This thesis presents about gesture in improving the students’ vocabularyrnachievement to the students of the eight grade of SMP 3 Cina. The students alwaysrnfeel difficult to speak English, the students in that level still have a little vocabularyrnwhile before, the students have learnt basic of English or just about the simple noun,rnetc. The problem statements of this thesis are: 1) Does the use of gesture in teachingrnimprove students’ vocabulary achievement to the students of SMPN Satap 3 Cina. 2)rnAre the students of the eight grade of SMPN Satap 3 Cina interested in the use ofrngesture in teaching vocabulary achievement. This research used quantitative method.rnThe sample consisted of 30 students. The researcher gave pretest, treatments, andrnposttest, while the data obtained through test were analyzed with mean score and thernformula of t-test. The result of the study shown that there was a significantrnimprovement of the students’ achievement after giving the treatment. It is provided inrnthe table in chapter IV. The table shows that the t-test obtained by the studentsrn(16,28) is greater than t-table (2,045). It means that H0 is rejected and H1 isrnacceptable. The data of students’ interest which were taken by using questionnairernshows that 25 students (83,33%) choose very high category and only five studentsrn(16,67%) chose high category. It means that the students were interested in thisrntechnique. From the data could be conclude that teaching vocabulary by applyingrngesture is effective to improve students’ vocabulary achievement and improvernstudents’ interest in studying vocabulary.rnA. ConclusionrnBased on the result of the research on the previous chapter, the researcherrncomes to conclusion. They are as follows:rn1. Using gesture in teaching English vocabulary improve the students’rnvocabulary achievement. It was proved by the data of students score in pretestrnand post-test before and after doing gesture activity. The table of bothrnscore showed that students’ mean score in the post-test (75,44) was higherrnthan the mean score of the students in pre-test (41,77). The students’rnvocabulary mastery improved after doing some treatments by using gesture.rnSo, it councluded that the used of gesture was effective to improved students’rnvocabulary achievement to the students of the eighth grade at SMPN SATAPrn3 Cina.rn2. Gesture activity was very high interesting to students at SMPN SATAP 3rnCina. It showed by the table that most of students got high score at the meanrnscore in questionnaire was 8064,52 which stayed on very high interesting.rnB. SuggestionsrnIn view of fact that the used gesture in teaching English vocabularyrnachievement, has been proved being more effective in improving the students’rnvocabulary achievement and the students’ interested in learning English vocabulary,rnthe researcher would like to give suggestions as follows :rn1. The teacher should be creative to manage the material and the classroom forrnteaching English vocabulary such as using gesture.rn2. The English teacher should apply gesture as one of the effective ways to stimulaternthe students’ ability in extending their vocabulary achievement.rn3. The teacher should pay much attention to the students’ weaknesses in studyingrnEnglish in order the students felt to be motivated. This motivation will indireclyrntheir interests in studying English vocabulary. If they are interested in the subject,rnthey will have more concentration and gain successful.rn