This research goal is to know how significant does theatre voice training promote students speaking fluency. This research was accomplished at students of eight grade of Assalam Islamic Junior High School in which consisted of 10 students as respondents.
To overcome students’ problem in learning English especially speaking English, the writer used a Classroom Action Research (CAR) which it designed by Hopkins which each consists of four phases; planning, acting, observing, and reflecting per cycle. In sustaining the research result, two types of data are collected; qualitative data that derived from observation and interview toward the students and the teacher as well. On the other hand, the quantitative data that derived from the test result; pre-test and post test result. Then, those data analyzed by the researcher by using descriptive analysis and statistic analysis to know the final result of the implementation theatre voice training toward students English language learning in the Classroom Action Research (CAR).
The result of this study showed that the implementation of theatre voice training toward students’ English learning especially speaking skill was effective. It is proven by data’s that was derived from this study. From the test result, the researcher concluded that there were 30% of students’ score had passed the KKM from the post-test of cycle one with the mean 70,43; 80% derived from the post test of cycle two result with the mean in each improvement were 77,8. From these interpretations, in short it can be said that 8 of 10 students are able to pass the KKM after had been trained by using theatre voice training. It means that the implementation of theatre voice training in the classroom action research to improve students speaking fluency is success.