The Effectiveness of the Flipped Classroom Method on Students' Speaking Ability: A Meta-Analysis Study
DOI:
https://doi.org/10.21009/jtp.v25i1.38632Keywords:
speaking skills, flipped classroom, meta-analysisAbstract
Many studies have investigated the effectiveness of the flipped classroom method on students' speaking ability when compared to traditional learning methods. However, previous research has provided ambiguous results. This study aims to test the effectiveness of the flipped classroom method on students' speaking abilities compared to traditional methods, as well as investigate what factors can influence the effectiveness of using the flipped classroom method on students' speaking abilities. The design used in this study was group contrast meta-analysis by analyzing 15 primary studies that met the inclusion criteria. The results of the analysis using the random-effects approach obtained a combined effect size of (g = 1.25; p < 0.01). The effect size is in the "Large Effect" category. It can be concluded that the use of the flipped classroom method on students' speaking ability has a significant and more effective effect compared to traditional learning methods. Heterogeneity analysis found that the moderator variable educational level influenced the effectiveness of implementing the flipped classroom method on students' speaking abilities, but not the moderator variables educational level, experimental class capacity, and region. The findings of this meta-analysis provide more accurate results regarding inconsistent effect size variations and can enrich insight into knowledge about the effectiveness of using the flipped classroom method in improving students' speaking skills.
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 (Online), 14(9), 130. https://doi.org/10.3991/ijet.v14i09.10348
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 (Online), 14(9), 130. https://doi.org/10.3991/ijet.v14i09.10348
Al Nakhalah, A. M. M. (2016). Problems and difficulties of speaking that encounter English language students at Al Quds Open University. International Journal of Humanities and Social Science Invention, 5(12), 96-101.
AlKhoudary, Y. A., & AlKhoudary, J. A. (2019). The effectiveness of flipping classroom model on EFL secondary school speaking skills. Indonesian EFL Journal, 5(2), 1-10. https://doi.org/10.25134/ieflj.v5i2.1811
Badawi., Sumarno., Hukom, J., Prihatmojo, A., Manaf, A., Suciati, I., & Ratau, A. (2023). Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students’ learning goals: A Meta-analysis study. Pegem Journal of Education and Instruction, 13(4), 274–281. https://doi.org/10.47750/pegegog.13.04.32
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia - Social and Behavioral Sciences, 2(2), 1305–1309. https://doi.org/10.1016/j.sbspro.2010.03.191
Borenstein, M., Hedges, L. V, & Rothstein, H. R. (2009). Introductionto Meta-Analysis (Issue January). John Wiley & Sons.Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910
Cheng, L., Ritzhaupt, A.D. & Antonenko, P. Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Education Tech Research Dev, 67, 793–824 (2019). https://doi.org/10.1007/s11423-018-9633-7
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge Taylor & Francis Group.
Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford review of education, 26(3-4), 365-378. https://doi.org/10.1080/713688543
Erdem, M. D. (2016). Instructors’ opinions about the education on Turkish speaking abilities of Syrian students. Anthropologist, 24(2), 541–550. https://doi.org/10.1080/09720073.2016.11892048
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International journal of linguistics, literature and culture, 4(3), 1-14. http://dx.doi.org/10.21744/ijllc.v0i0.000
Güler, M., Kokoç, M., & Önder Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28(1), 57-79. https://doi.org/10.1007/s10639-022-11143-z
Hariyanto, V. A. I., & Lolita, Y. (2023). The Effect Of Using Flipped Learning Strategy In Improving Students’speaking Skill In Hybrid Learning. Globish: An English-Indonesian Journal for English, Education, and Culture, 12(1), 1-18. http://dx.doi.org/10.31000/globish.v7i2
Hasan, A. A. A. (2014). The Effect of Using Task-Based Learning in Teaching English on the Oral Performance of the Secondary School Students. International Interdisciplinary Journal of Education, 3(2), 250–264.
Isda, I. D. & Imran. (2021). The Effect of Using Blended Learning Model on Enhancing Students' Speaking Skill in Senior High Schools. JOLLT Journal of Languages and Language Teaching, 9(1), 92-98. https://doi.org/10.33394/jollt.v%vi%i.2921
Juandi, D., & Tamur, M. (2020). Pengantar Analisis Meta (1st ed.). UPI PRESS.
Kamsurya, M. A., Wijaya, A., Ramadhani, R., & Hukom, J. (2022). The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta-Analysis Study. Jurnal Pendidikan Progresif, 12(2), 451-463. http://dx.doi.org/10.23960/jpp.v12.i2.202205
Kantisa, P., & Sitthitikul, P. (2020). The effects of blended learning on Thai university students’ speaking ability, learning motivation and perceptions. Journal of Asia TEFL, 17(4), 1377-1391. http://dx.doi.org/10.18823/asiatefl.2020.17.4.14.1377
Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 2332858419870489. http://doi.org/10.1177/2332858419870489
Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123. https://doi.org/10.18178/ijlt.3.2.118-123
Marliana, R. (2022). Effectiveness of Flipped Learning Method in Improving Students’ Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 114-119. http://dx.doi.org/10.24256/ideas.v10i1.2486
Martaputri, N., A., Muhtadi, A., Hukom, J., & Samal, D. (2021). Meta-Analysis : The Corellation Between Emotional Intelligence and Acedemic Achievement. Jurnal Pendidikan Progresif, 11(3), 511-523. doi: 10.23960/jpp.v11.i3.202102.
Muhtadi, A., Assagaf, G & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta analysis study. International Journal of Instruction, 15(3), 1131-1146. https://doi.org/10.29333/iji.2022.15360a
Muhtadi, A., Pujiriyanto., Syafruddin, K., Hukom, J., & Samal, D. (2022). A meta-analysis: Emotional intelligence and its effect on mathematics achievement. International Journal of Instruction, 15(4), 745-762. https://doi.org/10.29333/iji.2022.15440a
Muklas, M. (2017). Talking Chips Technique To Teach Speaking. Journal of English Language Education and Literature, II(1), 58–64.
Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative metaanalysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450– 1462. https://doi.org/10.1177/014616720 12711006
Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opiniongap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1), 1–16. https://doi.org/10.1080/23311886.2019.1630150
Nurfadhila, U. (2019). Penggunaan Model Flipped Classroom dalam Meningkatkan Keterampilan Berbicara Bahasa Arab Siswa. Maharaat: Jurnal Pendidikan Bahasa Arab, 2(1), 19-28.
Phoeun, M., & Sengsri, S. (2021). The Effect of a Flipped Classroom with Communicative Language Teaching Approach on Undergraduate Students’ English Speaking Ability. International Journal of Instruction, 14(3), 1025-1042. https://doi.org/10.29333/iji.2021.14360a
Ponmozhi, D. D., & Thenmozhi, A. (2017). Difficulties faced by the rural students in learning English at high school level. IOSR Journal of Humanities and Social Science, 22(06), 31–34. https://doi.org/10.9790/0837- 2206133134
Pramila, K., & Thomas, J. (2019). Impact of blended learning on the speaking skills of English as a foreign language (EFL) learners at Sohar University. Anthropologist, 35(1-3), 47-56. https://doi.org/10.31901/24566802.2019/35.1-3.2039
Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The effect of flipped classroom model on mathematical ability: A meta analysis study. Jurnal Pendidikan Progresif, 12(3), 1201-1217. http://dx.doi.org/10.23960/jpp.v12.i3.202216
Rachmawati, R. (2022). The Implementation of Flipped Classroom Model to Improve the EFL Undergraduate Students’ Speaking Skills. Alsuna: Journal of Arabic and English Language, 5(2), 114-128. https://doi.org/10.31538/alsuna.v5i2.2735
Rahman, A & Hajar, I. (2021). The Use of Flipped Classroom Method in Fostering Students' Speaking Ability at the University of Iqra Buru. ELT Worldwide: Journal of English Language Teaching, 8(2), 176-194. https://doi.org/10.26858/eltww.v8i2.21177
Retnawati, H., Apino, E., Djidu, H., & Kartianom. (2018). Pengantar Analisis Meta. Yogyakarta: Paroma Publishing
Samritin, S., Susanto, A., Manaf, A., & Hukom, J. (2023). A meta-analysis study of the effect of the blended learning model on students’ mathematics learning achievement. Jurnal Elemen, 9(1), 15-30. https://doi.org/10.29408/jel.v9i1.6141
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended learning and student mathematics ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(2), 905-916. https://doi.org/10.29333/iji.2022.15249a
Shi, Y., Ma, Y., MacLeod, J. et al. College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. J. Comput. Educ. 7, 79–103 (2020). https://doi.org/10.1007/s40692-019-00142-8
Sohaya, E. M., Situmorang, J., & Tambunan, H. (2021). The Flipped Classroom: Learning Revolution to Improve Students’ English Speaking Skills. In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021) (pp. 91-96). Atlantis Press.
Sudarmaji, I., Anwar, A. A. A., & Mulyana, A. (2021). Developing students’ speaking skills through Flipped Classroom Model. Journal of English Education and Teaching, 5(2), 188-200. http://orcid.org/0000-0003-1123-1683
Sulistyowati, E., Hukom, J., & Muhtadi, A. (2023). Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis. JTP-Jurnal Teknologi Pendidikan, 25(2), 140-159. https://doi.org/10.21009/jtp.v25i2.27433
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
Yakar, Z. Y. (2021). The Effect of Flipped Learning Model on Primary and Secondary School Students' Mathematics Achievement: A Meta-Analysis Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 50(2), 1329-1366. https://doi.org/10.14812/cuefd.865337
Zulkarnain, I., & Lubis, S. I. (2023). Pengaruh Model Pembelajaran Flipped Classroom Dalam Meningkatkan Kemampuan Berbicara Siswa Mas Al Washliyah 12 Perbaungan. Jurnal Education And Development, 11(1), 317-322. https://doi.org/10.37081/ed.v11i1.4361
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 (Online), 14(9), 130. https://doi.org/10.3991/ijet.v14i09.10348
Al Nakhalah, A. M. M. (2016). Problems and difficulties of speaking that encounter English language students at Al Quds Open University. International Journal of Humanities and Social Science Invention, 5(12), 96-101.
AlKhoudary, Y. A., & AlKhoudary, J. A. (2019). The effectiveness of flipping classroom model on EFL secondary school speaking skills. Indonesian EFL Journal, 5(2), 1-10. https://doi.org/10.25134/ieflj.v5i2.1811
Badawi., Sumarno., Hukom, J., Prihatmojo, A., Manaf, A., Suciati, I., & Ratau, A. (2023). Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students’ learning goals: A Meta-analysis study. Pegem Journal of Education and Instruction, 13(4), 274–281. https://doi.org/10.47750/pegegog.13.04.32
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia - Social and Behavioral Sciences, 2(2), 1305–1309. https://doi.org/10.1016/j.sbspro.2010.03.191
Borenstein, M., Hedges, L. V, & Rothstein, H. R. (2009). Introductionto Meta-Analysis (Issue January). John Wiley & Sons.Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910
Cheng, L., Ritzhaupt, A.D. & Antonenko, P. Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Education Tech Research Dev, 67, 793–824 (2019). https://doi.org/10.1007/s11423-018-9633-7
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge Taylor & Francis Group.
Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford review of education, 26(3-4), 365-378. https://doi.org/10.1080/713688543
Erdem, M. D. (2016). Instructors’ opinions about the education on Turkish speaking abilities of Syrian students. Anthropologist, 24(2), 541–550. https://doi.org/10.1080/09720073.2016.11892048
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International journal of linguistics, literature and culture, 4(3), 1-14. http://dx.doi.org/10.21744/ijllc.v0i0.000
Güler, M., Kokoç, M., & Önder Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28(1), 57-79. https://doi.org/10.1007/s10639-022-11143-z
Hariyanto, V. A. I., & Lolita, Y. (2023). The Effect Of Using Flipped Learning Strategy In Improving Students’speaking Skill In Hybrid Learning. Globish: An English-Indonesian Journal for English, Education, and Culture, 12(1), 1-18. http://dx.doi.org/10.31000/globish.v7i2
Hasan, A. A. A. (2014). The Effect of Using Task-Based Learning in Teaching English on the Oral Performance of the Secondary School Students. International Interdisciplinary Journal of Education, 3(2), 250–264.
Isda, I. D. & Imran. (2021). The Effect of Using Blended Learning Model on Enhancing Students' Speaking Skill in Senior High Schools. JOLLT Journal of Languages and Language Teaching, 9(1), 92-98. https://doi.org/10.33394/jollt.v%vi%i.2921
Juandi, D., & Tamur, M. (2020). Pengantar Analisis Meta (1st ed.). UPI PRESS.
Kamsurya, M. A., Wijaya, A., Ramadhani, R., & Hukom, J. (2022). The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta-Analysis Study. Jurnal Pendidikan Progresif, 12(2), 451-463. http://dx.doi.org/10.23960/jpp.v12.i2.202205
Kantisa, P., & Sitthitikul, P. (2020). The effects of blended learning on Thai university students’ speaking ability, learning motivation and perceptions. Journal of Asia TEFL, 17(4), 1377-1391. http://dx.doi.org/10.18823/asiatefl.2020.17.4.14.1377
Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 2332858419870489. http://doi.org/10.1177/2332858419870489
Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123. https://doi.org/10.18178/ijlt.3.2.118-123
Marliana, R. (2022). Effectiveness of Flipped Learning Method in Improving Students’ Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 114-119. http://dx.doi.org/10.24256/ideas.v10i1.2486
Martaputri, N., A., Muhtadi, A., Hukom, J., & Samal, D. (2021). Meta-Analysis : The Corellation Between Emotional Intelligence and Acedemic Achievement. Jurnal Pendidikan Progresif, 11(3), 511-523. doi: 10.23960/jpp.v11.i3.202102.
Muhtadi, A., Assagaf, G & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta analysis study. International Journal of Instruction, 15(3), 1131-1146. https://doi.org/10.29333/iji.2022.15360a
Muhtadi, A., Pujiriyanto., Syafruddin, K., Hukom, J., & Samal, D. (2022). A meta-analysis: Emotional intelligence and its effect on mathematics achievement. International Journal of Instruction, 15(4), 745-762. https://doi.org/10.29333/iji.2022.15440a
Muklas, M. (2017). Talking Chips Technique To Teach Speaking. Journal of English Language Education and Literature, II(1), 58–64.
Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative metaanalysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450– 1462. https://doi.org/10.1177/014616720 12711006
Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opiniongap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1), 1–16. https://doi.org/10.1080/23311886.2019.1630150
Nurfadhila, U. (2019). Penggunaan Model Flipped Classroom dalam Meningkatkan Keterampilan Berbicara Bahasa Arab Siswa. Maharaat: Jurnal Pendidikan Bahasa Arab, 2(1), 19-28.
Phoeun, M., & Sengsri, S. (2021). The Effect of a Flipped Classroom with Communicative Language Teaching Approach on Undergraduate Students’ English Speaking Ability. International Journal of Instruction, 14(3), 1025-1042. https://doi.org/10.29333/iji.2021.14360a
Ponmozhi, D. D., & Thenmozhi, A. (2017). Difficulties faced by the rural students in learning English at high school level. IOSR Journal of Humanities and Social Science, 22(06), 31–34. https://doi.org/10.9790/0837- 2206133134
Pramila, K., & Thomas, J. (2019). Impact of blended learning on the speaking skills of English as a foreign language (EFL) learners at Sohar University. Anthropologist, 35(1-3), 47-56. https://doi.org/10.31901/24566802.2019/35.1-3.2039
Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The effect of flipped classroom model on mathematical ability: A meta analysis study. Jurnal Pendidikan Progresif, 12(3), 1201-1217. http://dx.doi.org/10.23960/jpp.v12.i3.202216
Rachmawati, R. (2022). The Implementation of Flipped Classroom Model to Improve the EFL Undergraduate Students’ Speaking Skills. Alsuna: Journal of Arabic and English Language, 5(2), 114-128. https://doi.org/10.31538/alsuna.v5i2.2735
Rahman, A & Hajar, I. (2021). The Use of Flipped Classroom Method in Fostering Students' Speaking Ability at the University of Iqra Buru. ELT Worldwide: Journal of English Language Teaching, 8(2), 176-194. https://doi.org/10.26858/eltww.v8i2.21177
Retnawati, H., Apino, E., Djidu, H., & Kartianom. (2018). Pengantar Analisis Meta. Yogyakarta: Paroma Publishing
Samritin, S., Susanto, A., Manaf, A., & Hukom, J. (2023). A meta-analysis study of the effect of the blended learning model on students’ mathematics learning achievement. Jurnal Elemen, 9(1), 15-30. https://doi.org/10.29408/jel.v9i1.6141
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended learning and student mathematics ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(2), 905-916. https://doi.org/10.29333/iji.2022.15249a
Shi, Y., Ma, Y., MacLeod, J. et al. College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. J. Comput. Educ. 7, 79–103 (2020). https://doi.org/10.1007/s40692-019-00142-8
Sohaya, E. M., Situmorang, J., & Tambunan, H. (2021). The Flipped Classroom: Learning Revolution to Improve Students’ English Speaking Skills. In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021) (pp. 91-96). Atlantis Press.
Sudarmaji, I., Anwar, A. A. A., & Mulyana, A. (2021). Developing students’ speaking skills through Flipped Classroom Model. Journal of English Education and Teaching, 5(2), 188-200. http://orcid.org/0000-0003-1123-1683
Sulistyowati, E., Hukom, J., & Muhtadi, A. (2023). Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis. JTP-Jurnal Teknologi Pendidikan, 25(2), 140-159. https://doi.org/10.21009/jtp.v25i2.27433
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
Yakar, Z. Y. (2021). The Effect of Flipped Learning Model on Primary and Secondary School Students' Mathematics Achievement: A Meta-Analysis Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 50(2), 1329-1366. https://doi.org/10.14812/cuefd.865337
Zulkarnain, I., & Lubis, S. I. (2023). Pengaruh Model Pembelajaran Flipped Classroom Dalam Meningkatkan Kemampuan Berbicara Siswa Mas Al Washliyah 12 Perbaungan. Jurnal Education And Development, 11(1), 317-322. https://doi.org/10.37081/ed.v11i1.4361
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2023-04-30
How to Cite
Senjaya, E. A. A., & Ali Muhtadi. (2023). The Effectiveness of the Flipped Classroom Method on Students’ Speaking Ability: A Meta-Analysis Study. JTP - Jurnal Teknologi Pendidikan, 25(1), 140–153. https://doi.org/10.21009/jtp.v25i1.38632
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