This paper investigates EFL learners' cohesion with small group writing activities compared to individual flipped instruction model through WhatsApp with individual writing activities. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. The findings revealed that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. Flipped classroom innovation has attracted English language teaching researchers' attention to scrutinize its effectiveness.