PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN BERBICARA BAHASA INGGRIS SISWA SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v11i2.50697Keywords:
flipped classroom, speaking ability, elementary school, englishAbstract
This study investigated the effect of the flipped classroom learning model on the English-speaking ability of elementary school students. The study was motivated by the low English proficiency of Indonesian students, reflected in Indonesia’s EF English Proficiency Index (EF EPI) 2024 score of 468, below the global average of 477. Preliminary observations in a fifth-grade class at a public elementary school in Bandung showed that students had limited vocabulary mastery, inaccurate grammar usage, and low confidence in speaking English. These conditions were reinforced by teacher-centered instruction that provided limited opportunities for oral practice. This study employed a pre-experimental method with a quantitative approach using a One-Group Pretest–Posttest Design. The sample consisted of 30 students of class V-A at SDN 118 Tanjung selected through purposive sampling. Data were collected using a picture-cued speaking test assessing pronunciation, vocabulary, and fluency. The instrument showed high reliability with a Cronbach’s Alpha value of 0.864. Since the data were not normally distributed based on the Shapiro–Wilk test, hypothesis testing was conducted using the Wilcoxon Signed Ranks Test. The results revealed a Z value of -4.794 with a significance value of 0.000 (< 0.05), indicating a significant effect of the flipped classroom model on students’ English-speaking ability. Improvement occurred in fluency, vocabulary, and pronunciation.
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