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Journal : IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Linguistic Identity Transformation: An Empirical Study of Javanese Language Shift toward Indonesian Winda, Ayang; Nurfithri; Sakina, Rahma
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8120

Abstract

in recent years, there has been a significant decline in the use of the Javanese language, particularly among younger generations living in urban areas. This phenomenon is influenced by various factors, such as the dominance of the Indonesian language in the education system and media, the impact of social environments, and the decreasing role of families in transmitting local languages. This study aims to examine the language shift from Javanese to Indonesian and its impact on the linguistic identity of young people. A descriptive qualitative approach was employed, involving ten participants aged 20–25 years residing in Central Java and the Special Region of Yogyakarta. Data were collected through in-depth interviews and documentation, then analyzed thematically to identify patterns of language use and shifts in linguistic identity. The findings indicate that most participants prefer using Indonesian because it is perceived as more practical, modern, and suitable for cross-cultural communication. Javanese is still used, but it is limited to specific contexts, such as interactions with parents or traditional events. Nevertheless, participants continue to show emotional attachment to their Javanese identity. Their linguistic identity is flexible and constantly negotiated depending on the social context. This study concludes that language shift is a complex phenomenon that involves not only linguistic aspects but also reflects changing values, attitudes, and identities within society.
Developing a Rural-Based English Curriculum: Lessons from an International Baccalaureate Program Aip Syaepul Uyun; Rahma Sakina; Fitriani Nurhalimah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8712

Abstract

The quality of English education in rural Indonesia remains significantly low. Limited teacher competence, inadequate resources, and minimal exposure to authentic language use are the major issues revealed. Building on a previous needs analysis conducted in rural schools, this study represents the second phase of a larger Research and Development (R&D) project aimed at developing a contextual and feasible English curriculum for rural settings. Using a case study design, the research examines the implementation of a combined national and International Baccalaureate (IB) curriculum at a rural school in northern Bandung. Data were collected through interviews, classroom observations, and document analysis. The findings reveal that the school employs an institutional curriculum integrating national standards with IB principles particularly multiculturalism, communicative competence, and contextual learning supported by Cummins’ four-dimension framework: activating background knowledge, scaffolding, extending language, and affirming identity. The analysis further demonstrates that rural learners require curriculum models emphasizing Basic Interpersonal Communication Skills (BICS), student-centered methods, and adaptable low-cost resources. Insights gained from the exemplary IB-implemented rural school provide a benchmark for translating needs-analysis findings into practical curriculum design. This study contributes a model for English curriculum development tailored to rural Indonesian schools by aligning global frameworks with local needs.