Chart 1 shows the distribution of the pretest scores and posttest scores of the students. It is evident from the chart that the scores in the posttest have increased as compared with the scores in the pretest. The highest score which used to be 8 has increased to 9 and lowest score which used to be 2 has also increased to 3. This indicates that the students have acquired learning based on the flipped classroom (See Appendix 5).
4.2.4. Test of Difference between the Pretest and Posttest Scores of the Students Table 10: Test of Difference between the Pretest and Posttest Scores of the
students Students
Mean Average
Scores
Mean
Difference t computed t tabulated Remarks Pretest
Posttest
4.74
5.77
0.05 6.49 2.04 Significant
Table 10 shows the comparison of the mean score of students in the pretest and posttest. The difference between the means in the pretest and posttest using the flipped classroom is significant when tested at α = 0.05. The computed value of t is equal to 6.49 which is higher than the tabulated t-value which is equal to 2.04 (See Appendix 6). Therefore, with a 95% level of confidence, it can be implied that the mean score of students in the pre-test is lower than the post-test using the flipped classroom or there is a significant difference between the mean scores of students in the pretest and post-test using the flipped classroom α = 0.05. This indicates that the students have gained mastery of the subject matter when exposed to this modern instruction. The increased level of performance of the students in the post-test scores also shows that there are improvements in the amount of learning and retention (Peter, 2000). The concepts of verbs were not only re-learned, moreover, using the flipped classroom, but the students were also able to practice and rehearse the application of the principles through the drill activities. In this method, the students relearned the principles, acquired information, and learned the application of the concepts of verbs, thus, an increase in the level of language performance.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the main points, presents the major findings, recommendations, and limitations of the thesis, and provides some suggestions for further research.
5.1. Summary of major findings
The purpose of the study was to ascertain the impact of the flipped classroom model on students' reading comprehension and determine whether it had a beneficial impact. 31 students from class 12A1 at Yen Hung High School in Quang Ninh province served as the study subjects. Questionnaires, pretests, and posttests were the main data-gathering tools.
The researcher used the flipped classroom model to teach the reading and conducted four main stages of flipped classroom learning. The researcher prepared online materials and shared them with the students during the pre-classroom session. Sharing the material stage also included assigning reading questions to students and taking notes from them. She examined the online materials that had already been shared in the classroom session and provided feedback based on the student's activities and collaborative work during the in-class session.
After the implementation, the data collected were summarized and analyzed to look for the answers to the two research questions:
1. What are the students’ changes in their perceptions of the flipped classroom?
2. To what extent does the implementation of the flipped classroom improve students’ English reading comprehension skills?
Regarding the first question “What are the students’ changes in their perceptions of the flipped classroom?”, students’ perceptions were shown in the result of the questionnaires. Through the survey with questions, the number of students who chose the answer agree and strongly agree accounted for a very large
percentage. The remaining number of students who answered neutral or disagree was very small.
Concerning the second research question: “To what extent does the implementation of the flipped classroom improve students’ English reading comprehension skills?”, the data collected from the T-test has clarified the impacts of the flipped classroom model on students’ reading comprehension skills. The benefits were shown through the marks compared in T-test. Before applying the flipped classroom model, the low scores were much, the high scores were little.
However, after applying the flipped classroom model, the problem became different because of the increase of average marks and good marks and the decrease of bad marks. The implementation of the flipped classroom model has proved to make positive.
According to the research results, students have received a lot of positive results from the flipped classroom model, providing interesting experiences, such as teacher-student interaction, and providing some videos, material for pre-classroom reference, collaborative work, discussion, and teacher evaluation. It can be argued that being guided through the use of the flipped classroom method can help students learn English faster, especially with more time to study theory and practice revision exercises. and build for students the spirit of independent research in knowledge compared to normal classroom teaching methods.
In addition, teachers can create new, new, and personalized ways of doing things to increase the effectiveness of flipping in their classrooms and modify it to address situations, needs, and situations. students' interests. Therefore, the writer concludes that the flipped classroom model has a significant positive effect on the reading comprehension ability of students at Yen Hung High School in the 2021- 2022 school year.
5.2. Recommendations
Considering the results that had been reached, the writer would like to give some suggestions which could be done to support this research, as follows.
5.2.1. For the English teachers
This study may modify the teaching approaches towards blended learning and teaching concerning enhancing learners’ reading skills. In the new age of technology, traditional approaches may prove their hindrances relating to class time.
In contrast, the flipped model may free up teachers’ time in class for further activities to consolidate prior knowledge or improve learners’ academic performance.
Teachers need to understand and be able to use online teaching technologies such as computers, phones, and online learning software. As a result, teachers must be well-versed in technical knowledge to effectively run online classes and, at the same time, be able to quickly resolve minor issues that may arise during the teaching process without requiring assistance from IT. They should spend some time getting acquainted with online instructional technology.
Teachers will occasionally run into technological difficulties, such as being unable to connect to videos, unable to forward or share reference links, and so on.
As a result, in the event of an incident, a backup plan, supplementary exercises, and activities, among other things, must be prepared ahead of time. When there is a difficulty with technology, be open about how pupils are managed. They can provide a rule document, for example, that defines what students should do if they are unable to submit
The teachers can create and develop a strong relationships with students. It makes students feel more at ease while also demonstrating the teacher's attention.
When interacting with pupils, the teachers choose video chat over texting and encourage learners to take an active role in their education by conducting group discussions, providing ideas, and asking questions, among other things. They should use nonverbal communication such as emoticons and other symbols.
They should increase interaction by having a group conversation. They can introduce new themes relating to the knowledge to be learned, revisit topics that have not been thoroughly explored previously, and have students discuss them in groups, encouraging them to share their ideas and perspectives. This strategy aids in the development of student's critical thinking, reasoning, and problem-solving skills. If pupils are not interested or have a passive learning attitude, the teachers should keep an eye on their participation in learning activities and contact them individually.
The use of a variety of teaching ideas and methodologies not only aids in excellent student support but also improves the efficiency of online teaching and learning.
Teachers must be regularly updated with the latest teaching approaches to adapt to the world-new of today's modern digital classroom since the flipped classroom method is still in the construction and development stage to find the most effective principles.
5.2.2. For the students
The flipped instructional model in reading comprehension classes may be beneficial for them as it helps to provide knowledge before class. It can be seen from the post-test scores of the students that there is a significant increase in their learning outcomes. Therefore, it can be supposed that students’ reading performance in similar high school contexts may profit to some extent.
Students should be given additional time to practice reading at home as well as at school, and students should self – learning at home. Self-study in reading skills, according to various research, is the ability to do skillfully and effectively self-learning operations and actions using collected information about activities and self-study. Self-study enables people to organize their work and self-study activities scientifically and rationally, saving time and improving learning quality. Student's ability to learn and assimilate new information is greatly aided by self-study skills.
Because each class is limited in time and the teacher cannot impart all of the information to students, self-study will assist them in deepening their understanding
and so recalling more information. When self-studying, they'll have to put in the effort to understand new material, which will foster creative thinking. These characteristics will help the students learn and improve their English reading skills.
Students should work harder to have a bright future and to be good students.
The primary goal of learning is to establish a target for striving and effort. Studying to nurture knowledge and learning for a specific goal orients each person's required knowledge.
5.2.3. For the further research
Researchers in future studies should take the time to delve deeper into the implementation of the flipped classroom model in all its aspects and consider its application using the various frameworks proposed by other experts to study. They can conduct a flipped classroom model that focuses on different topics, abilities, and educational levels as well as conduct research more thoroughly in the future to investigate the effect of the flipped classroom model on other language skills such as writing, listening, and speaking.
5.3. Limitations
From many problems which could be identified, this research was only to obtain the effect of flipped classroom model on students’ reading comprehension skills in 12th-grade students. It was the action research that was carried out at Yen Hung high school, Quang Ninh Province, in the academic year 2021-2022. Despite the researcher's best efforts, limitations in the study could not be avoided. The researcher was unable to properly trace the continuum of an action study due to the constraints of experimental time (during the COVID epidemic), the obligation to follow a predefined schedule, and a huge amount of knowledge (including skills, vocabulary, and grammar). If she changed her strategy and took action, the result would be better.
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