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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture
Jonathan H. Tobing
Universitas Advent Indonesia
Education Languange, Linguistic, Communication & Media

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Flipped Classrooms in the Digital Age: A WhatsApp-Based Approach to Improving Reading Comprehension Across Genders Katemba, Caroline Victorine; Setyaningtyas, Rida A.; Tobing, Jonathan H.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

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Abstract

Reading comprehension is one of the most important in learning English.This study aimed to find out improving students’ reading comprehension using Flipped Classroom through WhatsApp. The sample in this research is 8th grade students from two classes at SMPN 10 Cimahi in grade eight. This research using quantitative approach and using experimental method. The student’s (female and male) reading comprehension ability show improvement. It show from the mean score for n-gain in male 0.4280 and from female is 0.5613 it means the initial ability after using Flipped Classroom through Whatsapp male and female in students’ reading comprehension is increase. In, addition, There is difference in students’ reading comprehension improvement between female and male students after being taught using flipped classroom through WhatsApp, it shows from the result of independent sample T-test is 0,001 > 0,005. The result from the questionnaire is 93.33% responded positively. In summary, it can be conclude that the Flipped Classroom through WhatsApp can help the students in reading comprehension.
Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction Sarah V. Tomatala; Jonathan H. Tobing; Caroline Victorine Katemba
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3245

Abstract

Reading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score of the ER group, which attained a higher score. The post test of the ER-individual is 51.39, and the normalized gain is 0.31, while the post test of the ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.
Co-Authors Caroline Victorine Katemba Sarah V. Tomatala Setyaningtyas, Rida A.