Penelitian ini bertujuan untuk mengetahui dan memperoleh gambaran mengenai penerapan langkah-langkah Pendekatan Komunikatif yang bermanfaat bagi siswa, guru, dan sekolah. Hingga dapat meningkatkan hasil belajar siswa pada pelajaran Bahasa Indonesia di kelas IV SDN 002 Sesayap. Adapun yang menjadi tinjauan teoritis yang dibahas, mengenai pendidikan Bahasa di SD antara lain: hakekat pembelajaran Bahasa, Pendekatan Komunikatif, kemampuan berbicara siswa, serta kompetensi dasar menyampaikan isi pesan melalui telepon.
Penelitian ini menggunakan metodologi penilaian tindakan kelas (PTK) seperti yang dikembangkan Kmmis dan MC. Taggart dan dilakasanakan dalam dua siklus, dimana setiap siklus terdiri dari satu tindakan pembelajaran dengan model pendekatan komunikatif. Awal siklus terdiri dari perencanaan, observasi dan tiap siklus terdiri dari pelaksanaan, pembelajaran, observasi, dan refleksi. Instrument yang di pakai dalam penelitian ini yaitu tes hasil belajar, observasi guru dan siswa. Tes hasil belajar digunakan untuk mengukur keberhasilan belajar siswa dalam meningkatkan kemampuan berbicara dengan cara menyampaikan isi pesan melalui pendekatan komunikatif.
Berdasarkan hasil penelitian dapat disimpulkan dengan penerapan pendekatan komunikatif dapat meningkatkan kemampuan berbicara siswa dan dapat meningkatkan aktiviatas dan hasil belajar siswa dalam pembelajaran bahasa dapat dilihat dari hasil belajar siswa dengan rata-rata: Siklus I, Siklus II meningkat, serta dilhat dari perolehan rata-rata nilai tes individu yaitu : Siklus I 63.4, Siklus II 78,80.
Disarankan supaya guru dalam pembelajaran menerapkan model pendekatan komunikatif seperti yang telah dilaksanakan peneliti dengan langkah-langkah: penyiapan dialog, interfretatif, latihan dialog, Tanya jawab, penelaahan, aktivitas dialog, evaluasi.

Through this study, researchers sought to reveal how the application of communicative approach can improve student’s ability to speak the language learning in class IV SDN 002 Sesayap, with the objective of identifying and obtaining on overview of the implementation of measures that useful to communicative approach for students, teacher, and schools. Communicative approach to train the students’ speaking ability in delivering a problem, because the main goal is not just in the final answer but how the process to get the right answer. This study focused on how to improve students’ skills in speaking aspect of using a communicative approach. Using the methodology of action research (PTK) as developed Kemmis and MC. Taggart with a round in the cycle consists of four components of the study. PTK which investigators carried consisted of two cycles where each cycle consists of an action learning model of the communicative approach. Initial cycle of planning, observation and each cycle consist of the implementation of learning, observation and reflection. The instrument used in this study in the achievement test, observation of teachers and students. Achievement test used to measure the success of student learning to improve their spoken to discovery the message through a communicative approach. Based on these results it can be concluded with the implementation of the communicative approach can improve students’ speaking skills and to increase the activity and student learning outcomes in language learning can be seen from the results of students with average: Standard First cycle, second cycle increased, as well as the views of the average acquisition Individual test scores are average: 63.4 Cycle I, Cycle II 78.80. It is suggested that teachers in learning to apply the communicative approach as a model that was been implemented by research steps: preparation of the dialogue, interpretative, workout dialogue, questions and answers, study, activity dialogue, evaluation.