<![CDATA[This study aims to determine the effect of bilingual learning on the language abilities of Group B children at Assyifa Early Childhood Education (PAUD) Keruak. This research uses a quantitative approach with a pre-experimental design, specifically the One-Group Pretest-Posttest Design. The research subjects were Group B children at Assyifa Kindergarten Keruak. Data were collected through observation and language ability tests (pretest and posttest). Data analysis was conducted using descriptive and inferential statistics, including normality tests and paired t-tests to examine the research hypothesis.The results of the study indicate a significant improvement in children's language abilities after participating in the bilingual learning program. The criteria for hypothesis testing state that if Sig. < α (0.05), then H₀ is rejected and H₁ is accepted, meaning there is a significant difference between the two sets of data being compared. Since the significance value of 0.001 is less than 0.05, it can be concluded that there is a significant difference between the pretest and posttest results of children's language abilities.This improvement is supported by qualitative observations showing that children began to demonstrate increased basic Sasak vocabulary, respond to simple instructions in two languages, and interact using a mixture of languages. This indicates that bilingual learning has a positive and significant effect on the language abilities of Group B children at Assyifa Kindergarten Keruak. The implications of this study emphasize the importance of integrating bilingual programs supported by interactive teaching methods to optimize.]]>
