Flipped classroom and critical thinking on public speaking class

Abstract

AbstractThis study aims to assess the impact of flipped classroom on public speaking performance of students, considering various levels of critical thinking. Additionally, it focuses on analyzing the interaction between flipped classroom, levels of critical thinking, and achievements of students in public speaking. The study adopted a quasi-experiment design, using data obtained from public speaking tests administered to 66 fourth-semester students in the English Language Education Program at a private college in Indonesia. The analysis further used a two-factor ANOVA test to analyze the data collected. The results showed that the use of flipped classroom proved to be an effective instructional strategy for enhancing public speaking skills of the students. Furthermore, a significant observation was observed between flipped classroom and students’ public speaking performance, particularly when considering their levels of critical thinking. In conclusion, flipped classroom method evolves as a viable alternative for teaching public speaking, aiding students in preparing for speech presentations. Recommendations include the development of well-structured lesson plans and the integration of accessible applications in public speaking classes.

Keywords

• Levels of critical thinking
• flipped classroom
• public speaking
• Colby Tofel-Grehl, School of Teacher Education and Leadership, Utah State University, Logan
• Higher Education
• Study Skills