<![CDATA[This study was motivated by the low language skills of children in Group A at SPS Mekar Indah in Bengkulu City. Based on initial observations, 60% of the children were not yet able to name objects and describe their functions using simple sentences in accordance with the STPPA curriculum. This was because instruction still relied predominantly on pictures and lectures, which were not concrete enough for 4- to 5-year-olds with preoperational thinking. The purpose of this study was to enhance children’s language development through the introduction of real objects in their immediate environment. The method used was the Kemmis & McTaggart model of Classroom Action Research, conducted in two cycles. The study subjects consisted of 15 children in Group A. Data collection techniques included observation, documentation, and field notes. The success indicator was set at 80% of the children achieving development in line with expectations. The results showed an improvement in the children’s language skills. In the pre-cycle phase, only 40% of the children met the expected developmental standards. After Cycle I, this figure increased to 66.7%, and in Cycle II, it reached 86.7%. Improvements were observed in vocabulary, confidence in speaking, and the ability to describe objects. The conclusion of this study is that introducing real objects from the surrounding environment can enhance the language development of children in Group A at SPS Mekar Indah in Bengkulu City. It is recommended that teachers make more optimal use of the environment as a concrete medium in language learning.]]>
