<![CDATA[This study investigated teachers' perceptions of the implementation of the flipped classroom in English language teaching. The study employed a qualitative case study design involving two English teachers at SMA Frater Makassar who had experience implementing the flipped classroom. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis based on the cognitive, affective, and conative aspects of perception proposed by Walgito (2004). The findings revealed that both teachers held positive perceptions of the flipped classroom. Cognitively, they understood the flipped classroom as an instructional approach that shifts content delivery to the pre-class stage, allowing classroom time to focus on active and collaborative learning. Affectively, both teachers developed positive feelings toward the approach after experiencing its benefits and observing increased student engagement during classroom activities. Conatively, they demonstrated strong motivation to implement the flipped classroom and intended to continue using it while adapting the approach to students' readiness and learning contexts. The study concludes that practical teaching experience plays an important role in shaping teachers' positive perceptions of the flipped classroom and strengthening their commitment to its continued implementation in English language teaching.]]>
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