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This thesis aims to describe the role of Dynamic Assessment with a Graduated Prompt Approach in students' speaking ability, identifying the challenges faced in English speaking activities in class XI Automation Office Management Vocational School AL HIDAYAH 1 Jakarta and giving the contribution towards English classrooms activities. This study used a class action research method with three cycles. This study involved 38 (thirty-eight) students and a researcher who collaborated with an English teacher at the school. Research data was taken naturally by using qualitative supported by quantitative data. For qualitative data in the form of observations in class, interviews. Quantitative data are in the form of initial test results and final tests. The results of the three cycles show that while using Dynamic Assessment by using the Graduated Prompt Approach in speaking performance, the students' speaking ability increases. Here, the teacher used the hierarchy of hints, then the students of Class XI Office Automation and Governance were able to evaluate and recognize any mistake that they have learned English. The findings showed that the mean score of post-test 1 is 70,37, meanwhile, post-test 2 is 73,85, and in the last cycle, the mean of students' score is 77,53. Using the procedure of the Dynamic Assessment, mediation, the stages of prompts is applicable at classroom as alternative assessment for speaking skill. This is evident from the quantitative and qualitative data that show that during the Dynamic Assessment process, students are able to improve and recognize problems related to English language skills and find solutions to a problem independently.