THE EFFECTIVENESS OF FLIPPED CLASSROOM METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION SKILLS OF HORTATORY EXPOSITION TEXT IN VOCATIONAL HIGH SCHOOL (An Experimental Research in the Tenth Grade students’ of SMK PSM Randublatung in the Academic Year of 2018/2019)

FAJRIA, ALFIAH NURIL (2019) THE EFFECTIVENESS OF FLIPPED CLASSROOM METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION SKILLS OF HORTATORY EXPOSITION TEXT IN VOCATIONAL HIGH SCHOOL (An Experimental Research in the Tenth Grade students’ of SMK PSM Randublatung in the Academic Year of 2018/2019). Other thesis, IKIP PGRI BOJONEGORO.

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Abstract

ABSTRACT Fajria, Alfiah. N. 2019. The Effectiveness ofFlipped Classroom Method to Improve Students’ Reading Comprehension Skills of Hortatory Exposition TextIn Vocational High School(An Experimental Research in the Tenth Grade students’ of SMK PSM Randublatung in the Academic Year of 2018/2019. Final Project.English Education Department. Faculty of Language and Art Education. IKIP PGRI Bojoneegoro. Advisor I Dr. M. Ali Gufron, M. Pd., Advisor II Yuniarta Ita Purnama, M. Pd. Keywords: effectiveness, flipped classroom, reading comprehension, Hortatory Exposition Text The topic of this study is the effectiveness of flipped classroom method to teach English in Vocational High School, An experimental research in the tenth grade students’ of SMK PSM Randublatung in academic year of 2018/2019. The objective of this study is to investigate whether Flipped Classroom is significantly effective to improve students’ mastery of reading comprehension skills of hortatory exposition text. The research method used in this study was pre-experimental design by applying one group pre-test post-test. This study was conducted to the students at grade X of SMK PSM Randublatung as the population and the sample (class X OTKP 1) was taken by applying cluster random sampling. This technique requires groups or clusters in taking the sample based on the groups that have already existed in the population. Besides, there was other one group that was used for try-out (class X AKL 1). The experimental group had four meetings. The first meeting was for giving pre-test. The second and third meetings were for treatments by using paraphrasing in teaching reading comprehension of hortatory exposition text. For the last meeting, the post-test was given to the students to know their achievement. The result of the pre-test showed that the average score of pre-test was 70.7. Whereas, the average score of post-test was 75.325. From the data, the result of post-test in comprehending hortatory exposition text was better than the result of pre-test. So, there was an improvement of students’ ability in comprehending hortatory exposition text. In order to find out the significance of the increase between pre-test and post-test, t-test was applied. After having the test of significance, the t-value (2.678) was higher than t-table (2.02). So, Ho (Flipped Classroom is not effective to improve Vocational High School students’ reading comprehension skills of hortatory exposition text) was rejected. From the result, it could be concluded that using Flipped Classroom can effectively improve the students’ reading comprehension skills of hortatory exposition text.

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