<![CDATA[Speaking skill is one of the core competencies that students at the elementary school level need to develop, particularly in Indonesian Language Learning. This research was conducted to examine the extent to which the Role Playing learning model influences the speaking skills of fourth-grade students at SDN 064966 Medan Perjuangan. A quasi-experimental design was applied with a non-equivalent control group design. The study population comprised 48 fourth-grade students, all of whom were included as research samples through total sampling technique. Class IV-A consisting of 28 students was treated as the experimental class and received instruction using the Role Playing model, while Class IV-B with 20 students served as the control class and underwent conventional teaching. The research instrument was a performance test assessed using a speaking skills rubric with six evaluated aspects: dialogue delivery in drama, dialogue intonation, pronunciation, facial expression (mimicry), role characterization, and improvisation in drama. The rubric underwent expert validation prior to use. Data collection was carried out through pretest and posttest procedures. Statistical analyses included the Shapiro-Wilk normality test, Fisher homogeneity test, and Independent Sample t-Test for hypothesis testing. Findings revealed that the experimental class achieved a higher average posttest score (72.97) compared to the control class (61.67). The t-test result showed t-count 2.359 > t-table 2.013, indicating a significant influence of the Role Playing model on students' speaking ability. It is concluded that Role Playing is an effective instructional strategy for enhancing speaking skills in Indonesian Language Learning while simultaneously nurturing students' self-confidence, creativity, and communication competence.]]>
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