THE EFFECTIVENESS OF FLIPPED CLASSROOM ON STUDENTS' READING RECOUNT TEXT ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT MTSN 4 TULUNGAGUNG

Kumala, Efa Ayu Intan. Student Registered Number. 17203163037. 2020. The Effectiveness of Flipped Classroom on Students’ Reading Recount Text Achievement of the Eighth Grade Students at MTsN 4 Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Susanto, M.Pd.Keywords: Effectiveness, Flipped Classroom, Reading, Recount Text.As one of important skills, reading is beneficial for the students to improve other skills and language components and also improve their knowledge. One of types of text in reading is recount text. Recount text is a text that contains of retell events that happened in the past. To facilitate the students to be able to master recount text, there must be a pleasant and an inviting teaching and learning atmosphere by employing a certain strategy. One of strategies is Flipped Classroom. In Flipped Classroom, the material is given first through the learning video to watch at home. The students watched the video instruction as many as they wanted to understand the material and complete the task in class where the teacher is available to assist with question to check the students’ comprehension. Therefore, this study is intended to verify whether or not using Flipped Classroom is effective on students’ mean score in reading recount text achievement.The formulation of research problem was “Is there any significant difference mean score of reading recount text achievement between the students taught by using Flipped Classroom and those taught by using a conventional strategy of the eighth grade at MTsN 4 Tulungagung?” The research design of this study was quasi-experimental research design with quantitative approach. The population was all of the eighth grade students at MTsN 4 Tulungagung. The total populations were 349 students. In taking the sample, the researcher used purposive sampling. Through the sampling technique, class VIII-D as a control group consisted of 34 students and class VIII-E as an experimental group consisted of 35 students. The instrument was Reading test with objective test format in the form of multiple choice. Data were collected through administered a pre-test and post-test from both control group and experimental group. The data were analyzed using an Independent Sample T-test. The result showed that the mean score of experimental group before being taught by using Flipped Classroom was 68.91 and after being taught by using Flipped Classroom was 81.60. The difference gained of the mean score was 12.69. Meanwhile, the mean score of control group before being taught by using a conventional strategy was 65.18 and after being taught by using a conventional strategy was 73.06. The difference gained of the mean score was 7.88. It means that the improvement of the mean score in the experimental group was higher than the mean score in the control group. In addition, the computation of Independent Sample T-Test showed that the significance value was 0.000 and it was < 0.05. Hence, there was significant different mean score of reading recount text achievement between the students taught by using Flipped Classroom and those taught by using a conventional strategy. That is why the null hypothesis (H0) was rejected. Meanwhile, the alternative hypothesis (Ha) was accepted. So, it can be concluded that Flipped Classroom was effective on students’ mean score in reading recount text achievement of the eighth grade students at MTsN 4 Tulungagung.