The Effect of the Field Trip Method on the Speaking Skills of Children Aged 4–5 Years at TK Islam Terpadu Bestari Rupat

Abstract

Speaking ability is a fundamental aspect of early childhood language development, directly impacting children's readiness to communicate and engage in formal learning processes. Instances of delayed language development remain common—including at the Bestari Rupat Integrated Islamic Kindergarten, where children aged 4–5 years have shown limitations in responding verbally and expressing ideas orally. This study aims to analyze the impact of the field trip method on improving children's speaking abilities, focusing on vocabulary development, speech fluency, sentence structure, and confidence in storytelling. A naturalistic qualitative approach was employed, utilizing observation, interviews, and documentation. The study involved 15 children selected via purposive sampling based on their active participation in outdoor activities. Data analysis was conducted using a descriptive qualitative method involving data reduction, data presentation, and conclusion drawing. The results indicate a significant improvement across all speaking ability indicators following thematic field trips, with an average increase of 31%. The children demonstrated more complex verbal expressions, a wider vocabulary, and greater confidence in speaking before peers and teachers. In conclusion, the field trip method serves as an effective contextual learning strategy in early childhood education; it not only significantly enhances language skills but also enriches the children's learning experiences. These findings offer practical contributions for early childhood educators in designing real-world, experience-based learning while reinforcing the theoretical foundation regarding the importance of language stimulation within active and meaningful learning environments.