Students' Lenses of Flipped Classroom Instructional Strategy on English Speaking Proficiency

Within a flipped classroom (FC) for speaking, the primary focus is to convert passive learning into active participation. Through the strategic adaptation of information delivery outside of class and the allocation of in-class time for practice, students can extensively explore conversational skills. This mixed-method study aims to 1) reveal the students’ perceptions of the FC instructional strategy in a speaking context and (2) describe the students' reflections on the FC instructional strategy in a speaking classroom. There were 33 Indonesian students involved as participants. To collect data, a questionnaire and interview were used. Quantitatively, findings showed students agreed that the use of the FC instructional strategy could help them in some aspects, namely efficient strategy, motivation, engagement, effective time allocation, enjoyment, devotion, and satisfaction. Meanwhile, qualitatively, students’ responses showed that they were highly satisfied with their learning experience under the FC strategy. This strategy optimizes the usage of speaking chances and cultivates confidence. Ultimately, it improves language competence by enabling students to actively use and shape their speaking skills in a nurturing setting.