scholarly journals The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

Author(s):  
Marjan R. Abbasian ◽  
Israa B. Azeez

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

2021 ◽  
Vol 11 (3) ◽  
pp. 315-323
Author(s):  
Lulu Walidaini ◽  
Januarius Mujiyanto ◽  
Warsono Warsono

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.


2017 ◽  
Vol 47 (10) ◽  
pp. 3049-3058 ◽  
Author(s):  
Binita D. Singh ◽  
Dennis W. Moore ◽  
Brett E. Furlonger ◽  
Angelika Anderson ◽  
Margherita L. Busacca ◽  
...  

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students’ language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants’ were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p < .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.


2020 ◽  
Vol 9 (3) ◽  
pp. 646-656
Author(s):  
Parviz Ajideh ◽  
Ali Akbar Ansarin ◽  
Sorayya Mozaffarzadeh

Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.


JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 111
Author(s):  
Nurhasanah Nurhasanah ◽  
Bambang Sulistyo ◽  
Merie Agustiani ◽  
Eviyatin Nisa Ulya

This study investigated students’ perception of using the internet as learning media in reading comprehension skills. This study uses descriptive statistics. The objective of the research was to find out the students’ perception of using the internet as learning media in the reading comprehension skill of the English Education Study Program at Baturaja University. The population of this research was 79 students of English Study Program. The researcher only took 54 students as the sample by applying purposive sampling. The data was collected through the questionnaire that consisted of 20 statements. Then the researcher used five points of Likert scale for analyzing the data. The result of this research there agreed (4.03) students had a positive perception of using the internet as learning media in reading comprehension skills. It means that the internet is a facility to improve his proficiency in language skills. So the use internet for English learning makes language learning an easier process by being fun, interactive, and interesting.


Author(s):  
Septika Sari ◽  
Ayu Oktaviani ◽  
Yulfi Yulfi

One of the objectives that should be developed in teaching is reading comprehension skills. In fact, many students still have a lot of problems with reading. Therefore, teachers should use specific strategies in teaching reading comprehension to resolve students’ difficulties. The purpose of the research was to find out whether or not it is significantly effective to teach reading comprehension by using the FIVES strategy for eleventh-grade students of SMA Negeri 2 Lubuklinggau. This research applied the pre-experimental method with one group pre- and post-test only. The population of the study was all of the eleventh-grade students of SMA Negeri 2 Lubuklinggau. Cluster random sampling was taken to take the sample class. Class XI MIA 4 was chosen as the sample class. The data was collected through a reading test consisted of 20 items of multiple-choice form. The results of this research were: 1) the average score in the pre-test was 61.81, and the post-test was 78.06, 2) the result of the Paired t-test was 10.167, which higher than t-table (1.689) at the significant level of 5% with df 35. Therefore, the alternative hypotheses (Ha) was accepted. It means that it was significantly effective to teach reading comprehension by using the FIVES strategy for eleventh-grade students of SMA Negeri 2 Lubuklinggau.


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