Indonesian Journal of Education, Social Sciences and Research (IJESSR) Vol. 2, No. 1, March 2021, pp. 170~173 ISSN: 2723-3693 r 170 Journal homepage: http://jurnal.umsu.ac.id/index.php/ijessr The Effect of Using Flashcard Improving Students’ Speaking Achievement Through Drilling Technique Resty Wahyuni 1* , Nindi Vourezky 1 1 Department of English Education, Universitas Muhammadiyah Sumatera Utara, Indonesia ABSTRACT This research deals with classroom action research which is mainly aimed to improve the students’ speaking achievement through implementing drilling technique assisted by media flashcard, it was conducted at VII-3 grade class in to cycles activities. The data were classified into quantitative data and qualitative data in which collected through observation sheet, interview, diary note, speaking test. The criteria of ability was 70 which based on minimum ability criterion (KKM) of SMP Swasta Bandung. Based on the speaking test the mean score of pre-test was 28.3, in first cycle test the mean of score was 66.6 and the second cycle test the mean of score was 83. The improvement also can be seen from the percentage of the students’ speaking achievement, in pre-test was 0% students can get point more than 70. In first cycle test was 53.4% students get point more than 70. In second cycle test 100% students got point more than 70, it means that teaching by using drilling technique can help students to improve them in speaking achievement. This technique also make the students feel enjoy, comfortable, and more creative to create the ideas without worrying make mistakes through media flashcard. Keywords: Classroom Action Research, Drilling Technique and Speaking Achievement. Corresponding Author: Resty Wahyuni, Universitas Muhammadiyah Sumatera Utara, Jl. Kapten Mukhtar Basri No 3 Medan 20238 Indoensia Email : restywahyuni@umsu.ac.id 1. INTRODUCTION Indonesian students in a school have to learn English as one of the target languages. They need to learn both language skills and also language components. Language skills as stated by (Brown 2001:232) are listening, reading, speaking, and writing. Language components contain vocabulary, grammar, and pronunciation. Furthermore, students are expected to be able to apply those skills and components in their daily activities. To be able to use English, learners have to master English skills such as listening, speaking, reading, and writing. Although all four skills are equally important, speaking skills could be seen as the leading skills during the English learning process. During the learning process, learners need to communicate with others to express their ideas and feelings. One of the ways to communicate with others is through speaking. Brown (2001) states that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Although speaking skill is very essential to support further oral communication it is the most difficult skill to develop. Speaking needs practicing as often as possible. Many students are very difficult to speak English because it is caused by several factors. According to Hornby (1995). “five factors play an important role the production of an appropriate speech, (1) Pronunciation which includes the segmental features-vowels and consonant and the stress an intonation patterns, (2) Grammar, i.e., producing the correct form of sentence, (3) vocabulary which has to do with appropriate word- choice with respect ti its context, (4) fluency which is the ease and speed of the flow of speech, and (5) self-confidence which is seen and as a crucial affective factor in the speaking competence”. Based on the theory above, the researcher gets some problems still difficult to speak English. It is caused by several factors namely: (a) lack of confidence (b) lack of pronunciation, and (c) lack of vocabulary. It is so difficult for students to apply learning English in daily life. Lack of confidence in