ABSTRACT Tihawa. 2017. Improving Students’ Listening Skill by Using the Action Sequence Technique (An Action Research to the Second Year Students at SMP Negeri 3 Bireuen). Thesis. Graduate Program in English Language Education, Syiah Kuala University. Pembimbing: (1) Prof. Dr. Usman Kasim, M.Ed, (2) Dr. Zulfadli A. Aziz, S.Pd.,M.A. Key words: Improving, Listening, and Action Sequence Technique. This thesis is written under the title “Improving Students’ Listening Skill by Usingthe Action Sequence Technique. This research was conducted as the researcher faced some problems with her ways of teaching since some students were not interested and enthusistic in listening class. Besides, the researcher found that the students’ listening ability scorewas 60. The students faced difficulties in understanding listening comprehensionsuch as the students did not understand the long text and sentences and speakers produces fluent conversation. This research is intended to improve students’ listening ability by using Action Sequence Technique. The research was conducted at SMP Negeri 3 Bireuen, Kabupaten Bireuen. The subjects of the research were the second year students of class VIII1(eight) consisting of 20 students. The research was conducted in the form of classroom action research. The research was based on the researcher’s preliminary study finding that the students were not able to engage themselves in listening; 1) the students lack of vocabulary, lack of motivation, lack of grammar knowledge, and low participation in listening comprehension; 2) the students did not able to memorize sentences that produce by the speakers fluently. The study was conducted in three cycles by following the procedure of action research designsas follows; planning, acting, observing, and reflecting. The obtained data were presented and analyzed in qualitative data. The mean score of students’ test in cycle 1 was 62.75, in cycle 2 was 68.75 and in cycle 3 was77.75. The percentage of the students activities in cycle 1 was 46 %, cycle 2 was 62%, and cycle 3 was 78% .The percentage of the researcher activities in cycle 1 was 62%, in cycle 2 was 73%, and in cycle 3 was 86%. 3.83% students had positive responses toward the implementation of listening process in the classroom.