Abstract
<p style="text-align:justify">The Coronavirus disease (COVID-19) pandemic outbreak in the Indonesians nowadays, the public education department established the policy of the online education system to all education levels. Most educators employ an online flipped learning method to support the policy. Research aimed to measure the effect of online based-flipped classroom learning between using Microsoft Team and WhatsApp and student engagement on reading comprehension skills. The research approach was a quasi-experimental model with a 2 x 3 factorial pre-test-post-test non-equivalent control group design. The sample of this investigation was early period undergraduates of the management economics study program. Data analysis employed a two-way ANOVA test. The result confirmed that the online flipped learning scheme using Microsoft Team was better than WhatsApp in improving student engagement and reading comprehension skills. We advise English lecturers to apply better online media services, pay attention to the completeness of the learning features and train their competence in implementing distance learning to use compatible synchronous flipped classroom teaching based on internet technologies.</p>
Highlights
Indonesian schools applied distance learning and banned face-to-face learning in school from March 16, 2020, under the policy of the Ministry of Education and Culture of the Republic of Indonesia
Besides looking at the effect of the online-based flipped classroom method on reading comprehension skills, this study examines the student engagement effect on reading comprehension skills
This study concluded that using the Microsoft Team application on Flipped Learning provides better performance than the service of WhatsApp in teaching reading comprehension
Summary
Indonesian schools applied distance learning and banned face-to-face learning in school from March 16, 2020, under the policy of the Ministry of Education and Culture of the Republic of Indonesia. All lecture models have shifted to online learning that demands extreme change and brings various challenges for educators to begin to habit work with online flipped learning (Simamora, 2020). They can employ different digital-based instruments to facilitate their online class, such as WhatsApp, Facebook, YouTube, Instagram, Google Classroom, Google Meet, and Microsoft Team. Lecturers can share class schedules via a link to all students enrolled in online study classes We call this process integrating technology into pedagogy. This integration can foster student learning independence, which allows them to be more active in searching for knowledge through a student-centered learning approach
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