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More than 700 languages are spoken in Indonesia. However, based on the 1945 Constitution, Chapter XV, Article 36, the state language is Indonesian. Therefore, Indonesian is the official teaching language at all levels of education, including the early childhood education (ECE) level. However, this provision is challenging to implement because many young children in Indonesia do not understand Indonesian; they generally speak their mother tongue instead. For example, in West Java, Sundanese is considered the mother tongue and is spoken by most of the population. Consequently, ECE teachers are required to develop strategies to fulfil the requirements for using Indonesian as the language of instruction for students who do not understand Indonesian. The ECE teachers’ strategy is to use Indonesian as the language of instruction in accordance with stipulations but incorporate Sundanese so that their students can understand what they are conveying. Implementing this strategy involves code mixing and code switching between Indonesian and Sundanese. ECE teachers follow these methods not to alter the grammar of the two languages but to provide a bridge for their students to understand the teaching material and eventually be able to speak Indonesian.

Experts have developed multimodality and spherical video-based immersive virtual reality (SV-IVR) for language learning to escalate learners’ cognition. However, neither experts nor teachers have explored and optimised the use of multimodality and SV-IVR in the Indonesian Language for Foreign Speakers (BIPA) learning materials. This study investigates foreign learners’ perception of multimodality and SV-IVR immersion in BIPA programme. The total sample involved in this study was 20 people from Europe, Asia, and the US. The results reveal that multimodality including utilisation of text, audio, video, and images contributed to the foreign learners’ motivation and eagerness to learn the Indonesian language. Although the foreign students argued that the combination of text, audio, video, and images elevates foreign learners’ eagerness to study the Indonesian language, the SV-IVR implementation indicated no significant effect on the foreign students’ eagerness. Regarding the combination of multimodality and SV-IVR, the students indicated that the simultaneous use of multimodality and SV-IVR could increase their motivation to learn the Indonesian language.

This research stems from dissatisfaction with how the history of the Indonesian language is taught in universities, which cannot explore historical sources relevant to the language. Therefore, this paper aims to identify archaeological evidence at the Bongal Site, Jagojago Village, Central Tapanuli Regency, which can be used as a new resource for learning the history of the Indonesian language. This research applies an archaeoanthropological approach, with data collection including observation of archaeological findings, interviews with residents, and review of related literature. The discovery of tin inscriptions and wooden boards inscribed with Old Malay script at the Bongal Site shows that this site has essential values related to the history of the Old Malay language, which can be utilized as more sophisticated learning materials in universities. The uniqueness of this site also lies in the older age of its inscriptions compared to the epigraphy of tombstones and Tamil inscriptions at the Old Lobu Site, Barus. In addition, this research proposes using this historical site in a web-based learning model, which will facilitate the learning process and increase accessibility. Thus, the results of this research offer a new approach to developing the learning of the history of the Indonesian language that is more innovative, relevant, and connected to local historical heritage.

This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts. This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts.

This study explored the production of 11 English vowels by Acehnese Indonesian EFL students. Ten undergraduates (five males and five females) from the Pidie District, Aceh, participated, with Acehnese and Bahasa Indonesia as their first languages, and English learned formally at school since the 7th grade. Using PRAAT, recordings of vowel elicitations were measured and analyzed, revealing distinctions in vowel pairs. Statistical tests were employed to compare vowel productions between the males and females. The results showed that the females produced many of the vowel pairs similarly: /i:/-/ɪ/, /ɛ/-/æ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/. The pairs they differentiated were /ɜ:/-/ʌ/ and /ɔ:/-/ɒ/. However, the female students could not discriminate between the long and short vowel pairs. Meanwhile, the male students could distinguish the following pairs: /i:/-/ɪ/, /ɜ:/-/ʌ/, /ʌ/-/ɑː/, and /ɔ:/-/ɒ/. The others, /ɛ/-/æ/, /u:/-/ʊ,/ and /ɑː/-/ɒ/, were produced similarly. Additionally, they could distinguish the long and short vowels in the /ɜ:/-/ʌ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/ pairs, but not /i:/-/ɪ/, /ɛ/-/æ/ and /ɔ:/-/ɒ/. This study has shown complex distinctions in the production of English vowels by Acehnese Indonesian EFL students. These findings underscore the importance of considering gender-specific phonetic patterns in English language acquisition, providing valuable insights for language educators and researchers.

The central issue of linguistic studies in the field of morphology is word formation through the mechanisms of affixation, reduplication and composition. This article tries to examine the behavior of the Indonesian language (hereafter IL) bound morpheme /-em-/ which has derivational and inflectional functions. The significant role of /-em-/ is seen as being able to add to the treasures of the IL lexicon while making it easier for students to learn IL, especially junior high school students (hereafter JHS). The secondary data were derived from documents, journals and books. Data were analyzed with content analysis by reading and reviewing the documents. It shows that the IL bound morpheme /-em-/ has a derivational function in word formation as well as an effort to enrich the lexicon of the Kamus Besar Bahasa Indonesia ‘Great Dictionary of the Indonesian Language’ (hereafter GDIL) and it contributes to morphological studies in facilitating students of JHS to learn IL more easily and achieve better achievement.

Regional indigenous heritage languages (RIHLs) are in decline in Indonesia, and this problem needs attention from language policy and planning. This study explores a subset of the Indonesian language policy, namely, its acquisition planning. Content analysis and doctrinal method were employed. The sample included national legislations and some regional legislations. The results are as follows. As subjects taught in schools, Indonesian is “compulsory” at all levels; RIHLs are “optional” at primary and secondary levels and “absent” at the tertiary level; English is “compulsory” at the secondary level and “optional” at the tertiary level. As the media of instruction, Indonesian is “compulsory” at all levels; RIHLs are “optional” in very limited cases; English is “optional” at the tertiary level. As languages for mass media, Indonesian is “compulsory”; English is “optional” for specific aims or audience; RIHLs are “optional” for local communities. There are possible “incoherences” among various legislations, that is, the Constitution, some national laws and regulations, and some regional bylaws. To implement constitutional mandate, the acquisition planning may need revision. In the revision, RIHLs may need to be included as mandatory subjects, while some RIHLs may need to be used as the media of instruction and in mass media. Further studies for the revision are recommended.

Whatmakes one nation curious about another nation?Curious enough that the study ofthe other's culture and language becomes a natural commitment or something thatcould be described as a national project?.

Indonesian language lectures during the Covid-19 pandemic experienced many obstacles and conveniences that were not obtained during face-to-face lectures. The convenience includes that students are not bothered with attendance, which begins with a lecture contract, which becomes one of the assessments. Students are more flexible in communicating with peers and lecturers without being limited by time and place. Recovery often takes place beyond a predetermined time limit. Obstacles that were found, such as the frequently missing internet signal, arose, especially for students who lived far away near hills or mountains and ate a large quota. But students still miss face-to-face lectures.

This study aims to describe the triadicities meaning of Indonesian phatic functions using a culture-specific pragmatic perspective. The data prepared for this study is the triadic meaning of Indonesian phatic functions in a specific culture, i.e., the Javanese. The data were collected and presented using the observation method and involved both conversation and uninvolved conversation techniques. Data analysis was carried out using the identity method. It involved the process of comparing and contrasting data with their external contexts. There were fifteen types of triadic of the pragmatic meaning in Indonesian phatic functions: (1) small talk, (2) courtesy, (3) disappointment, (4) thanking, (5) joking, (6) complimenting, (7) apologizing, (8) avoiding, (9) disagreeing, (10) negating, (11) greeting, (12) offering, (13) emphasizing, and (14) reminding. These triadicities illustrate that Indonesian culture, especially Java, has several phatic functions in pragmatic meaning that give some color to the regional language.