Flipped Classroom Versus Traditional

Classroom to Improve Students’ Reading

Comprehension Attainment During Covid-19
at SMA Negeri 7 Prabumulih

Welly Ardiansyah1(B) , Nurul Aryanti1 , Murwani Ujihanti1 , Risnawati1 , Lutfi Asyari2 ,

Wasitoh Meirani1 , and Ahmad Leo Faragusta1
1 State Polytechnic of Sriwijaya, Palembang, Indonesia
2 Institut Pendidikan Indonesia, Garut, Indonesia

Abstract. The writing is intended to know if a flipped classroom design improves

reading comprehension scores among students in class XI of SMA Negeri 7 Prabu-
mulih in the year 2022/2023. This study is quasi-experimental research. There are
216 students in population and 68 students in sample, they are XIA as controlled
class and XIB as experimental class. The purposive sampling was applied. The
collecting data used was reading comprehension test comprising 40 question items
in the form of multiple choices. Before applying a parametric-test normality and
Homogeneity test were applied. Then, t-test (test of sig.) was calculated with SPSS
26. A study conducted by this research found that students teaching using flipped
classroom design models were more likely to have higher reading comprehension
than students taught using traditional classrooms. The experimental class had a
mean score (19.000) that was much higher than the average score (14.824) of the
control class. It directly implies that the use of Flipped classroom design helps
students achieve greater reading comprehension.

Keywords: Flipped Classroom · Traditional Classroom · Reading

Comprehension

1 Introduction
The COVID-19 pandemic has caused governments to close schools and colleges in 213
countries. Many people have been compelled to transition from traditional to online
schooling as a result of this predicament. Virtual-based learning or online learning was
promoted in almost all nations as a way for teachers and school staff to remain in touch
with pupils [1]. In Indonesia, this situation has resulted in the transformation of the
conventional teaching approach into a technology-based model. It is a drastic adjustment
that poses several difficulties for a teacher to adopt in the classroom.
Flipped classroom teaching is a type of teaching where students do both in-class
activities and outside activities during class. In the online learning method, teachers
use digital tools to give students help to learn how quickly they want to learn, and all

© The Author(s) 2023

R. Martini et al. (Eds.): FIRST-SS 2022, ASSEHR 733, pp. 25–37, 2023.
https://doi.org/10.2991/978-2-38476-026-8_4
26 W. Ardiansyah et al.

students are given assignments to learn independently at home and improve their learning
capabilities. Students must actively study offline before they can join online classes. As
part of the learning process, they must also be active in group work [2].
Many researches have looked at how to utilize the flipped paradigm to enhance
reading comprehension, but few have looked at how critical thinking is used to support
critical reading. Students can improve their English skills by using English more fre-
quently in the flipped classroom. It will affect their academic success, learning styles,
and engagement of English students have been examined by previous research (Hung,
2015). Some classrooms in high school have flipped classes, which means that students
learn more about specific reading skills than they do in traditional classes. This can help
improve their concentration on reading tasks. According to their findings, students given
flipped directions may learn at their own speed and study outside of the classroom [3]. In
a flipped classroom, the way the class is taught changes so that students can learn more
about the content being taught. This allows them to understand the material in a deeper
way. Surely, it also improves their achievement levels, thereby changing their roles as
teachers and students. Studies have shown that flipped classrooms are highly effective
and beneficial in a number of different ways [4]. Flipped classrooms have been found
to boost students’ achievement levels, making people want to learn different types of
material [5, 6] inspiring students’ desire to learn [7], enhancing the ability of students
to grasp the learning materials [8], and increasing students’ ability to write and their
classroom engagement [9]. The influence how the flipped classroom affects different
levels of reading comprehension skills of EFL learners was explored [10]. Investigating
whether a flipped classroom design model is effective in teaching reading comprehension
to students at SMA Negeri 7 Prabumulih is the focus in the writing. This model involves
having students learn material in class, but then using resources, such as textbooks, and
online to help them practice and improve their skills. This is being done in order to see
if it has an effect on student reading achievement.

2 Literature Review
2.1 Defining Flipped Classroom
Engagement in learning is key to success in academics, so if a student is disengaged, their
chances of doing well in school are lower. Students were able to show how engaged and
interactive they were by engaging and interacting with others outside of the classroom.
By engaging students in their regular school activities, teachers ensure they are meet-
ing all behavioral, emotional, and cognitive markers while still meeting their learning
goals. Positively engaged students obeyed class rules and norms well and demonstrated
excellent behavior. Depending on their emotional state, students react positively and
negatively to lecturers, peers, and academics. They may be engaged, interested, bored,
happy, sad, or anxious. Meanwhile, achieve cognitive engagement can be achieved when
they learn strategies and self-regulate to become more effective students [11]. A flipped
classroom allows the lecturer to perform more activities, and students are no longer
required to take notes during classes. Instead of lectures, students engage in activities
and problem-solving during class time [12]. If students learn the material before class,
they may be less interested in using it during the class session. In a traditional class, the
 Flipped Classroom Versus Traditional Classroom 27

material is received during the session, so students are more likely to be engaged with it.
Studies show, however, that interactive online videos are more effective than in-person
lectures [13, 14]. Flipping classrooms will improve student performance by increasing
student engagement [15].
Through flipped classrooms, online learning is a way of getting help from teachers in
a way that is different from traditional classroom learning. In online learning, teachers
provide video lectures that students can watch or use for individual help. This way,
students can continue their learning even if they cannot come to class. In this way, it
differs from traditional online learning. In traditional classrooms, teachers often give the
same lecture to everyone, no matter how different their level of understanding may be.
This can make the lectures go too quickly for some students, and too slowly for others.
But sometimes, depending on what students say, teachers may change the speed of the
lectures to make them more accessible to everyone. In flipped classrooms, video lectures
provide students with the option to fast forward or pause to review topics which may
require more processing time [16].
Flipped classrooms allow students to learn English grammar in a more active way,
by watching instructional videos before class. This was investigated to see how well
students perform, what they think of the process, and how they feel about learning
English independently. There were 43 students who were grouped into two. The first
group, the experimental group, learned by watching the videos by themselves before class
and practicing what they had learned under the lecturer’s supervision. The second group,
the control group, received traditional method only in class. The final test proved that that
students’ grammar performance improved when learning in a flipped classroom, even
though the results of the test were not significant. Students’ responses to questionnaires
and interviews showed that they had positive attitudes toward learning in a flipped
classroom. The survey results and interviews with students reveal that they positively
respond the use of flipped classrooms in their English classes [17]. In 2013, examined
the effectiveness of flipped learning at California State University Northridge by using
flipped classroom in two classes. In spring 2013, this study was carried out with 50
students. The course designed is especially helpful for students who want to learn more
independently. Based on the statistical data, it seems that a majority of students found
the course helpful.
Several students said that they learned more effectively using the flipped class-
room method, and it looks as if the students benefited from it. The majority of students
considered educational films to be useful, entertaining, and difficult enough [18].

2.2 Traditional Classroom

Traditionally, a classroom consists of a lectern placed under a microscope, surrounded
by pale-colored walls and rows of tables and chairs. In the past, people have focused
their education on attending classes every day, and school facilities were found to affect
learning. Traditional classroom education is primarily based on teaching methods and
focuses on learning materials rather than learning styles and differences between learners.
Learning occurs naturally when learners harmonize their techniques along with their
learning ability. In the traditional classroom, the senses and the mind are not stimulated.
Instead, rote learning is encouraged [19].
28 W. Ardiansyah et al.

2.3 Reading Comprehension

The understanding of a text that one acquires from reading is called comprehension in
reading. Meaning is constructed as a result of reading instruction, and it is the main
objective of instruction. A reader’s comprehension of a text goes beyond simply under-
standing words, sentences, or sentences themselves, but also has need a prior knowledge
integration, language proficiency, and metacognitive strategies. To understand what is
written, the reader is demanded to bridge the gaps in the information by using what the
reader has already known and by understanding what the author is trying to say [20].
Readers who understand what they are reading use a variety of strategies, including
connecting what they know from their own lives, summarizing key points, drawing
conclusions, and asking questions to help them make sense of what they are reading.
Ultimately, the goal of reading instruction is to help students understand what they are
reading [20].

3 Methodology

3.1 The Method of the Research

In this study, a method called statistical analysis was used to look at data. Statistical
analysis is a way of looking at data that uses mathematical tools. This type of research
was done using a type of experiment called quasi-experimental. This type of experiment
is where participants are not randomly assigned to groups.

3.2 Research Place

The place where the research was conducted is important because it is related to the
research’s variable. The research was conducted at SMA N 7 Prabumulih in Jalan.
Lingkar Timur, Muara Dua, Kecamatan Prabumulih Timur, Kota Prabumulih, Sumatera
Selatan 31146. Time is also important in this research, and it was held from May to July
2022.

3.3 Research Variable

The study used a quasi-experimental design, which means that it used two different
groups of people. The groups were different in terms of the independent variable (X)
- one group was given a treatment, while the other group was not. The independent
variable (X) is a change that is made to a classroom. One way to change the way a
classroom is structured is to flip the design model. The outcome of this modification in
the classroom is the dependent variable (Y). This result can be measured in different
ways, such as reading comprehension achieved by the students.
 Flipped Classroom Versus Traditional Classroom 29

3.4 Research Population and Sample

In this study, researchers looked at the eleven students in the class of 2022/2023 at SMA
N 7 Prabumulih. They selected a sample that is representative of the entire population,
so the generalization about this group of students is likely to be precise. To get a sample,
the researcher chose two groups, XIA and XIB. There were 34 experimental students in
group XIA and 34 control students in group XIB. This study used a non-equivalent or
non-randomized control group design to see if a specific treatment would be affected.
The research objective is to see if a specific treatment would be affected or not by the
study.

3.5 Research Procedures

The way the teacher was using the flipped classroom was different from the way most
classes are taught. Through three phases comprising before, during, and after class, the
traditional classroom provides an excellent learning environment. The flipped class-
room used three phases too: pre-reading activities (planning), during-reading activities
(monitoring and evaluation), and post-reading activities (evaluating what was learned)
(Table 1).

3.6 Technique of Data Collection

Researchers gathered data by conducting pre-tests, treatments, and post-tests. In more

detail, the test was completed as follows:

1. Pre-Test
Before starting the treatment, the researchers want to see if the students can under-
stand what they read well. So, pre-test is done to see how well they do. Students
are required to complete a pre-test as part of the testing procedure. There were 40
multiple-choice items. If the students answered the full question properly, they would
receive 100 points.
2. Treatment
The researchers tested two different classroom designs. One used a flipped classroom
design model, and the other used a traditional teaching method. The study’s find-
ings revealed that the flipped classroom design model outperformed the traditional
method in terms of improving student reading comprehension.
3. Post-Test
The study’s final task is a post-test that is administered after two classes that the
researchers have instructed. The post-test involved 40 multiple-choice items, just
like the pre-test. The effectiveness of the flipped classroom design model is then
evaluated using test results. Researchers were able to evaluate how effective flipped
classroom design model was compared to a non-flipped classroom design model
class in this case.
30 W. Ardiansyah et al.

Table 1. Summary of the instruction given in both classes

Experimental Classroom Controlled Classroom

Pre-reading activity Before Class
Lesson objectives and background knowledge are Students were not given any lesson
communicated by the lecturer. The lecturer materials before the class.
introduces the topic and activates students’
knowledge during the lecture. The lecturer uploads
various teaching materials in various formats (such
as videos and book chapters) so students can
access them before class begins.
Monitoring and evaluating while reading In Class
The lecturers review what they have taught in Students received the lesson and the
class, and then asks questions to help the students teacher gave the entire lecture.
understand. They then assign homework, and the
students discuss what they have learned in class.
The lecturers then provide more information about
the materials that the students need to know, and
explain that these materials will be gradually
added to the WA group.
Post reading activity After Class
During this phase, students were guided to reflect Students were given the homework and
on the teaching and learning process and draw materials to be reviewed about that day’s
conclusions about lessons learned. In order to topic.
assist students who experienced difficulty
implementing the flipped classroom strategy, the
lecturer asked them questions related to the
material. Consequently, a lecturer could evaluate
the learning process by using this activity. As a
result, teachers would be able to reflect on their
teaching. Reflective teaching is a way of learning
and teaching that focuses on thinking about
teaching in a critical way. This can help teachers
improve their understanding of teaching, as well as
the quality of their classroom practices. In case the
first teaching and learning process did not improve
student reading achievement, the researcher will
take another look at the classroom using the
flipped classroom method.

3.7 Data Analysis Technique

The quantitative data from the research was analyzed using statistics, which involved
doing calculations to see how the data was related.
Two distinct tests were carried out by the researchers to identify if two groups of
students had different outcomes after students had completed a course. The independent
 Flipped Classroom Versus Traditional Classroom 31

sample t-test was used as the initial test to assess if there is any statistical proof that the
associated population means differ significantly between two independent groups. The
second test used was the pair sample t-test, which looked at differences in average scores
between the two groups of students. A useful statistical test for examining differences
between groups is the between-group t-test. It is especially helpful when one group’s
value for a certain parameter differs from the other group’s value. When the two groups
are not perfectly matched, a different kind of test called the paired-sample t-test can be
applied.

a. Normality Testing
Software called SPSS 26 is used to scrutinize whether the data was normal. The
value of significance (A) was 0.05 indicating that there was a slight possibility that
the data were not normal.

1) H0: Data is normal if significance is less than 0.05.

2) H1: Data is not normal if significance is greater than 0.05.

b. Testing for Homogeneity

The researchers want to know whether or not the data has a consistent variance. To
do this, the assumption of homogeneity of variance was adopted. Its purpose is to
determine if two populations have the same distribution. If the variances are different,
then the data might not be homogeneous.

1) H0: Data are homogenous if significance is greater than 0.05.

2) H1: Data are not homogeneous if significance is less than 0.05.

4 Results and Discussion

4.1 Results
In order to determine if the data from the pretest and post-test tests is normal, a normality
test is conducted. Before choosing an analysis, determining the normality of the data is
important. In this case, a normality test was used since the data was scrutinized through
parametric statistics. The data is considered normal if the asymptote (2-tailed value) is
bigger than or equivalent to 0.05. The results of the normality test of pre- and post-test
data belong to the experimental class are displayed in Tables 2 and 3.
Typical score, according to data from the pretest, was 0.2226, and after the test, the
average score was around 0.105. This suggests that the distribution of data is normal.
This is significant because it means that the data are to be reliable.
Asymptotes either the pre-test or post-test is 0.181 and 0.100 separately. The
asymptotes indicate that the data was distributed normally.
The homogeneity test establishes the homogeneity of the obtained data. The
researchers conducted a test of variance homogeneity either on the post-test experimen-
tal or control classes using SPSS 26 by the sig. Level (A) = 0.05. The post-experiment
homogeneity of variance results for the experimental and control classes are shown in
Tables 4 and 5.
32 W. Ardiansyah et al.

Table 2. Normalization test before and after the class tests on experimental class

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pre_test .126 34 .191 .959 34 .226
post_test .096 34 .200* .948 34 .105
* This is a lower bound of the true significance.
a Lilliefors Significance Correction

Table 3. Normalization test before and after the class tests on control class

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig Statistic Df Sig
.pre_test .103 34 .200* .956 34 .181
.post_test .126 34 .191 .947 34 .100
* This is a lower bound of the true significance.
a Lilliefors Significance Correction

Table 4. The variance homogeneity test

Levene Statistic df1 df2 Sig.

Post Test Results Based on Mean 2.668 1 66 .107
Based on Median 2.788 1 66 .100
Based on Median and 2.788 1 65.352 .100
with adjusted df
Based on trimmed mean 2.761 1 66 .101

H0 is accepted and H1 is rejected because Table 4’s significance value is 0.107

indicating that is higher than 0.05. The data are homogeneous as a result.
To compare two student groups, t-test was adopted. The findings demonstrate that
mean difference of 19,000 existed between the first group of students. Students on
the second class had a mean difference of 15,543 between them. The mean difference
between the two groups was determined to be the most significant difference between
them, and the test’s significance level was 0.000.
If the probability is high (above 0.05), student performance either before or after
using a flipped classroom design model cannot be distinguished It is obvious that there
is a significant difference between how students performed before as well as after using
 Flipped Classroom Versus Traditional Classroom 33

Table 5. Experiment class paired sample t-test

Paired Samples Test

Pair 1
Pre_test - Post_test
Paired Differences “Mean” −19.000
“Std. Deviation” 9.909
“Std. Error Mean” 1.699
“95% Confidence Interval of the “Lower” −22.457
Difference” “Upper” −15.543
t −11.181
df 33
Sig. (2-tailed) .000

a flipped classroom design model if the probability is low (below 0.05). After the stu-
dents completed pre- and post-tests, the researchers discovered that the flipped classroom
design model significantly enhanced the students’ reading comprehension classes. This
demonstrates that the experimental group’s students in the experimental class outper-
formed their reading comprehension scores compared to reading comprehension scores
gained by students in the control group. Then, using the effect size, also known as eta-
square, one can assess the distribution of significant effects between the experimental
pre-test and post-test. Here, the difference between the pre-test and post-test scores for
the experimental class is calculated.

t2
ω̃2 =
t2 + n − 1
t2
ω̃2 =
t2 + n − 1
11.1812
ω̃2 =
11.1812 + 34 − 1
125.014
ω̃2 =
125.014 + 33

ω̃2 = 0.791157

Eta - squared = ω̃2 × 100%

Eta - squared = 0.791157 × 100%

= 79.1157%
34 W. Ardiansyah et al.

Table 6. Paired sample t –test of controlled class

Pair 1
Pre_test - Post_test
Paired Differences Mean −14.824
Std. Deviation 7.933
Std. Error Mean 1.361
95% Confidence Interval of the Difference Lower −17.592
Upper −12.055
t −10.895
df 33
Sig. (2-tailed) .000

The value of eta-square (0.791157) indicated a significant effect. This demonstrates

the potency of the investigated variables. The degree of correlation between the variables
was calculated using the Pearson correlation coefficient (r). The correlation between
variables is divided into four categories. The correlation is very weak, as indicated by the
score of 0.0r0.3. The score of 0.3r0.5 denotes a weak correlation. Moderate correlation
is defined as a score of approximately 0.5r0.7. Scores of 0.7 to 0.9 and r > 0.9 are
regarded as having strong and extremely strong correlation, respectively. The significant
correlation remains significant even if the p-value is less than 0.05.
To ascertain whether there were any differences in the students’ reading compre-
hension achievement between the groups before and after the application of traditional
method, t-test was engaged. Table 6 contains the findings.
The t-test determined that there was a 14,824-point mean difference between the two
groups. This implies that the groups differ in a statistically significant way. 17,592 and
12,055 are the lower and upper difference intervals, respectively.
The results of using traditional method on students’ reading comprehension before
and after they engaged in their reading activities are not significantly different if the
probability of significance is greater than 0.05. The results of using traditional method
before and after students engaged in their reading activities are significantly different
if the probability of significance is less than 0.05. This implies that the reading com-
prehension of students is significantly impacted by the use of traditional method. The
difference in the amount of change between the groups before and after the experiment
was significant based on the following method.

t2
ω̃2 =
t2 + n − 1
10.8952
ω̃2 =
10.8952 + 34 − 1
118.701
ω̃2 =
118.701 + 33
 Flipped Classroom Versus Traditional Classroom 35

ω̃2 = 0.78246

Eta - squared = ω̃2 × 100%

Eta - squared = 0.78246 × 100%

= 78.246%

The relationship between the variables is strong, as indicated by the high effect
associated with the eta-square value (0.78246). This denotes that there is a good chance
that the eta-square value will be meaningfully associated with the variables.

4.2 Discussion

This study sought to determine how well the flipped classroom design model could boost
students’ achievement in reading comprehension more than a traditional classroom. The
outcomes demonstrated that, compared to the control group, the experimental class using
the flipped classroom design model significantly increased students’ reading compre-
hension scores. The statistics data, which showed that the mean score for the controlled
class was 19.000 while it was 14.824 for the experimental class, served as evidence
for this. This suggests that flipped classroom design is more effective than traditional
classroom teaching of reading comprehension.
The standard deviation measures how much variation there is in a group of data. In
this study, the standard deviation for the post-tests in the experimental and controlled
groups was about the same (9.909 and 7.933, respectively). This means that the groups
were pretty similar, which is what we would expect if the groups were randomly chosen.
By looking at the standard error, the level of variability in sample can be ascertained.
The experimental group’s standard error was 1.699, while the control group’s was 1.361.
This shows that the experimental group more accurately reflected the population than
the control group.
According to the research, flipped classrooms are more effective at teaching students
to read more effectively. In the flipped classroom, this is done so that students can learn
by working on relevant projects [21].
As for this study, both student groups had similar outcomes from the same experi-
ment. The purpose of this research was to see if using flipped classrooms to teach English
grammar in secondary school has any impact on students’ performance, how they feel
about learning English independently, and what they think of the method. It was found
that after they gave a final post-test to the students, their grammar performance improved
[17].
In short, flipped classrooms may have helped students improve their reading
comprehension skills [18].
36 W. Ardiansyah et al.

5 Conclusion

Students can benefit from taking flipped classroom design, according to research. Based
on the findings, it can be said that flipped classroom design can be used to teach read-
ing comprehension and produce positive results because it actively involves students in
their learning. After treatment, the advantages of using flipped classrooms were obvi-
ous. Here, it can be argued that learning through flipped classrooms can help students
comprehend English reading. By using flipped classrooms, students can develop their
independence and learn how and where to study even outside the classroom. Students
must learn to evaluate their own knowledge and skills, plan their strategies, track their
progress, and modify those strategies as necessary in order to become self-directed learn-
ers. Additionally, flipped lectures give students the chance to assess, use, and discuss
previously learned material while putting component skills to the test. The executive
guidance based on knowledge schema created through pre-learning prior to class may
have contributed to the benefits that the students in this study saw from flipped class-
rooms. Future research can examine how the flipped classroom approach is applied at
various educational levels.

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