Since the teaching-learning process must go online, it is assumed that conducting a flipped classroom could promote students' active learning. Thus, this classroom-based research attempts to investigate the implementation of the flipped model in an online speaking class. It examines students' learning outcomes on speaking skills after studying in flipped classroom model. Participants of this study were 1st-year students of the Railway Mechanical Technology study program (N = 24). The numerical data were collected from pre-test and post-test video speaking, marked based on IELTS speaking band descriptor. Those test results were analyzed using paired sample t-test, Pearson r correlation, Cohen d coefficient, and one-way ANOVA. The findings reveal that flipped classroom model offers learning opportunities and engagement since the teacher has delivered the video material before the class. Particularly, this model also promotes active learning for some students. Moreover, the statistical analysis showed significant differences in which the flipped classroom model effectively enhances students' learning outcomes in speaking skills.