturing, teachers assign video as homework to introduce the topic. In flipped classroom, the material given first through the learning video to watch at home. Student watched the video instruction as many they wanted to understand the topic and complete the task in class where the teacher is available to assist with question to check the students’ comprehension. The formulation of research problem was :’ Is there any significant difference on the students reading recount text achievement before and after being taught by flipped classroom ?’. Based on the formulation of research problem, the purpose of this research was to find out whether the flipped classroom strategy id effective in teaching reading comprehension in the junior high school level or not. In this research, the researcher focused on the effectiveness of flipped classroom to develop students’ reading comprehension. The researcher conducted the research to the eighth grade in the MTs- Al-Huda Bandung. The research used pre-experimental design with quantitative approach . Population research was eighth grade of MTs Al-Huda Bandung. The sample was students’ eighth grade on full-day class of MTs Al-Huda Bandung. The researcher used video learning as an instrument . The researcher took one class as the sample; 8A consist of 18 students. Based on the result analysis, the students’ mean score before being taught by using flipped classroom was 59.44 and the students’ mean score after being taught using flipped classroom was 72.78. In addition, the result of statistical computation used T-test with SPSS 16.0. Showed that the significant value is 0.000. it means that result of significant value indicate that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It means that there is significant difference score in reading comprehension before and after taught using flipped classroom at MTs Al-Huda Bandung. From the result above, it can be concluded that teaching reading comprehension using flipped classroom strategy is effective to improve students’ reading comprehension to the eighth grade (full-day class) students of MTs Al-Huda Bandung.

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