Determining the Effect of Flipped Classroom Model (FCM) towards EFL Students’ Reading Comprehension Achievement and Perspectives

محورهای موضوعی : Journal of Studies in Learning and Teaching English

Welly Ardiansyah ¹ ( Department of English, State Polytechnic of Sriwijaya, Palembang, Indonesia )
Risnawati - ² ( Department of English, State Polytechnic of Sriwijaya, Palembang, Indonesia )
Zakaria - ³ ( Department of English, State Polytechnic of Sriwijaya, Palembang, Indonesia )
Wasitoh Meirani ⁴ ( Department of English, State Polytechnic of Sriwijaya, Palembang, Indonesia )

تاریخ دریافت : 1402/01/13 تاریخ پذیرش : 1402/03/12 تاریخ انتشار : 1402/03/11

کلید واژه: Flipped-classroom, students’ perception, Reading skill,

چکیده مقاله :

The aim of conducting this study is to investigate flipped classroom model effects on students’ achievement in reading comprehension and perspectives. The methodology used was quantitative with quasi-experimental nonequivalent control group design. They were divided into two groups based on purposive sampling, each with 25 students. A multiple-choice reading comprehension test with forty items and a questionnaire with thirty items made up the research tools. The questionnaires' reliability and validity were evaluated with the Pearson Correlation test. The Cronbach's Alpha with the significance level 5% at (0.308) was 0.882. The data were examined using the paired sample t-test. A Likert Scale was used to analyze students’ perspectives towards flipped classroom model. The results of the study showed that (1) there was a significant difference in reading comprehension achievement between students who were taught with flipped classroom model compared to that of those who were not (16.00000 ˃ 6.50000), and (2) the results of students’ questionnaire indicated that based on the Cohen's d effect size calculation the relationship between the variables was 1.5059 (1.00>), and the effect size was strong (1.00>) range meaning that students have a positive perception of the teaching of reading comprehension by using Flipped classroom model. Therefore, it is recommended that English lecturers may use flipped classroom model in their respective schools and use resources for enhancing students’ reading comprehension achievement.

منابع و مأخذ:

Abu-Shanab, E. A., & Anagreh, L. F. (2020). Contributions of flipped classroom method to student learning. International Journal of Cyber Behavior, Psychology and Learning, 10(3), 12–30. https:// doi.org/10.4018/IJCBPL.2020070102

Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2022). Students’ emotions and engagement in the emerging hybrid learning environment during the COVID-19 Pandemic. Sustainability, 14(16), 10236. https://doi.org/10.3390/su141610236

Afendi, A., Munir, A., & Setiawan, S. (2020). Facilitating student behavioral engagement in ESP classroom through teachers’ scaffolding talk. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 5(1), 41–53. https://doi.org /10.26905/enjourme.v5i1.4264

Al-Jarf, R. (2022). Interaction analysis in online learning communities: The student leader. Journal of Learning and Development Studies, 2(2), 22–38. https://doi.org/ 10.32996/jlds.2022.2.2.4

Antonio, R. L. B. (2022). Assessing flipped classroom in flexible learning via community of inquiry framework. ETERNAL (English, Teaching, Learning, and Research Journal), 8(1), 94–107. https:// doi.org/10.24252/Eternal.V81.2022.A6

Anugrah, A., Ibrahim, N., & Sukardjo, M. (2021). How flipped classroom helps the learning in the times of Covid-19 era? JTP - Jurnal Teknologi Pendidikan, 22(3), 151–158. https://doi.org/10.21009/jtp. v22i3.17555

Chavangklang, T., & Suppasetseree, S. (2020). Enhancing Thai EFL university students’ reading comprehension through a flipped cooperative classroom. PEOPLE: International Journal of Social Sciences, 4(3), 238–261. https://doi.org/10.20319/pijss.2018.43.23 8261

Dalbani, H., Eissa, S., Syed-Ahmad, S. F., & Almusharraf, N. (2022). Transitioning to flipped classrooms: Instructors’ perspectives. Sustainability, 14(20), 13426. https:// doi.org/10.3390/su142013426

De Neve, D., Bronstein, M. V., Leroy, A., Truyts, A., & Everaert, J. (2023). Emotion regulation in the classroom: A network approach to model relations among emotion regulation difficulties, engagement to learn, and relationships with peers and teachers. Journal of Youth and Adolescence, 52(2), 273–286. https://doi.org /10.1007/s10964-022-01678-2

Dehham, S. H., Bairmani, H. K., & Shreeb, M. A. (2022). Developing Iraqi EFL preparatory students ’ performance in reading comprehension by flipped learning strategy. Journal Of Language And Linguistic Studies, 18(1), 640–651. https:// www.jlls.org/index.php/jlls/article/view/3835/1034

Dewi, N. P. S. S., Padmadewi, N. N., & Santosa, M. H. (2021). The implementation of flipped classroom model in teaching English to Sapta Andika junior high school students in academic year 2019/2020. Journal of Education Research and Evaluation, 5(1), 125. https://doi.org/10.23887/jere.v5i1.30334

Fauzie, M., Pada, A. U. T., & Supriatno, S. (2021). Analysis of the difficulty index of item bank according to cognitive aspects during the Covid-19 pandemic. Jurnal Penelitian dan Evaluasi Pendidikan, 25(2), 162–169. https://doi.org/10.21831 /pep.v25i2.42603

Ginting, D. (2021). Student engagement and factors affecting active learning in English language teaching. VELES Voices of English Language Education Society, 5(2), 215–228. https://doi.org/10.29408/ veles.v5i2.3968

Gopalan, M., Rosinger, K., & Ahn, J. Bin. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https:// doi.org/10.3102/0091732X20903302

Guillot-Valdés, M., Guillén-Riquelme, A., & Buela-Casal, G. (2022). Content validity through expert judgment for the depression clinical evaluation test. International Journal of Clinical and Health Psychology, 22(2), 100292. https://doi.org/10.1016/j.ijchp. 2022.100292

Han, S. (2022). Flipped classroom: Challenges and benefits of using social media in English language teaching and learning. Frontiers in Psychology, 13, 1-11. https://doi.org/10.3389/ fpsyg.2022.996294

Hasanov, Z., Antoniou, P., Garayev, V., & Suleymanov, E. (2021). The impact of behavioural, cognitive and emotional dimensions of student engagement on student learning: the case of Azerbaijani higher education institutions. International Journal of Knowledge and Learning, 14(1), 10. https://doi.org /10.1504/IJKL.2021 .10037816

Irza, Y. (2021). The challenges of online learning during pandemic: Students’ voice. Wanastra: Jurnal Bahasa dan Sastra, 13(1), 8–13. https://ejournal.bsi.ac.id/ejurnal/ index.php/wanastra/article/view /9759

Khatun, N. (2021). Applications of normality test in statistical analysis. Open Journal of Statistics, 11(01), 113–122. https://doi.org/10.4236/ojs.2021.111006

Koutsoyiannis, D. (2022). Replacing histogram with smooth empirical probability density function estimated by K-Moments. Sci, 4(4), 50. https://doi.org/10.3390/sci4040050

Kumar, D., Jaipurkar, R., Shekhar, A., Sikri, G., & Srinivas, V. (2021). Item analysis of multiple choice questions: A quality assurance test for an assessment tool. Medical Journal Armed Forces India, 77, S85–S89. https://doi.org/10.1016/j.mjafi.2020. 11.007

Lee, E. (2020). Developing a low-cost microcontroller–based model for teaching and learning. European Journal of Educational Research, 9(3), 921–934.

Lizcano, D., Lara, J. A., White, B., & Aljawarneh, S. (2020). Blockchain-based approach to create a model of trust in open and ubiquitous higher education. Journal of Computing in Higher Education, 32(1), 109–134. https://doi.org/10.1007/s12528-019-09209-y

Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics and Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468

Masadeh, T. S. (2021). The effectiveness of flipped classroom on the academic achievement of university undergraduates. International Journal of Pedagogy and Teacher Education, 5(2), 82. https://doi.org/ 10.20961/ijpte.v5i2.57290

Memon, Mumtaz Ali., Ting, Hiram., Cheah, Jun-Hwa., Thurasamy, R., Chuah, Francis & Cham, Tat Hue. (2020). Modeling sample size for survey research: Review and recommendations. Journal of Applied Structural Equation Modeling, 4(2), 2590–4221.

Mujtaba Asad, M., Athar Ali, R., Churi, P., & Moreno-Guerrero, A.-J. (2022). Impact of flipped classroom approach on students’ learning in post-pandemic: A survey research on public sector schools. Education Research International, 2022, 1–12. https://doi.org/ 10.1155/2022/1134432.

Pronk, T., Molenaar, D., Wiers, R. W., & Murre, J. (2022). Methods to split cognitive task data for estimating split-half reliability: A comprehensive review and systematic assessment. Psychonomic Bulletin & Review, 29(1), 44–54. https://doi.org/10.3758 /s13423-021-01948-3

Rachmat, M., Muliastuti, L., & Iskandar, I. (2021). The effectiveness of flipped classroom learning model for increasing students’ reading comprehension in Covid-19 pandemic. Basic and Applied Education Research Journal, 2(2), 66–77. https:// doi.org/10.11594/baerj.02.02.02

Realyvásquez-Vargas, A., Robles-Heredia, R., García-Alcaraz, J. L., & Díaz-Reza, J. R. (2022). Reliability tests as a strategy for the sustainability of products and production processes-A case study. Mathematics, 11(1), 208. https://doi.org/10.3390/math 11010208

Ren, Y. (2019). Evaluate college students’ learning situation based on test results. OALib, 06(06), 1-7. https://doi.org/10.4236/oalib.1105542

Riyanti, Erni Dwi., & Raharjo, Galih Cipto. (2020). The application of flipped classroom in English class: Indonesian students’ perspective. Journal of English Language Studies, 5(1), 33–46. http://jurnal. untirta.ac.id/index.php/JELS

Steinke, A., & Kopp, B. (2020). RELEX: An excel-based software tool for sampling split-half reliability coefficients. Methods in Psychology, 2(April), 100023. https://doi.org /10.1016/j.metip.2020.100023

Stratton, S. J. (2021). Population research: Convenience sampling strategies. Prehospital and Disaster Medicine, 36(4), 373–374. https://doi.org/10.1017/S1049023X21 000649

Sullivan, G. M., & Feinn, R. (2012). Using effect size-or why the P value is not enough. Journal of Graduate Medical Education, 4(3), 279–282. https://doi.org/10.4300 /JGME-D-12-00156.1

Sürücü, L., & Maslakçi, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694–2726. https://doi.org/10.15295/bmij.v8i3 .1540

Thomas, F. B. (2022). The role of purposive sampling technique as a tool for informal choices in a social sciences in research methods. Just Agriculture, 2(5), 1–8. www.justagriculture.in

Tsagris, M., & Pandis, N. (2021). Normality test: Is it really necessary? American Journal of Orthodontics and Dentofacial Orthopedics, 159(4), 548–549. https://doi.org /10.1016/j.ajodo.2021.01.003

Wang, Y., Wang, R., & Lu, J. (2022). Exploring the Impact of university student engagement on junior faculty’s online teaching anxiety and coping strategies during COVID-19. Education Sciences, 12(10), 664. https://doi.org/10.3390/educsci 12100664

Yu, Z., & Gao, M. (2022). Effects of video length on a flipped english classroom. SAGE Open, 12(1), 1-14. https://doi.org/10.1177/21582440211068474

Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315 /eimj2019.11.2.6

Yusuf, B., & Taiye, M. A. (2021). A flipped learning environment: A disruptive approach for traditional classrooms? International Journal of Education, Psychology and Counseling, 6(42), 83–93. https:// doi.org/10.35631/IJEPC.642008