THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE 10th GRADE STUDENTS OF MAN PK BARITO SELATAN IN ACADEMIC YEAR 2025/2026

Abstract

This study aims to examine the effect of the Flipped Classroom model compared to conventional teaching methods on students' reading comprehension of narrative text among the tenth-grade students of MAN PK Barito Selatan. Methodologically, this study adopted a quantitative approach with a pre-test/post-test quasi-experimental design involving two groups: an experimental class (X5, 31 students) taught using the Peer Instruction Flipped model, and a control class (X3, 30 students) taught via conventional lecturing. Data collection was carried out through valid and reliable multiple-choice test instruments designed to measure components of reading comprehension, specifically determining the main idea, literal comprehension (specific information), and inferential comprehension. Data analysis was performed using SPSS application tools, executing normality tests (Shapiro-Wilk), homogeneity tests (Levene's Test), paired samples t-tests, and independent samples t-tests. The results of the preliminary equality test demonstrated that both groups possessed an equivalent baseline capability before the treatment was administered (p = 0.866 > 0.05). Following the intervention, descriptive statistics showed that the mean score of the experimental class substantially rose from 37.67 in the pre-test to 80.67 in the post-test. Concurrently, the control class score increased moderately from 34.00 to 66.00. The hypothesis testing using the Independent Samples T-Test on the post-test scores yielded a 2-tailed significance value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (Ha). This statistical output proves that the implementation of the Flipped Classroom model has a significant positive effect on enhancing students' reading comprehension of narrative text. The structural shifting of basic foundational content outside the class effectively optimized classroom hours for higher-order cognitive activities, student-centered discussions, and immediate feedback, which also triggered greater learner autonomy and intrinsic motivation.