<![CDATA[This study was motivated by the low speaking skills of elementary school students, particularly in terms of speaking confidence, vocabulary use, intonation, and expression. This study aimed to describe the implementation of an interview-based role-playing method and examine changes in students' speaking skills following its implementation. The study employed a quantitative approach with a pre-experimental One-Group Pre-test-Post-test Design involving 30 elementary school students. Data were collected using a speaking skills observation sheet and a student participation questionnaire and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired-samples t-test. The results showed that the mean speaking skills score increased from 62.13 on the pre-test to 79.67 on the post-test, representing a mean gain of 17.54 points and an increase of 28.23%. All assessed aspects of speaking skills also showed improvement, with an overall N-Gain of 46.4%. The paired-samples t-test yielded a significance value of p < 0.001, indicating a statistically significant difference between the pre-test and post-test scores. These findings suggest that the interview-based role-playing method has potential to support the improvement of elementary students' speaking skills through structured and interactive speaking activities.]]>
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