<![CDATA[This study aims to analyze the effect of the role-play learning model on the reading interest and storytelling skills of fifth-grade students at SDN 2 Tugu during the 2025/2026 academic year. A quantitative approach was used with a quasi-experimental design involving 24 students as a saturated sample. Data were collected through a Likert-scale reading interest questionnaire and storytelling skill assessments via pretests and posttests. Data analysis employed a MANOVA test after normality and homogeneity assumptions were met. The results indicate that the role-play model significantly influences reading interest with a significance level of p < 0.01. Additionally, there was a significant effect on students’ storytelling skills with p < 0.01, as well as a simultaneous effect on both variables. Thus, the role-play model is effective in Indonesian language instruction for enhancing reading interest and storytelling skills among elementary school students. The implications of this study recommend the implementation of role-play as an active learning strategy in elementary schools to optimally improve students’ language skills in the early grades.]]>
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