THE EFFECT OF FLIPPED CLASSROOM MODEL ON STUDENTS’ READING COMPREHENSION IN EIGHTH GRADE OF SMPN 1 TAROKAN

Rochma, Anis Fatur (2025) THE EFFECT OF FLIPPED CLASSROOM MODEL ON STUDENTS’ READING COMPREHENSION IN EIGHTH GRADE OF SMPN 1 TAROKAN. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This research aims to determine whether the use of the flipped classroom model can improve students' reading comprehension. This research is motivated by the fact that many junior high school students still have difficulty understanding reading materials. Students' poor reading comprehension are often caused by teacher-centered learning, lack of student involvement, and limited access to learning materials outside the classroom. Therefore, this study aims to find out whether the student-centered and technology-based flipped classroom model can be a solution to improve students' reading comprehension. The flipped classroom model is recognized as an effective learning strategy in supporting reading comprehension. In this model, students are given learning materials such as videos or texts to study before entering the classroom, so that class time can be used for discussion, practice, and clarification. This approach encourages students to be more active and independent in the learning process and allows teachers to provide more intensive guidance. This study used a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The subjects of the study were eighth-grade students at SMPN 1 Tarokan, with class 8D as the experimental class and class 8F as the control class, each consisting of 32 students. The instruments used were pretests and post-tests to measure students' reading abilities. The data were analyzed using the Mann-Whitney U test because the data were not normally distributed. The results showed that there was a significant difference between the posttest scores of the experimental class and the control class. The average post-test score of the experimental class was higher than that of the control class. Based on the Mann-Whitney U test results, a significance value of 0.000 (p < 0.05) was obtained, indicating that the flipped classroom model had a significant effect on students' reading skills. The conclusion of this study is that the flipped classroom model is an effective strategy for improving the reading comprehension of junior high school students. It is recommended that English teachers consider using this model to increase student engagement and learning effectiveness. Further studies are expected to develop the application of this model to other language skills or at different levels of education

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