The research applied quasi-experiment and focused on whether guided speaking with headings and sub-heading could improve speaking fluency and confidence. The research also detennined the correlation between the variable of speaking fluency and speaking confidence. The participants were XI grade students of SMA 17 Agustus 1945 Surabaya who were divided into two groups treatment and control group. The research instrument included pre and post-test speaking fluency and confidence questionnaire, which include five dimensions, ability, goal, opinion, strength, and guided speaking. The research procedure began with a validity and reliability test for which the result was valid and reliable. The statistical analysis showed a significant difference in achievement between the treatment and control group, where the treatment group achieved higher with the Sig (2-tailed) at 0,000 < 0,05. Therefore, it was confirmed that the method proved effective in improving speaking fluency. In the speaking confidence variable, the statistical result showed that there were not any significant differences in the achievement between both groups, where treatment groups achieved slightly higher and with Sig (2-tailed) at 0,25 > 0,05. Therefore, the method of guided speaking could not significantly raise the confidence level. In addition, the Pearson con-elation value between speaking fluency and confidence in the five dimensions of ability, goal, opinion, strength, and guided speaking was at the rate of 0,320, 0,382, 0,210,0,252, 0,234 for the treatment group and 0,218, 0,337, 0,12, 0,209, 0,411 for control group where all are 0,005. Therefore, it confirmed that there was not any significant correlation between the two variables. Based on the finding on speaking fluency and confidence, the guided speaking technique effectively improves speaking fluency. With the proven effectiveness of the guided speaking method, it is recommended to be applied in school by educators with appropriate techniques.