Implementing the Conversation Method to Improve the Indonesian Speaking Ability of Young Children at Kindergarten X

The ability to communicate in the national language is a crucial achievement for young children to support social interaction at school, yet children raised in bilingual families often experience verbal anxiety and regional-language interference when expressing ideas in Indonesian. This study aimed to describe the implementation of the conversation method in optimising children's verbal skills, analyse its impact on six aspects of Indonesian speaking ability, and map supporting and inhibiting factors. The study used a descriptive qualitative design combined with Classroom Action Research (CAR) involving 15 children of Group B (aged 5–6 years) at Kindergarten X (a pseudonym; the school's real name is withheld), West Sumatra. Data were collected through structured participatory observation and documentation. The results showed that contextual conversation significantly transformed the verbal performance of bilingual children: they understood word meanings better, dared to answer simple questions, and told personal experiences more confidently. Teacher prompting was the main supporting factor, while the dominant home language was the main external challenge.