The issue of Flipped Classroom (FC) model has been currently debatable, especially due to its effectiveness in new-setting during the sudden outbreak of Covid-19. This study attempts to assess the effectiveness and application of a FC approach in Reading for Academic Purpose (RfAP) course in a private university in NTT Province, Indonesia. It also explores the barriers and boosters that EFL undergraduate students experienced in the FC. Applying a mixed-method research design, this study collected data from pre-test and post-test and students’ TOWS (Threat-Opportunity-Weakness-Strength) analysis. Two groups of fourth semester students were the samples, 35 were involved in a Blended Learning (BL) setting in 2020 and 23 ones in a Flipped Classroom (FC) in 2021. Those 58 students taking a compulsory 2 credit of RfAP Course in English Department were taught the similar reading skills and tasks. Their progress tests results were compared using paired-samples t-test. The results indicate that both FC (p=0.03 < 0.05, d=-0.70, medium effect size) and BL (p=0.00 < 0.05, d=-1.06, large effect size) were statistically significant. The independent-samples t-test was then used to compare their effectiveness. It was found that there was no statistically significant difference between the two groups (t[56]= 1.11, p= 0.27, d= 0.29, small effect size). In fact, the students in BL gained higher mean score than their counterpart in FC. TOWS analysis shows that FC needs more improvement due to technological-integrated issues, online learning essence, multi-tasking and testing, time management, and other socio-environmental constraints.

Affiliation: Universitas Nusa Nipa Indonesia, Sikka, Nusa Tenggara Timur

Email: uranolouis@gmail.com