A conseptual framework: the integration of SQ3R om  flipped classroom model for Chinese reading comprehension

Chew, Moi Fong

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Type :	article
Subject :	P Language and Literature
Main Author :	Chew, Moi Fong
Additional Authors :	Ng, Miew Hoon
Title :	A conseptual framework: the integration of SQ3R om flipped classroom model for Chinese reading comprehension

Place of Production :	Tanjong Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2020
Corporate Name :	Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris

Reading comprehension is one of the important elements in reading skills. Through reading comprehension, students will be able to know the meaning and gain the main information from the reading materials. An effective reading strategy will be a better way to help students understand more about reading. Meanwhile, internet technology is widely used in the education field to promote learning that occurs in the flipped model. This study presents a practical teaching strategy to integrate the SQ3R reading strategy with the help of technology under a new teaching model. Literature reviews on reading comprehension, SQ3R strategy and flipped classroom model are also presented in this paper. This study will employ quantitative approach using surveys technique. Total of 118 year four students from three different primary school in Klang district will be involved in this survey research. A questionnaire and structured interview will be carried out to examine the students’ perception toward the integration of SQ3R in Flipped Classroom Model for Chinese reading comprehension. The primary aim of this study is to promote the Chinese reading comprehension learning process using SQ3R strategy in the flipped classroom teaching model. Through the proposed framework in this study, the SQ3R strategy in the flipped classroom model can be applied in the pedagogical practice. Therefore, this study should be valuable to researchers to present future studies and teachers who wish to improve their teaching methods.

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