Unlocking Potential: The Flipped Classroom's Impact on Reading Comprehension and Motivation

Authors

Ari Eka Zullayli Universitas Terbuka
Ruminda Universitas Terbuka
Juhana Universitas Terbuka

DOI:

https://doi.org/10.31539/leea.v8i2.14695

Abstract

Determining the effects of the flipped classroom method on the reading comprehension and motivation of seventh-grade students at SMPN 3 Bondowoso was the goal of this study. We compared the standard method and the flipped classroom using an experimental design using cluster random sampling, with 30 students in each group. We ensured the dependability of our data by using validated motivation questionnaires and reading comprehension tests. Using independent and paired sample t-tests, we discovered that the flipped classroom not only greatly improved students' reading comprehension—outperforming the conventional approach at a significance level below 0.005—but also sparked their interest, initiative, and optimism. The flipped classroom is essentially supported by this research as a dynamic catalyst for improving both reading prowess and student engagement, paving the way for a more inspired and effective learning experience.

Keywords: Flipped Classroom Method, Motivation, Reading Comprehension

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