<![CDATA[This study investigates vocational school students' perceptions of using Flipbook as a medium to improve their English-speaking skills. Speaking is often considered one of the most challenging English skills for EFL learners, and Flipbook provides easily accessible audiovisual input that may support speaking practice. A quantitative descriptive survey design was employed. Participants were 20 tenth-grade students majoring in Informatic Engineering at a vocational school in Bogor, Indonesia. Over six meetings, students engaged in speaking activities based on descriptive texts, present tense, recount texts, and giving opinions, with Flipbook used as modelling and practice media. Data were collected using a 20-item Likert-scale questionnaire covering four speaking indicators: vocabulary, fluency, grammar, and pronunciation. The questionnaire's reliability was acceptable (Cronbach's alpha = .856). Descriptive statistics were used to analyze the data. Item-level responses showed that most students agreed that Flipbook helped them learn new vocabulary, practice fluency, understand grammar patterns, and improve pronunciation. The overall mean was 2.80 (SD = 0.50) on a 3-point scale, and all four indicator means fell within the high category (2.78–2.85), indicating consistently positive perceptions across the four speaking areas. These findings suggest that Flipbook can serve as a useful supplementary medium for speaking instruction, particularly for vocabulary exposure and for providing audiovisual speaking models. Because the study measured perceptions only, these results should not be read as evidence of gains in speaking performance. Teachers are encouraged to select appropriate videos and integrate them into speaking activities, while further research with larger samples and performance-based measures is recommended.]]>
