Exploring EFL Secondary Students In A Flipped Classroom In Reading Learning

Main Article Content

Sri Mulyani
Fauzi Miftakh
Muhammad Reza Pahlevi

Abstract

Pentingnya pembelajaran membaca dalam pembelajaran dan pengajaran Bahasa asing khususnya Bahasa Inggris telah menjadi fokus yang telah menghasilkan berbagai pandangan mengenai pengajaran membaca dan model pembelajaran tergantung pada perspektif dan konteks pembelajaran Bahasa. Penelitian ini berfokus pada persepsi siswa mengenai kelas terbalik dalam pembelajaran membaca dalam Bahasa Inggris. Penelitian ini dilakukan dengan menggunakan studi kasus kualitatif. Partisipan dari penelitian ini yaitu empat siswa sekolah menengah pertama di Karawang. Data yang dihasilkan berasal dari observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa (1) Dengan menggunakan kelas terbalik siswa merasa lebih paham materi reading. (2) Penggunaan kelas terbalik dalam pembelajaran membaca membuat siswa lebih aktif.

Downloads

Download data is not yet available.

Article Details

How to Cite
Mulyani, S. ., Miftakh, F. ., & Pahlevi, M. R. . (2022). Exploring EFL Secondary Students In A Flipped Classroom In Reading Learning. Jurnal Pendidikan Tambusai, 6(2), 11538–11544. https://doi.org/10.31004/jptam.v6i2.4277
Section
Articles of Research

References

Ansori, M., & Nafi’, N. N. (2018). English Teachers’ Perceived Benefits and Challenges of Flipped Classroom Implementation. JEELS (Journal of English Education and Linguistics Studies), 5(2), 211–228. https://doi.org/10.30762/jeels.v5i2.820

Azhar, L. G., (2013), Students’ Engagement in English Learning, [Undergraduate degree thesis, Universitas Pendidikan Indonesia].

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.

Eliata, N. M. A., & Miftakh, F. (2021). Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension. Journal of Languages and Language Teaching, 9(4), 411-421.

Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5 (1); 1-2

Fahmi, R., Friatin, L. Y., & Irianti, L. (2020). The Use of Flipped Classroom Model in Reading Comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(1), 77-94.

Harmer, J. (2001). The practice of English Language Teaching. Cambrigh, UK. Longman

Lin, C. C., Lin, V., Liu, G. Z., Kou, X., Kulikova, A., & Lin, W. (2019). Mobile-assisted reading development: a review from the Activity Theory perspective. Computer Assisted Language Learning, 33(8), 833–864. https://doi.org/10.1080/09588221.2019.1594919

Lotfi Sin, S., & Siahpoosh, H. (2020). Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners. Arabic Language, Literature & Culture, 5(2), 14. https://doi.org/10.11648/j.allc.20200502.12

Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-Based Learning and the Flipped Classroom Model. PRIMUS, 25(8), 745–762. https://doi.org/10.1080/10511970.2015.1046005

Lu, S., Yang, S., & Yue, N. (2019). The Application of Cooperative Learning in English Reading Teaching in Junior School. In 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019) (pp. 246-249). Atlantis Press.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook.

Mehring, J. (2018). The flipped classroom method. In Innovations in Flipping the Language Classroom (pp. 423–430). Springer Nature Singapore Pte Ltd. https://doi.org/10.1145/2983468.2983524

Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17.

Nurjanah, R. L. (2018). The analysis on students’ difficulties in doing reading comprehension final test. Metathesis: Journal of English Language, Literature, and Teaching, 2(2), 253-264.

Oktiyani, R., Indrasari, N., & Isnaini, R. (2021). Flipped Classroom in Efl Reading Class (An Experimental Study). English Education: Jurnal Tadris Bahasa Inggris, 14(1), 14-29.

Putri, E. A., Danugiri, D., & Miftakh, F. (2021). Pre-service Teachers' Perceptions on the Use of Mobile Applications for language Learning. Edumaspul: Jurnal Pendidikan, 5(2), 719-727.

Rachmawati, B., Miftakh, F., & Fitriyana, W. (2021). Pre-Service Teachers’readiness on The Use of Mobile-Assisted Language Learning During Online Classes. Journal of English Language and Education, 6(2), 138-148.

Ramadhanty, S., & Puspitaloka, N. (2020). EFL Students’ Experiences in a Flipped Reading Comprehension Classroom. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 381-388.

Su, C., & Chen, C. (2018). Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling. 14(6), 2453–2466.

Thoha, W. I. (2020). Students’ Perceptions on How Teacher Implement Clustering Method in Teaching Vocabulary.

Utari, M. (2017). An Error Analysis on the Use of Preposition in Narrative Composition Made by the Eleventh Grade Students of SMAN 1 Babat Toman Muba [Doctoral dissertation, UIN Raden Fatah Palembang]

Yanto, E. S., Triyani, G., & Pravitasari, H. (2020). Engaging students in a flipped classroom instruction: Junior high school grammar program. Research and Innovation in Language Learning, 3(2), 123-143.

Yu, B. B. (2019). EFL Students’ Perceptions of the Flipped English Language Classroom: A Case Study. International Journal of Learning, 5(2), 159-163.