ENHANCING CRITICAL WRITING THROUGH TECHNOLOGY-ENHANCED FLIPPED CLASSROOMS IN INDONESIAN EFL EDUCATION

This study quantitatively assesses the effectiveness of an e-learning-integrated flipped classroom model in developing critical writing skills among Indonesian senior high school EFL learners. Using a one-group pre-test/post-test design with 48 eleventh-grade students, data were collected through a validated critical writing test (argumentative essay rubric) and analyzed in SPSS Version 25 with paired-sample t-tests (α = .05) and Cohen’s d. Results showed a statistically significant improvement in writing scores, with the mean increasing from 65.04 (Fair) to 87.46 (Excellent), particularly in argument development, evidence use, and coherence. The study contributes original empirical evidence from an Indonesian public high school context, demonstrating how structured e-learning platform integration enhances flipped classrooms as a tool for advancing higher-order writing skills in under-researched EFL settings.