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This study describes the availability and utilization of Central Kalimantan folklore books in elementary school learning in Kahayan Tengah District, Pulang Pisau Regency. Folklore has potential as a contextual learning medium that strengthens students' character and cultural literacy. The research employed a descriptive qualitative approach with observation, in-depth interviews, and documentation in three randomly selected elementary schools: SDN Tuwung 1, SDN Tuwung 2, and SDN Bukit Rawi 1. The findings reveal that the availability of Central Kalimantan folklore books is uneven. SDN Tuwung 1 possesses several bilingual books from the Central Kalimantan Language Center. SDN Bukit Rawi 1 has only two anthology titles in fairly good physical condition. SDN Tuwung 2 has only one local folklore book. The utilization of folklore books in learning remains incidental and has not been systematically integrated into the curriculum. The most frequently used methods are read-aloud and oral storytelling. Follow-up activities such as rewriting or dramatization are rarely conducted. The main challenges include limited book collections, lack of curriculum integration, and minimal teacher training. Nevertheless, students' enthusiasm for folklore is considerably high, indicating significant opportunities to develop literacy programs based on Central Kalimantan folklore. This study recommends more equitable book collection provision, integration of folklore into learning modules, and teacher training to innovatively utilize folklore in the learning process.

This study examines the dominance of mother tongue use in junior high school environments and its implications for the use of Indonesian as the language of instruction. The research is grounded in the sociolinguistic reality of multilingual Indonesian society, where students tend to rely on their first language in daily communication. The objective of this study is to analyze the factors influencing the dominance of mother tongue, its impacts on students’ Indonesian language proficiency, and its pedagogical implications. This study employs a qualitative approach using a literature review design, analyzing relevant scholarly sources published in recent years. The findings indicate that the dominance of mother tongue is influenced by linguistic, social, and psychological factors, including family environment, peer interaction, and limited Indonesian vocabulary mastery. The study reveals dual impacts: while mother tongue use facilitates comprehension and increases students’ confidence, it also potentially hinders formal Indonesian language development and leads to language interference. The study concludes that mother tongue should not be viewed solely as a barrier but as a potential pedagogical resource. The implications suggest that educators should adopt contextual bilingual strategies to optimize Indonesian language learning in multilingual classrooms.

Indonesian Sign Language (Bahasa Isyarat Indonesia, BISINDO) is often misunderstood as merely a gestural or simplified form of communication, undermining its linguistic sophistication and contributing to barriers to deaf inclusion in Indonesia. Approximately 2.6 million deaf individuals in the country rely on BISINDO as their primary language. This study explores the linguistic complexity of BISINDO, documenting its phonological, morphological, syntactic, and semantic systems. Using a mixed-methods approach, we analyzed 150 hours of BISINDO conversations from 80 deaf signers, conducted experimental studies on phonological distinctions and syntactic complexity, and performed ethnographic fieldwork in deaf communities and schools. Comparative analysis with American Sign Language (ASL) was also conducted. Our findings demonstrate that BISINDO is a fully developed natural language, with 45 handshapes, 18 locations, 23 movements, and 4 orientations in its phonological system. It shows productive morphological processes, flexible word order, and rich semantics, including idioms and metaphors. However, there are significant barriers to inclusion: 68% of deaf students lack qualified BISINDO teachers, and 84% of public services lack sign language interpreters. Furthermore, 72% of hearing Indonesians still do not recognize BISINDO as a legitimate language. Deaf community organizations, however, report BISINDO as central to their identity. The study highlights the need for policy reforms, including BISINDO recognition as an official language, qualified interpreters, bilingual deaf education, and public awareness campaigns to combat misconceptions.    

This study investigates code-switching strategies between Indonesian and the Maumere local language in academic Indonesian language learning at the university level. In many higher education contexts, the dominance of standard Indonesian as the sole medium of instruction often creates cognitive, linguistic, and cultural distance for students who come from strong local language backgrounds. This qualitative study aims to describe the forms, pedagogical functions, and academic implications of Maumere–Indonesian code-switching in classroom interaction. Employing a case study design, data were collected through classroom observations, in-depth interviews with lecturers and students, and analysis of learning documents. The findings reveal that code-switching occurs systematically at the opening of lessons, during the explanation of abstract concepts, and in small-group discussions. The Maumere language functions as a cognitive and affective bridge that facilitates comprehension, increases student participation, and strengthens academic literacy. The study concludes that pedagogically controlled code-switching supports additive bilingualism and contributes positively to inclusive, contextual, and culturally responsive academic learning in multilingual higher education settings.

This study explores the integration of Indonesian and the Maumere local language in academic learning, particularly in the Indonesian Language course at Universitas Muhammadiyah Maumere. The research is grounded in concerns over the weakening of local linguistic identity within higher education and the dominance of monolingual academic practices that often marginalize students’ cultural backgrounds. The objective of this study is to analyze how the integration of local language and cultural texts can strengthen students’ literacy skills, linguistic competence, and local identity awareness. Employing a qualitative approach, data were collected through classroom observations, in-depth interviews with students and lecturers, and document analysis of learning materials and student assignments. The findings reveal that the use of Maumere language elements such as traditional narratives, expressions, and cultural concepts facilitates deeper comprehension, encourages critical literacy, and enhances students’ engagement in academic discourse. The integration strategy also supports students’ ability to bridge everyday language practices with formal academic Indonesian. This study implies that culturally responsive and bilingual oriented learning can serve as an effective pedagogical strategy in higher education, particularly in multilingual contexts, while simultaneously contributing to the preservation of local languages and the development of inclusive academic literacy.

This systematic literature review examines the implementation of Content and Language Integrated Learning (CLIL) in Indonesian senior high schools. Following PRISMA guidelines, nine studies published between 2021 and 2025 were analyzed to identify the benefits and challenges of this approach. The findings reveal that CLIL effectively enhances student engagement, motivation, and the integrated development of subject knowledge and English proficiency. However, implementation is often hindered by limited teacher readiness, insufficient collaboration between subject and language teachers, and a lack of appropriate assessment methods. Analysis using the 4Cs Framework shows that while Content and Communication are prioritized, Cognition and Culture receive less explicit attention. The study implies that successful CLIL sustainability requires continuous professional development and stronger institutional support within the Merdeka Curriculum. These results provide a strategic basis for educators and policymakers to optimize bilingual instruction in Indonesia.

Data was collected through the listening method with the recording technique, then analyzed using mixed code theory in sociolinguistic studies. Data was analyzed using mixed code theory in sociolinguistic studies to reveal language usage patterns in the context of digital media. The research results show that code mixing serves as a multidimensional communicative strategy. First, mixing code is used to express emotions more effectively and authentically. Second, it serves to clarify the meaning of psychological concepts that do not have the right equivalent in Indonesian. Third, build closeness with an audience that has a bilingual background. Fourth, constructing a bilingual identity of speakers that reflects the social reality of Indonesian urban society. This research contributes to the understanding of the language practice of the Indonesian bilingual community in the digital era, especially in the delivery of personal and sensitive issues such as mental health, which requires a flexible and relatable communication strategy for millennial audiences and generation Z.

This study reviews the implementation of Content and Language Learning (CLIL) in Indonesia senior high school through a systematic review. The review aim to identify research trends, report benefits, and key challenges of CLIL in Indonesia education context. Following the FRISMA guidelines, nine peer-reviewed studies published between 2021 and 2025 were selected from reputable academic databases. The analysis focuses in research design, learning outcomes, and implementation n issues, and it applies the CLIL 4Cs framework—Content, Communication, Cognition, and Culture—as the main analytical lens. The finding indicates that CLIL has appositive impact on student engagement, learning   motivation, and better understanding of content and increased confidence in using English in academic context. CLIL also support active learning and encourages higher-order thinking skills. However, the review reveal several challenges that limit effective implementation. These include limited teacher readiness, insufficient English proficiency among teachers and students, lack of collaboration between subject teachers and English teachers, nd difficulties is assessing content and language learning simultaneously. Analysis the 4Cs framework show that Content and Communication are the most emphasized componet in current CLIL practices, while Cognition receives moderate attention and culture is rarely adressed explicitly. The study concludes that although CLIL is feasible and beneficialfor Indonesia senior high schools, its long-term succes depend on continues teacher professiional development, stronger institutional support, and clearer integration within the Merdeka Curriculum. Theis review provide useful insights for educators, researcher, and policemakers to improve bilingual and CLIL-based instruction in Indonesia.

This sociolinguistic study examines patterns of regional language interference in formal Indonesian usage across bilingual areas of Indonesia. Through a mixed-methods approach, this research analyzes oral and written data from 240 participants across three strategic bilingual regions: Javanese-Indonesian, Sundanese-Indonesian, and Batak-Indonesian. Data were collected through structured interviews, ethnographic observations, and corpus analysis of formal documents. Quantitative analysis employed linguistic corpus software to identify frequency patterns and interference distribution, while qualitative analysis applied ethnography of communication approaches to understand social contexts and functions of interference in communicative interactions. Findings reveal systematic interference typologies that vary according to linguistic domains. Phonological interference demonstrates the highest resistance to formal register constraints (78% consistency), with Batak-Indonesian speakers showing the highest interference rates (85%), followed by Javanese-Indonesian (74%), and Sundanese-Indonesian (71%). Lexical interference occurs in 65% of samples with significant variation based on communication domains, where Sundanese-Indonesian shows the highest rates (72%). Morphological interference is found in 52% of cases, particularly in affixation and reduplication systems. Syntactic interference shows the highest sensitivity to situational formality, decreasing from 45% in semi-formal communication to 28% in strict formal contexts. Research implications indicate the need for reorienting language policy from corrective approaches toward recognizing interference productivity. Language policies should develop flexible standards that accommodate regional variations and promote positive attitudes toward multilingualism. In educational contexts, integration of contrastive approaches in Indonesian language learning is required, along with development of instructional materials sensitive to students' linguistic backgrounds, and teacher training on managing productive versus corrective interference.This research contributes to Indonesian sociolinguistics through providing comprehensive empirical databases, developing innovative theoretical frameworks, and replicable methodologies for language contact analysis. Findings confirm that regional language interference in formal Indonesian constitutes a productive phenomenon reflecting Indonesia's multilingual vitality. Approaches that recognize productive aspects of interference while optimizing formal communication effectiveness become key to developing language strategies responsive to contemporary multilingual Indonesian realities.

Heritage language loss among immigrant and diaspora communities represents a critical challenge to cultural identity, intergenerational communication, and cognitive diversity. Traditional heritage language maintenance approaches face significant barriers including limited resources, lack of qualified instructors, geographic dispersion, and competing demands of dominant language acquisition. This study investigates the effectiveness of bilingual digital story applications as innovative tools for heritage language maintenance among children aged 4-12 years. Through a 24-month longitudinal mixed-methods study involving 1,843 families across eight language communities (Spanish, Mandarin, Arabic, Korean, Tagalog, Vietnamese, Hindi, and Polish), we examined language proficiency development, cultural identity formation, family engagement patterns, and app usage behaviors. Quantitative analysis of pre- and post-intervention language assessments revealed statistically significant improvements in heritage language vocabulary (effect size d=0.68), listening comprehension (d=0.54), and oral production (d=0.47) among children using bilingual story apps for at least 20 minutes daily. Qualitative findings from parent interviews and child focus groups highlighted the apps' role in making heritage language learning enjoyable, facilitating parent-child interaction, connecting children to cultural narratives, and normalizing bilingualism. However, effectiveness varied substantially based on app design features, with interactive elements, culturally authentic content, parent involvement scaffolds, and adaptive difficulty showing strongest associations with outcomes. This research demonstrates that thoughtfully designed bilingual story apps can serve as accessible, scalable tools for heritage language maintenance, though they function most effectively as complements to rather than substitutes for rich home language environments and community connections. The study contributes empirical evidence to inform app development, family language planning, and policies supporting linguistic diversity in increasingly globalized societies.

This study is a scholarly work by a student of the Early Childhood Education Teacher Education Program, Faculty of Education, Universitas Negeri Gorontalo, supervised by Dra. Rapi Us. Djuko as the first advisor and Mr. Nunung Suryana Jamin, SE, M.Si as the second advisor. The objective of this research is to provide a comprehensive overview of foreign language development achievements among early childhood learners in Group B at TK Nurul Ilmih. The study adopts a qualitative descriptive approach, utilizing observation, in-depth interviews, and documentation as data collection methods. A total of 22 children participated as the primary subjects and were actively involved throughout the observation process. The research focused on several linguistic aspects, including language comprehension, verbal expression, basic vocabulary usage, pronunciation ability, and children's responses to bilingual instructions (in both Indonesian and English). The findings indicate that the children’s foreign language development falls within the "developing as expected" category, although it has not yet reached an optimal level. Some children still encounter difficulties in pronouncing English vocabulary, constructing simple sentences, and understanding verbal commands. Several factors influence the progress of their language development, including family background, parenting style, the intensity of teacher-provided stimulation, and habitual exposure to foreign languages in daily school activities. The study concludes that consistent, engaging, and developmentally appropriate stimulation from both teachers and parents plays a crucial role in fostering bilingual proficiency in early childhood.

This community service program aims to introduce basic English vocabulary to Kindergarten students through the medium of bilingual songs. The background of this activity is the limitation of interactive learning media and the dominance of traditional methods that are less attractive for early childhood. Bilingual songs were chosen because they have a simple rhythm, easy to remember lyrics, and are able to create a fun and contextual learning atmosphere. The method used is the Participatory Action Learning System approach which includes the preparation stage, flexible action, and reflection. Bilingual songs are inserted at the transition moments of class activities and combined with simple movements to stimulate natural vocabulary acquisition. The results of the observations showed a significant improvement in children's language skills: most students were able to remember new vocabulary, enthusiasm for learning increased, and active participation in singing together was higher. Teachers also reported that the use of bilingual songs helped keep children's attention and created a positive learning atmosphere. Overall, this activity proves that bilingual songs are an effective, fun, and appropriate medium for children's developmental stages to strengthen mastery of basic English vocabulary. This program is recommended to be applied continuously in daily learning activities in kindergarten classrooms.

In the era of globalization, language proficiency in early childhood is crucial for supporting their cognitive and social development. At RA Masjid Al Akbar Surabaya, a bilingual program (Indonesian-English) is implemented for Group B to optimize children's language skills. This study aims to analyze the impact of the bilingual program on children's speaking, listening, and language comprehension aspects. The research method used is descriptive qualitative, with data collection techniques through observation, interviews with teachers and parents, and documentation. The subjects of the study are children in Group B who participate in the bilingual program. The results show a positive impact of the bilingual program on children's language development. Children are able to interact actively in both languages, both in speaking and listening, and show improvements in language comprehension. This bilingual program has proven effective in enhancing children's communication skills and supporting holistic language development from an early age. Therefore, the bilingual program at RA Masjid Al Akbar can be used as a model for developing language skills in early childhood to prepare them for the challenges of globalization in the future.

This study aims to identify the forms of code-mixing present in the speech videos of Vice President Gibran Rakabuming, with the KOMPASTV YouTube channel serving as the data source. This phenomenon is interesting to examine because the use of code-mixing by state officials can influence public perceptions of the use of Indonesian in formal contexts, particularly in official speeches. The study employs a descriptive qualitative approach, using the observation and note method as the data collection technique. Data analysis was conducted through several stages, namely observing, noting, and then presenting as well as describing the forms of code-switching in Vice President Gibran Rakabuming’s speech videos. The results show that the type of code-mixing that occurs is outer code-mixing, characterized by the insertion of English vocabulary. The first video contained 9 instances of code-mixing, the second video 5 instances, the third video 4 instances, the fourth video 15 instances, and the fifth video 9 instances. These findings indicate that code-mixing is a phenomenon within the field of sociolinguistics and is commonly found among bilingual and multilingual communities.

The integration of language and culture plays a crucial role in shaping the complexity of human cognitive processes. Language acts not only as a means of conveying messages but also as a conceptual system that influences how individuals construct mental representations, process information, and reason. Culture, on the other hand, provides a set of values, norms, and thought patterns that shape attention, interpretation of experiences, and strategies for understanding the social world. A review of literature from the fields of linguistic relativity, cultural psychology, neurolinguistics, and cross-cultural cognition found that differences in language structure, bilingual experience, and cultural value orientations result in variations in perception, memory, and executive function. Neurocognitive findings indicate that the influence of language and culture is evident down to the level of brain activation. Furthermore, the sociocultural approach emphasizes the role of language as a mediating tool in the process of internalizing values ​​and developing higher-order cognitive abilities. Thus, human cognition is the result of a dynamic interaction between language, culture, and social experience.

This community service program aims to enhance the English communication skills of strawberry farmers in Pancasari Village, Sukasada District, Buleleng Regency, as an effort to strengthen tourism competitiveness through agrotourism. The activity was carried out through practical English training using a participatory and context-based approach that reflects the farmers’ real communication needs. The training consisted of two main stages: a classroom session employing the role-play method and a field practice session held directly at the strawberry farm with the involvement of local tourists and student assistants. The training materials covered daily expressions commonly used in interactions with visitors, including greetings, product explanation, offering activities, and basic transaction language. The primary learning media were a bilingual communication booklet and situational training modules, both developed from the results of a prior needs analysis. The evaluation results showed a significant improvement in the participants’ English communication abilities. Based on the pre-test and post-test results, the average improvement reached 43%, particularly in speaking confidence, vocabulary mastery, and fluency. Participants also demonstrated increased enthusiasm and professionalism when interacting with tourists in English. This program proves that practical and role-play–based training is effective in developing both linguistic competence and communicative confidence among local farmers. It also strengthens their role as tourism actors who contribute to the sustainable development of the Pancasari agrotourism area.

This study discusses the phenomenon of language interference on the Instagram account of public figure Cinta Laura Kiehl. Language interference is a language phenomenon characterized by the entry of elements from one language into another language commonly used by bilingual or multilingual speakers. In this context, the interference of Indonesian and English on Cinta Laura's Instagram account is interesting to study because of its consistent and striking use in various uploads and digital interactions. This study uses a qualitative descriptive approach with a content analysis method on data in the form of image captions uploaded by Cinta Laura at a certain time. The results of the study show that the interference that appears can be classified into several linguistic levels, namely lexical, morphological, syntactic, and semantic levels. Lexical interference appears in the use of English vocabulary in Indonesian sentences. Meanwhile, morphological interference is seen from the structure of mixed word formation that does not comply with the rules in Indonesian. Syntactic interference appears in the form of sentence structures that follow the structure of English. Factors that cause interference include the speaker's bilingual background, the habit of using foreign languages ​​in everyday life, the influence of an international social environment, and expressive and modern communication styles on social media. This study shows that interference in the context of social media is not merely a form of language deviation, but can also be seen as part of the construction of self-identity and digital communication strategies. These findings are expected to contribute to contemporary sociolinguistic studies and enrich understanding of the dynamics of language use in digital public spaces.

This study aims to examine in depth the learning strategies implemented in the Bilingual-A class to develop early childhood language skills. The development of language skills in early childhood is an important aspect to consider, as language functions as the main medium for children to communicate, think, and express their feelings and ideas. However, language development problems often arise due to a lack of sufficient linguistic stimulation, both at home and in the learning environment. To address this issue, the study employs a descriptive qualitative approach through observation, in-depth interviews, and documentation involving teachers and children in the Bilingual-A class at RA Masjid Al-Akbar Surabaya. Through this approach, the researcher seeks to obtain a clear picture of how bilingual learning strategies are applied in daily classroom activities. The findings reveal that the applied learning strategies include communicative approaches, the use of enjoyable bilingual songs and games, and various visual media such as pictures, word cards, and teaching aids. The implementation of these strategies has proven effective in enhancing children’s vocabulary mastery, sentence construction ability, and confidence in communicating using two languages. These findings highlight the crucial role of teachers in designing engaging, interactive, and developmentally appropriate learning activities that holistically support children’s language growth.  

This community service program aims to promote learning transformation through the implementation of Augmented Reality (AR) based on Indonesian folklore at SMP Stella Matutina, Salatiga. The activity was conducted collaboratively by lecturers from the fields of Human Resource Management and English Education, involving teachers and 89 students from grades VII and VIII. The program integrated local wisdom and digital innovation in the form of interactive learning media to enhance students’ cultural literacy and learning motivation. The implementation method included needs assessment, development of bilingual AR content (Indonesian–English), teacher training, and classroom application. The results indicated increased student engagement, improved teacher skills in educational technology, and enhanced student awareness of cultural preservation. Folklore-based AR media proved to be an effective and sustainable strategy for developing contextual and innovative educational human resources

Language variation in the form of mixed code is a linguistic symptom that is often found in bilingual and multilingual communities, especially in popular media such as movies. This study aims to identify and describe the mixed forms of code that appear in the second season of the Imperfect: The Series series, specifically in episodes 1 to 5. This study uses a qualitative descriptive approach with data collection techniques in the form of recording and analysis of dialogues between figures that contain mixed elements of code. The research instrument is in the form of dialogue transcripts that are analyzed with a sociolinguistic approach, mainly based on the theory of mixed code according to Suwito (1985) and the theory of relevance of the social context according to Holmes (2013). The results of the study revealed two main categories of forms of code mixing, namely inner code mixing involving elements of regional languages, and outer code mixing which includes the insertion of words or phrases from foreign languages, such as English. Based on data analysis, it was found that there were 12 data mixed in code and 18 data mixed in code out. This phenomenon shows that the use of mixed codes in character dialogue not only serves as a marker of social and cultural identity, but also as a reflection of the dynamics of communication in a pluralistic and modern urban society. In addition, the use of mixed codes in audiovisual media also has pragmatic and aesthetic implications, which can strengthen character characterization, create humorous effects, adjust the context of social situations, and increase narrative appeal to young audiences who are familiar with multilingualism.