<![CDATA[This study investigated the effectiveness of interactive media in enhancing the listening and speaking skills of young children in an Islamic early childhood education setting at RA DDI Kaballangang, Pinrang Regency, Indonesia. The study was prompted by initial classroom observations showing that several children had difficulty responding to oral instructions, lacked confidence in speaking, participated passively in learning activities, and were unable to retell simple stories presented through conventional verbal instruction. The research employed a classroom action research design based on the Kemmis and McTaggart model and involved 15 children aged four to five years. The study was conducted in two cycles, each comprising planning, action, observation, and reflection. The intervention used interactive audiovisual media integrating animations, images, narration, sound effects, visual cues, and guided learning tasks to stimulate children’s receptive and expressive language development. Data were collected through structured observations, developmental assessment rubrics, teacher reflection notes, and classroom documentation. The data were analyzed qualitatively by examining changes in children’s participation, responsiveness, and language performance, and quantitatively by calculating frequencies and percentages across the pre-cycle stage, Cycle I, and Cycle II. The findings revealed a progressive improvement throughout the intervention. The children became more attentive to narrated content, more responsive to instructions and questions, more capable of understanding and using new vocabulary, and more confident in retelling stories using simple and coherent sentences. By the end of Cycle II, 13 of the 15 children, or approximately 87%, had achieved the expected level of language development. The findings further indicate that interactive media was most effective when combined with teacher scaffolding through prompting questions, pronunciation modelling, repetition, and verbal reinforcement. Therefore, teachers in Raudhatul Athfal are encouraged to integrate developmentally appropriate interactive media into language-learning activities while maintaining active pedagogical guidance. Further research involving larger samples and diverse Islamic early childhood education institutions is recommended to strengthen the transferability of the findings.]]>
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