THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON STUDENTS’ READING ABILITY: A TRUE-EXPERIMENTAL STUDY AT GRADE XI OF SMAN 1 BENGKULU CITY
Keywords:
Flipped Classroom, Reading Ability, Solomon Four Group, SMAN 1 Kota Bengkulu
Abstract
This study aims to examine the effect of the Flipped Grouproom learning model on the reading ability of 11th-grade students at SMAN 1 Bengkulu City in the 2024/2025 academic year. The background of the research is based on the students’ low motivation, lack of learning independence, and difficulty in understanding reading materials in English. The research method used was a true-experimental design with the Solomon Four Group design, involving two experimental group and two control group. The instrument used was a reading ability test consisting of pre-tests and post-tests. The results revealed a significant difference between students taught using the Flipped Grouproom model and those taught with conventional methods. The implementation of the Flipped Grouproom proved effective in enhancing students’ reading skills, increasing active engagement, and encouraging independent learning. These findings reinforce previous studies and contribute valuable insights into the development of innovative instructional strategies in English language teaching. The study recommends the Flipped Grouproom model as an effective alternative to improve students’ academic achievement, especially in reading ability.
References
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Khonamri, F., Azizi, M., & Kralik, R. (2020). Using interactive e-based flipped learning to enhance EFL literature students’ critical reading. Science for Education Today, 10(1). https://doi.org/10.15293/2658-6762.2001.02
Liu, T., & Yuizono, T. (2020). Mind mapping training’s effects on reading ability: Detection based on eye tracking sensors. Sensors (Switzerland), 20(16), 1–16. https://doi.org/10.3390/s20164422
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Nhạc, H. T. (2021). EFFECTS OF FLIPPED GROUPROOM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN LEGAL ENGLISH LEARNING CONTEXT. LLT Journal: Journal on Language and Language Teaching, 24(2). https://doi.org/10.24071/llt.v24i2.3542
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Phan, H. P., & Ngu, B. H. (2017). Undertaking Experiments in Social Sciences: Sequential, Multiple Time Series Designs for Consideration. Educational Psychology Review, 29(4). https://doi.org/10.1007/s10648-016-9368-0
Sadha, M. S., Novitri, N., & Syarfi, M. (2023). The Correlation between Social Media Usage and Reading Ability of English Department Students at University. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2). https://doi.org/10.24256/ideas.v10i2.3228
Sari, S. N., & Aminatun, D. (2021). STUDENTS’ PERCEPTION ON THE USE OF ENGLISH MOVIES TO IMPROVE VOCABULARY MASTERY. Journal of English Language Teaching and Learning, 2(1). https://doi.org/10.33365/jeltl.v2i1.757
Singay. (2020). Flipped learning in English as a second language grouproom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3). https://doi.org/10.17509/ijal.v9i3.23217
Suparman, A., Kusnadi, S., & Adiredja, R. (2023). The Flipped Grouproom: A Story from an EFL Grouproom in Indonesia. Mextesol Journal, 47(2).
Yang, S. C., Liu, Y. T., & Todd, A. G. (2019). Effects of flipped grouproom on high-and low-achievers’ english vocabulary learning. In Journal of Asia TEFL (Vol. 16, Issue 4). https://doi.org/10.18823/asiatefl.2019.16.4.12.1251
Zhou, X. (2023). A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states. In Frontiers in Psychology (Vol. 13). https://doi.org/10.3389/fpsyg.2022.103902
Azizah, K. (2018). Pengaruh Permainan Kartu Bergambar Terhadap Perilaku Jajanan Sehat pada Anak Usia Sekolah. Jurnal Kesehatan, VIII, 10. http://repository.unair.ac.id/77534/
Bergmann, J., & Sams A. (2011). Flipped Your Grouproom. In Journal of Physics A: Mathematical and Theoretical (Vol. 44, Issue 8). https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_Your_Grouproom.pdf
Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365–394. https://doi.org/10.1007/s40692-021-00183-y
Diningrat, S. W. M., Setyosari, P., Ulfa, S., & Widiati, U. (2023). The Effect of an Extended Flipped Grouproom Model for Fully Online Learning and its interaction with Working Memory Capacity on Students’ Reading Ability. Journal of New Approaches in Educational Research, 12(1). https://doi.org/10.7821/naer.2023.1.1073
Ebrahim, A. H., & Naji, S. A. B. (2021). The Influence of Flipped Learning Methods on High School Learners’ Biology Attainment and Social Intelligence in Kuwait. Eurasia Journal of Mathematics, Science and Technology Education, 17(8). https://doi.org/10.29333/ejmste/10997
Irnasari, R. (2023). THE INFLUENCE OF REINFORCEMENT AND MOTIVATION ON STUDENTS’ READING ABILITY. Esteem Journal of English Education Research Programme, 6(1). https://doi.org/10.31851/esteem.v6i1.10227
Jeong, K. O. (2017). The use of moodle to enrich flipped learning for english as a foreign language education. Journal of Theoretical and Applied Information Technology, 95(18).
Khonamri, F., Azizi, M., & Kralik, R. (2020). Using interactive e-based flipped learning to enhance EFL literature students’ critical reading. Science for Education Today, 10(1). https://doi.org/10.15293/2658-6762.2001.02
Liu, T., & Yuizono, T. (2020). Mind mapping training’s effects on reading ability: Detection based on eye tracking sensors. Sensors (Switzerland), 20(16), 1–16. https://doi.org/10.3390/s20164422
Lo, C. K., & Hew, K. F. (2023). A review of integrating AI-based chatbots into flipped learning: new possibilities and challenges. In Frontiers in Education (Vol. 8). https://doi.org/10.3389/feduc.2023.1175715
Musdalifah, M., Firdaus, N., & Fitriani, F. (2023). Improving Students’ Reading Ability Through Reciprocal Teaching Method. JOEY: Journal of English Ibrahimy, 2(2), 48–55. https://doi.org/10.35316/joey.2023.v2i2.48-55
Nhạc, H. T. (2021). EFFECTS OF FLIPPED GROUPROOM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN LEGAL ENGLISH LEARNING CONTEXT. LLT Journal: Journal on Language and Language Teaching, 24(2). https://doi.org/10.24071/llt.v24i2.3542
Papadakis, S., Gariou-Papalexiou, A., & Makrodimos, N. (2019). How to Design and Implement a Flipped Grouproom Lesson: A Bottom up Procedure for More Effective Lessons. Open Journal for Educational Research, 3(2). https://doi.org/10.32591/coas.ojer.0302.02053p
Phan, H. P., & Ngu, B. H. (2017). Undertaking Experiments in Social Sciences: Sequential, Multiple Time Series Designs for Consideration. Educational Psychology Review, 29(4). https://doi.org/10.1007/s10648-016-9368-0
Sadha, M. S., Novitri, N., & Syarfi, M. (2023). The Correlation between Social Media Usage and Reading Ability of English Department Students at University. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2). https://doi.org/10.24256/ideas.v10i2.3228
Sari, S. N., & Aminatun, D. (2021). STUDENTS’ PERCEPTION ON THE USE OF ENGLISH MOVIES TO IMPROVE VOCABULARY MASTERY. Journal of English Language Teaching and Learning, 2(1). https://doi.org/10.33365/jeltl.v2i1.757
Singay. (2020). Flipped learning in English as a second language grouproom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3). https://doi.org/10.17509/ijal.v9i3.23217
Suparman, A., Kusnadi, S., & Adiredja, R. (2023). The Flipped Grouproom: A Story from an EFL Grouproom in Indonesia. Mextesol Journal, 47(2).
Yang, S. C., Liu, Y. T., & Todd, A. G. (2019). Effects of flipped grouproom on high-and low-achievers’ english vocabulary learning. In Journal of Asia TEFL (Vol. 16, Issue 4). https://doi.org/10.18823/asiatefl.2019.16.4.12.1251
Zhou, X. (2023). A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states. In Frontiers in Psychology (Vol. 13). https://doi.org/10.3389/fpsyg.2022.103902
Published
2025-05-20
How to Cite
Tri Lestari, Ferri Susanto, & Dedi Efrizal. (2025). THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON STUDENTS’ READING ABILITY: A TRUE-EXPERIMENTAL STUDY AT GRADE XI OF SMAN 1 BENGKULU CITY. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 11(02), 121 - 130. https://doi.org/10.36989/didaktik.v11i02.6081
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Articles
