Implementation of Four-Language Habituation to Develop Students’ Language Skills at MI Islamiyah Pringlangu 01

Ramadhina Qurrota Ayun; Shiva Amiliya Aidah; Bintan Tiska Amalia; Ferida Rahmawati; Ambid Lana Rizqo; Hannifa Arista Putri

doi:10.26740/jpus.v10n2.p255-269

Authors

Ramadhina Qurrota Ayun Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Shiva Amiliya Aidah Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Bintan Tiska Amalia Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Ferida Rahmawati Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Ambid Lana Rizqo MI Islamiyah Pringlangu 01
Hannifa Arista Putri Monash University

DOI:

https://doi.org/10.26740/jpus.v10n2.p255-269

Keywords:

language habituation, four languages, language skills, elementary school students

Abstract

Language habituation programs offer students repeated exposure to multiple languages through everyday communicative practices. However, evidence on how such programs operate in multilingual elementary schools remains limited, particularly those combining foreign, national, and local languages. The novelty of this study lies in examining a four-language habituation program (English, Arabic, Indonesian, and Javanese) in an Islamic elementary school, a configuration rarely documented. This study describes the program’s implementation at MI Islamiyah Pringlangu 01, including its supporting and inhibiting factors. A descriptive qualitative approach was employed. Data were collected through semi-structured interviews with two teachers and one student and through non-participant observation. Trustworthiness was established through source, method, and time triangulation, and data were analyzed through condensation, display, and conclusion drawing and verification. The program is implemented through scheduled language exposure, vocabulary repetition, and simple communicative activities embedded in daily school routines, enabling students to recognize selected vocabulary and practice basic expressions such as asking permission and requesting assistance. Exposure is uneven, with Indonesian receiving more scheduled opportunities than English, Arabic, and Javanese. Teacher consistency, repeated practice, and classroom support facilitate implementation, whereas differing prior language exposure, limited vocabulary retention, and low independent language use hinder it. The study concludes that four-language habituation creates a structured multilingual environment supporting basic communicative practice. Its effect on proficiency, however, cannot be established without systematic assessment and broader participation. Future research should use larger samples and longitudinal assessments.

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