The impact of flipped classroom on the speaking skills of ESP learners at Universitas 17 Augustus 1945 Jakarta, Indonesia

Abstract

The flipped classroom approach has garnered significant attention for its potential to enhance various educational outcomes. This study focuses on its effects on students' speaking skills within a pharmacy classroom setting, aiming to understand student perceptions and the factors influencing their participation and communication. This study aims to explore the impact of the flipped classroom model on improving speaking skills among intermediate-level pharmacy students learning English for pharmaceutical purposes. It seeks to compare these outcomes with those achieved through conventional teaching methods and to analyze students' perceptions of the flipped classroom. A mixed-methods approach was employed, involving 60 intermediate-level pharmacy students divided into a control group and an experimental group. The experimental group was taught using the flipped classroom model, while the control group followed traditional teaching methods. Data collection included pre- and post-intervention speaking tests, surveys, and thematic analysis of student feedback. The investigation revealed a significant improvement in the speaking skills of students in the experimental group, particularly in fluency, accuracy, vocabulary utilization, and pronunciation. Additionally, these students exhibited increased self-assurance and comfort in oral expression, leading to a heightened sense of confidence and improved communication capabilities. Students in the flipped classroom reported increased engagement, motivation, and more opportunities for English communication with peers. They perceived the flipped model as enhancing their learning experience, fostering independence, and better preparing them for class activities. Thematic analysis identified key factors affecting participation and communication, including student engagement, autonomy and accountability, and overall perceptions of the flipped classroom. Lecturers observed that the flipped classroom approach also required them to adapt their teaching methods, become more responsive to student needs, and provide more individualized support, ultimately leading to a more dynamic and interactive learning environment.