The Effectiveness of Using Flipped Reading Method to Enhance Students’ Reading Comprehension
DOI:
https://doi.org/10.24256/ideas.v13i2.9123Keywords:
Flipped Reading, Narrative Text, Reading ComprehensionAbstract
Reading comprehension is an important literacy skill in the digital age, where students are required to understand, evaluate, and interpret large amounts of information accessed through technology. However, Indonesian students continue to show low reading performance, as reflected in the 2022 PISA results, which highlight the need for more effective learning approaches. Although previous studies have examined the flipped classroom method and reported positive student perceptions, most rely on qualitative or descriptive data, with limited research statistically measuring learning outcomes, particularly in narrative text comprehension at the secondary school level. Therefore, this study aims to test the effectiveness of the flipped reading method in improving the reading comprehension of eighth-grade students. A quasi-experimental design was used involving 64 students, consisting of an experimental group and a control group. Data were collected through pre-tests and post-tests and analyzed using IBM SPSS 25 with the Wilcoxon Signed-Rank Test and Mann–Whitney U Test due to the non-normal distribution of data. The Wilcoxon test showed a significant increase in both groups (Sig. < 0.001). However, the Mann–Whitney U test showed no statistically significant difference between the two groups (p = 0.313 > 0.05). The effect size calculated using Cohen's r was 0.13, indicating a small effect. These results indicate that the flipped reading method does not produce a significant improvement in students' reading comprehension than conventional teaching. Suggesting that this method does not offer strong instructional advantages for teaching narrative reading comprehension at the secondary school level.
References
Ağırman, N., & Ercoşkun, M. H. (2022). History of the Flipped Classroom Model and Uses of the Flipped Classroom Concept. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 12(1), 71–88. https://doi.org/10.31704/ijocis.2022.004
Agustine, S. (2021). Pengajaran Teks Naratif Menggunakan Cerita Rakyat Lokal: Analisis Pendidikan Karakter, Nilai Moral, Dan Nilai Budaya Dalam Cerita Rakyat Bawi Kuwu. Jurnal Ilmiah: Widya Borneo, 4(2), 97–108.
Audina, Y., Zega, N., Simarmata, A., Situmeang, K. V., & Tarigan, S. N. (2020). An Analysis of Teacher’s Strategies in Teaching Reading Comprehension. Jurnal Pendidikan, 11(1), 94–104.
Bada, D., & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education Ver. I, 5(6), 66–70. https://doi.org/10.9790/7388-05616670
Brassell, D., & Rasinski, T. (2008). Comprehension That Works Taking Students Beyond Ordinary Understanding to Deep Comprehension. Shell Education.
C.K. Alan, A. N., & Cheung, J. S. (2023). The impact of flipped classroom teaching on college English language learning: A meta-analysis. International Journal of Educational Research, 121. https://doi.org/https://doi.org/10.1016/j.ijer.2023.102230
Cahyani, N., Hutagalung, E. N. H., & Harahap, S. H. (2024). Berpikir Kritis Melalui Membaca: Pentingnya Literasi Dalam Era Digital. IJEDR: Indonesian Journal of Education and Development Research, 2(1), 417–422. https://doi.org/10.57235/ijedr.v2i1.1795
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (FOURTH EDI, Vol. 17). PEARSON.
Fahmi, A., Mukminatien, N., Ginting, D., & Kusumaningrum, S. R. (2024). The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels. PLoS ONE, 19(6 June), 1–16. https://doi.org/10.1371/journal.pone.0305041
Fahmi, R., Friatin, L. Y., & Irianti, L. (2020). The use of flipped classroom model in reading comprehension. Journal of Applied Linguistics and Literacy, 4(1), 77–94. https://doi.org/10.47750/pegegog.14.02.32
Fulgueras, M. J. V., & Bautista, J. C. (2020). Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels. International Journal of Language and Literary Studies, 2(3), 257–270. https://doi.org/10.36892/ijlls.v2i3.228
Furmaisuri, R., Yulianda, M., Abdurrahmansyah, & Khadavi Alzafani, R. (2025). Evolusi Peran Guru dari Era Konvensional ke Era Teknologi dalam Meningkatkan Kemajuan Proses Pembelajaran. Beranjah Journal, 4, 1881–1892. https://doi.org/https://doi.org/10.47353/bj.v4i11.516
Kholiq, A., & Luthfiyati, D. (2020). Tingkat Membaca Pemahaman Siswa. KREDO: Jurnal Ilmiah Bahasa Dan Sastra, 4(1), 17–32.
King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30–35.
Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Maharsi, I., Wijayanti, Y. R., & Astari, T. R. (2021). Evaluating Flipped Classroom Approach in Efl Students’ Reading Classes. LLT Journal: Journal on Language and Language Teaching, 24(1), 92–102. https://doi.org/10.24071/llt.v24i1.2768
Mohajan, H. K. (2020). Quantitative Research: A Successful Investigation in Natural and Social Sciences. In Journal of Economic Development, Environment and People (Vol. 9, Issue 4). https://doi.org/10.26458/jedep.v9i4.679
Ningsih, I. H., Winarni, R., & Roemintoyo, R. (2019). The Importance of Early Reading Learning in the Face of 21st Century Education. AL-ASASIYYA: Journal Of Basic Education, 3(2), 196. https://doi.org/10.24269/ajbe.v3i2.1879
Nurhasanah, R. N., & Mustika, D. (2024). Peran guru dalam kegiatan literasi untuk menumbuhkan minat baca siswa. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 10(1), 318. https://doi.org/10.29210/1202424203
OECD. (2023). PISA 2022 Results Factsheets Indonesia. OECD (Organisation for Economic Co-Operation and Development) Publication, 1–9. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Pallathadka, H., & Pallathadka, L. K. (2020). Flipped Classroom Approach: Opportunities and Challenges. European Journal of Molecular & Clinical Medicine, 07(10), 4162–4168. https://journals.lww.com/10.4103/ijcm.ijcm_535_23
Putrayasa, I. M., Suwindia, I. G., & Ari Winangun, I. M. (2024). Transformasi literasi di era digital: tantangan dan peluang untuk generasi muda. Education and Social Sciences Review, 5(2), 156. https://doi.org/10.29210/07essr501400
Ramadhanty, S., & Puspitaloka, N. (2020). EFL Students’ Experiences in a Flipped Reading Comprehension Classroom. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 381–388. https://doi.org/10.30605/25409190.188
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00157-9
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713–729. https://doi.org/10.1111/bjet.12444
Tran, Q., Verezub, E., & Fisher, R. (2025). Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions. Teaching and Learning Inquiry, 13, 1–44. https://doi.org/10.20343/teachlearninqu.13.13
Tse, W. S., Choi, L. Y. A., & Tang, W. S. (2017). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 00(00). https://doi.org/10.1111/bjet.12569
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning, 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Putri Khaerani, Desi Nahartini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
