THE IMPACT OF FLIPPED CLASSROOM ON STUDENT ACADEMIC FOR SPEAKING SKILLS
DOI:
https://doi.org/10.5281/zenodo.20005343Keywords:
Flipped Classroom, Speaking Skills, Technology in EducationAbstract
The purpose of this study was to examine how the flipped classroom paradigm affects students' speaking skills and academic achievement. This study used a quantitative research methodology to investigate how the flipped classroom approach impacts students' perceptions and learning experiences in speaking classes. A total of 110 students who had used this learning style participated in the study. A fifteen-item Likert-scale questionnaire was used to collect data on learning experiences, classroom interactions, speaking confidence, and technique efficacy. Descriptive statistics, such as percentages, means, medians, and standard deviations, were used to analyze the collected data. According to the study results, the majority of students had positive opinions about the flipped classroom approach, particularly in terms of better comprehension of speaking materials, higher engagement in class, and increased confidence in speaking. Furthermore, it was found that the flipped classroom resulted in a more dynamic and student-centered learning environment. Consequently, the study found that the flipped classroom approach successfully increased students' motivation to learn English and their speaking skills. The results also showed that language learning outcomes can be significantly improved by combining technology with interactive learning techniques.
Downloads
References
Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). CogentEducation, 9(1),2087458. https://www.tandfonline.com/doi/abs/10.1080/2331186X.2022.2087458
Ahmad, D. S. (2024). Investigating the problems faced by the university EFL learners in speaking English language. International Journal of TESOL & Education. https://www.academia.edu/download/119436952/61.pdf
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., ... & Zafarani, P. (2022). Investigating the Effect of Using Game‐Based Learning on EFL Learners’ Motivation and Anxiety. Education Research International, 2022(1),6503139. https://onlinelibrary.wiley.com/doi/abs/10.1155/2022/6503139
Alazeer, A. N. M., & Ahmed, Z. A. (2023). Students’ speaking anxiety in EFL classroom. International Journal of English Literature and Social Sciences, 8(2), 100–107. https://www.researchgate.net/profile/Zeravan-Ahmed-2/publication/369785298
Ali, H. H. H. (2022). The importance of the four English language skills. Humanities & Natural Sciences Journal, 3(2), 154–165. https://www.hnjournal.net/ar/3-2-10/
Al-Jiboury, T. H. A. (2022). Teaching four skills of English language writing, reading, speaking, and listening through literature. South Asian Research Journal of Arts, Language and Literature, 6(5), 63–72. https://sarpublication.com/media/articles/SARJALL_65_63-72.pdf
Anjomshoaa, H., Ghazizadeh Hashemi, A. H., Jasim Alsadaji, A., Jasim Mohammed, Z., & Masoudi, S. (2022). The effect of flipped classroom on student learning outcomes; Anoverview. MedicalEducationBulletin, 3(2),431-440. https://www.medicaleducation-bulletin.ir/article_145743.html
Arraf, K. A. (2025). Nurse Preceptors' Perceptions of Effectiveness Precepting Senior Baccalaureate Nursing Students: A Transcendental Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7243/
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International journal of educational technologyinhigherEducation, 20(1),61. https://link.springer.com/article/10.1186/s41239-023-00430-5
Bedah, B., Tarihoran, N. A., & Heryatun, Y. (2026). Teachers’ and Students’ Perspectives on Communicative Language Teaching (CLT) in EFL: A Systematic Review. International Journal of Science Education and Cultural Studies, 5(1), 22-35. https://ejournal.sultanpublisher.com/index.php/ijsecs/article/view/321
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21. https://www.sciencedirect.com/science/article/pii/S026069171500516X
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465–1482. https://link.springer.com/article/10.1007/s10639-015-9393-5
Cabı, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3). https://www.erudit.org/en/journals/irrodl/2018-v19-n3-irrodl03963/1051264ar/abstract/
Daulay, S. H., Siregar, D. Y., & Sulistia, N. (2023). Hello English application to improve the students' speaking skills. Edulitics Journal, 8(2), 21–28. https://e-jurnal.unisda.ac.id/index.php/edulitic/article/view/4798
Dikilitas, K., & Fructuoso, I. N. (2023). Conceptual framework for flexible learning design: The context of flipped classroom. University of Stavanger. https://www.researchgate.net/profile/Kenan-Dikilitas
Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Harnessing technology integration in education. World Journal of Advanced Engineering Technology and Sciences, 11(2), 001–008. https://www.researchgate.net/profile/Chima-Eden
Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29(7), 8131-8150. https://link.springer.com/article/10.1007/s10639-023-12145-1
Fatubun, R. R., Supriatnoko, S., Purwaningsih, N. K., Fitriani, N., Asma, A., Asfah, I., & Sudirman, A. (2026). Buku Ajar English for Specific Purposes (ESP). PT. Sonpedia PublishingIndonesia. https://books.google.com/books?hl=id&lr=&id=_DirEQAAQBAJ&oi=fnd&pg=PA53&dq=BUKU+AJAR++SPEAKING+FOR+ACADEMIC+PURPOSES&ots=YLYrzXTsNY&sig=EBv3PF-b_w6hHMxY9PPQQMAzU3k
Gusviyani, V., Tarihoran, N. A., Ibrahim, B., Heryatun, Y., & Humaeroh, S. (2022). An analysis the factors of students’ difficulties in speaking English. English Education, Linguistics, and Literature Journal, 1(2), 64–74. https://www.academia.edu/download/123383849/3949.pdf
Gusviyani, V., Tarihoran, N. A., Ibrahim, B., Heryatun, Y., & Humaeroh, S. (2022). An analysis the factors of students’ difficulties in speaking English faced by non-English department students. English Education, Linguistics, and Literature Journal, 1(2), 64-74. https://www.academia.edu/download/123383849/3949.pdf
Huang, L., & Liu, M. (2025). The impact of technology on foreign language anxiety: A systematic review of empirical studies from 2004 to 2024. Humanities and Social Sciences Communications, 12(1), 1-19. https://www.nature.com/articles/s41599-025-05921-6
Hussain, S. (2017). Teaching speaking skills in communication classroom. International Journal of Media, Journalism and Mass Communications, 3(3), 14–21. https://www.researchgate.net/profile/Shafaat-Hussain
Hutasuhut, I. F., & Harahap, H. D. (2024). The influence of technology in the world of education. Edumaniora, 3(01), 14–20. https://ejournal.cdfpublisher.org/index.php/edumaniora/article/view/39
Jayanta, I. N. L., Suprianti, G. A. P., Ganing, N. N., & Utami, I. L. P. (2025). Digital Learning Innovation: Gamification-Based Smart System Adaptive Mobile Learning Needs Analysis Using the" Tri Kaya Parisudha" Approach for English Language Learning. International Journal of Language Education, 9(2), 392-414. https://eric.ed.gov/?id=EJ1479003
Kasmaini, K., Danim, S., Kristiawan, M., Zahrida, Z., Sufiyandi, S., & Maharrani, D. (2023). Improving English students’ speaking skills through an action learning strategy. English Review: Journal of English Education, 11(1), 143–152. https://distantreader.org/stacks/journals/erjee/erjee-7232.pdf
Kaur, D., & Aziz, A. A. (2020). The use of language game in enhancing students’ speaking skills. International Journal of Academic Research in Business and Social Sciences, 10(12), 687–706. https://www.researchgate.net/profile/Azlina-Abdul-Aziz
Khatoon, S. (2024). Flipped learning: A paradigm shift in education. International Journal of Emerging Knowledge Studies, 3(11), 916-922. https://ijeks.com/wp-content/uploads/2025/01/ijeks-03-11-010.pdf
Pinto, M. A. R. (2022). Practicing English, inside and outside classroom, using digital tools. https://repositorio.ufmg.br/items/fc6779d0-8c23-4731-bfe7-837fe00bf763
Santhanasamy, C., & Yunus, M. M. (2022). A systematic review of flipped learning approach in improving speaking skills. European Journal of Educational Research, 11(1), 127–139. https://www.eu-jer.com/a-systematic-review-of-flipped-learning-approach-in-improving-speaking-skills
Santoso, D. R., & Taufiq, W. (2020). Buku Ajar Speaking For Academic Purposes. Umsida Press, 1-125. https://press.umsida.ac.id/index.php/umsidapress/article/view/978-623-6833-60-5
Schmidt, S. M., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research, 9(1), 1–6. https://eric.ed.gov/?id=EJ1087603
Sharma, L. R. (2024). Exploring the landscape of challenges and opportunities in teaching speaking skills. International Journal of Advanced Multidisciplinary Research and Studies, 4(3), 74–78. https://www.multiresearchjournal.com
Sudarmaji, I., Forsia, L., Siregar, I. P. S., & Yusuf, D. (2022). Hello English App for online learning during the pandemic. Elsya Journal, 4(1), 54–64. https://journal.unilak.ac.id/index.php/elsya/article/view/8017
Tarisa, F. P. (2025). TECHNOLOGY-BASED LEARNING: THE EFFECTIVENESS OF SPEECHACE FOR STUDENTS’ENGLISH PRONUNCIATION (Doctoral dissertation,UINRADENINTANLAMPUNG). https://repository.radenintan.ac.id/41927/
