Vol. 8, No.

1; April 2024
E-ISSN 2579-7484
Pages 197-205
DOI: [Link]

Flipbook as a Learning Medium: A Study on Indonesian ESP

Students

*1Iwan Darmawan, 1Dwi Fita Heriyawati, 1Mutmainnah Mustofa, 1M Galuh Elga

Romadhon
1Universitas Islam Malang, Indonesia

*Correspondence:
[Link]@[Link]

Submission History:
Submitted: January 21, 2024
Revised: March 14, 2024
Accepted: March 15, 2024

This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Abstract
Technological advancements are significantly transforming the landscape of Indonesian education, shifting
from traditional methods to digital learning media. This study examines the adoption of Flipbook, a digital tool,
in English for Specific Purposes (ESP) courses, aiming to enhance the learning experience for students enrolled
in English language study programs. Utilizing Flipbook as an instructional medium, lecturers anticipate offering
a novel approach to integrating technology in education. Data were gathered through questionnaires
administered to seventy-six students focusing on ESP materials. The questionnaire, comprising thirty-one
items with both positive and negative statements, evaluated four key aspects: the completeness of the learning
content delivered through Flipbook, student engagement in learning activities, the effectiveness of lecturers in
managing the digital learning environment, and the adequacy of facilities and infrastructure supporting the use
of Flipbook. The findings demonstrated varying levels of effectiveness: The lecturer's ability to manage
Learning was notably effective, with a high mean score of 44.97, indicating that Flipbook facilitates dynamic
classroom management. Learning Activities also showed positive outcomes, with a mean score of 36.43,
suggesting satisfactory engagement and interactivity. However, Learning Completeness and Facilities and
Infrastructure highlighted areas needing improvement, with mean scores of 31.57 and 27.24, respectively.
These lower scores reveal significant gaps in content delivery completeness and the supporting infrastructure,
which are critical for effectively using digital learning tools.
Keywords: Flipbook, English language learning, English for specific purpose, learning media

INTRODUCTION
Technological advancements have significantly transformed the educational
landscape in Indonesia. Current teaching and learning processes must adapt to incorporate
these technological innovations effectively (Ghina et al., 2022). Utilizing technology in
education not only enhances the learning experience but also stimulates student
engagement. Across the globe, educators are transitioning from traditional methods to
technologically enhanced instructional strategies. These strategies typically involve using

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online learning resources to heighten student interaction with educational content (Mustofa
et al., 2020). Advances in creating interactive learning media represent a key technological
progression in this field (Irfandi & Yuhelman, 2023). Consequently, such technologies are
now commonly integrated into the teaching methods employed by educators.
Effective use of learning media can significantly expedite the achievement of
educational objectives and augment student motivation (Puspitarini & Hanif, 2019).
Moreover, learning media facilitates a deeper engagement with the material, enabling
students to comprehend and surpass their teachers in knowledge acquisition (Nazilah &
Rezania, 2023). Despite its importance, suitable learning media for online education still
needs to be improved (Antara & Dewantara, 2022; Atsani, 2020; Qurrotaini et al., 2020).
Integrating appropriate learning media with technological tools is essential for enhancing
the educational process.
Incorporating technology into educational settings supports diverse, accessible, and
engaging learning activities. The rapid development of internet technologies is pivotal in
easing the teaching and learning processes. Adopting digital books, for instance, is
anticipated to boost students' interest and eagerness to engage with specific materials.
Interactive digital books, in particular, enhance motivation and engagement with learning
topics. Moreover, the utilization of digital teaching mediums offers several benefits: these
include more structured learning activities, enhanced interest and interaction during
lessons, improved quality of education, flexibility to learn anytime and anywhere, increased
motivation among students, and a shift from educators being the sole source of knowledge.
Teaching mediums significantly influence the effectiveness of learning processes.
They serve as essential learning tools or instructional designs aligned with the curriculum to
achieve specific competency standards (Nurdyansyah & Mutala’liah, 2015). These mediums
play a critical role in educators' design of their teaching strategies (Nesri & Kristanto, 2020).
Moreover, developing teaching mediums sharpens teachers' thinking skills, enabling them
to innovate in educational content creation (Maulida, 2022). According to Heriyawati and
Sulistyo (2016), learning media encompasses various tools that facilitate the delivery of
academic content, stimulating students' attention, interest, and engagement, and
contributing to attaining learning objectives. Consequently, creating teaching mediums
enhances pedagogic competencies and improves the efficacy and efficiency of classroom
instruction, ensuring that discussions remain focused on specific learning indicators.
One innovative teaching medium application includes using Android technology to
introduce students to new scientific concepts (Efliriani et al., 2023). Additionally, digital
books represent a technological advancement in teaching mediums, offering dynamic and
interactive content. Digital books are electronic versions of printed books that can be
accessed on computers or smartphones without the need for printing, combining elements
like text, graphics, images, and multimedia to enrich the learning experience (Handayani et
al., 2020; Mulyaningsih & Saraswati, 2017). The adaptability of digital books allows for
customized visual presentations that engage students. These books offer several advantages
over traditional textbooks, including their attractive presentation, practicality, cost-
effectiveness, searchable text features, easy accessibility, rapid duplication process, and
compatibility with various digital devices.
Various applications, such as Flipbook, can facilitate the production of digital books.
This study utilizes Flipbook as the primary learning medium. For instance, the Kvisoft

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Flipbook Maker software converts PDF files into interactive flipbooks, digital catalogs, digital
magazines, and e-modules, making it a valuable tool in educational settings for providing e-
learning resources (Rini et al., 2023). This technology is widely adopted in education because
it enhances instructional delivery through digital means.
Flipbook is a specialized software designed to easily create digital books, catalogs,
brochures, and presentations (Handayani et al., 2020; Hardiansyah & Mulyadi, 2022). This
tool enables educators to deliver electronic teaching materials more engagingly by
incorporating interactive elements such as images, videos, animations, and text (Rusnilawati
& Gustiana, 2017). The interactive features of flipbooks, including moving animations and
audio-visual content, make the learning process more dynamic and less monotonous
(Wibowo & Pratiwi, 2018). Traditionally, a flipbook refers to an animation technique using
a series of drawings on paper that, when flipped quickly, simulate motion (Abror et al., 2020).
The distinct advantage of digital Flipbook over other e-books is its ability to integrate
multimedia elements on each page, enhancing the contextual understanding of the material
(Wulandari & Khoirunnisa, 2023; Yuliyanto et al., 2022). Additionally, this media can be
utilized offline by uploading the content to a Flipbook platform (Yuliyanto et al., 2022).
Previous research by Mahara et al. (2015), Qomah & Khosiyono (2022), Situmorang
et al. (2020), and Mulyaningsih & Saraswati (2017) explored the development of Flipbook
learning media for diverse educational levels, including elementary, junior high, and
mechanical engineering students. Utilizing a Research and Development (R&D)
methodology, these studies found that Flipbook significantly enhances learning outcomes,
suggesting its potential as an alternative to traditional learning media. In the current study,
we aim to assess the validity and reliability of using Flipbook as a learning tool for students
majoring in English, focusing on English for Specific Purposes (ESP) material, employing
quantitative research methods.

METHOD
This study was conducted in an English for Specific Purposes (ESP) program at a
private university in Malang, East Java, Indonesia, targeting students aiming to become Front
Officers. This course, focusing on office-related English terminology, grants two academic
credits over one semester. Seventy-six students from this department participated in a
survey to evaluate a newly developed learning tool. Quantitative research methods were
utilized, with data primarily gathered through a questionnaire to assess how effectively
teachers and students perceived ESP learning. According to Carpino et al. (2019), the
questionnaire is a valid and widely used medium for the acquisition of information. The
process involved distributing questionnaires to gather student insights on the course's
effectiveness, using SPSS for statistical analysis of the responses, and interpreting the data
to evaluate the impact of the learning media.
The research instrument consisted of 31 positive and negative statements, rated on a
five-point Likert scale from Strongly Agree (SS) to Strongly Disagree (STS). It evaluated four
critical aspects of the learning experience: the completeness of learning materials,
engagement in learning activities, lecturers' competency in managing the process, and the
adequacy of facilities and infrastructure. This methodology ensured a thorough
understanding of the learning media's utilization and effectiveness in enhancing the ESP
learning environment. The validity of the questionnaire, assessed through indices that

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surpassed the critical r-table value of 0.227, confirmed that each question reliably measured
its intended construct. Additionally, the questionnaire's reliability was established with an
R-count of 0.73, which is sufficiently high, indicating a consistent and dependable tool for
capturing the educational impact accurately across multiple administrations (Matheson,
2019).
Furthermore, In our study, we conducted a quantitative analysis to evaluate the
effectiveness of Flipbook learning media across several educational aspects. We calculated
mean scores from questionnaire responses concerning Learning Completeness, Learning
Activities, Lecturer's Ability to Manage Learning, and Facilities and Infrastructure. To
interpret these mean scores effectively, we established a classification system that
categorized the scores into three distinct levels: low, medium, and high. This categorization
was based on the observed range of mean scores, which spanned from 27.24 to 44.97.
Specifically, scores ranging from 27.24 to less than 33.15 were classified as low, indicating
areas requiring improvement. Scores from 33.15 to less than 39.06 were considered
medium, suggesting adequate performance with potential for enhancement. Scores from
39.06 to 44.97 were classified as high, denoting excellent performance and effective use of
the learning media. This structured approach to data analysis allowed us to assess the
effectiveness of each aspect of the learning media systematically, providing a clear,
quantitatively supported evaluation of areas of strength and those needing further attention.

FINDING AND DISCUSSION

The findings from this investigation are about the effectiveness of Flipbook learning
media. The study meticulously analyzed four aspects of the educational experience: Learning
Completeness, Learning Activities, the Lecturer's Ability to Manage Learning, and Facilities
and Infrastructure. Each aspect was evaluated based on the mean scores derived from a
structured questionnaire administered to seventy-six students. These scores were then
classified into low, medium, and high ranges to provide a clear assessment of the
performance of each educational component facilitated by Flipbook. The following detailed
analysis offers insights into how Flipbook supports or falls short in enhancing the learning
environment for students pursuing this specialized curriculum.
Table 1. Description of aspects of the effectiveness of Flipbook learning media
Aspects Mean Std. Minimum Maximum
Deviation
Learning Completeness 31.57 2.131 26 35
Learning Activities 36.43 2.074 32 40
Lecture’s Ability to Manage 44.97 2.400 39 50
Learning
Facilities and Infrastructure 27.24 1.825 23 30
The analysis of the effectiveness of Flipbook learning media across various
educational aspects reveals a mixed landscape of outcomes. The mean score of 31.57 for
Learning Completeness places this aspect in the low range, indicating a need for significant
enhancements to achieve the desired educational objectives. Despite being close to
transitioning into the medium category, the consistency in the responses, evidenced by a
standard deviation of 2.131, confirms a consensus on the need for improvement. Conversely,
Learning Activities, with a mean score of 36.43, fall into the medium range. This suggests

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that while the activities facilitated by Flipbook are adequately effective, there remains
potential for further enhancement to elevate this aspect to a higher level of effectiveness.
The low standard deviation of 2.074 points to uniformity in student perceptions, reinforcing
the reliability of this finding.
The Lecturer's Ability to Manage Learning is a standout in the analysis, which scored
a high mean of 44.97. This high rating places it in the upper echelon of effectiveness,
indicating that lecturers are proficient in leveraging Flipbook to manage Learning. Although
the standard deviation of 2.400 shows slightly more response variability, the overall high
score underscores a successful application in this domain. However, the Facilities and
Infrastructure aspect scored a mean of 27.24, categorizing it in the low range. This score
highlights a significant shortfall in the physical and technological support necessary to
effectively utilize Flipbook, with a tight standard deviation of 1.825, suggesting a widespread
agreement among students about these deficiencies.
Furthermore, these findings underscore a critical need for targeted improvements,
particularly in learning completeness and facilities and infrastructure, to capitalize on the
benefits of Flipbook learning media fully. While some aspects, like lecturer management,
excel, the overarching effectiveness could be improved by underperforming areas, calling for
a balanced approach to enhance the educational experience. The results from the conducted
research underscore the significant role of Flipbook as a learning medium, particularly
highlighting the lecturer's ability to manage classroom activities effectively. Assessments
from various aspects of the distributed questionnaire support these findings. Similarly,
research by Roemintoyo and Budiarto (2021) aligns with these findings, aiming to explore
the potential for developing technology-integrated, flipbook-based learning media to
enhance literacy skills. The results of this study indicate that students hold a positive
perception of the opportunities to develop and utilize Flipbooks as digital learning media.
These outcomes provide a solid basis for educators to develop and implement Flipbook-
based digital learning media to facilitate learning.
Additionally, Abror et al. (2020) emphasized the development of an interactive digital
book in the form of a Flipbook for technical drawing courses, testing the feasibility of the
produced materials. The result is an interactive digital book effectively serving as a learning
resource. The development of learning media in the form of Flipbooks, as noted by Indah et
al. (2020), not only focuses on the material displayed but also on enhancing the learning
process outcomes. This is demonstrated through the assignment of final projects where
students apply Flipbook applications in their work, with the success of these projects
confirmed by the assessments of both a material expert and a display design expert.
Flipbooks have proven to be a versatile learning medium, initially adopted during the
COVID-19 pandemic when education shifted from face-to-face to online. As noted by
Alfonsius (2021), this period saw a marked increase in the utilization of technological tools
in education. However, Astini (2020) highlighted significant challenges during this
transition, including accessibility issues, as 50% of students lacked personal technological
devices like laptops, and 80% suffered from inadequate network infrastructure. These
challenges were particularly pronounced for students from non-urban areas, leading to
perceptions of technology use as less effective during the pandemic.
Despite these challenges, integrating digital tools like Flipbooks has catalyzed digital
transformation in Indonesian education. The shift to digital is now a critical trend that

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educators and students must embrace. This era emphasizes digital competence,
encompassing confidence in and using information and communication technologies.
According to Tresna et al. (2022), while digital learning platforms can boost student
motivation, discipline, and autonomy, they also raise concerns about increased internet costs
and a perceived distance between teachers and students.
Several strategies have been proposed to address these mixed outcomes, including
boosting student engagement with digital tools, enriching learning resources, extending
support to educators, leveraging existing platforms, and enhancing teacher training, as
Husain et al. (2021) suggested. Nevertheless, digital Learning continues to face skepticism,
particularly from parents who feel that digital platforms diminish the traditional role of
teachers, as evidenced by Husain et al. (2020). Their research revealed that 99% of parents
believe conventional teaching methods are more effective than digital alternatives, and 76%
reported a deterioration in the cooperative relationships among parents, students, and
teachers during periods of digital Learning. In conclusion, while Flipbooks and similar digital
resources offer significant advantages for current face-to-face lectures and continue to be
relevant post-pandemic, integrating such technologies must be carefully managed to address
the diverse needs and circumstances of all stakeholders involved in the educational process.

CONCLUSION
The research findings demonstrate that Flipbook is a highly effective learning
medium for managing classroom interactions, as highlighted by a notably high mean score
of 44.97 in the lecturer's ability to manage Learning. This suggests that Flipbook enables
educators to deliver content dynamically and interactively, enhancing the overall learning
experience. Conversely, the study identified significant challenges, particularly in the
accessibility of technological resources, with Facilities and Infrastructure receiving the
lowest mean score of 27.24. This indicates substantial inadequacies in the support structure
necessary for optimal use of Flipbook, especially affecting students from non-urban areas
who may need access to reliable technology and internet services.
Furthermore, it becomes evident that while Flipbook offers substantial benefits in
educational settings, its full potential is hindered by infrastructural limitations. Addressing
these gaps is crucial for ensuring that all students can benefit from the digital learning
opportunities that Flipbook provides. Enhancing digital infrastructure and providing
targeted support for under-resourced students will be essential in leveraging Flipbook's
capabilities to transform educational experiences effectively. One significant area for
improvement is the focus on a single educational institution, which may not provide a
comprehensive view of the varied educational contexts across different regions or types of
institutions. Additionally, the reliance on self-reported data from questionnaires could
introduce biases related to students' perceptions and may not accurately reflect the actual
effectiveness of the learning tool.
Given these limitations, future research could expand the scope of the investigation
to include multiple educational settings across different geographical locations to gain a
more generalized understanding of Flipbook's impact. Further studies could also employ a
mixed-methods approach, integrating qualitative data through interviews or focus groups
with students and educators. This would provide deeper insights into the practical

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challenges and benefits of using Flipbook, offering a more nuanced understanding of its
effectiveness across diverse learning environments.

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