Language Attitudes and Classroom Language Performance of an Indonesian-Filipino Student in an Indonesian Elementary School
DOI:
https://doi.org/10.37329/cetta.v9i4.5639Keywords:
Language Attitude, Language Performance, Mixed StudentAbstract
The existence of bilingualism in formal education requires students to develop a deeper understanding of language attitudes and the process of linguistic adaptation. This study aims to explore language attitudes, linguistic adaptation, and bilingual language performance among students from mixed Indonesian-Filipino families within the context of Indonesian education. This research employs a qualitative approach, with data collected through in-depth interviews, direct observations, reflective anecdotal notes, and document analysis of student learning outcomes. The validity of the data is ensured through source and technique triangulation. The collected data were analyzed using the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The results of the study found that students demonstrated positive attitudes toward both languages, which were influenced by the intensity of language exposure, affective factors, linguistic competence, learning environment, instructional support, and personal learning preferences. Regarding academic achievement in the classroom, students’ reading ability was stronger than their speaking ability, with English proficiency consistently more dominant and higher than Indonesian language proficiency. The main challenges affecting effective language use in the classroom include affective barriers, vocabulary limitations, communication difficulties, and the need for scaffolding in spontaneous communication. In conclusion, multicultural backgrounds contribute to strong English language preferences due to dominant exposure, while the development of Indonesian language proficiency is constrained by vocabulary limitations and confidence-related challenges. Therefore, students need adaptive instructional support, an inclusive affective approach, and interactive learning stimulation to strengthen their speaking confidence and expand their mastery of Indonesian vocabulary.
References
Alisoy, H. (2024). The Impact Of Multilingualism On Cognitive Function And Cultural Awareness. Scientific Journal of Nakhchivan State University, 4(1), 45-58.
Alrabai, F. (2022). Teacher Communication And Learner Willingness To Communicate: The Mediating Role Of Learner Motivation, Attitudes, And Confidence. Social Sciences & Humanities Open, 2(2), 45-61.
Anisah, Z. (2024). Scaffolding As a Languange Learning Technique For Early Childhood. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 8(2), 466-479.
Assidiq, M. H., Baso, F. A., Sangkala, I., & Hasba, B. R. (2026). Exploring Language Attitudes Among Students Across Diverse Geographic Region: A Comparative Study. Disastri: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 8(1), 179-187.
Aysu, S. (2025). Exploring The Relationship Between Receptive And Productive Skills In EFL Test Performance: Evidence from a Turkish Preparatory Class Context of a State University in Türkiy. Asya Studies: Akademik Sosyal Araştırmalar/ Academic Social Studies, 9(33), 239-252.
Cahapay, M. B. (2020). Attitudes Toward Mother Tongue And Academic Performance: Evidence From A Monolingual Context In The Southern Philippines. International Journal of Language Teaching and Education, 4(1), 1-12.
Farhan, H. N. (2025). Exploring The Competence-Performance Gap Among EFL Learners: A Chomskyan Perspective. International Journal of Multidisciplinary Research and Growth Evaluation, 6(6), 669-679.
Gardner, R. C. (1985). Social Psychology And Second Language Learning: The Role Of Attitudes And Motivation. London: Edward Arnold.
Handayani, M., & Utomo, A. (2026). Students’ Attitude On Languages They Acquired, Learned, And Used: A Case Study On Double-Major Students. Ilmu Budaya: Jurnal Bahasa, Sastra, Dan Budaya, 12(1), 75-89.
Hukama, M. H., Damara, I., & Rachman, I. F. (2024). Pembelajaran Bilingual: Pemerolehan dan Perkembangan Bahasa Kedua Terhadap Kemampuan Kognitif Anak Bilingual. Jurnal Riset Sosial Humaniora Dan Pendidikan, 3(1), 119-131.
Juhana, J., Puspitasari, M., & Bachtiar, B. (2026). Translanguaging In The EFL Classroom: Bridging Language Barriers For Inclusive And Motivated Learning. Language Teaching Research Quarterly, 54, 83-101.
Morales, C. (2024). Dual Language Immersion Programs And Student Achievement In Early Elementary Grades. Educational Evaluation and Policy Analysis, 47(2), 616-623.
Pradipta, T. D., & Artini, N. L. (2020). The Survey Of North Bali Primary School Students’ Attitude Toward EFL. Jurnal Pendidikan Bahasa Inggris Indonesia, 8(1), 44-52.
Purwaningsih, E., & Handayani, S. (2024). Cultural Identity In Intercultural Communication: Analyzing The Linguistic Choices. LET: Linguistics, Literature And English Teaching Journal, 14(2), 185-201.
Salainti, E. (2023). Positive Language Attitudes And Motivation Affect Students’ Proficiency And Performance In Learning English As A Second Language. Klasikal: Journal of Education, Language Teaching and Science, 5(3), 145-158.
Salma, N., & Prastikawati, E. F. (2021). Performance-Based Assessment In The English Learning Process: Washback And Barriers. Getsempena English Education Journal, 8(1), 164-176.
Saragih, E. L. L., Marpaung, T. I., & Pujiono, M. (2021). Multicultural Students’ Attitudes and Language Choices in the Era of Industrial Revolution 4.0. Indonesian Language Education and Literature, 6(2), 363-377.
Septiany, N., & Zuraida, Z. (2025). Investigating English Students’ Strategies For Improving Oral Fluency And Self-Confidence at English Study Program Sriwijaya University. IJOEEL: International Journal of English Education and Linguistics, 7(1), 97-106.
Simanjuntak, C. P., & Simanjuntak, D. C. (2025). Transitioning From Silence to Confidence: A Study of Non-Native English-Speaking Students in Higher Education. Journal of English Language and Education, 10(2), 419-440.
Sukamto, K. E., Nicolau, M. F. S., Rani, K. V., & Sugiyanta, S. (2021). Language Use, Language Attitude, And Identity: Perceptions Of High School Students Attending An International School In Jakarta. Studies in English Language and Education, 8(1), 381-396.
Sunaryana, I. M., Puspita, N. K., & Wardana, I. G. (2026). Sikap Bahasa Murid Dalam Ekosistem Pendidikan Multilingual Di Bali: Sebuah Studi Kasus Kualitatif. Cetta: Jurnal Ilmu Pendidikan, 9(2), 245-258.
Szelei, N., De Wilde, J., Pulinx, R., & Van Avermaet, P. (2024). Revisiting Parental Engagement In Multilingual Contexts: The Interplay Of Home And School Language Domains. International Journal of Bilingual Education and Bilingualism, 27(5), 612-626.
Yeni, A., & Susanti, M. (2023). Peran Komunikasi Interpersonal Dan Kelompok Dalam Konteks Pendidikan: Meningkatkan Keterampilan Komunikasi Untuk Peningkatan Pembelajaran Dan Prestasi Akademik. Cognoscere: Jurnal Komunikasi Dan Media Pendidikan, 1(1), 19-27.
Yusof, S. M. (2021). Vygotsky Sociocultural Theory Of Child Development: More Knowledgeable Other (MKO) and The Zone Of Proximal Development (ZPD). International Journal of Child Development and Early Pedagogical Review, 10(1), 45-58.
Zhang, W., & Lawrence, J. Z. (2022). Learners’ And Teachers’ Perceptions Of Cognitive Load Of Integrated Speaking Tasks In Task-Based Language Teaching. System, 111(1), 102-115.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Bella Oktariana, Luh Putu Artini, Ni Luh Putu Sri Adnyani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
