TY  - THES
ID  - eprints62950
UR  - http://digilib.unila.ac.id/62950/
A1  - Desy Desmita Wulandari, 1923042012
Y1  - 2021/10/18/
N2  - This study aims to examine some different effects of the two non-traditional approaches
when they are being applied in learning reading. 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. Flipped classroom model may
provides a wider and more flexible opportunity to students to take stance towards the text.
The study inserts the elements of critical thinking standards in the process of flipped
classes to bring learners to a higher level of comprehension. The study are to find out
1) whether there is a significant difference of students? reading comprehension
achievement for those who are taught through flipped classroom model integrated with
jigsaw IV and those who are taught through original flipped classroom model 2) to what
extent critical thinking is achieved by students after the implementation of flipped
classroom model in learning reading.
The samples of this study were 65 EFL students at the second grades of SMAN 1 Gedong
Tataan. This study was quantitative research which used control group pre test - post test
design. It was also true experimental study, which there were two classes; control and
experimental classes were compared. The data were analyzed by using SPSS 26.0. This
study utilized the five reading aspects for evaluating the achievement of the experimental
class and control class. The result of independent sample t-test showed that the sig. (2-
tailed) was .000 < .05 so that the alternative hypothesis was accepted. There was
significant difference of using flipped classroom model integrated with jigsaw IV and
original flipped classroom model for students? reading comprehension achievement.
Then, the critical thinking standards were utilized to develop a questionnaire for
evaluating students? critical thinking achievement after being taught by using flipped
classroom model in both classes. The results showed that in some extents of standards
such as precision, relevance, consistency, logical correctness, completeness and fairness,
most of the students achieved moderate level. Then, in 2 other standards; clarity and
accuracy, most of the students achieved low level of critical thinking.
Keywords : Flipped Classroom Model, Jigsaw IV, Reading Comprehension, Critical
Thinking
PB  - Universitas Lampung
M1  - masters
TI  - INTEGRATING FLIPPED CLASSROOM MODEL AND JIGSAW IV
TO DEVELOP STUDENTS? READING COMPREHENSION AND

CRITICAL THINKING
AV  - restricted
EP  - 1923042012
ER  -