<![CDATA[ABSTRACT Language ability is a fundamental aspect of early childhood development that supports communication, social interaction, and school readiness. Preliminary observations conducted at Aisyiyah Rejoso Playgroup revealed that the language abilities of children aged 3–4 years had not yet developed optimally. Only 25% of the children had reached the Developing as Expected category, while 42% were classified as Beginning to Develop and 33% as Not Yet Developed. This study aimed to improve children's language abilities through the implementation of the role-play method. The study employed a Classroom Action Research (CAR) design conducted in two cycles involving 12 children aged 3–4 years. Data were collected through observations, interviews, and documentation and were analyzed using descriptive quantitative and qualitative techniques. The findings demonstrated a gradual improvement in children's language abilities across the two cycles. By the end of Cycle II, 83% of the children had achieved the Very Well Developed category, while the remaining 17% reached the Developing as Expected category. Improvements were observed in children's ability to communicate, express ideas, answer questions, expand their vocabulary, and interact with peers. These findings indicate that the role-play method is an effective instructional strategy for creating meaningful, interactive, and communication-rich learning experiences that foster early childhood language development. ABSTRAK Kemampuan bahasa merupakan aspek perkembangan yang berperan penting dalam mendukung komunikasi, interaksi sosial, dan kesiapan belajar anak usia dini. Hasil observasi awal di Kelompok Bermain Aisyiyah Rejoso menunjukkan bahwa kemampuan bahasa anak usia 3–4 tahun masih belum optimal, ditandai dengan hanya 25% anak yang mencapai kategori Berkembang Sesuai Harapan (BSH), sedangkan 42% berada pada kategori Mulai Berkembang (MB) dan 33% pada kategori Belum Berkembang (BB). Penelitian ini bertujuan meningkatkan kemampuan bahasa anak melalui penerapan metode bermain peran. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan subjek 12 anak usia 3–4 tahun. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa kemampuan bahasa anak meningkat secara bertahap pada setiap siklus. Pada akhir Siklus II, 83% anak mencapai kategori Berkembang Sangat Baik (BSB) dan 17% mencapai Berkembang Sesuai Harapan (BSH). Peningkatan terlihat pada kemampuan anak berkomunikasi, mengungkapkan ide, menjawab pertanyaan, menggunakan kosakata, dan berinteraksi dengan teman sebaya. Temuan ini menunjukkan bahwa metode bermain peran efektif menciptakan pengalaman belajar yang komunikatif, interaktif, dan bermakna sehingga mampu menstimulasi perkembangan bahasa anak usia dini.]]>
