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This study aims to examine in depth the learning strategies implemented in the Bilingual-A class to develop early childhood language skills. The development of language skills in early childhood is an important aspect to consider, as language functions as the main medium for children to communicate, think, and express their feelings and ideas. However, language development problems often arise due to a lack of sufficient linguistic stimulation, both at home and in the learning environment. To address this issue, the study employs a descriptive qualitative approach through observation, in-depth interviews, and documentation involving teachers and children in the Bilingual-A class at RA Masjid Al-Akbar Surabaya. Through this approach, the researcher seeks to obtain a clear picture of how bilingual learning strategies are applied in daily classroom activities. The findings reveal that the applied learning strategies include communicative approaches, the use of enjoyable bilingual songs and games, and various visual media such as pictures, word cards, and teaching aids. The implementation of these strategies has proven effective in enhancing children’s vocabulary mastery, sentence construction ability, and confidence in communicating using two languages. These findings highlight the crucial role of teachers in designing engaging, interactive, and developmentally appropriate learning activities that holistically support children’s language growth.  

Early childhood children have a very high curiosity about the world around them. The most effective learning process for them is through direct experience and interaction with the environment. Unfortunately, language learning activities in kindergartens (TK) are often limited to indoor activities, such as reading books or playing word cards. In fact, nature and the environment around the school offer unlimited resources to stimulate children's language development holistically. This research provides an innovative approach to language learning, namely by utilizing natural media in the school environment5. The main goal is to test the effectiveness of nature exploration activities in enriching vocabulary, improving descriptive skills, and encouraging verbal expression in early childhood.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

Abstract. This research aims to improve the reading skills of second-grade students at SDN Baturetno 1 through the use of picture word cards. The methodology applied is known as Classroom Action Research (PTK), which is carried out over two cycles. The participants in this study consisted of seven second-grade students from SDN Baturetno 1. The date of the research is November 5, 2024. Data collection methods include pre-survey, reading ability assessment, pre-test, and post-test. The research findings show that the integration of picture word cards significantly improves students' reading skills. In the first cycle, the learning completeness rate was 60.14%, which increased to 80.43% in the second cycle, which showed an increase of 20.29%. In short, the use of picture word cards has been proven to be effective in improving the reading proficiency of second-grade students at SDN Baturetno 1.