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All Journal Jurnal Ilmiah Langue and Parole Jurnal Ipteks Terapan Curricula : Journal of Teaching and Learning pendidikan, science, teknologi, dan ekonomi Curricula : Journal of Teaching and Learning TELL - US JOURNAL SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar PEMIMPIN - Pengabdian Masyarakat Ilmu Pendidikan
Willy Satria
STKIP PGRI Sumatera Barat
Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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ENHANCING EFL READING COMPREHENSION THROUGH SELF-DIRECTED LEARNING INTEGRATION IN A FLIPPED CLASSROOM ENVIRONMENT: THE MODERATING ROLE OF DIGITAL LITERACY Satria, Willy
Curricula: Journal of Teaching and Learning Vol. 10 No. 3 (2025): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

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Abstract

Objective: This study investigates the effectiveness of integrating Self-Directed Learning (SDL) principles into a Flipped Classroom model to improve English as a Foreign Language (EFL) reading comprehension among undergraduate students. Furthermore, it examines whether students' digital literacy levels moderate this relationship. Methodology: A quasi-experimental 2x2 factorial design was employed involving 60 second-year students from the English Education Study Program at Universitas PGRI Sumatera Barat. Participants were assigned to an experimental group (n=30) taught using a Flipped Classroom model explicitly designed with SDL scaffolding, and a control group (n=30) taught using an A La Carte blended model. The intervention spanned eight weeks. Data were collected using a validated reading comprehension test (based on Barrett’s Taxonomy) and a standardized digital literacy questionnaire, then analyzed using Two-Way ANOVA. Findings: The results revealed a statistically significant main effect for the learning model (p < .05). Students in the Flipped Classroom-SDL group demonstrated superior reading comprehension compared to the A La Carte group. Interestingly, digital literacy did not show a significant main effect or interaction effect, suggesting that the pedagogical structure of SDL effectively supports learners regardless of their technical proficiency. The study concludes that the deliberate integration of SDL strategies, such as goal setting and self-monitoring, within the Flipped Classroom significantly enhances students' ability to comprehend complex EFL texts, overcoming potential barriers posed by low digital literacy.
Co-Authors Arlina Arlina, Arlina Arsini, Yenti Daulay, Sholihatul Hamidah Jasandy, Cindy Paulina Kurniadi, Yulia M. Khairi Ikhsan M.Khairi Ikhsan Melvina Melvina, Melvina Ningsih, Fitri Randia Siska Siska Siska Wahyudi Rahmat Yelliza Yelliza Yendra