Enhancing Indonesian Language Skills through Experiential Learning: A Classroom Action Research at MI NW Sesaot

Abstract

This Classroom Action Research (CAR) aims to improve Indonesian language skills among students at MI NW Sesaot by implementing an experiential learning approach. The research focuses on enhancing students' abilities in speaking, reading, writing, and listening through active, hands-on learning experiences. Experiential learning, which emphasizes learning through doing and reflection, is expected to engage students more deeply and foster better understanding and retention of the language. By incorporating real-world contexts and interactive activities into the learning process, students are encouraged to connect theoretical knowledge with practical application.

The research was conducted in two cycles, each consisting of four stages: planning, action, observation, and reflection. In the planning phase, lesson plans were designed to integrate experiential learning activities such as role-playing, storytelling, and interactive discussions. During the action phase, students actively participated in activities that allowed them to experience and apply their language skills in real-life situations. The observation phase focused on monitoring student participation and performance, while the reflection phase involved analyzing the effectiveness of the approach and identifying areas for improvement.

The results of the study indicate that experiential learning significantly improved students' Indonesian language skills. Students demonstrated increased motivation, engagement, and confidence in using the language. Their speaking and writing skills, in particular, showed noticeable improvement as they practiced language skills in meaningful, real-world contexts. The research highlights the effectiveness of experiential learning in enhancing language acquisition, particularly in primary school settings like MI NW Sesaot.