The Effect of Flipped Classroom toward ESP Students Reading

Comprehension

Iswatin Hasanah, and Yudhi Arifani

University of Muhammadiyah Gresik, Sumatera Street 101 GKBt, Gresik, Indonesia.

Keywords: ESP, Reading Comprehension, Flipped Classroom

Abstract: Flipped classroom can be one of alternatives for teaching reading in ESP class. This study was aimed to

know the effect of flipped classroom using video linked in telegram toward ESP students reading

comprehension. 49 ESP students of Accounting class in D1 Equivalent English program was engaged in

treatment group while 37 students of informatics engineering class received only traditional teaching.

Quasi-experimental was implemented as the design then analysed in Mann Whitney test and Wilcoxon

signed-rank test. The post-test scores of both two groups in Mann Whitney test showed significant

difference improvement (p = 0,004) confirmed by a paired-non parametric Wilcoxon signed-rank test

showed statistics value of the treatment group (W=5,720) having a significantly higher value than control

group (W4,225). Means flipped classroom was significantly effective for enhancing ESP students reading

comprehension. As the conclusion, applying flipped classroom is helpful for students as autonomous

learners to master the ESP reading materials. However, this study found some factors need to be considered

for the success of flipped classroom implementation such as students’ motivation, readiness, responsibilities

and technical problems. So, it is suggested for the next researchers aware of those factors.

1 INTRODUCTION

Along with the development and existence of

technology, Flipped Classroom gains popularity

among researchers and educators in the world

(Yilmaz, R., 2017, Du, S. C., Fu, Z. T., & Wang, Y.,

2014, Webb, M., & Doman, E., 2016, Evseeva, A.

M., & Solozhenko, A., 2015). The terminology is

switched or flipped from which the traditionally

learning done inside the classroom and do

homework outside. In the flipped classroom,

students view online videos, read material on books,

modules, website, blog and other sources at home.

As policy, students have to understand the important

concept of knowledge before coming to the class

engaging in active learning activities such as group

discussing, do certain exercises, debates, quiz,

project, summarize etc. (Gilboy, M. B., Heinerichs,

S., & Pazzaglia, G., 2015, sung 2015, Evseeva, A.

M., & Solozhenko, A., 2015). Flipped classroom as

part of blended learning which combine e-learning

or web based lecture and face-to-face classroom

session technique. Students did not listen the

teachers delivered in the class but outside. They first

prepare for the classes by watching online videos'

lecturer instead of a passive-style lecture, receive

individual instruction, workshops and several

activities conducted the classroom learning process.

(Halili, S. H., & Zainuddin, Z., 2015, Nishigawa, K.,

Omoto, K., Hayama, R., Okura, K., Tajima, T.,

Suzuki, Y & Matsuka, Y., 2017, Thai, N. T. T., De

Wever, B., & Valcke, M., 2017). According to

Wang, (2016) flipped classroom has a positive

learning impact on the students’learning

performance and technology usage facilitates in the

flipped classrooms’ implementation.

In Indonesian context, the flipped classroom still

considered as new teaching model influenced the

change of the students attitudes and affected their

willingness (Afrilyasanti, R., Cahyono, B. Y., &

Astuti, U. P., 2016, 2017). Previous studies

revealing about its effectiveness where students

learn materials (e.g., by watching lectures through

video or online video) at home attained a positive

learning result that students learn what is pertinent to

them based on their learning needs actively, ready

and independently for receiving the lessons

(Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P.,

2016, 2017, Azizah, D., & Fitri, A. 2017,

McDonald, K., & Smith, C. M., 2013). Flipped

226

Hasanah, I. and Arifani, Y.

The Effect of Flipped Classroom toward ESP Students Reading Comprehension.

DOI: 10.5220/0009019100002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 226-236

ISBN: 978-989-758-470-1

classroom trained students attitudes as the

autonomous learning involve their learning

motivation. It also gave chance for the teachers to

improve students learning outcome. (Qiang, 2018).

Flipped Classroom helps students for learning the

content independently and increased their self-

efficacy (Enfield, 2013, Latif, S. W. A., Matzin, R.,

Jawawi, R., Mahadi, M. A., Jaidin, J. H., Mundia,

L., & Shahrill, M., 2017).

The flipped classroom identified as innovative

and effective instructional approach which totally

bring down the traditional instruction by switching

class instruction at home. This teaching model

commonly asked students watching video at home

and use the class time for discussing, solving

complex concepts and answering questions where

students are being encouraged to learn actively. The

teacher’s role is for guiding and facilitating them for

discussing and giving professional feedback as good

self-learning. (Hwang, G. J., Lai, C. L., & Wang, S.

Y. (2015). In a flipped classroom, students watch

video lectures at home through screen casts then

class time is spent for engaging students through a

variety of several learning activities (Schultz, D.,

Duffield, S., Rasmussen, S. C., & Wageman, J,

2014). The flipped classroom delivers lecture

contented to students at home through electronic

device via teacher-created videos or online video

linked as interactive lessons and they use class time

for practical application activities (Arnold-Garza,

2014, Clark, 2015). According to Mehring (2016)

kinds of tools are able to use for creating the

student-centered in the flipped classroom. They are:

1) Videos; The biggest notice for the teachers is

determining if students are doing the pre-class

assignments or not (e.g., watching the videos at

home). Being able for assessing the

students’understanding can be possible by instruct

them from many free programs available on the

internet now days , It possible for the teacher to

embed questions and links to the web sites and

pictures to stop the video play and to collect the

students' data as students watch. Free programs such

as Edpuzzle at www.edpuzzle.com, Zaption at

www.zaption.com and eduCanon at

www.educanon.com, www.youtube.com or several

paid programs such as HapYak at

www.corp.hapyak.com etc. are just a few choice that

allow teachers to create interactive flipped videos.

Therea are many several video channel that

everyone can access online by searching the

keywords related to the video’s tittle or by linked. In

the flipped classroom, Video becomes the media for

the students. They learn and try to understand the

material as kind of input for getting information

replaced the teacher’s explanation in the traditional

teaching method.

2) Programs for English Foreign Language

reading; Almost in EFL reading classes are tried to

build the vocabulary, reading speed and fluency.

Students come to class to practice reading drills by

getting the teacher’s or lecturer’s feedback, but there

is only few interactions among classmates and the

teacher. Then students back to their home and try to

comprehend the reading text and accomplish the

assignment of reading tasks before the next meeting.

It can be an alternative way to thrift the time in the

classroom, so the students are able to do several

activities in the class; such as answer questions,

group discussion, do the worksheet etc.

3) Clickers or student response systems; During in

the class, it is possible for using some clickers or

student response systems. Clickers mean an

interactive technology system that possible for

instructors to compose and propose or provide

questions to students and collect it immediately. We

can also view overall students response such as

Kahoot at www.kahoot.it, Socrative at www.

socrative.com and Pear Deck at www.peardeck.com.

They are example of several free programs which

allow teachers to assess students face-to-face. Here,

the teacher can conduct quiz related the quetions

from the reading text.

Regard to those effectivenesses, there are also

numbers of critiques which found in some other

previous studies. It possible to make mistakes.

Effective “flipping” needs careful and well

preparation to get ready of the lessons which needs

time and effort of both the teachers and students for

conducting to the success of flipped classroom itself

so it is importsnt to increase the interaction between

them (Roehl et al., 2013, Mortensen, C. J., &

Nicholson, A. M. 2015, Chilingaryan, K., &

Zvereva, E. 2017). The students were not fully

prepared before entering the class, as they did not

watch the video lecture at home yet or did not do the

lecture’s instruction yet. (Strayer, 2007).

From those Previous studies the researcher wants

to investigate the effectiveness of the flipped

classroom toward ESP students reading

comprehension. Moreover, teaching ESP (English

for Specific Purpose) has become challenging for the

because the learning materials content having more

difficult level than EAP (English for Academic

Purpose). The material discussions are more

complex related to each major, include in teaching

reading. “In comparison with teaching EGP (English

for general purpose), teaching ESP usually faces a

The Effect of Flipped Classroom toward ESP Students Reading Comprehension

227

lot more challenges. Focusing on the specific needs

of the learners based on the need analysis,

concentrating more on language in context and on

the students’ need to acquire a set of professional

skills and particular job-related to each function,

ESP remains a major testing experience for every

teacher in charge of it.” (Falaus, 2017). The barrier

is not only come from how the English teachers can

mastered the ESP materials well but also how to

make the students understand the ESP materials

well, especially in teaching reading toward ESP.

Students do not use English as daily communication

but if students are required to read textbooks in

English, there is a need for reading comprehension

courses in ESP which which its tasks related

academic content that need high-level linguistic

proficiency and background knowledge. (Alemi, M.,

& Ebadi, S. , 2010). The important thing is how to

make students comprehend the ESP reading

materials itself, considered that it isn’t easy so

particlar teachingstrategies are necessary such as

Flipped classroom teaching model. “The benefits

often mentioned for flip teaching is that students are

given more opportunities to develop higher order

thinking under teacher guidance” (Hung, 2014). This

study focus to the effectiveness of flipped classroom

towards ESP students reading comprehension at D1

equivalent English program at university of

Muhammadiyah Gresik. Because its really necessary

to be studied regarding it can be one of consideration

as the teaching model for teaching ESP reading

comprehension or for any case which have the same

problem. Students score improvement for achieving

learning outcome is very important, so it is hoped

that students are able to graduate with satisfied

score. This study is expected to give contribution for

the teachers to solve the teaching problem and

become reference for the next researcher who wants

to conduct research study about flipped classroom.

2 METHOD

2.1 Research Design

This study used quantitative quasi-experimental

design in order to investigate the comparison

between the treatment and control group for

knowing their differences. The reason why did this

study conduct the quasi experimental research

because it was related to the university policy did

not possible randomize the groups. Quasi

experimental methods involved creating and

comparing the group which are rather frequently

used when it is not possible to randomize the

individuals for both groups. (White & Sabrwal,

2014). Quasi-experiments is where the condition of

lack randomize, self-selection situation, where the

units choose treatment by themselves and it can be

chosen by teachers, administrator selection or others

for deciding which persons should get in the

treatment group. (William 2002). According to

Jannah, (2017) stated that This design involved an

independent variable manipulation but control and

experimental group cannot be taken randomly.

2.2 Participants

The population of this study were the students of D1

Equivalent English program at University of

Muhammadiyah Gresik in academic year

2017/2018. The sample were students in class B and

class L. They were divided into two groups. The

treatmet group treated with video-aided Flipped

classroom to understand their ESP reading materials

which consist of 49 students of B class major in

accounting. The control group refers to the students

who learned ESP reading text by using traditional

model which consist of 37 students of L class major

in informatics engineering.

2.3 Instrument

Reading test was the instrument of this study. In

order to get the data, this study adopted pre-existing

condition from the students reading final scores in

the first semester then conducted post test-only.

2.3.1 The Validity of the Test

An instrument can be mention valid when measure

what should suppose to be measured, when an

instrument accurately measures of any decided

variable it is considered as valid instrument (Muijs,

2011). There are five main types of test validity

among them are; face validity, content validity,

construct validity, criterion validity and reliability.

(Taherdoost , 2016). The instrument items of this

study conducted the content of validity. The

judgemental approach for deciding the content

validity involves literature reviews and continue

with the evaluation by the expert judges, the

procedure of its judgemental approach requires

researchers with experts in order to facilitate

validation. (Taherdoost , 2016). Before the

instrument was tested, validity test was done by two

experts validation who applied technology into their

collage teaching and composed ESP book proofed

BICESS 2018 - Borneo International Conference On Education And Social

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by ISBN. The instrument then revised based on their

suggesstion. The process continued for the validity

test items analysed by using SPSS 15.0 in Correlate

– Bivariate which showed significant score < 0,05.

2.3.2 The Reliability of the Test

Reliability defined as ‘the level of test scores are

free from error’s measurment (Muijs, 2011). The

higher correlation value indicated instrument is more

reliable. (Gazali, 2016). According to Creswell

(2002) there are various types of reliability, they are

test-retest reliability, alternate forms reliability,

alternate forms and test-retest reliability, internal

consistency reliability and inter-rater reliability. The

estimating of reliability should show consistency

(Rosaroso, 2015). Reliability could be identifid the

testing methods for stability and consistency.

(Muhammad, Sulaiman, Sern, Salleh, 2015). The

reliability of this instrument analysis was carried

out, Cronbach's Alpha showed 0,831 (N: 86)

acceptable for implementing.

2.4 Procedures

The procedures for this study conducted in seven

weeks and divided into three major phases,

including (1) a preparation phase (2) implementation

phase (3) an evaluation phase for the assessment. In

the preparation phase the researcher prepared

everything include checked the curriculum of the

course, checked the reading topics and materials,

prepare the test item. Next, is the implementation

phase and it covered one topic choice of ESP

reading materials only based on this course

curriculum, they are; the reading materials in chapter

6 for the treatment group while for control group is

focused on reading materials on chapter 4. Both

groups are from different majors which having

different learning materials too, but the researcher

found there was a similar topic discussed in those

two groups reading materials (the topic about “E-

commerce in chapter 6 for Accounting B class and

in chapter 4 in informatics engineering L class).

Based on the curriculum of P2B (Language Center)

of the university of Muhammadiyah Gresik that D1

Equivalent English Program, especially in ESP

course for the second semester, the 4 skills

(Reading, Listening, Speaking and Writing)

percentage for the contents of every major are

different related to the result of the need analysis for

each department learning outcome. The reading

itself is having the largest percentage of the weight

that contributed in ESP materials than other skills

percentages. The reading percentage of those two

groups are 35% which as illustrated in table 1 below:

Table 1: ESP reading topic based on the course curiculum

of P2B (Language Center) UMG (University of

Muhammadiyah Gresik).

Group ESP-Reading

Learning

Outcome

Weight ESP-

reading

Topics

Treat-

ment

group

Students are able

to identify,

analyze,

synthesize stated

and unstated

information from

the text related to

‘Introduction To

Business Business

Ethics’ ,

‘Introduction To

Accounting ‘ ,

‘How To Do

Monthly Budget,

‘Getting Ready

To Invest ‘ and

‘E-Commerce’.

35% Chapter 6:

E-

commerce

→ (e-

commerce,

4key

components

to e-

commerce

success, the

dangers of e-

commerce,

government

regulations

for e-

commerce).

Contr

group

Students are able

to identify,

analyze, and

synthesize stated

and unstated

information from

the text related to

‘Introduction to

IT Career’,’ IT

Knowledge (Basic

Mathematics,

Computer

Language,

Artificial

Intelligence)’,

‘Computer

Essentials

(Hardware and

Software)’,

‘Future Career in

IT (electronic

commerce),

Doing a Business’

including

meeting.

35% Chapter 4:

Future

career →

(what is a

startup and

sustainable

growth?, E-

commerce

{electronic

commerce or

EC},

government

regulations

for e-

commerce

and the

dangers of e-

commerce).

The Effect of Flipped Classroom toward ESP Students Reading Comprehension

229

It were evenly distributed over seven-weeks

period. They were six weeks implementing and one

week evaluation. During six weeks implementation,

the students were asked to read for understanding

the reading material on module or any reading text

that they can access online related to the topic and

asked them to watch videos in their home from the

links given via telegram application. The aim of

giving these video linked was expected to help the

students for comprehending the reading material

which in traditionally teacher explained about the

text in the classroom but here students could learn

the explanation from the lecturing video or even

online video in their home as the supporting

information or input related to the text that they had

to read and learn. Additional video clips can be

optional study that cover topics which can be

prepared to fulfil the learners who want to explore

beyond the syllabus (kurihara, 2016). Among those

links of videos are as below:

1. (what is E-comerce)

https://www.youtube.com/watch?v=nxSDHBdsWqA

2. (Start An Online Business )

https://www.youtube.com/watch?v=siqjv_kC1CA

3. (major type of E-commerce)

https://www.youtube.com/watch?v=FAyit_s9eY0

4. (What is E-Commerce and difference between B2C,

B2B & C2C?)

https://www.youtube.com/watch?v=GiTY8QPnqOI

5. (What is B2B, B2C, C2B, C2C ?)

https://www.youtube.com/watch?v=e-7hreexEFs

6. (What is Online Branding? )

https://www.youtube.com/watch?v=x3VcarDmycI

7. (What is fulfillment by Amazon)

https://www.youtube.com/watch?v=IAi4fPb_kp4

8. (what is shipping?)

https://www.youtube.com/watch?v=ACAhWi3RekA

9. (E-business Risk 1)

https://www.youtube.com/watch?v=6Xuu2vIDWNM

10. (Advantages and Disadvantages of Electronic

Commerce)

https://www.youtube.com/watch?v=VV4kABhX_Yc

11. (International Laws Regulating E Commerce)

https://www.youtube.com/watch?v=mAi4lIX0jsU

12. (E-commerce Law)

https://www.youtube.com/watch?v=xCmOiAlBC-s

After that they did certain activities in the class

such as group discussing, quiz, presentation and

doing several exercises in worksheet provided by

lecturer. While there was no treatment for control

group, they only learned the reading material on

module in the classroom as traditional way. Then in

the week-7, both groups were given post-test as the

evaluation phase.

2.5 Procedures

2.5.1 Treatment Group

Week-1 to 2 → The lecturer divided the students

into several groups then instructed them to read and

learn the text on module about E-commerce and

watched the videos about “E-commerce and types of

E-commerce” linked via telegram at their home

before attending the class. While, in the classroom

they were guiding for group discussion and wrote

their discussion result about E-commerce, B2B,

B2C, C2C and C2B with each example. They had to

write and draw it in a cardboard paper then they had

to present it in front of the class. Because the time

was limited, so the lecturer continued the group

presentation for the next meeting in week-2. Then

the lecturer gave the feedback.

Week-3 → The lecturer discussed the exercises

on module related E-commerce after that conducted

“the top rank game” which students should listen to

lecturer’s questions related to E-commerce and types

of E-commerce that they had learned before. The

students’ answer should be written in a piece of

paper, and they should show it up with their hands

when lecturer gave the instruction. If the students

could answer correctly they could continue to join

this game to next questions, but if the students

answer were incorrect, so they should stop and

couldn’t join the next level. The game continued

until found the winner. Then the lecturer gave the

reward to the winner.

Week- 4 →The lecturer instructed the students to

read and learn the text on module about 4 Key

Components to E-Commerce Success and watched

the videos about “online branding, fulfilment and

shipping cost” linked via telegram at their home

before attending the class. Then during in the

classroom, the lecturer conducted a quiz, which the

lecturer dictated some questions related to the

materials and asked the students to write their

answer in a paper individually. After that the lecturer

collected all students answer then exchange to other

students and corrected the answer together. In the

end, the lecturer reviewed material.

Week – 5 → students were instructed to read the

text about “The Dangers of E-Commerce"and

watched videos about “ E-business Risk 1 and

Advantages & Disadvantages of Electronic

Commerce” linked via telegram at their home before

attending the class. Then in the class students invited

to join the reading quiz by using KAHOOT student

response systems application related to the reading

material about “ The danger, advantage and

BICESS 2018 - Borneo International Conference On Education And Social

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disadvantage of E-commerce”. Kahoot could be used

for creating interactive classroom activities through

question-and-answer exchanges, with real-time

histogram results of student responses (Hung, 2017).

Here the students should access kahoot.it on

their each mobile phone or their each device. The

students then entered their nick name and joining it.

Here, they had to answer the questions provided by

lecturer which displayed on the projector’s screen,

so everyone could see and read the questions. The

students should answer by clicking and responding

from the system. The quiz conducted with two types

which was divided into two sessions. The first

session was the multiple choice type and then the

second session was jumbled type. The lecturer gave

the reward for the winners and finally lecturer gave

the feedback by reviewing the material.

Week – 6 → students were asked to read the text

about “government regulations for e-commerce”

from the internet and access videos about

“International Laws Regulating E Commerce and E-

commerce Law” linked via telegram at their home

before attending the class. They were asked to make

small group and discussed answering several

exercises in the module after that asked each group’s

representation to write the answer on the white

board then corrected together. Finally, in the seventh

week, the lecturer provided the post-test quiz as the

part of assessment.

2.5.2 Control Group

Week – 1 to 2 → The lecturer explain about E-

commerce then divided the students into several

groups then instructed the students to read, learn and

discuss the text on module about E-commerce and

watched the videos about “E-commerce and types of

E-commerce. Continued to make presentation slide

as group homework then conducted group

presentation in the week-2.

Week – 3 → The lecturer reviewed the last

reading material then explained about what is a start-

up (starting for the E-commerce) and sustainable

growth. The lecturer ased students to read and learn

the texts after that asked them to exercises on module

then chose them randomly to write the answer on the

whiteboard to discuss the correct answer together.

Week -4 → The lecturer asked students to read

the text about “Government regulations for E-

commerce” a loud together, then asked the students to

learn the text and did the exercises about the text on

module. The teacher asked the students to exchage

their answer with their friend then discussed the

correct answer together.

Week-5 to 6 → Teacher explained about some

problems reagrard to the danger that may appear in

E-commerce. Students were divided into small

groups and instructed to read, learn and discuss the

text about “The Dangers of E-Commerce" then

asked each group to prepare the presentation as

homework, after that contied to group presentation

in week 6.

2.5 Data Collection and Analysis

The data collection of this study is taken from

students’ scores of reading test, while the technique

to collect the data was conducting the reading post-

test for both treatment and control group as the

evaluation phase. The data result analyzed and

tabulated through SPSS by using Mann Whitney test

to compare the post test scores of both treatment and

control groups then interpreted the data results.

3 FINDING AND DISCUSSION

Before doing further statistical analysis, it is

important to evaluate the normality and

homogeneity of variance assumption. The results of

normality tests on reading comprehension data was

displayed in table 2. Among three data, only the

control group post-test data violates normality

assumption as measured either by Kolmogorov-

Smirnov (p = 0,003). Therefore, a non-parametric

tests that are less restrictive about distributional

assumption were used for all data analysis.

Furthermore, the Levene’s Test on table 3. showed

that the assumption of homogeneity of variance was

met. This finding was then confirmed by non-

parametric Mann Whitney test for two independent

samples. Both groups indicated no statistically

difference on the pre-existing conditions of reading

comprehension (p = 0,179) as displayed in table 4.

Table 2: Results of the test of normality

Kolmogorov-Smirnov

Statistic df Sig.

Pre_Cond_Treatment ,097 37 ,200

Post_Test_Treatment ,122 37 ,179

Pre_Cond_Control ,113 37 ,200

Post_Test_Control ,183 37 ,003

The Effect of Flipped Classroom toward ESP Students Reading Comprehension

231

Table 3: Results of Levene’s Test

Sum of

Squares

Mean

Square

F Sig.

Between

Groups

1099,299 1 1099,299 3,210 ,077

Within

Groups

28768,794 84 342,486

Total 29868,093 85

Table 4: Results of Mann-Whitney’s Test of Pre Condition

Data

Pre_Cond_All

Mann-Whitney U 753,000

Z -1,342

Asymp. Sig. (2-tailed) ,179*

The reesearch Question of this study ;

Is Flipped classroom effective for enhancing the ESP

students reading comprehension?

For answering that research problem, the detail

explanation result for all of the descriptive statisctics was

displayed in table 5.

Table 5: Descriptive Statistics

N Mean

Std.

Error

Std.

Deviation

Percentage

Improvement

Pre_Cond_

Treatment

49 64,73 2,390 16,727

10,6 (16.47%)

Post_Test_

Treatment

49 75,51 1,598 11,184

Pre_Cond_

Control

37 57,51 3,394 20,642

10,78 (18.4%)

Post_Test_

Control

37 68,11 1,757 10,687

As not expected, an improvement within the

control group was found higher (10,6 point or

18,4%) than in the treatment group (10,78 or

16,47%). However, an independent two samples

Mann Whitney test was then conducted to evaluate

if the improvement was statistically significant or

not. Table 6. showed there is a significant difference

improvement on post test of reading comprehension

between groups (p = 0,004). This outcome was also

confirmed by a paired-non parametric Wilcoxon

signed-rank test. Although both groups showed

significant improvement on reading

comprehension(p< 0,001) but the absolute value of

Wilcoxon statistics of the treatment group

(W=5,720) showed a higher value than of the control

group (W=4,225).

Result of this study supports the hypothesis that

the intervention has successfully improved reading

comprehension on the treatment group.

Nevertheless, it is interesting fact that the control

group also showed significant improvement

although the students did not get any special

treatment. Regarding this fact, the researcher

presumed that the intervention was not effective

enough. But even the result of control group post

test in the descriptive statistic showed higher

significant improvement, but the difference scale of

both groups were not having far differences (that is

only 1, 93%). Moreover, it could be seen in table 7.

as had explained before which from the Result of

Wilcoxon signed-rank test showed that the treatment

group is 5,720 while the control group is 4,225. It

showed that treatment group having significantly

higher value than the control group.

Table 6: Result of Mann Whitney Test of Post Test Data

Post_Test_All

Mann-Whitney U 579,000

Asymp. Sig. (2-tailed) ,004

Table 7: Result of Wilcoxon signed-rank test

Post_Test_Treatment -

Pre_Cond_Treatment

Post_Test_Control

Pre_Cond_Control

Z -5,720

-4,225

Asymp.

Sig. (2-

tailed)

,000 ,000

From the result finding above that between pre-

existed condition and post-test of the treatment

group having improvement. As described in table 5.

The mean scores of the pre-existed condition of the

treatment group is 64,73 < 75,51 (from the mean of

post –test of treatment group) also supported in table

7. Wilcoxon statistics of the treatment group

BICESS 2018 - Borneo International Conference On Education And Social

232

(W=5,720) showed a higher value than of the control

group (W4,225). It can be stated for answering the

research problem that the flipped classroom has

significantly effective for enhancing ESP students

reading comprehension. As supported by other

previous studies, such as conducted by

Hashemifardnia, Namaziandost and Shafiee (2018),

which in that study the researcher used paired

samples t-test and independent samples t-test for

analysing the effectiveness of flipped classrooms on

the students' reading comprehension and the findings

showed that the students who received instruction

through flipped classrooms had better performance

compared to traditional classrooms. The results

statistically revealed that experimental group

significantly did better than the control group (p <

.05). Lee and wallace (2017) also stated that the

students in flipped classroom performed better in

their final grades than the non-flipped classroom.

The flipped classroom teaching model was effective

in language learning. Students are given the chance

to review and having idea of the content from the

lesson outside the class, they also spend the time to

learn and take their notes regard to the lesson.

(Alsowat, 2016).

This study found the potential that could be

discussed related other factors which might

influence the implementation of flipped classroom.

Such as students’ readiness, responsibility,

motivation and technical problems. It was found that

some students in the treatment group were not ready

enough for flipped classroom, some of them did not

watch the video at home and did not read or learn

the reading material which was instructed to be

learned at home. They did not have the reading

habits, consequently not all students of the treatment

group who engaging pure-flipped classroom. This

fact was interested to be discussed regarding how

important of the roles of both teacher and students

who should having the readiness to conduct the

flipped classroom.

Regarding the students’ readiness and

responsibilities toward the adaptation process of

flipped classroom model. The researcher found that

in the previous three weeks conducting this flipped

classroom implementation, some students seem were

not ready yet with this teaching model. Eventhough

for about 75% students in the treatment group were

ready for adapting in flipped classroom but others

around 25% students were not. They confessed

having not enough time to watch the video or even

read the text at their home. Siegle (2014) also stated

students are not completing for learning contents

succesfully for watching videos outside the class.

Conducting from that appearance problem, the gave

the assignments to the students in treatment group in

week- 4 to 6, they should submit it in the beginning

of the class. They had to summarize the reading

material which they had read outside the class and

also took note the important point of the videos that

they had learned outside the class too. It was hoped

as the controlling to make sure that all of the

students were really engaging in this flipped

classroom.

Technical problem such as heavily-loaded of the

network connection and out of the internet data

connection. Of course it influenced the successful of

this flipped classroom itself. Means some of them

were not ready and did not prepare well before

joining the classroom activities. As stated by Chen,

2017 beside most of the students have not enought

time for watching the video outside the class, they

also sighed heavily-loaded requirements. Regarding

this problem, according to khoiriyah & Aji (2016)

that the teacher must prepare tool of learning so that

the learners can access the content easily.

Motivation was becoming other factors outside

the researcher’s reach that also been found. The

students considered that flipped classroom model as

the new teaching model for them, because in

Indonesia itself, the students do not having usual

autonomous learner environment before, and of

course it also influenced the students motivation

during the implementation of flipped classroom. As

stated in Yılmaz (2017) that students' motivation

problems probably from the low readiness level for

e-learning. According to Smallhorn (2017), stated

that attending flipped classes is strongly linked to

learning outcomes and that students who are poorly

engaged are more likely to fail the topic. So, that’s

why build the students’ motivation and eager for

engaging the flipped classroom is really important.

For those factors discussed, it is important for

the next researcher aware of factors that probably

can appear It is also needed for providing the

assignment to control students learning readiness.

4 CONCLUSION

In addition, from this quantitative study findings

revealed that from the flipped classroom was able to

enhance the ESP students reading scores. So,

applying flipped classroom is helpful for students as

autonomous learners to master the ESP reading

materials. They were stimulated to become more

active in learning due to flip teaching. During the

activities in the classroom, they become attractive

The Effect of Flipped Classroom toward ESP Students Reading Comprehension

233

for joining the teaching and learning process such as

group discussion, group presentation, joining

question and answer quiz or doing exercises from

the lecturer or from their ESP module itself. But

there were also some students who were not ready

for the class, some of them didn’t watch the video

link and read for learning the reading material at

home. It is because the students are not familiar

enough with autonomous learning. The other barrier

is because there is no reading habit too. Regarding

the problems, the next researcher need to provide the

assignment to control students learning readiness or

for encouraging them to read and learn also watch

the video links given for supporting them to

comprehend those ESP reading materials in their

home. It is suggested for the next researcher who

conduct blend learning to be aware of those factors

that might be influenced the flipped classroom

process.

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