LANGUAGE CHOICES AMONG FIFTH GRADE STUDENTS AT SDN TAMANSARI II PROBOLINGGO

UMMAH, FIRDA ZAHROTIL (2025) LANGUAGE CHOICES AMONG FIFTH GRADE STUDENTS AT SDN TAMANSARI II PROBOLINGGO. Skripsi thesis, Universitas Panca Marga.

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Abstract

This study investigates the phenomenon of language choice among fifthgrade students at SDN Tamansari II Probolinggo, an area characterized by linguistic diversity where Indonesian, Javanese, and Madurese are alternately used according to social context. Indonesian tends to dominate in formal domains, whereas Javanese and Madurese are more frequently employed in informal settings. The purpose of this study is to describe students’ language choice patterns, identify the influencing factors, and explain the role of language in both learning interactions and daily school life. The literature review is grounded in Wardhaugh and Fuller’s (2015) theoretical framework, encompassing the concepts of sociolinguistics, language choice, code-switching, code-mixing, bilingualism, and multilingualism. The discussion also addresses the influence of social, economic, and cultural factors, as well as the role of school and family environments in shaping language choice, alongside comparisons with relevant previous research. The research method applied is descriptive qualitative with observation, recording, transcription, and analysis techniques using the extralingual pairing method. The research data were obtained from students' oral interactions in various situations in the school environment, both with teachers and with fellow students. The research population included all fifth grade students, with purposive sample selection. Data validity was tested through matching with theory and expert opinion. The results reveal that students use the three main languages dynamically according to the communication context, reflecting both bilingual and trilingual abilities. Indonesian is used in formal situations, while Javanese and Madurese are more dominant in non-formal interactions. Language choice is influenced by situational factors, communication objectives, and prevailing linguistic norms. This study recommends the integration of local languages into the curriculum, bilingual strategy training for teachers, and the involvement of parents and communities in efforts to preserve local languages in schools.

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