Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.008
Desy Wulandari, F. Munifatullah, Hery Yufrizal
Understanding texts means engaging the learners carefully into the text in such a way that they are filtering the information before consuming and discerning it as their understanding. This study aims to examine some different effects of two non-traditional approaches when they are applied in learning reading. Flipped classroom model may provide a wider and more flexible opportunity to students to take stance towards the text. The study inserts the elements of critical thinking standards in learning process of flipped classroom to bring students into a higher level of comprehension. True experimental design is developed. The samples are 65 EFL students on second grades of a senior high school in Pesawaran. The flipped classroom model utilizes the five reading aspects for evaluating the achievement on experimental group and control group. The result reveals that the alternative hypothesis is accepted. There is significant difference of using flipped classroom model integrated with jigsaw IV and original flipped classroom model for students’ reading comprehension achievement.
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