This study examines the implementation of the Three Language Speech Movement (Geratis) as a learning strategy to improve speaking skills while supporting character building of upper grade students at the UPT SD Negeri 1 Passeno. The research problem stems from the initial condition that students’ speaking skills in formal contexts are still relatively low and some students show hesitation when having to appear in public. The study used a mixed methods approach with a quasi-experimental design of Nonequivalent Control Group Design. The population and sample amounted to 49 students, consisting of 24 students in the experimental group and 25 students in the control group. Data were collected through observation, interviews, questionnaires, and documentation. Qualitative analysis was carried out through data reduction, data presentation, and drawing conclusions, while quantitative data were analyzed using inferential statistical tests.

The results of the study showed that Geratis was implemented in a structured manner through planning, script preparation, practice, performance, evaluation, as well as reflection and follow-up. In speaking skills, the experimental group’s score increased by an average of 22.25 points, from 62.21 in the pretest to 84.46 in the posttest; the control group increased by 20.16 points, from 40.52 to 60.68. The statistical test showed a significance of 0.000. In character building, the experimental group increased by 23.67 points, from 62.13 to 85.79, while the control group increased by 14.88 points, from 61.56 to 76.44; the posttest difference between groups was also significant at 0.000. These findings suggest that regular, directed, and multilingual speech practice can be a learning experience that combines linguistic competence with strengthening self-confidence and responsibility.

Keywords: Free, speaking skills, character, trilingual speech, elementary school.