Differentiated Flipped Collaborative Multimodal Reading Comprehension Model for Pharmacy English in Vocational Health Schools

Abstract

Reading comprehension remains a significant challenge in Indonesian vocational health schools, where the curriculum often emphasizes general English rather than English for Specific Purposes (ESP), particularly English for Pharmacy (EfP). This study developed a Differentiated Flipped Learning-Mode Collaborative Multimodal Reading Comprehension (DFL-Mode CMRC) model using Bannan-Ritland’s (2003) Integrative Learning Design Framework (ILDF). Conducted from July–September 2025 at SMK Kesehatan Cianjur, the study involved one English teacher and 33 pharmacy students. The development process followed three ILDF stages: (1) exploration, which identified learners’ needs through student questionnaires and a teacher interview; (2) enactment, which involved designing the model and validating it through expert judgment; and (3) local-scale evaluation, which examined its implementation through classroom observation. The resulting DFL-Mode CMRC model integrates Canvas-based self-study and face to-face instruction, emphasizing multimodal input, collaborative learning, and differentiated tasks. Findings indicate that the model enhanced students’ reading comprehension by improving engagement with pharmacy-related texts, supporting vocabulary understanding through multimodal resources, and promoting higher-order thinking through collaborative activities. Although limited to a single context, the study offers a practical and context-sensitive instructional model for ESP in vocational education. It contributes to the development of innovative reading pedagogy by demonstrating how differentiated flipped and multimodal collaborative approaches can be effectively integrated to support discipline-specific literacy.