Indonesian EFL Students’ Perceptions on the Implementation of Flipped Classroom Model Rida Afrilyasanti Sekolah Menengah Atas (Senior High School) Negeri 8 at Malang, Indonesia Bambang Yudi Cahyono Universitas Negeri Malang, Indonesia Utari Praba Astuti Universitas Negeri Malang, Indonesia Abstract—The flipped classroom model has gained popularity in education recently. In this model of learning, the students learn materials (e.g., by watching lectures through video) at home, and then they learn more actively in the school classroom. Although flipped classroom model has been popular, the implementation of flipped classroom in an English as a Foreign Language (EFL) context has not been widely published. This article reports results of research examining students’ perceptions on the implementation of the flipped classroom model. It involved 30 senior high school students who joined a writing class using flippled classroom model. Data were collected by using questionnaires, immediate interview and observations. The results of the research showed that the students found the activities applied in the flipped classroom model helped them write better. The videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. This study also presented some caveats for teachers when they intend to flip the class. Index Terms—flipped classroom model, EFL students’ perception, writing attitudes I. INTRODUCTION Due to the needs to facilitate 21 st century learning in which technology becomes the core educational tool, flipped classroom model is increasing in its popularity (Brinkley, 2012). In the 21 st century learning students tend to study by searching the knowledge from various sources, particularly the Internet. Along the lines of the 21 st leaners’ characteristics (e.g., critical thinkers and technologically literate learners) and what is considered as a current teaching trend among non-English as a Foreign Language (EFL) context, flipped classroom has been considered effective to facilitate 21 st century learning. In a flipped classroom, technology is used to extend content delivery beyond the scheduled class. It incorporates 60% in-class learning and 40% online self-learning (conducted at home). Students’ self- learning is purposively done to introduce new materials through video lectures and online readings. Furthermore, the self-learning is completed prior to the in-class learning. Meanwhile, the in-class time is used for assimilating knowledge through discussions, tasks, and group works. Therefore, students have more opportunities to interact with their teacher as well as peers. The flipped classroom model replaces teacher-centered teaching to an active learning engagement where the students-centered takes place. There have been an overwhelming number of studies revealing the effectiveness of the flipped classroom model (e.g., Cole & Kritzer 2009; Demski, 2013; Gannod, Burge, & Helmick, 2008; Lage, Platt, & Treglia, 2000; Slezak, 2014). In Indonesian context, however, only few studies have been conducted on the implementation of the flipped classroom model (e.g., Agustina, 2015; Murtiyasa, Esti, & Ulfa, 2015; Syafitri, 2014a, 2014b). Murtiyasa et al.’s (2015) study is concerned with Mathematics teaching. Meanwhile, Agustina’s (2015) study investigated the effectiveness of the flipped classroom model in teaching story telling and Syafitri’s (2014a, 2014b) work examined the effectiveness of the teaching of reading using flipped model. Those studies focused on the effectiveness of the implementation of the flipped classroom model. However, studies on the students’ perceptions toward the implementation of the flipped classroom have not been conducted. In Indonesia, the flipped classroom model is considered as a new teaching model. It is, then, crucial to identify how students feel about and perceive a new teaching model used because students’ own judgments on what they were experiencing enable them to recognize the ease of use and perceived of the benefits. As result, there will be a change in their attitudes, which will affect their willingness to study using that model. Therefore, this study focuses on the use of the flipped classroom model in an EFL writing class by investigating students’ perceptions toward the use of the flipped classroom model. II. LITERATURE REVIEW ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 8, No. 3, pp. 476-484, May 2017 DOI: http://dx.doi.org/10.17507/jltr.0803.05 © 2017 ACADEMY PUBLICATION