Abstract
Speaking has an essential role in students’ performance in the English language subject. This study investigates 30 English language students who were given video in the experimental class. The results show that there is an improvement of participants’ English-speaking performance which is indicated by the increase of scores between pre-test and post-test through four speaking components, such as fluency, precision, lexical, and syntactical. The most significant increase was found in the precision aspect with pre-test value of 1.00 and post-test value of 3.07. The results also revealed that both written and verbal communication can be improved by using this method of video integrated with Bloom’s taxonomy.
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