<![CDATA[This study aimed to investigate the effectiveness of the Bilingual CentreBased Learning Approach in improving the English-speaking skills of kindergarten students at TK Almayra, North Jakarta. The research problem addressed was whether this instructional approach could significantly improve young learners' speaking ability, given the difficulties children face in expressing ideas confidently in English within a bilingual, play-based classroom. This study employed a quantitative preexperimental method with a one-group pre-test and post-test design. The sample consisted of all seven (7) students of Kindergarten B (TK B) at TK Almayra in the 2025/2026 academic year, selected through saturated (total) sampling. Students' speaking skill was assessed using five indicators, namely pronunciation, vocabulary, fluency, comprehension, and confidence, based on an assessment rubric adapted from David P. Harris. The results showed that students' mean speaking score increased from 52.57 in the pre-test to 83.5 in the post-test, indicating a considerable improvement after the implementation of the Bilingual Centre-Based Learning Approach. This finding suggests that the approach had a positive effect on students' ability to pronounce words, use vocabulary, speak fluently, comprehend simple instructions, and communicate with greater confidence. It can be concluded that the Bilingual Centre-Based Learning Approach is effective in improving the speaking skills of kindergarten students, and it is recommended that teachers apply meaningful, centre-based, and play-oriented activities when teaching English to young learners.]]>
