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Abstract

This research delved into the efficacy of the flipped learning strategy in enhancing students' intensive reading comprehension and explored their responses to its implementation via Google Classroom. A quasi-experimental study involved 66 seventh-grade students from a state junior high school in Cilegon, strategically divided into an experimental group adopting flipped learning and a control group utilizing traditional scientific methods. Data, gathered through pre-tests and post-tests to gauge reading comprehension and questionnaires to capture student perspectives, were analyzed using SPSS. An independent sample t-test revealed that the experimental group achieved significantly higher post-test scores (80.06) compared to the control group (74.27), underscoring the superior effectiveness of flipped learning in boosting reading comprehension. Furthermore, the questionnaire results showed a predominantly positive student outlook on leveraging Google Classroom within this flipped pedagogical framework. Consequently, this study concludes that flipped learning, powerfully supported by Google Classroom, stands as a robust and well-received strategy for refining students' intensive reading comprehension

Keywords

Flipped Learning Google Classroom Intensive Reading Comprehension Quasi- Experimental Study

Article Details

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How to Cite
Heryatun, Y., Amaliah, H., & Rohmawati , C. (2025). Flipped Learning for Enhancing Intensive Reading Comprehension via Google Classroom: A Quasi-Experimental Study. FOSTER: Journal of English Language Teaching, 6(4), 270-281. https://doi.org/10.24256/foster-jelt.v6i4.260
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