LANGUAGE CHOICES AMONG FIFTH GRADE STUDENTS AT SDN TAMANSARI II PROBOLINGGO

Abstract

This study investigates the phenomenon of language choice among fifth-grade students at SDN Tamansari II Probolinggo, an area characterized by linguistic diversity where Indonesian, Javanese, and Madurese are alternately used according to social context. The problem examined is what language choices are used by fifth grade students at SDN Tamansari II Probolinggo, as they frequently shift between these three languages in classroom and daily interactions, and the objective of this research is to describe the language choices used by fifth grade students in learning and interaction activities, where Indonesian tends to dominate in formal domains, whereas Javanese and Madurese are more frequently employed in informal settings. The literature review is grounded in Wardhaugh and Fullers (2015) theoretical framework, encompassing the concepts of sociolinguistics, language choice, code-switching, code-mixing, bilingualism, and multilingualism, while also addressing 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, and the data were obtained from students' oral interactions in various situations in the school environment, both with teachers and fellow students, with purposive sample selection and validity 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, with Indonesian used in formal situations and Javanese and Madurese more dominant in non-formal interactions, where 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.