This study aims to describe the English speaking skill before and after the implementation of  IVAS-based flipped classroom model of  Mediterranean Bali students and the effectiveness of the implementation of IVAS-based flipped classroom model in improving the students English speaking skill. This research is an experimental study using a one-group pre-test and post-test design. Data was analyzed qualitatively and quantitatively. The results showed that: (1) in the pretest of experimental class the average value only reached 57,15 with the category of poor. The errors in learners utterances are classified into two categories, namely morphological and phonological error. In morphological errors, learners made mistakes when making interrogative sentences that express present using do and are, also future forms using helping verbs. In phonological errors, the learners made mistakes in pronouncing words thus the message could not be delivered properly or the meaning of the sentence was wrong (2) the implementation of IVAS-based flipped classroom model was carried out four times in the class starting with orientation, data collection and conclusion. The average score increased at the posttest to 89,75 with the excellent category and the errors found at the posttest were less than those of pretest (3) the effectiveness of learning model through the N-Gain test reaches 76,17% with the category effective so it can be concluded that flipped classroom model is effective in improving the students speaking skill.