<![CDATA[Limited speaking practice has been identified as a primary factor contributing to low confidence among vocational high school students, and this leads to the low confidence in speaking. This research aims to explore and analyze the improvement in students' speaking skills after the implementation of the Three-Steps Interview technique based on gamification in English language learning. The research was conducted using a quantitative approach to experimental design. The subjects consisted of 35 tenth-grade students at SMK Budi Karya Natar, who participated in five meetings, each lasting 80 minutes. The data were collected from speaking tests based on Mahpul (2014) speaking rubric in terms of pronunciation, fluency, linguistic features and extra linguistic features. The data were analyzed by using the t-test for the speaking tests. After the treatment, the results from the data analysis showed that mean score rose from 25.06 to 31.76 (p < .001). Therefore, it can be concluded that the gamified Three-Steps Interview technique effectively improves vocational high school students’ speaking skills, particularly in fluency and confidence, although it was not optimal in addressing fossilized pronunciation errors.]]>
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