International Journal of Evaluation and Research in Education (IJERE) Vol. 13, No. 1, February 2024, pp. 407~413 ISSN: 2252-8822, DOI: 10.11591/ijere.v13i1.25269  407 Journal homepage: http://ijere.iaescore.com Flipped classroom with collaborative learning approach in enhancing writing skills of Indonesian university students Kheryadi 1 , Muchlas Suseno 2 , Ninuk Lustyantie 1 1 Department of Applied Linguistics, Postgraduate Program, Universitas Negeri Jakarta, East Jakarta, Indonesia 2 Department of Master Program in English Language Education, Faculty of Language and Art, Universitas Negeri Jakarta, East Jakarta, Indonesia Article Info ABSTRACT Article history: Received Aug 22, 2022 Revised Feb 13, 2023 Accepted Apr 30, 2023 The intention of this study was to examine how a flipped classroom with a collaborative learning approach improved the writing skills of Indonesian higher education students. To achieve the study’s aim of 48 Indonesian higher education participants, the Oxford Quick Placement Test (OQPT) was employed. They were divided into two groups: experiment and control. Following that, as a pre-test, both groups were given a written exam. The experimental class (EC) was then positioned in a flipped classroom. Students were permitted to bring smartphones to class and utilize them while learning, and the flipped classroom was equipped with an internet connection, a laptop, and a projector. The control class (CC) got standard classroom instruction. This strategy was employed until the very last session. The experimental group outperformed the control group on the post-test, according to the results of the independent samples t-test and one-way analysis of covariance (ANCOVA). Furthermore, the results revealed a significant difference in post- test performance between the EC and CC. Keywords: Collaborative learning Flipped classroom Higher education OQPT Writing skills This is an open access article under the CC BY-SA license. Corresponding Author: Kheryadi Department of Applied Linguistics, Postgraduate Program, Universitas Negeri Jakarta Rawamangun, 13220 East Jakarta, Indonesia Email: kheryadi_9906921010@mhs.unj.ac.id 1. INTRODUCTION Active and collaborative learning are two more recent ideas derived from the core of experience learning [1]–[3]. Active learning involves students actively or existentially engaged in the learning process, in contrast to the typical lecture when students passively absorb knowledge from the lecturer. Student participation and involvement in the learning process are the core components of active learning. In other words, active learning necessitates that students engage in worthwhile learning activities and reflect on those experiences. Researchers found that children learn most effectively when they are engaged in tangible events [4], [5]. Piaget’s theory of active learning, which informs the idea of collaborative learning, emphasizes that learning happens when students apply and act upon new ideas and concepts [6]. A definition of collaborative learning is a teaching strategy in which students cooperate in groups to achieve a common academic goal [7]. Collaborative learning’s fundamental notion is focused on group members working together to reach a consensus [8]. Further definitions of online collaborative learning include learning processes when two or more individuals collaborate online to generate meaning, investigate a subject, or develop skills [9], [10]. Real-time collaboration is now a possibility due to the information technology revolution. Students participate in this style of learning by cooperating on a team project. Using the information-technology resources available in a flipped classroom, this method demands students to understand important ideas, terminology, and procedures. They must use what they have learned in a practical setting in