<![CDATA[ABSTRACT The ability to speak English is determined not only by mastery of linguistic elements but also by students’ willingness to engage in interaction. This study examines whether the role-play technique can strengthen both aspects among first-semester students of the Undergraduate English Education Study Program at Universitas Muhammadiyah Bone. A total of 56 students who participated in learning activities over six months during the First Semester of the 2025/2026 Academic Year were involved in a quantitative study employing a quasi-experimental non-equivalent control group design. The experimental and control groups each consisted of 28 students. Data were collected through a learning motivation questionnaire, a speaking test, and observation sheets, and were subsequently analyzed using descriptive statistics, normality and homogeneity tests, as well as Analysis of Covariance (ANCOVA) at α = 0.05. After controlling for initial scores, the role-play group demonstrated higher outcomes on both variables. The mean speaking skills score reached 87.07, compared with 63.96 in the control group, while the respective mean learning motivation scores were 90.07 and 76.75. These differences suggest that the learning experience created through role enactment extends beyond speech practice by providing students with opportunities to participate, experiment with language use, and sustain engagement throughout the learning process. Thus, role-play has the potential to serve as an approach that connects direct communication practice with the development of learning motivation and speaking ability in higher education. ABSTRAK Kemampuan berbicara dalam bahasa Inggris tidak hanya ditentukan oleh penguasaan unsur kebahasaan, tetapi juga oleh kesediaan mahasiswa untuk terlibat dalam interaksi. Penelitian ini menelaah apakah teknik role-play mampu menguatkan kedua sisi tersebut pada mahasiswa semester pertama Program Studi S1 Pendidikan Bahasa Inggris Universitas Muhammadiyah Bone. Sebanyak 56 mahasiswa yang mengikuti pembelajaran selama enam bulan pada Semester Ganjil Tahun Akademik 2025/2026 terlibat dalam penelitian kuantitatif dengan quasi-experimental non-equivalent control group design. Kelompok eksperimen dan kontrol masing-masing terdiri atas 28 mahasiswa. Data dikumpulkan melalui angket motivasi belajar, tes speaking, dan lembar observasi, lalu diolah menggunakan statistik deskriptif, uji normalitas, uji homogenitas, serta Analysis of Covariance (ANCOVA) pada α = 0,05. Setelah skor awal dikendalikan, kelompok role-play memperlihatkan capaian yang lebih tinggi pada kedua variabel. Rerata speaking skills mencapai 87,07, sedangkan kelompok kontrol 63,96; pada motivasi belajar, rerata masing-masing sebesar 90,07 dan 76,75. Perbedaan tersebut menunjukkan bahwa pengalaman belajar yang dibangun melalui pemeranan tidak berhenti pada latihan ujaran, tetapi turut menciptakan ruang bagi mahasiswa untuk berpartisipasi, mencoba menggunakan bahasa, dan mempertahankan keterlibatan selama pembelajaran. Dengan demikian, role-play berpotensi menjadi pendekatan yang mempertautkan praktik komunikasi langsung dengan perkembangan motivasi belajar dan kemampuan berbicara di perguruan tinggi.]]>
