Integrating Flipped Classroom Into Oral Presentation to Enhance Students’ Speaking Achievement
Keywords:
oral presentation, flipped classroom, speaking, english language teaching
Abstract
This study investigated the impact of applying the Flipped Classroom approach to oral presentation activities in order to improve the speaking performance of EFL learners. The research was grounded in the crucial role of oral presentations in global communication and the challenges students often face due to limited preparation time, despite its importance for content mastery. Using a quasi-experimental design, the study involved two classes of third-year students at Lazuardi Haura Junior High School, with a total of 30 participants. An Independent Group T-test was employed to compare the post-test results of the experimental and control groups, while the speaking scores of the experimental group across multiple assessments were analyzed using a One-Way Repeated Measures ANOVA. Data were collected through pre-tests and post-tests over six meetings and processed using SPSS. Both groups showed improvement, but the experimental group achieved a larger score increase, with fluency identified as the most enhanced aspect. The results demonstrate that the Flipped Classroom fosters stronger speaking performance through self-directed learning, active participation, personalization, and technology-supported practice.
References
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (iJET), 14(9), 130–147.
Afna, M. (2018). The correlation between vocabulary and speaking skill. JL3T (Journal of Linguistics, Literature and Language Teaching), 4(1), 43-71.
Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2015). EFL college students' perceptions of the difficulties in oral presentation as a form of assessment. International Journal of Higher Education, 4(1), 136–150.
Arikunto, S. (1998). Prosedur penelitian suatu pendekatan praktek (6th ed.). Jakarta: PT. Rineka Cipta.
Ayçiçek, B., & Yanpar Yelken, T. (2018). The effect of flipped classroom model on students' classroom engagement in teaching English. International Journal of Instruction, 11(2), 385–398.
Bailey, K. M. (2003). Speaking. Practical English language teaching, 47-66.
Benraghda, A., Radzuan, N. R. M., & Ali, Z. (2018). Technical oral presentation delivery: Qualitative analysis of engineering undergraduates' impediments to effective oral presentations in an engineering context. Library Philosophy and Practice, 2018, 1–13.
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE annual conference & exposition (pp. 23-1200).
Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19, 199-212.
Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education, 20.
Burns, A. (2019). Concepts for teaching speaking in the English language classroom. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 1-11.
Carrell, P. L., & Connor, U. (1991). Reading and writing descriptive and persuasive texts. The Modern Language Journal, 75(3), 314–324.
Cevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14(18), 11393.
Chand, G. B. (2021). Challenges Faced by Bachelor Level Students While Speaking English. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 45-60.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in. Education (6th ed.). London and New York: Routledge Falmer.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275.
Davari, M., & Mall-Amiri, B. (2022). The effect of flipped classroom on EFL learners' speaking complexity, accuracy, and fluency: A mixed-methods study. Research in English Language Pedagogy (RELP), 10(4), 685.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Duklim, B., & Musigrungsi, S. (2018). Oral presentation performance and strategies employed by students in an international classroom context. Journal of Social Sciences and Humanities Research in Asia, 39-74.
Goldstein, E. B. (Ed.). (2010). Encyclopedia of perception. Sage.
Hanifa, R., & Yusra, S. R. (2018). Insight on delivering oral presentation: Preparations, problems, and solutions. International Journal of Learning and Teaching, 4(4), 318-325.
Hatch, E., & Farhady, H. (1982). Research design and statistics for applied linguistics. Rowley, MA: Newbury House.
Islam, W., Ahmad, D. S., & Islam, M. D. (2022). Investigating the problems faced by the university EFL learners in speaking English language. Islam, W., Ahmad, S., & Islam, MD (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47-65.
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students' learning outcomes. International Journal of Instruction, 12(3), 665-680.
Kurakan, P. (2021). Anxiety in English Oral Presentations of Thai EFL Engineering Students. ThaiTesol Journal, 34(2), 67-92.
Leis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(4), 37-51.
Leong, L. M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill.
Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123.
Lin, G. H. C., Su, S. C. F., & Ho, M. M. H. (2009). Pragmatics and communicative competences. Online submission.
Mandasari, B., & Wahyudin, A. Y. (2021). Flipped classroom learning model: implementation and its impact on EFL learners’ satisfaction on grammar class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158.
Nurweni, A. (2018). Teaching English assessment (1st ed.). Yogyakarta: Graha Ilmu.
Ramadhani, D. R., & Mardiningrum, A. (2022). Classroom oral presentation: students’ challenges and how they cope. Jurnal Pendidikan Bahasa Asing Dan Sastra, 6(1), 103-119.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Riadil, I. G. (2020). Does oral presentation affect the development of the students’ ability to speak in EFL classroom. Social Sciences, Humanities and Education Journal (SHE Journal), 1(2), 13-21.
Sahan, A., Abi, B. K., Wisrance, M. W., & Seran, Y. (2022). Exploring oral presentation performance: Level of mastery and common problems of EFL students from selected universities. REiLA: Journal of Research and Innovation in Language, 4(3), 335-343.
Samy, B. (2015). The effectiveness of a task-based instruction program in developing the English language speaking skills of primary stage pupils. Journal of Scientific Research in Education, 16(4), 657–664.
Setiyadi, B. (2018). Metode Penelitian untuk Pengajaran Bahasa Asing (2nd ed.).
Yogyakarta: Graha Ilmu.
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3-4), 591-611.
Tunagür, M., Kardaş, N., & Kardaş, M. N. (2021). The effect of student centered listening/speaking activities on Turkish listening speaking skills of bilingual students. International Journal of Education and Literacy Studies, 9(1), 136-149.
Wulandari, D. D., Munifatullah, F., & Yufrizal, H. (2022, February). Flipped classroom model to enhance students’ reading comprehension. In the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 46-51). Atlantis Press.
Yahay, M., & Kheirzadeh, S. (2015). The Impact of Oral Presentation on Fluency and Accuracy of Iranian EFL Learners’ Speaking. Journal of Applied Linguistics and Language Research, 2(5), 114-123.
Afna, M. (2018). The correlation between vocabulary and speaking skill. JL3T (Journal of Linguistics, Literature and Language Teaching), 4(1), 43-71.
Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2015). EFL college students' perceptions of the difficulties in oral presentation as a form of assessment. International Journal of Higher Education, 4(1), 136–150.
Arikunto, S. (1998). Prosedur penelitian suatu pendekatan praktek (6th ed.). Jakarta: PT. Rineka Cipta.
Ayçiçek, B., & Yanpar Yelken, T. (2018). The effect of flipped classroom model on students' classroom engagement in teaching English. International Journal of Instruction, 11(2), 385–398.
Bailey, K. M. (2003). Speaking. Practical English language teaching, 47-66.
Benraghda, A., Radzuan, N. R. M., & Ali, Z. (2018). Technical oral presentation delivery: Qualitative analysis of engineering undergraduates' impediments to effective oral presentations in an engineering context. Library Philosophy and Practice, 2018, 1–13.
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE annual conference & exposition (pp. 23-1200).
Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19, 199-212.
Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education, 20.
Burns, A. (2019). Concepts for teaching speaking in the English language classroom. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 1-11.
Carrell, P. L., & Connor, U. (1991). Reading and writing descriptive and persuasive texts. The Modern Language Journal, 75(3), 314–324.
Cevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14(18), 11393.
Chand, G. B. (2021). Challenges Faced by Bachelor Level Students While Speaking English. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 45-60.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in. Education (6th ed.). London and New York: Routledge Falmer.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275.
Davari, M., & Mall-Amiri, B. (2022). The effect of flipped classroom on EFL learners' speaking complexity, accuracy, and fluency: A mixed-methods study. Research in English Language Pedagogy (RELP), 10(4), 685.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Duklim, B., & Musigrungsi, S. (2018). Oral presentation performance and strategies employed by students in an international classroom context. Journal of Social Sciences and Humanities Research in Asia, 39-74.
Goldstein, E. B. (Ed.). (2010). Encyclopedia of perception. Sage.
Hanifa, R., & Yusra, S. R. (2018). Insight on delivering oral presentation: Preparations, problems, and solutions. International Journal of Learning and Teaching, 4(4), 318-325.
Hatch, E., & Farhady, H. (1982). Research design and statistics for applied linguistics. Rowley, MA: Newbury House.
Islam, W., Ahmad, D. S., & Islam, M. D. (2022). Investigating the problems faced by the university EFL learners in speaking English language. Islam, W., Ahmad, S., & Islam, MD (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47-65.
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students' learning outcomes. International Journal of Instruction, 12(3), 665-680.
Kurakan, P. (2021). Anxiety in English Oral Presentations of Thai EFL Engineering Students. ThaiTesol Journal, 34(2), 67-92.
Leis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(4), 37-51.
Leong, L. M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill.
Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123.
Lin, G. H. C., Su, S. C. F., & Ho, M. M. H. (2009). Pragmatics and communicative competences. Online submission.
Mandasari, B., & Wahyudin, A. Y. (2021). Flipped classroom learning model: implementation and its impact on EFL learners’ satisfaction on grammar class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158.
Nurweni, A. (2018). Teaching English assessment (1st ed.). Yogyakarta: Graha Ilmu.
Ramadhani, D. R., & Mardiningrum, A. (2022). Classroom oral presentation: students’ challenges and how they cope. Jurnal Pendidikan Bahasa Asing Dan Sastra, 6(1), 103-119.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Riadil, I. G. (2020). Does oral presentation affect the development of the students’ ability to speak in EFL classroom. Social Sciences, Humanities and Education Journal (SHE Journal), 1(2), 13-21.
Sahan, A., Abi, B. K., Wisrance, M. W., & Seran, Y. (2022). Exploring oral presentation performance: Level of mastery and common problems of EFL students from selected universities. REiLA: Journal of Research and Innovation in Language, 4(3), 335-343.
Samy, B. (2015). The effectiveness of a task-based instruction program in developing the English language speaking skills of primary stage pupils. Journal of Scientific Research in Education, 16(4), 657–664.
Setiyadi, B. (2018). Metode Penelitian untuk Pengajaran Bahasa Asing (2nd ed.).
Yogyakarta: Graha Ilmu.
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3-4), 591-611.
Tunagür, M., Kardaş, N., & Kardaş, M. N. (2021). The effect of student centered listening/speaking activities on Turkish listening speaking skills of bilingual students. International Journal of Education and Literacy Studies, 9(1), 136-149.
Wulandari, D. D., Munifatullah, F., & Yufrizal, H. (2022, February). Flipped classroom model to enhance students’ reading comprehension. In the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 46-51). Atlantis Press.
Yahay, M., & Kheirzadeh, S. (2015). The Impact of Oral Presentation on Fluency and Accuracy of Iranian EFL Learners’ Speaking. Journal of Applied Linguistics and Language Research, 2(5), 114-123.
Published
2026-06-11
How to Cite
Islami, R., Munifatullah, F., & Suparman, U. (2026). Integrating Flipped Classroom Into Oral Presentation to Enhance Students’ Speaking Achievement. GHAITSA : Islamic Education Journal , 7(2), 102-114. https://doi.org/10.62159/ghaitsa.v7i2.1924
Section
Articles
Copyright (c) 2026 Rella Islami
This work is licensed under a Creative Commons Attribution 4.0 International License.
