Pegem Journal of Education and Instruction, Vol. 14, No.2, 2024 (pp.

281-288)

RESEARCH ARTICLE [Link]

The Effect of Implementing Flipped Reading

Comprehension Classroom in Indonesian Secondary High
School During Covid-19 Pandemic
Kasmaini1*, Riswanto2
1English Education, Universitas Bengkulu, Bengkulu 38371, Indonesia
2 English Education, Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu,
Bengkulu 38211, Indonesia.

A BSTRACT
The re-emergence of the COVID-19 virus has had a significant impact on the educational system. In order to maintain its
high standard, education needs to evolve to reflect the new world order, and this is especially true of secondary education.
As part of studying the English language, students should be taught how to comprehend the reading materials that are
assigned to them. The flipped classroom model is gaining popularity in this pandemic era, but its efficacy in secondary
education is being questioned because it is an entirely novel instructional approach, specifically in the teaching and learning
of English in Islamic secondary schools. The objective of this study was to conduct a quantitative analysis of how flipping
the classroom affected Indonesian senior high school students' reading comprehension levels. There were 56 students
participating in this study. The study's findings demonstrated an increase in students' reading comprehension scores after
the students were taught by using flipped reading classroom. The results suggested that the Flipped Reading
Comprehension Classroom has a considerable impact on the accomplishment of Islamic secondary school students, and it
is recommended that it be applied in ELT classes due to its numerous advantages.
Keywords: Flipped Classroom, Reading Comprehension, Achievement, Islamic Secondary School.
Chua, 2021). Ali (2020) also agrees that the pandemic emerged
I N T ROD UCT IO N during an era of widespread and pervasive technological
The sudden development of the COVID-19 epidemic causes an advancements around the globe. Despite the devastation it
abrupt change in many facets of society, including education. wrought, the crisis has made it imperative to integrate
The shift from traditional classroom instruction to remote technology into education (Murzo & Chuvileva, 2021;
learning methods is a jarring experience for both teachers and Shoraevna, Eleupanovna, & Tashkenbaevna, 2021; Teräs,
pupils within the education system (Murad, Hassan, Heryadi, Suoranta, Teräs, & Curcher, 2020), and technology-enhanced
Wijarnako, Titan, 2022; Teräs, Suoranta, Teräs, & Curcher, learning (TEL) apps have altered traditional learning
2020). In the case of the Indonesian educational system, this is techniques, and as a result, they are capable of being
particularly true for students in state elementary and secondary categorized as both innovative and disruptive (Shen & Ho,
schools, which are often in rural areas and don't use distance 2020).
learning very often. UNICEF & empatika (2020) reported that Regarding the instruction of the English language,
one of the reasons that Rural communities had more trouble educators must prioritize the development of reading
adjusting to distance learning was that numerous remote comprehension skills among learners, as it is essential for
schools possessed a lack of experience with technology.
Besides, due to intermittent internet connectivity and
insufficient classroom facilities, students in remote areas may Corresponding Author e-mail: kasmaini@[Link]
fall behind their peers in large cities (Suryani & Muslim, 2021). [Link]
However, the necessity of integrating technologies into
How to cite this article: Kasmaini, Riswanto (2024), The Effect
classroom teaching and learning cannot be underestimated. As
of Implementing Flipped Reading Comprehension Classroom in
the globe advances toward the global revolution, the difficulty Indonesian Secondary High School During Covid-19 Pandemic, Vol.
of implementing technology should be embraced. The COVID- 14, No. 2, 2024, 281-288
19 pandemic has brought attention to the significance of digital
Source of support: Nil
education systems that leverage information and
communication technologies (ICT), including computers, Conflict of interest: None.
mobile devices, and the internet, as demonstrated by the DOI: 10.47750/pegegog.14.02.32
numerous guidelines and mandates issued. The situation aligns
Received: 15.03.2022
with the objectives of the Fourth Industrial Revolution and
Accepted: 15.05.2023 Publication: 01.04.2024
fosters an innovative, technology-driven education system that
equips present-day learners with the skills necessary to thrive
in the years to come (Mansor, Rahman, Ahmad, Rashid, &

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The Effect of Implementing Flipped Reading Comprehension Classroom in Indonesian Secondary High School During Covid-19 Pandemic

students to proficiently comprehend written text to absorb classroom. This type of instruction fosters academic conditions
information and grasp intended meanings (Herlindayana et al., favorable to the generation of creative ideas in class discussions
2017; Lestari & Sundari, 2021). Reading is one of the most (Reflianto, Setyosari, Kuswandi, & Widiati, 2021)
important things a person can undertake in their life. Reading There is a wealth of research indicating the advantages of
helps people mature and remain current with the vast amounts employing a flipped classroom model. One such benefit that
of information that are available all around them (Klimova & learners may reap from this approach is the ability to learn at
Zamborova, 2020; Namjoo & Marzban, 2014). To foreign their own pace (Ahmet BASAL, 2015; Du et al., 2014; Fulton,
language learners, the ability to comprehend the text still 2012; Vuong, Taet al., 2018; Yang & Chen, 2020). With this
becomes a challenge. Reading comprehension demands a setting, students can watch lectures or tutorials whenever and
comprehensive range of abilities. It is coherent enough and has wherever they like. Flipped classroom model is also beneficial
enough complexity for one to understand the subject that is in reducing class time limitations (T.T.T. & N.V., 2018).
being read appropriately (Soto, Gutierrez de Blume, Jacovina, Unlike in a conventional classroom, where there may be
McNamara, Benson et al., 2019). Besides, reading is a insufficient time for students to practice newly acquired
challenging activity because it demands the implementation of knowledge, a flipped classroom allows learners to engage in
a wide variety of reading strategies. These strategies require not activities that facilitate the development of higher-order
only that the reader is knowledgeable of the vocabulary and thinking skills during class time. By initially learning material
grammar of the language being read, but also that the reader is at home, students can fully maximize their comprehension and
capable of analyzing, synthesizing, and evaluating the proficiency through in-class exercises.
information being read (A. M. Ali & Razali, 2019; Namjoo & Over the previous decade, a handful of studies have
Marzban, 2014). In fact, It is widely believed that the investigated the implementation of flipped classrooms in the
development of effective reading strategies is a crucial step in realm of English Language Teaching, utilizing an assortment
achieving academic achievement (Jafre & Abidin, 2012). of research contexts. Some examples are the studies from
The problem is particularly formidable in Indonesia (Afzali & Izadpanah, 2021; Arifani, 2019; Bulut & Kocoglu,
because of the country's low literacy rate. According to the 2020; Chuang et al., 2018; Doman & Webb, 2017; Fischer &
Program for International Student Assessment (PISA) report Yang, 2022; Garcia-Ponce & Mora-Pablo, 2020; Hung, 2015;
published by The Education Assessment Center, the Agency Lee & Wallace, 2018; Phoeun & Sengsri, 2021; Rakesh Bab &
for Research and Education, and the Ministry of Education and Vivekha, 2019; Yulian, 2021; Zou & Xie, 2019). Despite the
Culture (Pusat Penelitian Kebijakan, 2020) students from rural importance of reading proficiency, there is a paucity of
schools and junior high schools have consistently demonstrated research on the implementation of flipped classrooms in
poor reading skills over the course of the previous six PISA reading comprehension classes, especially within the context
rounds. Rural students' reading ability is 24 points below the of Islamic secondary schools in Indonesia. According to the
Indonesian average, while junior high school students' reading findings of the research conducted by Turan & Akdag-Cimen
ability is 27 points below the Indonesian average. In 2020) the most prevalent sample group for the deployment of
comparison to OECD countries, overall Indonesian students' the flipped classroom consisted of students from higher
accomplishments, including their reading literacy, are lower. In education institutions. Therefore, it is indicated that the
addition, insufficient reading skills persist, such that more than influence of flipped classroom methods in K-12 English as a
55 percent of 15-year-olds on the PISA test are classified as Foreign Language classrooms has to be further researched. As
functionally illiterate, i.e., they can read texts but cannot students in Islamic secondary schools are sometimes
answer questions based on the texts (The World Bank, 2018). undervalued in comparison to students in general secondary
If a student is illiterate in his or her home language, let alone in schools, this investigation is especially important to perform to
a foreign language, the learner is in dire straits. Consequently, collect empirical evidence on the students' achievement
it is essential that efforts to improve reading comprehension be following the deployment of flipped classrooms.
sustained. This study poses two research inquiries: 1) To what extent
To cope with the changes wrought by the COVID-19 does flipped classroom instruction enhance students' reading
pandemic and the Fourth Industrial Revolution, a flipped comprehension performance? 2) Are the reading
reading classroom approach is suggested as a solution, offering comprehension outcomes of students instructed via the flipped
the potential to improve students' reading comprehension classroom model superior to those instructed through
skills. By flipping the traditional classroom model, this traditional means? The first study's objective was to compare
approach is anticipated to yield positive outcomes. The term pre- and post-test scores to see whether or not Islamic
flipped classroom refers to an educational environment in secondary school students' reading comprehension improved
which the typical order of classroom instruction and after being exposed to flipped reading courses. The objective
assignments is reversed (Alsowat, 2016; Bergmann & Sams, of the second question is to investigate whether there is a
2012). In contrast to traditional methods, students in flipped noteworthy discrepancy in the reading comprehension
learning environments completed homework tasks outside of attainment of students instructed via the flipped classroom
class before engaging in any face-to-face instruction. (Yulian, model compared to those who are not.
2021) mentioned that It is essential to include the flipped
classroom instructional approach in blended and online
language learning environments. The utilization of an online- M ETHOD
based flipped classroom approach enabled the integration of
Research Design
information technology systems within the confines of the

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The Effect of Implementing Flipped Reading Comprehension Classroom in Indonesian Secondary High School During Covid-19 Pandemic

The study conducted a quasi-experimental research design with synchronous meeting, the students finished the assignment in
a non-equivalent pretest-posttest control group design, as the groups and had a discussion with the instructor to confirm their
assignment of students randomly was not feasible. According comprehension of the material. However, the members in the
to Schumacher & McMillan (2013) Nonequivalent pretest- control group were not involved in any flipped classroom
posttest Control Group Design are common and beneficial in activities. The students in the control group were instructed in
education due to the frequent impossibility of randomly the traditional ways of teaching and learning; no alternative or
assigning subjects. In this design, the researcher provides novel approaches were utilized.
pretest and posttest to both of experimental and control groups.
In the research, students' progress in reading comprehension
Data Analysis
was evaluated over six weeks through synchronous meetings,
The acquired data from the reading comprehension tests
which provided a platform for instruction and support. The
underwent several analytical procedures. The initial step
interventions consisted of using flipped classroom instruction,
involved conducting a normality test to ascertain the
and after this period, the students were given posttests to assess
distribution of the scores obtained. The results of this test were
whether or not there was a significant enhancement in their
used to determine whether a parametric or non-parametric test
reading comprehension abilities. Following the posttest
was necessary. The findings indicated that the data collected
administration, the data from the two groups were compared to
from the study were normally distributed, as evidenced by the
determine any significant disparities between them. The
significance probability (sig) being higher than α = 0.05 in both
comparison of the two groups aimed to investigate whether the
groups. Table 2 provides a summary of the normality test
students taught by using flipped classroom instruction achieved
results for both the experimental and control groups.
higher scores in reading comprehension than those who were
Parametric testing was employed in examining the hypothesis.
not taught through the same method. This comparative analysis
A paired sample t-test was conducted to evaluate whether there
allowed for the identification of any significant differences in
was a notable improvement in students' reading comprehension
the effectiveness of the two instructional methods employed.
performance. Additionally, an independent sample t-test was
utilized to ascertain whether the reading comprehension
Participants achievement of students instructed via flipped classroom
This research was carried out in a single State Islamic Senior methods was superior to that of students instructed through
High School in Bengkulu Province, Indonesia, that holds an A conventional means.
level of accreditation. There was a total of 56 students in the
eleventh grade that took part in the research. To select the
sample, the method of purposive sampling was utilized. F INDINGS
Because all the participants were at the same reading
The Results Of Pre-Test And Post-Test
achievement level and struggled with the same issues, we were
Following the interventions, students' reading comprehension
able to select them as participants.
skills increased. The lowest score on the pretest was 56, which
was classified as low achievement, and the best score was 80,
Data Collection which was classified as Excellent. After the intervention, the
To evaluate the reading comprehension skills of the study's students' performance on the posttest significantly improved.
sample, a reading comprehension test was administered to both The lowest score obtained was 76, which was classified as very
the experimental and control groups. The examination good, and the highest score obtained was 92, which was
consisted of multiple-choice questions. The texts and questions classified as excellent. Table 3 shows the comparison results
were modified from books for eleventh-grade students that had before and after the interventions.
been synchronized with the school's curriculum. Before the According to Table 3, there was an increase in student achievement
pretest, 40 multiple-choice questions had been tried out. The after the employment of flipped classroom instruction. In the
test results were then evaluated to determine the validity and pretest, there were 2 students (7%) who got a low score, 14
dependability of the test items. Mackey & Gass (2005) suggest students (48%) got a good qualification of the score, 12
that researchers need to make sure that the instrument used to students (41%) got a very good qualification of the score, and
collect the data is reliable. One of the ways is by applying 1 student (3%) got an excellent qualification of the score. The
instrument reliability. Validity is the most important factor to posttest results show better results in which no students were
consider when constructing and evaluating measurement categorized as low or good. However, I student (3%) obtained
instruments. It is the extent of an instrument measuring what is a very good score qualification and the rest 28 students (97%)
claimed to be measured (Ary et al., 2014). Out of 40 try-out were able to reach an excellent qualification.
pre-test questions in the text of the questions tested, 25 valid
questions were obtained. The reliability of test instrument were
Paired Sample T-Test In The Experimental Group
calculated by using Cronbach’s a. The result of statistical
The students’ significant improvement is clearly seen through
analyses shows a high level of reliability (0.957). Table 1
the mean score comparison before and after the interventions.
shows the results of the validity of the instrument.
Table 4 displays the outcomes of the study, which indicate a
Following the preliminary test, the interventions were carried
notable improvement in students' reading comprehension
out. The students in the experimental group were given a
abilities from the pretest (M=68.00) to the posttest (M=85.17).
learning video that was related to the reading assignment before
The results of the paired sample t-test lend further support to
they participated in the synchronous meeting. After that, at the

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The Effect of Implementing Flipped Reading Comprehension Classroom in Indonesian Secondary High School During Covid-19 Pandemic

these encouraging findings. assigned additional practice or homework outside of class.

Table 5 illustrates the meaningful contrast between the Conversely, flipped lessons allow students to receive exposure
pretest and posttest results of the experimental group, wherein to new material at home and utilize class time for collaborative
flipped classroom interventions were implemented. The null activities. As a result, students participate in active learning
hypothesis was rejected, and the alternative hypothesis was pursuits. Vuong, Tan, & Lee (2018) agree that Using class time
accepted since the Sig (.000) was less than 0.05. This outcome more efficiently for active learning activities is one of the
suggested that there was a significant improvement in the benefits of the flipped classroom. Flipped classroom prompts
reading comprehension achievement of students instructed via the students’ active participation in classroom activities (Hung,
flipped classroom. The effectiveness of the intervention was 2015). The students who are enrolled in the general English
also assessed by determining the Eta squared, as demonstrated course can take advantage of the flipped classroom to increase
in Figure 1. The Eta squared value of 0.0836 indicated that the amount of participation and interaction they have in class
there was a large effect size on the difference in students' with both the instructor and the other students (Choe & Seong,
reading comprehension achievement before and after the 2016; Rakesh Bab & Vivekha, 2019). One of the possibilities
intervention (Eta Squared > 0.14). is the level of preparedness that was demonstrated by the
students. The students feel that they are better able to
participate in the activities that take place in the classroom as a
Independent Sample T-Test
result of the preparations that they carry out at home before
The second research question sought to determine whether the
coming to school (Afzali & Izadpanah, 2021; Hamdan et al.,
performance of students instructed via the flipped classroom
2013). In fact, flipped classroom is beneficial in encouraging
model in the experimental group was superior to that of
students’ engagement in the classroom. Participants in both
students in the control group. The results presented in Table 6
flipped learning situations spent much more time on their
demonstrate the divergence in Mean Score between the two
course materials and activities and reported a better degree of
groups following the interventions. It is evident that the Mean
engagement with course content (Amiryousefi, 2019).
Score in the experimental group (M=85.17) exceeded that of
The significant essential variable that was responsible for
the control group (M=77.48).
the positive outcomes that were brought about by the students'
The outcomes of the independent sample t-test, as presented
positive behavior when the flipped classroom was being
in Table 7, reveal a significant discrepancy in scores between
implemented. This is in line with what Phoeun & Sengsri
the experimental group (M=85.17, SD=4.089) and the control
(2021) found in their study, which found that there was a
group [M=77.48, SD=5.912; t(54)=5.695, p=.000]. This
positive change in the behavior of the students after the
finding indicates that the null hypotheses were rejected, and the
students became familiar with the concept of flipped
alternative hypothesis was accepted, demonstrating that there
classroom, which then brought improvement in their English
was a substantial difference in reading comprehension
skills. This finding supports the claim that there was a positive
achievement between the two groups. Additionally, it confirms
change in the students' behavior after the students became
that students instructed through flipped classroom methods
familiar with the concept of flipped classroom. The students
outperformed those who were not in comprehending reading
had a good time participating in educational activities
texts. The calculation of the Eta squared value, as demonstrated
(Amiryousefi, 2019; Phoeun & Sengsri, 2021). In the context
in Figure 2, further suggests that there was a large effect size
of the reading classroom, students perceive the flipped
(0.369>0.14) associated with flipped classroom instruction in
classroom approach to be more motivating and conducive to
enhancing students' reading comprehension achievement.
reading. When coupled with effective reading strategies, this
method has resulted in a substantial improvement in students'
D ISCUSSION reading abilities (Zhang, 2022).
Moreover, it is believed that by improving the quality of
The primary objective of this study was to examine the impact
the instructional environment, students' achievements will
of flipped classroom instruction on students' reading
improve significantly (Huang & Hong, 2016; Karimi &
comprehension performance. The results of the two parametric
Hamzavi, 2017; T.T.T. & N.V., 2018; Vuong et al., 2018; Yang
tests indicated a significant improvement in students' reading
& Chen, 2020). Learners of lower levels can use instructional
comprehension abilities. Comparisons of the pre- and post-
videos as a reference for their study, pausing the videos,
treatment findings revealed a noteworthy enhancement in
rewinding them, or speeding them up as necessary.
reading comprehension skills. Furthermore, a comparison of
Concurrently, more capable students have the opportunity to
the experimental and control groups' means revealed a
participate in additional activities during class time. This
significant difference, with the experimental group exhibiting
technique is beneficial for students who lack the self-assurance
superior achievement. The investigation also demonstrated that
to solve difficulties alone by revisiting previously taught
the intervention's effect size was considerable, indicating that
material rather than approaching the instructor for assistance.
the implementation of flipped classroom instruction had a
substantial influence on enhancing students' reading
comprehension achievement.
Students were found to be more active during the
C ONCLUSION
This study confirmed that the usage of flipped classrooms for
synchronous activities. The synchronous meetings were
teaching reading comprehension has a significant impact on
marked by active student engagement. In traditional
students' reading comprehension achievement. The results of
classrooms, students are introduced to new concepts and
the study also revealed that students who participated in flipped

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The Effect of Implementing Flipped Reading Comprehension Classroom in Indonesian Secondary High School During Covid-19 Pandemic

reading comprehension classrooms demonstrated higher However, the scope of this particular study is restricted to
reading achievement than those who did not. The flipped collecting empirical evidence on the implementation of flipped
reading comprehension classroom has contributed significantly reading comprehension classrooms alone. This study did not
to the teacher's ability to manage the abrupt shift produced by dig into each of the components that go into constituting
the development of technology and the growth of covid 19 in reading comprehension abilities in greater depth. It did not take
the same era. Students are prepared to face the challenge of the into account any of the moderator or mediator variables that
global revolution so long as they are assisted and exposed to could possibly have an effect on the findings of the study. More
the right teaching and learning instruction, according to this investigations into these features are required to be executed by
study, which focused on the Islamic secondary school in future’s studies.
Indonesia, which is sometimes underrated compared to general
secondary schools.

Table 1: Validity of the reading test questions

No Items r-amount r- table Explanation No Items r-amount r- table Explanation
1 .696 0,4132 Valid 21 .689 0,4132 Valid
2 .762 0,4132 Valid 22 .672 0,4132 Valid
3 .538 0,4132 Valid 23 .730 0,4132 Valid
4 .607 0,4132 Valid 24 .468 0,4132 Valid
5 .654 0,4132 Valid 25 .730 0,4132 Valid
6 .686 0,4132 Valid 26 .730 0,4132 Valid
7 .652 0,4132 Valid 27 .417 0,4132 Valid
8 .696 0,4132 Invalid 28 .689 0,4132 Valid
9 .762 0,4132 Invalid 29 .081 0,4132 Invalid
10 .696 0,4132 Invalid 30 .424 0,4132 Valid
11 .698 0,4132 Valid 31 .417 0,4132 Valid
12 .698 0,4132 Valid 32 .689 0,4132 Valid
13 .762 0,4132 Valid 33 .206 0,4132 Invalid
14 .581 0,4132 Valid 34 .080 0,4132 Invalid
15 .538 0,4132 Invalid 35 .104 0,4132 Invalid
16 .401 0,4132 Invalid 36 .163 0,4132 Invalid
17 .311 0,4132 Invalid 37 .041 0,4132 Invalid
18 .142 0,4132 Invalid 38 .672 0,4132 Valid
19 .262 0,4132 Invalid 39 .730 0,4132 Valid
20 .262 0,4132 Invalid 40 .672 0,4132 Valid

Table 2: Summary of the results of normality test

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Pretest Experimental Class .171 29 .031 .937 29 .085
Pretest Control Class .160 27 .072 .934 27 .088
Posttest Experimental Class .199 29 .005 .944 29 .126
Posttest Control Class .192 27 .012 .927 27 .057

Table 3: The results of students’ reading comprehension in Experimental Group

Score interval Category Pretest Post test
Frequency (Students) Percentage Frequency (Students) Percentage
(%) (%)
80-100 Excellent 1 3% 28 97%

70-79 Very Good 12 41% 1 3%

60-69 Good 14 48% 0 0%

50-59 Low 2 7% 0 0%

<49 Fail 0 0% 0 0%

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The Effect of Implementing Flipped Reading Comprehension Classroom in Indonesian Secondary High School During Covid-19 Pandemic
Table 4: Paired sample statistics
Mean N Std. Deviation Std. Error Mean
Pretest 68.00 29 6.782 1.259
Pair 1
Posttest 85.17 29 4.089 .759

Table 5: Paired sample t-test

95% Confidence
Interval of the
Difference
Mean Std. Std. Lower Upper T df Sig. (2-
Dev Error tailed)
Mean
Pair 1 Pretest - 7.737 1.437 -20.115 -14.229 -11.952 28 .000
Posttest 17.172

Table 6: Independent sample statistics

Mean N Std. Deviation Std. Error Mean

ExpGroup
Post –Test 29 85.17 4.089 .759

Control Group 27 77.48 5.912 1.138

Table 7: Independent sample t-test

95% Confidence
Interval of the
Difference
F Sig T Df Sig M Std. Error Sig. Lower Upper
(2- difference (2-
tailed) tailed)
Posttest Equal
Variance 4.378 .041 5.695 54 .000 7.691 1.350 4.984 10.398 4.378
assumed
Equal
Variance
5.623 45.868 .000 7.691 1.368 4.937 10.444 5.623
not
assumed

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