<![CDATA[This study was motivated by the low speaking skills of elementary school students, particularly in pronunciation, vocabulary selection, sentence structure, fluency, and speech content appropriateness. These problems indicate the need for an interactive learning model that provides equal opportunities for students to actively express ideas. The research question addressed in this study was whether the Round Robin-type cooperative learning model significantly affects students’ speaking skills compared to conventional instruction. This study aimed to examine the effect of the Round Robin-type cooperative learning model on the speaking skills of fifth-grade students at MIN 1 Pesawaran. This study employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The sample consisted of 56 fifth-grade students selected through purposive sampling, including Class V A as the experimental group and Class V B as the control group, with 28 students in each class. The experimental class received instruction through the Round Robin cooperative learning model, while the control class was taught using the Direct Instruction model. Data were collected through speaking performance tests, voice recordings, and documentation. The speaking assessment rubric covered five indicators: pronunciation, vocabulary, sentence structure, fluency, and speech content. Data analysis included normality, homogeneity, and Independent Sample t-Test analyses. The findings revealed that the experimental class achieved a higher mean posttest score (84.00) than the control class (72.00). The hypothesis test showed a significance value of 0.000 < 0.05, indicating that the Round Robin-type cooperative learning model had a significant effect on students’ speaking skills. In addition, the effect size analysis indicated a strong practical effect (Cohen’s d > 0.80). The novelty of this study lies in the application of the Round Robin cooperative learning model to improve elementary students’ speaking skills in the context of Islamic elementary education. Therefore, this model can serve as an effective alternative for enhancing students’ confidence, participation, and speaking performance in elementary language learning.]]>
