This study aims to examine the correlation between English fluency and students’ public speaking performance. This study used a quantitative method with a correlational research design. Data were collected through fluency assessments and public speaking proficiency tests, involving 15 students from English Education Department of UIN Ar-raniry selected through purposive sampling based on their public speaking experience and willingness to participate. The results show a moderately strong positive correlation (r = 0.774) between English fluency and public speaking performance. The correlation test using Pearson’s correlation coefficient revealed an r value of 0.774, which is higher than the r table value of 0.514, with a significance value of 0.01. This indicates that r count
> r table (0.774 > 0.514), showing a statistically significant positive relationship between the two variables. Students with higher fluency levels demonstrated better public speaking skills, including smooth articulation, confident delivery, and effective audience engagement. In contrast, students with lower fluency struggled with hesitations, limited vocabulary, and decreased confidence. These findings emphasize the importance of incorporating fluency-building exercises into the English curriculum to improve public speaking proficiency and support students' confidence in academic and professional environments.