Abstract
In the "flipped classroom" educational concept, the typical study and assignment components of learning are "reversed" or "flipped." Most of the homework is done initially at home than in class. This study examined how flipped classrooms affect students' reading comprehension and how they view them. This study used a pre-experimental mixed-methods approach that combined quantitative and qualitative procedures. The study was conducted at one of the state senior high school in Probolinggo, involving 32 students. The study used five open-ended questions on questionnaires and reading assessments—an examination of information gleaned through questionnaires and pre-and post-tests. The study shows that the flipped classroom favors their learning and learning experience. Furthermore, the students assume the flipped classroom as a fun teaching method that encourages them to be more engaged in their learning and helps them improve in areas where they need it.
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