1. Home
  2. Vol 8, No 1 (2025)
  3. Adi

WORKING STUDENT’S PERSPECTIVES ON THE FLIPPED CLASSROOM APPROACH FOR ENHANCING READING SKILL

Adi Adi, Yahmun Yahmun, Suhartatik Suhartatik

Abstract


This research studies working students' perspectives on the flipped classroom model as a strategy to enhance their reading skills. Using qualitative research methods, semi structured interviews are conducted with 20 working students balancing work and studies. The findings show that 75% of participants perceive the flipped classroom approach as significantly improving their reading skills by allowing them to prepare theirself before class. However, 25% of the participants show that its effectiveness depends on the quality of materials given. These findings highlight the importance of designing high quality of material to maximize the benefits of flipped classrooms for diverse learners. Future research can explore ways to optimize flipped classroom materials for students woith limited time. For addition, educators need to address technological and accessibility challenges to ensure inclusivity.

Keywords


Flipped Classroom, Working Students, Reading Skills,

References


Akçayır, G., & Akçayır, Ö. (2018). The flipped classroom: A review of its advantages and challenges. International Journal of Educational Technology in Higher Education, 15(1), 1–10. https://doi.org/10.1016/j.compedu.2018.07.021

Alptekin, C. (2011). Effect of working memory capacity and content familiarity in L2 reading comprehension. TESOL Quarterly, 45(2), 235–266. https://doi.org/10.5054/tq.2011.247705

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. http://dx.doi.org/10.1191/1478088706qp063oa

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

Diningrat, S. W. M., Setyosari, P., Ulfa, S., & Widiati, U. (2023). The effect of an extended flipped classroom model for fully online learning and its interaction with working memory capacity on students' reading comprehension. Journal of New Approaches in Educational Research, 12(1), 77–99. https://doi.org/10.7821/naer.2023.1.1073

Rindaningsih, N. (2018). Effective models for implementing flipped classrooms. Journal of Educational Technology, 9(2), 44–55. https://doi.org/10.14507/jet.2018.02.44

Ardi, S. W., Arisanti, K., & Hasanah, S. (2023). The impact of a flipped classroom on reading comprehension in students. Educação & Formação, 6(4). https://doi.org/10.29062/edu.v6i4.555

Suparman, A., Kusnadi, S., & Adiredja, R. (2023). The flipped classroom: A story from an EFL classroom in Indonesia. English Language Teaching World Online (ELTWO). ERIC Number: EJ1397165

Yakob, S., Jawawi, R., Shahrill, M., & Jaidin, J. H. (2023). The effects of flipped classrooms in English language communicative skills. International Journal of English and Communication Education, 2(2). https://doi.org/10.36312/ijece.v2i2.1394

Hoque, M. S., Islam, M., Thurairaj, S., Zarina, M. P., & Farahdina, T. (2023). Flipped classroom pedagogy in higher education in EFL contexts: Findings and implications for further research. Frontiers of Language Studies, 5(1). https://doi.org/10.18063/FLS.v5i1.1534

Perna, L. W. (2023). Understanding the working college student: New research and its implications. Journal of Higher Education Policy and Management.

Deng, R., & Gao, Y. (2023). Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms. Frontiers of Education, 8(2), 12–27. https://doi.org/10.3389/feduc.2023.1028345

Aidoo, B., Tsyawo, J., Quansah, F., & Boateng, S. K. (2022). Students' learning experiences in a flipped classroom: A case study in Ghana. International Journal of Education and Development using Information and Communication Technology, 18(1), 67–85.

Lam, C. P., & Siew, N. M. (2024). Flipped classroom in science education: Correlating student experience with attitudes. Problems of Education in the 21st Century, 82(5), 672–686.

Yulianti, K. (2023). Students' perceptions on the use of flipped learning. In Proceedings of the International Conference on Research in Education and Science (ICRES) (pp. 72–84). Cappadocia, Turkey: International Society for Technology, Education, and Science.

Ecton, W. G., Heinrich, C. J., & Carruthers, C. K. (2023). Earning to learn: Working while enrolled in Tennessee colleges and universities. AERA Open, 9(1), 1–20.


Full Text: PDF

DOI: 10.53712/ellite.v8i1.2555

Refbacks

  • There are currently no refbacks.