This thesis aimed at investigating students’ perception and performance of the flipped writing classroom. The participants were 25 of 845 students’ of SMPN 6 Blora. This study was a descriptive qualitative study in which the main data were obtained through interviews, observation and documentation. The data analysis in this study included the stages of data reduction, data display and conclusion. The findings of the research showed that the implementation of the flipped writing classroom at 7th grade SMPN 6 Blora completed the four phases of the ideal implementation of the flipped classroom and allowed the students learn independently and actively. The students have positive perception on the flipped writing classroom. After engaging the flipped writing classroom, the researcher proved the improvement of their writing performance. They confirmed that there were many factors that supported to improve their English writing performance, these factors were: immediate feedback, student – teacher interaction and more preparation time. The implication of this study was the use of flipped classroom can give the students more responsibility to their own learning and the students can learn independently based on their needs.