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There were also some problems happened in the implementation of flipped classroom.
a. Factor from the students Some of the students have their own internet connection at
home but some of them are. So some of them did not download and did not watch the video that the researcher has been uploaded. The
solution for these students was the researcher asked the students who did not watch the video to go to the back of the class, and they
watched the video, make notes and fulfill their task that the researcher has been given in the day before while others is on class activity.
When they have done watch the video, make some notes and fulfill the task, they can join with others to do the class activity.
b. Limited time This learning strategy was new for the students and flipped
classroom includes to behaviorism strategy. So the students need to adapted with this new strategy and change their old behavior,
conventional teaching strategy where they are sit in their chair and watch the teacher explain the today’s topic, to self-learning strategy
where they are should read and understand the material by themselves at home. In fact, the implementation of flipped classroom need more
time because they were still many students who did not common using group class and did not connect include to the group class.
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c. Environment Factor and Unfavorable Situation In add
ition the factors from students’ problem that disrupt the learning process were a class situation and weather. Because of the
learning process was done during the midday, students felt dazzled and tired after the morning activity. So they were less interest and less
spirit in doing the class activity.
E. Discussion
This research study was conducted the research study in MTs Unggulan Al-Jadid Waru Sidoarjo, then, the researcher analyzed the data by
using SPSS 16.0 to test the difference between the experimental class which was taught using flipped classroom strategy and the control class which was
taught using conventional teaching strategy. After conducting the research, the researcher found that there were several evidences which proved theories that
support the hypothesis that the researcher has formulated. The evidences were in the form of numerical data based on the analyzing process. The data were
collected before pre-test and after post-test conducting the experiment in MTs Unggulan Al-Jadid Waru Sidoarjo.
Before the further analysis about the effectiveness of flipped classroom to teach reading comprehension, firstly, the researcher conducted several test,
those were validity test and reliability test. Validity test was used to test whether the instrument was appropriate to measure the students reading
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comprehension or not. Reliability test was used to test the instrument reliability.
After getting the students’ pre-test and post-test score, the researcher found out the mean from the score of both classes. The mean from
the data was use to found out the average score from each classes. The next test to calculating the pre-test and post-test was normality test and
homogeneity test. The normality test was used to test whether the distribution of the research data consistent with the normal distribution. The homogeneity
test was used to test whether the variance of the data were homogeneous or not.
The mean scores of the students who have been taught using flipped classroom strategy experimental class was lower than the students who have
been taught using conventional strategy control class. It can be seen from the mean result from both classes see table 4.1.1 and table 4.2.1 above. Before
getting the treatment, pre-test mean score for experimental class was 61.7 and pre-test mean score for control class was 65.2.
After getting different treatment both classes got different progress. It can be seen from the mean score from both classes. The post-test mean score
for experimental class was 84.2 and the post-test mean score for control class is 77.5. There was an improvement from both classes. But the experimental
class score which taught using flipped classroom strategy was higher than the control class score which was taught using conventional strategy.
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Related to this, students learn the material in their own comfort and they are able to watch the video instruction as many as they wanted to
understand the topic before coming to the class and complete the assignment in class where is the teacher is available to assist with questions to check the
students’ comprehension
1
. The students has much time to understand the material and looking for another resources which is related to the topic at
home. They can do it individually or with friends to share their idea and understanding about the topic in the video. And then, the class time is used to
do the harder work of assimilating the knowledge through strategies such as problem-solving, discussion or debates
2
. Based on the research findings, the result of this study shows that there
is a significant difference in the reading comprehension skill between the third students of junior high school who were taught by using flipped classroom
and those who were not. It can be seen by the post-test score result, based on Mann Whitney U test, researcher found that the result of significance value
Sig. is 0.000. It is smaller than the significance limit Sig. α = 0.05 0.000
0.05. This fact simply rejected the null hypothesis H which said “Teaching
reading comprehension using flipped classroom strategy is not effective to improve students’ reading comprehension to the third grade students of junior
high school” and accepted the alternative hypothesis H
a
which said
1
From http:www.educause.eduannual-conference20122012flipping-classroom
retrieved on October 21th 2016 12:50 p.m.
2
Bretzmann, Flipping 2.0: Practical Strategies for Flipping Your Class, 2013, p. 10
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“Teaching reading comprehension using flipped classroom strategy is effective to improve students’ reading comprehension to the third grade
studen ts”.
English in Indonesia is a foreign language. Related to this, students need more time this understand the material and more to practice to get a deep
understanding. From the evidences above, this finding was consistent with Brenda’s statements that flipped classroom strategy increased the interaction
between the teacher and the student and between the student and another student. Interactive learning strategies in the classroom have to be planned out
and revised accordingly as the dynamics is different from class to class, so as to develop higher-order thinking skills and, ultimately, for students to become
life-long learners
3
. Dr. Ahmet also stated that the flipped classroom strategy promoted individualized-learning for students as some of the students used the
opportunity to replay and pause the online lecture to absorb it better. Students could do this at their own paces. However, students will need to take the
initiative and take responsibility for their own learning
4
. By using flipped classroom strategy, students spend more class time to focus on higher thinking
levels such as applying, analyzing and evaluating learning objectives of
3
Danker, Brenda. Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. The IAFOR Journal of Education. Vol 31. 2015.
4
Ahmet. The Implementation of a Flipped Classroom in Foreign Language Teaching. Journal of Distance Education. Vol 164. 2015
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Bloom’s Taxonomy what they have learned from the video that they have watched at home.
