THE INFLUENCE OF NOTE-TAKING IN FLIPPED CLASSROOM CONTEXT ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

Abstract

This study aimed to examine the influence of note-taking integrated with flipped classroom context toward students’ reading comprehension achievement. The sample of this study was the second semester of English education study program at Universitas PGRI Palembang consisting 38 students. In conducting this study, the quantitative method was used with pre-experimental design. The data were collected by giving the students pre-test before the treatment and post-test after the treatment. In analyzing the data, paired sample t-test analysis was used. From the finding, it was found that the significant value was 0.000 < 0.05. It meant that Ha was accepted and Ho Was rejected. It could be interpreted that note-taking in flipped classroom contexts contributed to improve students’ reading comprehension achievement.