<![CDATA[Speaking skills and creative thinking are essential competencies for elementary school students, yet classroom learning may provide limited opportunities for students to express, develop, and refine their ideas. This study aimed to examine the effectiveness of the RADEC learning model assisted by Voice-to-Text (VTT) in improving fifth-grade students’ speaking skills and creative thinking. The study employed a Sequential Explanatory Mixed Methods approach with a quasi-experimental nonequivalent control group design. Participants were 40 fifth-grade students from a public elementary school in Bogor Regency, Indonesia, comprising 20 students in the experimental group and 20 in the control group. Quantitative data were collected through speaking performance assessments and creative thinking tests administered as pretests and posttests, while qualitative data were obtained through classroom observations, student response questionnaires, and self-correction journals. Quantitative data were analyzed using descriptive statistics, t-tests, and N-Gain analysis, while qualitative data were used to explain the quantitative findings. The implementation of RADEC assisted by VTT reached 75.50%. The experimental group obtained higher posttest mean scores in speaking skills (85.94) and creative thinking (86.25) than the control group (79.69 and 80.00). Significant differences were found in speaking skills (p = 0.016) and creative thinking (p = 0.010). The experimental group also achieved high N-Gain scores for speaking skills (0.78) and creative thinking (0.76). Qualitative findings indicated that VTT provided immediate feedback supporting self-correction, repeated practice, reflection, and idea development. Thus, RADEC assisted by VTT effectively supports students’ speaking skills and creative thinking.]]>
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