<![CDATA[Speaking skill is an important language competency for elementary school students, yet it remains relatively low, marked by students' reluctance to speak in front of the class, difficulty in organizing ideas coherently, and limited vocabulary. This study aims to examine the effect of the Round Robin cooperative learning model assisted by topic cards on the speaking skills of third-grade elementary school students. A quantitative approach with a quasi-experimental, nonequivalent control group design was used, involving 47 students divided into an experimental group (23 students) and a control group (24 students). Data were collected through a speaking performance test assessed with a rubric, administered as pretest and posttest. The Shapiro-Wilk normality test showed all data were normally distributed (Sig. > 0.05), and Levene's homogeneity test showed homogeneous variance (Sig. > 0.05), so the analysis proceeded with a t-test. The independent samples t-test on posttest data showed a significant difference between the experimental and control groups (t = 8.109; Sig. = 0.000), with the experimental group's mean N-Gain of 0.775 (high category) compared to the control group's 0.371 (moderate category). Cohen's d of 2.366 indicated a large effect. It is concluded that the Round Robin cooperative learning model assisted by topic cards has a significant and effective influence on improving the speaking skills of third-grade elementary school students.]]>
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