This article describes a classroom action research held in speaking class
through the implementation of trivia-based activity to improve the University
students’ speaking fluency and improve the classroom situation. The method used
in the reasearch is collaborative classroom action research which was conducted
in two cycles. Each cycle included four stages namely planning, implementing,
observing and reflecting. The data that were obtained qualitatively and
quantitatively show that through trivia-based activity could improve: (1) students’
speaking fluency; (2) speaking classroom situation
