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Winda Syafitri
English Education Department University of Potensi Utama Medan, North Sumatera
Languange, Linguistic, Communication & Media

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COGNITIVE LEARNING STYLES THE IMPACT OF FLIPPED CLASSROOM ON READING COMPREHENSION OF HIGH SCHOOL STUDENTS WITH DIFFERENT Winda Syafitri
Journal MELT (Medium for English Language Teaching) Vol 1, No 1 (2016): MELT Juni 2016
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (387.778 KB) | DOI: 10.22303/melt.1.1.2016.17-33

Abstract

This study was intended to investigate the impact of flipped classroom on reading comprehension of high school students with different cognitive learning styles. This research was quasi-experimental with a factorial design 2x2 using pre-test and post-test. The population of study was the tenth graders of SMA Negeri 1 Malang. Then, X MIA-8 and X MIA-3 were chosen as samples by using simple random sampling. In collecting the data, reading comprehension test, questionnaire of students’ cognitive learning styles, opinionnaire and observation sheets were used as the instruments. After analyzing the data, the major findings are that there is no significant difference between students’ reading comprehension taught in the flipped classroom and those taught in the traditional classroom, that field-independent students have better reading comprehension than field-dependent students, an
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