TASK-BASED FLIPPED CLASSROOM: PROMOTING STUDENT’S READING SKILLS OF AN EFL CLASS IN INDONESIA

Abstract

Study aims to promote students’ comprehension in reading instruction using task-based language teaching and flipped classroom context at EFL Pedagogy faculty of university in Indonesia. During quasi experimental study, there were four classes were selected from universities as research participants, and they were randomly assigned to the control and experimental groups. There were 164 students who had never experienced in flipped classroom that determined in B2 level of CEFR. The technique used non-parametric test through Shapiro-wilk, wiloxon test, and N-Gain scores were used to analyse the quantitative data. The result showed that tasks of TBFC effectively developed the students’ reading comprehension skills. The tasks influenced the students’ positive attitudes towards TBFC. The result showed that following processes in TBFC in Moodle was effective to improve students’ communication and cognitive through tasks. The use of learning management systems is not only improving students' activity to enrich his reading skill, but also helping in constructing students' learning experience for maintaining the understanding of the nature of reading comprehension through various tasks. The result showed that following processes in pre-class and in-class in Moodle had improved the reading skills especially in reading course The use of a learning management system increases students’ reading experiences to enrich their reading skills and helps construct student learning experiences to maintain an understanding of the nature of reading comprehension through various tasks. The results showed that following the process in pre-class and in-class in Moodle had improved reading skills, especially in reading classes.