ABSTRACTThis thesis aims to (1) explain to what extent Treffinger learning model canimprove the students’ speaking skill; (2) describe the class situation of usingTreffinger learning model in improving students’ speaking skill; and (3) describethe difficulties of using Treffinger learning model in improving students’ speakingskill. This research was carried out at SMK Negeri 2 Madiun. The subjects of thisresearch were the tenth grade students of class X PMS 3 in the academic year of2016/2017.This research applied classroom action research in two cycles. There werethree meetings in every cycle which consisted of four steps: planning,implementing, observing, and reflecting. The researcher used interview,observation, audio recording, and photograph to collect the qualitative data.Researcher used pretest and posttest to collect the quantitative data. There werefive steps to analyze the qualitative data: (1) assembling the data; (2) coding thedata; (3) comparing the data; (4) building interpretation; and (5) reporting theoutcomes. For the quantitative data, the researcher analyzed the data throughcomparing the mean score of the test to know whether there was an improvementor not in students’ speaking skill.The research findings showed that (1) the implementation of Treffingerlearning model can improve the students’ speaking skill in every aspect; (2)Treffinger learning model can improve the class situation where the class situationwas more conducive than before; Treffinger learning model also improved thestudents’ behavior, students’ motivation, students’ creativity, and students’thinking in learning speaking; and (3)Treffinger learning model was not easy to beimplemented because students’ motivation, students’ ability, teacher readiness,and time affected the learning process. In conclusion, Treffinger learning modelcan improve the students’ speaking skill and the class situation although there arethe difficulties that occur in implementing Treffinger learning model.Keywords: Treffinger learning model, speaking skill, classroom action research