Language development in young children is highly important, as language serves as a communication tool used by individuals in symbolic form to express feelings, thoughts, and hopes. This study aims to explore the implementation of the read aloud method to enhance language proficiency in class B1 of TK Aisyiyah Jatisaba. The research adopts a classroom action research (CAR) design, comprising two cycles. Each cycle consists of three meetings, encompassing four stages: planning, action, observation, and reflection. The subjects of this study are the students of class B1 of TK Aisyiyah Jatisaba, totaling 15 children, comprising 8 boys and 7 girls. Observation, interviews, and documentation were used to collect data. The data analysis method used in this study is qualitative descriptive analysis. The results of this study indicate that the implementation of the read aloud method significantly enhances language proficiency. At the initial stage of the study, out of 15 children, 3 children (20%) were categorized as Not Yet Developed (NYD), 10 children (67%) were categorized as Developing (DEV), and 2 children (13%) were categorized as Developing as Expected (DAE). In Cycle I, out of 15 children, 3 children (20%) were categorized as Developing, and 12 children (80%) were categorized as Developing as Expected. In Cycle II, out of 15 children, 1 child (7%) was categorized as Developing, 11 children (73%) were categorized as Developing as Expected, and 3 children (20%) were categorized as Developing Very Well (DVW). In other words, there was an increase in language proficiency from the initial study stage by 13%, to 80% in Cycle 1, and 93% in Cycle II.