Writing has become crucial in the English as Foreign Language (EFL) context. Hence, teachers must be more creative in their teaching and learning to help students perform well in writing. In recent years, a flipped classroom has gained attention for teachers in teaching writing since it positively impacts the students' writing skills. Therefore, the objectives of this research are: (1) to examine the extent to which the flipped classroom implementation to enhance the EFL students' writing skills, (2) to describe the students' perception of the flipped classroom implementation in an EFL writing class. The research subjects were 34 students of the eleventh grade of SMA N 5 Surakarta in the academic year 2021/2022. The research used the principle of classroom action research and consisted of 2 cycles. The research data were collected through observation, research diary, writing test, questionnaire, and interview. The qualitative and quantitative data were analyzed using an interactive model by Miles and Huberman (1994). The result of the research showed that after the implementation of a flipped classroom, there was an improvement in students' writing skills. It can be seen from the students' scores on writing tests, which continually increase from preliminary research to cycle 2. In preliminary research, the mean score of students' writing test is 72.03. In cycle 1, the mean score of students' writing test is 77.44. In cycle 2, the mean score of students' writing test is 81.87. Moreover, the students' overall perception of the implementation of flipped classrooms was generally positive. The students perceived that flipped classroom implementation was beneficial for enhancing their writing skills. Moreover, flipped classroom activities helped and were favorable for the students in learning writing. Based on the findings, it can be concluded that flipped classroom implementation help the students improve their writing skills and students' engagement in the teaching-learning process.