To date, the learning process of English speaking skills have benefitted from the facilities information and computer technology have to offer. The abilities to record, edit and present the work of the students have been expedient in regards to capturing, monitoring, and evaluating the progress of the students. It is due to the fact that the necessary equipment is accessible in terms of price and availability. Also, it is common to assume that students may have developed adequate skills in utilizing the equipment to cater for recording and editing audio-visual material needs. With the points in mind, the question of incorporating audio-visual materials into a collaborative learning experience at the tertiary level is no longer a difficult issue, but rather to what extent such cooperation can be explored and manipulated to suit the needs of the teaching learning process. At Widyatama University, the first level students had undergone an initial work of collaborative learning using filmmaking activities for a final project for the Spoken English courses. The group work consisted of 3-4 people composing short films about some themes such asfairy tales, fable stories, or even a short drama of real life. Completed work was then graded based on the items related to the syllabus rather than cinematographic elements to maintain its main objectives. During the process of making the films, the students were motivated to engage in brainstorming with and consulting the lecturer in English, unaware of the secondary objective which was to reinforce their speaking ability and confidence.