IMPROVING STUDENTS’ READING COMPREHENSION AND

MOTIVATION THOROUGH THREE STEP INTERVIEW TECHNIQUE

 BACKGROUND PROBLEM

1. Reading is a complex cognitive process that requires

EFL learners vocabulary, background knowledge and
understanding of context of language use.
2. To activate students’ background knowledge, teacher
intervention during learning is required.
3. Teacher’s assistance throughout the learning process
is mandatory to facilitate learning and achieve the
curriculum objectives.
 RATIONALE OF THE RESEARCH
1. Writing is a difficult skill
2. Writing is mostly time consuming
3. The K-13 limits the EFL even shorter to 2 hours/week
4. Genre approach to EFL writing is time consuming
5. Flipped-classroom offers to begin the learning prior to
classroom activity
6. This research compares flipped-TBL and TBL
 RESEARCH QUESTIONS
• Is there any significant difference of students' writing
competence on explanation text based on delivery mode
of genre approach and flipped-genre approach at grade
11 of SMAN 4 Kendari?

• What is the students' motivation of grade 11 of SMAN 4

Kendari towards the teaching of writing based on delivery
mode of genre approach?

• What is the students' motivation of grade 11 of SMAN 4

Kendari towards the teaching of writing based on delivery
mode of flipped-genre approach?
 SIGNIFICANCE OF THE STUDY
The findings of this study will redound to the benefit of EFL
learning society considering with the limited time of
interaction and language exposure. The flipped-
classroom mode of delivery can be practically adapted
to various techniques of language learning
 DESIGN OF THE RESEARCH

R Writing Instruction based Flipped-TBL

ED Experimental
SE Pretest Posttest
Class
ES
A I
Writing Instruction based TBL
RG
CN Pretest
Control
Posttest
H Class
 INSTRUCTIONAL DESIGN

Task Based Learning Flipped-Task Based Learning

Classroom activity Prior to classroom (homework)

Preparing the Genre Preparing the Genre

Modeling of the Text Modeling of the Text

Extended activity

Classroom
as homework
Joint Construction Joint Construction

activity
of the Text of the Text

Independent Construction Independent Construction

PRETEST-POSTTEST COMPARISON
OF CONTROL CLASS
PRETEST-POSTTEST COMPARISON
OF EXPERIMENTAL CLASS
 RESULT OF RESEARCH
(N-GAIN OF CONTROL CLASS)
 RESULT OF RESEARCH
(N-GAIN OF EXPERIMENTAL CLASS)
COMPARISON OF N-GAIN
HYPOTHESIS TESTING
 RESULT OF HYPOTHESIS TESTING
• There is a significant difference of students’ writing
competence between the control and experimental
class. It is indicated by the result of inferential statistics
analysis, which used independent sample t-test that
0.000 < 0.05.
• Hypothesis of this study (H1) is accepted.
 STUDENTS’ MOTIVATION
The students’ motivation towards the teaching of writing
based on task based learning were determined
positively motivated in terms of amotivation, extrinsic
motivation and intrinsic motivation
 CONCLUSION
• The students’ writing competence in control class, which was
taught in task based learning mode revealed improved in terms of
content, organization, vocabulary and mechanics
• The students’ writing competence in experimental class, which
implements the flipped classroom mode of delivery revealed any
improvements in terms of content, organization, vocabulary,
language use and mechanics
• There is a significant difference of students’ writing competence
between the control and experimental class. It is indicated by the
result of inferential statistics analysis, which used independent
sample t-test that 0.000 < 0.05.