The Effectiveness of the Flipped Classroom Model in Improving English Reading Comprehension of Seventh-Grade Junior High School Students

Abstract

This study aimed to examine the effect of the Flipped Classroom model on English reading comprehension among seventh-grade students at SMP Negeri 7 Kotabumi. The research employed a quantitative, quasi-experimental design with a nonequivalent control group. A total of 40 students participated in the study, 20 in the experimental group and 20 in the control group. The experimental group was taught using the Flipped Classroom model, while the control group received conventional instruction. Data were collected through a reading comprehension test administered as a pretest and posttest. The results revealed that both groups improved; however, students in the experimental group achieved significantly higher posttest scores than those in the control group. Inferential analysis using an independent samples t-test indicated a statistically significant difference in reading comprehension achievement between the two groups. The findings suggest that the Flipped Classroom model effectively enhances students' English reading comprehension by promoting active learning, learner autonomy, and meaningful classroom interaction. By allowing students to access learning materials before class and using classroom time for guided practice and discussion, the model creates a more engaging, student-centered learning environment. Therefore, the Flipped Classroom model is recommended as an effective instructional strategy for improving English reading comprehension at the junior high school level.