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FLIPPED LEARNING FOR ENHANCING INTENSIVE 
READING COMPREHENSION VIA GOOGLE CLASSROOM: A 

QUASI-EXPERIMENTAL STUDY 
 

Hanifah Amaliah1*, Yayu Heryatun 2, Cucum Rohmawati 3 
1,2,3 Universitas Islam Negeri Sultan Maulana Hasanudin Banten, Serang, Indonesia 

 
yayu.heryatun@uinbanten.ac.id 

 

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 

INTRODUCTION 

In the era of globalization, reading has become an important academic skill, specifically 
intensive reading, which focuses on understanding complex texts in detail. According to 
(Brown, 2001), intensive reading assists students develop their vocabulary, enhance 
grammatical awareness, and improve reading comprehension. This skill is particularly 
essential for academic success, as it enables learners to interpret and analyze written 
materials effectively. Despite its importance, conventional classroom instruction often limits 
students' opportunities to engage in intensive reading because of time constraints and 
teacher-centered approaches. Traditional methods tend to focus on passive learning, where 
students only listen, take notes, and rely a lot on teacher explanations. This condition results 
in limited student interaction, lack of motivation, and inadequate development of reading 
strategies (Zainuddin & Halili, 2016). 

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To address these limitations, researchers have explored the use of flipped learning—a 
pedagogical model where students study basic materials at home and engage in interactive 
activities in class. In this model, students acquire foundational knowledge independently, 
which allows classroom time to be used for collaborative discussions, problem-solving, and 
deeper analysis (Kakarougkas & Abdellatif, 2022). The integration of digital platforms such 
as Google Classroom into the flipped learning model enhances accessibility and flexibility. It 
enables teachers for delivering structured content, monitoring student progress, and 
promoting self-paced learning. Research conducted by (Osman et al, 2023) and (Febriyanti 
et al, 2023) indicate that using Google Classroom in a flipped classroom environment can 
improve students’ engagement, readiness, and academic performance. 

In Indonesia academic setting, specifically in one state junior high school in Cilegon, 
many seventh-grade students experience challenges in understanding English texts, 
particularly in intensive reading tasks. Classroom observations show that students often lack 
preparation, remain passive during lessons, and exhibit minimal engagement. Teachers have 
to spend significant time to explain material that students can have explored independently 
beforehand. This classroom dynamic reflects the issues noted in conventional instruction 
and underlines the need for a more interactive and student-centered approach. Although the 
flipped learning model has been widely explored, limited empirical studies have specifically 
addressed its impact on intensive reading comprehension in Indonesian junior high schools, 
particularly with the integration of Google Classroom. Furthermore, prior study has rarely 
focused on how flipped learning influences students' reading strategies, critical thinking, and 
classroom engagement in this context. Therefore, this study seeks to address this gap by 
examining the effectiveness of flipped learning—supported by Google Classroom—to 
improve students' intensive reading comprehension and identifying students' responses to 
its implementation 

METHODS 

This research employed a quasi-experimental study with a pre-test and post-test 
control class. The research aimed to examine the effectiveness of the flipped learning 
strategy using Google Classroom in improving seventh-grade students’ intensive reading 
comprehension. 

A total of 66 seventh-grade students from one state junior high school in Cilegon 
participated in this study, meticulously divided into two distinct groups: Class VII E serving 
as the experimental class (n=33), and Class VII B as the control group (n=33). Participant 
selection employed purposive sampling, guided by the English teacher's insights into 
students' academic performance and prevailing classroom conditions, ensuring a 
comparable baseline in reading ability. While the experimental class received instruction via 
the flipped learning strategy, integrally supported by Google Classroom, the control class 
adhered to conventional scientific teaching methods. Both groups underwent identical pre-
tests and post-tests to quantify advancements in intensive reading comprehension." 

To collect students' responses toward the flipped learning strategy, a questionnaire 
was distributed to the experiment class. The validity of the questionnaire was established 
through expert judgment by two English lecturers. The reliability of the instrument was 

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tested using Cronbach’s Alpha, resulting in a coefficient of 0.87, which indicates high internal 
consistency. Before data analysis, the researchers conducted a normality test (Kolmogorov–
Smirnov) and a homogeneity test (Levene’s Test).  Because the data were normally 
distributed and homogeneous, an independent sample t-test was applied using SPSS 
software to compare the post-test results between the two groups. Descriptive statistics 
were also used to analyze questionnaire results. Regarding ethical considerations, informed 
consent was obtained from students before data collection. Participants were informed that 
their responses would be kept anonymous and used only for research purposes. The 
headmaster also provided written approval for the implementation of the study during 
regular class hours. 

RESULTS 

This study involves data that has to be statistically assessed; quantitative approaches 
are used for data analysis. In addition, the researchers employed the software program SPSS 
(Statistical Product and Service Solution) for their computations. It helps with the process of 
finding correlation results from the collected data. 

After gathering data from the pre-test and post-tests, the researchers processed, 
examined, and contrasted the test results. Before implementing the flipped learning 
approach, the students' pre-test scores were low, which is indicative of their poor 
comprehension of the context. Moreover, there are restrictions on the use of intensive 
reading strategies for comprehension instruction. 

However, after the treatment, the post-test results showed the effects of the flipped 
learning strategy. Post-test results have improved, and the pre-test results support 
observations. Students are more receptive to teacher’s instruction. Additionally, because 
students share ideas and insights while reading a text, students are more engaged. 

Results of Pre-test 

In the pretest, there were 33 students who had been tested on the first experimental 
group, and 33 students on the control group. This is the result of pretest of reading 
comprehension: 

Table 1. The result of reading comprehension pretest in experimental and control class 

Experimental Class Control Class 
Name Score Name Score 

AIR 65 AN 60 
AVA 65 AFR 40 
AZ 85 AKR 50 

ASA 70 ALR 65 
AAD 75 AM 70 
AGS 75 AM 65 
AEK 65 AR 75 

C 60 BADMP 60 
DEAG 70 CMHA 45 

DA 70 DA 55 

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FHR 60 ENS 60 
FA 65 ERM 65 

GSA 75 FPH 60 
HAR 55 HIS 55 
KG 65 KZNH 70 

KAS 80 KPR 55 
LDI 75 KR 60 

MAP 80 MET 75 
MAP 70 MPSS 45 
MDK 60 MNPP 65 
MIF 70 MDAN 60 

MRAB 75 MFR 75 
MMA 65 MHPW 70 

NI 70 MRS 55 
PRW 65 NA 70 
RA 50 NAH 50 

RBP 65 NRA 55 
RRP 75 QKR 60 
RA 70 RD 70 

SDR 75 RWPI 55 
SM 55 RD 60 
SGB 75 SF 45 
TM 65 SAD 70 

 2260  1995 

Average score 68,48 Average score 60,45 
The Highest Score 85 The Highest Score 75 
The Lowest score 50 The Lowest score 45 

From the table above, it can be seen that the sample size (N) was 33 where in the 
experimental class, the mean score of the pre-test was 68.48, with a standard deviation of 
7.755. The median score was 70, the variance was 60.133, the lowest score recorded was 50, 
and the highest score archieved was 85.  

Meanwhile in the control class, the mean score of the pre-test was 60.45, with a 
standard deviation of 9.384. the sample size (N) was 33, the median score was 60, the 
variance was 60.133, the lowest score recorded was 40, and the highest score archieved was 
75. The whole calculation  
  

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Results of Post-test 

In the posttest, from 33 students who had been tested on the first experimental group, 
and 33 students on the control group, the result of reading comprehension posttest is as 
follow: 

Table 2. The results of reading comprehension posttest in experimental and control class 

Experimental Class Control Class 
Name Score Name Score 

AIR 90 AN 70 
AVA 75 AFR 75 
AZ 95 AKR 65 

ASA 95 ALR 80 
AAD 80 AM 65 
AGS 90 AM 75 
AEK 85 AR 75 

C 100 BADMP 80 
DEAG 80 CMHA 75 

DA 95 DA 65 
FHR 75 ENS 70 
FA 80 ERM 80 

GSA 80 FPH 75 
HAR 95 HIS 95 
KG 75 KZNH 75 

KAS 85 KPR 80 
LDI 85 KR 65 

MAP 80 MET 85 
MAP 95 MPSS 65 
MDK 90 MNPP 70 
MIF 85 MDAN 75 

MRAB 75 MFR 80 
MZA 90 MHPW 90 

NI 95 MRS 65 
PRW 85 NA 70 
RA 85 NAH 80 

RBP 90 NRA 75 
RRP 85 QKR 80 
RA 85 RS 65 

SDR 75 RWPI 75 
SM 90 RD 70 
SGB 90 SF 65 
TM 80 SAD 80 
 2840  2455 

Average score 86,06 Average score 74,27 
The Highest Score 100 The Highest Score 90 
The Lowest score 75 The Lowest score 65 

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The table shows that the experimental class, the mean score of the pre-test was 86.06, 
with a standard deviation of 7.263 the sample size (N) was 33, the median score was 85, the 
variance was 52.746, the lowest score recorded was 75, and the highest score archieved was 
100. 

Meanwhile in the control class, the mean score of the pre-test was 74.27, with a 
standard deviation of 7.220 the sample size (N) was 33, the median score was 75, the 
variance was 52.122, the lowest score recorded was 65, and the highest score archieved was 
95. 

Results of Normality Test 

Table 3. Tests of normality 

Class 
Kolmogorov-Smirnova Shapiro-Wilk 

Statistic df Sig. Statistic df Sig. 
Result Pre-Test Control Class .118 33 .200* .951 33 .143 

Post-Test Control Class .139 33 .107 .903 33 .007 

Pre-Test Experiment 
Class 

.145 33 .077 .959 33 .236 

Post-Test Experiment 
Class 

.134 33 .142 .924 33 .023 

*. This is a lower bound of the true significance. 
 
a. Lilliefors Significance Correction 

There were more than 50 samples analyzed in this study, so the Kolmogorov-Smirnov 
test was used. “The Shapiro-Wilk test is more appropriate for small sample sizes (<50 
samples), while the Kolmogorov-Smirnov test is used for n ≥ 50,” according to (Mishra et al 
, 2019). Each test has a null hypothesis stating that the data comes from a normally 
distributed population.  The null hypothesis states that the data used in both tests should 
come from a regularly distributed population. If the significance value (P-value) is more than 
0.05, the null hypothesis is accepted, and the data is considered normally distributed.  

Based on table above, it shows that the Sig. (P-value) for pre-test and post-test in the 
experimental class are 0.077 and 0.142. Furthermore, the Sig. (P-value) of the control class 
is 0.107 for the post-test and 0.200* for the pre-test, with α = 0.05. The fact that the results 
(P-value) > α indicates that the null hypothesis (Ho) is accepted. Therefore, it can be said that 
the data of the experimental and control classes follow a normal distribution. 

Result of Homogeneity Test 

Table 4.  Tests of homogeneity of variances 

Levene Statistic df1 df2 Sig. 

Result Based on Mean .812 3 128 .489 
Based on Median .797 3 128 .498 

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Based on Median and with 
adjusted df 

.797 3 123.214 .498 

Based on trimmed mean .812 3 128 .490 

According to Table 2, the Sig. (Pvalue) based on the mean was 0.489, with α = 0.05. This 
indicates that the Sig. (Pvalue) is > α, so the null hypothesis (Ho) is accepted. Therefore, the 
conclusion is that the data exhibit the same variance or are homogeneous. 

Result of Hypothetical Test 

Table 5. The results of hypothetical test 

Independent Samples Test 

 Levene’s Test 
for Equality of 
Variances 

 
t-test for equality of Means 

 F Sig. t df Sig. 
(2-
tailed) 

Mean 
Difference 

Std. Error 
Difference 

95% Confidence 
interval of the 
Difference 

        Lower Upper 
Result Equal 

variances 
Assumed 

.031 .862 6.385 64 <.001 11.667 1.827 8.016 15.317 

 Equal 
variances 
not 
Assumed 

  6.385 63.884 <.001 11.667 1.827 8.016 15.317 

Based on the results obtained from the independent sample t-test shown in the table above, it 
is observed that the significance value (Sig. or P-value) was < 0.001, which is < α = 0.05. 
Therefore, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was 
accepted. Based on the computation, it can be concluded that there was a significant effect of 
using Flipped Learning Strategy to improvie Students’ Intensive Reading Comprehension at 
seventh grade of one state junior high school in Cilegon. 

Result of Questionnaire 

The questionnaire results show that the majority of students have a positive perception 
of flipped learning using Google Classroom to improve their intensive reading skills. A total 
of 54.5% of students felt that this method was very effective, while the other 45.5% rated it 
as effective. Besides, google classroom was  considered very helpful by 51.5% of students 
and helpful by 48.5% of students in flipped learning, and was considered useful by 100% of 
students (42.4% very useful, 57.6% useful). As a medium of learning, 45.5% of students 
found Google Classroom very influential and 51.5% found it influential, while only a few 
were neutral (3%). Dealing with improving text comprehension, Google Classroom was very 
impactful according to 51.5% of students, and another 48.5% agreed that the impact was 
positive.  In terms of the completion of assignments, 33.3% were always on time, 63.6% were 

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mostly on time, and only 3% were sometimes late. During discussions, 24.2% of students felt 
very positive, 60.6% felt positive, and 15.2% were neutral. These results show that flipped 
learning using Google Classroom is seen as effective, relevant, and contributes positively to 
improve students' intensive reading skills. 

DISCUSSION 

The effectiveness of Flipped Learning Strategy  

The flipped learning strategy, which allows students to study basic materials 
independently before class and engage in interactive activities during class, was indicated  to 
be effective to improve intensive reading skills. The improvement was evident from the 
significant increase in students’ post-test scores in the experiment class. These findings align 
with (Vygotsky, 1978), which emphasizes that learning is enhanced through social 
interaction within the zone of proximal development (ZPD). 

There are challenges commonly faced by students prior to the intervention include a 
lack of interest in reading, poor mastery of reading strategies, and limited ability in text 
analysis. Lack of engagement is often related to the perception that reading activities are 
irrelevant to daily life. Recent studies conducted by (Yang & Chen, 2024) and (Chen & Yang, 
2021) support that the flipped classroom increases students' motivation and engagement by 
making learning more autonomous and meaningful. 

Moreover, students often lacked familiarity with effective reading strategies such as 
skimming, scanning, and inference-making. In flipped learning environments, students are 
introduced to these strategies prior to class, allowing them to engage in deeper analysis 
during discussion time. A study by (Lo & Hew, 2019) showed that integrating metacognitive 
reading strategies within flipped instruction significantly enhanced EFL students’ reading 
comprehension and their critical thinking. 

Students also struggled with analyzing texts and drawing inferences. These are higher-
order cognitive processes that require repeated practice and scaffolding. Flipped classrooms 
provide opportunities for practicing through peer discussion and teacher-guided tasks. 
According to (Al-Harbi & Alshumaimeri, 2023) flipped learning enhances students’ ability to 
engage in analytical reading through structured peer interaction. 

The absence of sufficient reading practice in traditional classes was another obstacle. 
The flipped model provided additional reading opportunities outside the classroom and 
used in-class time for application and feedback. (Zainuddin & Halili, 2016) also highlighted 
that flipped learning increases time efficiency and deepens learning through deliberate 
practice. 

Finally, allowing students to preview materials at home was a solution to overcome 
students’ difficulty in understanding textual context. Rather than relying on classroom 
explanation, students can activate prior knowledge and contextual understanding before in-
class tasks. Recent evidence by (Setiawan et al, 2022) confirms that flipped instruction in 
EFL contexts supports comprehension by facilitating more contextualized, student-prepared 
discussions. 

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Statistical data supported these findings. The experiment class’s mean score increased 
from 68.48 (pre-test) to 86.06 (post-test), whereas the controll class improved from 60.45 
to 74.27. The hypothesis testing results (Sig. < 0.001) confirmed the significance of the 
flipped learning intervention. 

Finally, this study confirms that flipped learning—particularly with the support of 
Google Classroom—promotes better comprehension of text structure, improves reading 
strategy use, and supports inference-making. These findings are consistent with recent 
research that advocates for flipped learning as an effective model in EFL instruction (Chen 
Hsieh et al, 2020); (Zainuddin & Halili, 2016). 

Students’ Respond to the implementation of Flipped Learning 

The analysis of the questionnaire results showed that students had a highly positive 
perception of flipped learning facilitated by Google Classroom in enhancing their intensive 
reading comprehension. Most students agreed that the method helped them better 
understand the texts, complete assignments more effectively, and participate actively in 
class discussions. 

These findings are appropriate to recent research indicating that flipped classrooms 
enhance student engagement and motivation in language learning environments. For 
instance, (Al Rowais, 2022) found that flipped learning promotes learner autonomy, 
increases interest in reading tasks, and creates a more student-centered learning 
environment.  Additionally, the flexibility offered by Google Classroom allows students to 
revisit materials as needed, facilitating students to have better preparation and confidence 
during in-class activities (Nguyen et al, 2021). 

In this study, Google Classroom served as a only one platform for content delivery, task 
management, and communication. Students reported that the google classroom was easy to 
use and allowed them to access materials anytime and anywhere, which aligns with (Osman 
et al, 2023), who emphasized the role of mobile and cloud-based applications in supporting 
asynchronous learning. The structure provided by Google Classroom enabled students to 
manage their learning more independently, reinforcing the principles of self-regulated 
learning (Pandero, 2017). 

Dealing with assignment submission, over 95% of students reported submitting tasks 
either on time or mostly on time, indicating high accountability. This level of compliance and 
responsibility suggests that flipped learning promotes a stronger sense of ownership in the 
learning process. Previous studies (Setiawan et al, 2022) and (Lo & Hew, 2019) similarly 
report increased punctuality and task completion rates in flipped classrooms due to the 
clarity and accessibility of materials. 

Student responses to class discussions were also extremely positive. Students 
expressed that they felt more prepared and confident to engage in group discussions, 
particularly because they had previewed the materials in advance. According to (Chen & 
Yang, 2021), flipped learning enhances student collaboration and peer interaction, which are 
crucial in developing higher-order thinking skills and deeper understanding. 

In general, students viewed both the instructional strategy and the technological 
platform positively. This suggests that the integration of flipped learning and Google 

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Classroom not only improves students’ intensive reading skills but also fosters better 
learning behaviors and classroom dynamics. These conclusions are supported by a growing 
body of literature affirming the effectiveness of flipped classrooms in English as a Foreign 
Language (EFL) contexts (Chen Hsieh et al, 2020); (Al-Harbi & Alshumaimeri, 2023). 

CONCLUSION 

Based on the findings of this study above, it can be concluded that the implementation 
of a flipped learning strategy using Google Classroom significantly improves seventh-grade 
students' intensive reading comprehension. Students in the experiment class demonstrated 
greater academic gains and showed more active participation and responsibility in the 
learning process compared to the control class. The flipped model allowed students to study 
material in advance, thereby enhancing the effectiveness of in-class discussions and text 
analysis. Furthermore, students responded positively to the integration of Google Classroom, 
perceiving it as a helpful and engaging platform to support their learning. 

The flipped learning strategy was proven to be more effective than conventional 
scientific teaching methods, as evidenced by the higher post-test mean score of the 
experiment class (86.06) compared to the control class (74.27). Therefore, flipped 
learning—supported by digital platforms like Google Classroom—can be considered a viable 
instructional model for improving reading comprehension in junior high school EFL 
contexts. 

This research has several limitations. First, the sample size was relatively small and 
limited to one school only, which may affect the generalizability of the results. Second, the 
duration of the intervention was short (limited to one instructional unit), which might not 
fully capture the long-term effects of flipped learning on students’ reading skills. In addition, 
students’ perceptions were collected through questionnaires, in-depth qualitative insights 
such as interviews or classroom observations were not included. 
For future study, it is recommended to: 

1. Conduct longitudinal studies involving multiple schools and a larger sample size; 

2. Explore the impact of flipped learning on other language skills such as writing or 
speaking; 

3. Incorporate qualitative methods to provide deeper insights into students’ learning 
experiences and challenges; 

4. Investigate how individual student characteristics (e.g., motivation, learning style, 
digital literacy) interact with flipped learning environments. 

Regarding these aspects above, future studies can provide a more comprehensive 
understanding of how flipped learning supports language acquisition in diverse educational 
settings. 
  

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