The Effect of Flipped Classroom Model on Reading Comprehension Achievement of First-Semester Higher Education Students

Abstract

In response to the limitations of traditional reading instruction, this study explores the impact of the flipped classroom model on the reading comprehension achievement of first-semester English as a Foreign Language (EFL) students in higher education. While previous research has highlighted the benefits of flipped learning in writing instruction, limited empirical studies have examined its effectiveness for reading comprehension, particularly among university-level EFL learners in the Indonesian context. Addressing this gap, the present study employed a quasi-experimental design involving 60 first-semester students at STKIP Muhammadiyah Pagaralam. Participants were divided into two intact classes: an experimental group (n = 30) receiving instruction through the flipped classroom model, and a control group (n = 30) taught using conventional methods. The instructional intervention spanned 16 meetings. A reading comprehension test served as the research instrument, validated by expert judgment and piloted to ensure reliability (Cronbach’s α = 0.83). Data were collected through pretests and posttests administered to both groups. Descriptive statistics and independent samples t-tests were used to analyze the data. Results indicated a significant difference in posttest scores between the groups, with the experimental group achieving a higher mean gain (18.5 points) compared to the control group (9.4 points), suggesting the flipped classroom model effectively enhanced reading comprehension. The study implies that integrating pre-class digital content with in-class active learning can significantly improve reading outcomes in EFL contexts. It recommends wider adoption of flipped learning in higher education and encourages further research on long-term impacts and learner engagement strategies.