<![CDATA[This research is motivated by the low speaking ability of elementary school students, which is indicated by limited vocabulary, low self-confidence, and a lack of student participation in oral communication in Indonesian language learning. Previous research has focused more on Peer Teaching in the context of collaborative learning and foreign language learning, so its application in Indonesian language learning in elementary schools still requires further study. This study aims to analyze the application of the Peer Teaching method in improving the speaking ability of fourth-grade students at MI Al-Fajar Pringsewu. The study used the Classroom Action Research design model of Kemmis and McTaggart, which was carried out in two cycles involving 20 students. Data collection techniques were carried out through observation, interviews, and assessment of speaking skills based on indicators of pronunciation, intonation, vocabulary, mastery of material, fluency, and expression. Data were analyzed using quantitative and reflective descriptive analysis. The results showed an increase in students' speaking ability from an average pre-cycle score of 59 to 70 in cycle I and 82 in cycle II. The percentage of learning completion increased from 35% to 90%. The research findings indicate that Peer Teaching creates more participatory, supportive, and collaborative learning interactions, helping students improve their self-confidence and oral communication skills. This research provides a practical contribution to the development of social interaction-based Indonesian language learning strategies in elementary schools.]]>
