Abstract

General Background: Language attitudes developed in early childhood are foundational to social integration and identity formation. Specific Background: In culturally rich regions like Aceh, local values are often underrepresented in formal early childhood education. Knowledge Gap: Limited research explores the pedagogical impact of integrating Acehnese culture into language development strategies for young learners.
Aims: This study aims to examine the effectiveness of a fusion culture-based learning model in improving language attitudes among early childhood students through the integration of Acehnese cultural elements.
Results: Using a case study approach with data gathered via observation, interviews, and document analysis, the study found that embedding traditional games, regional songs, and folklore into thematic lessons significantly enhanced students’ ability to greet, thank, request permission, and interact politely. Novelty: The pedagogical innovation lies in the contextualization of early childhood learning through a fusion of traditional Acehnese cultural expressions and modern educational techniques. Implications: These findings demonstrate that local culture-based learning not only nurtures positive language attitudes but also strengthens cultural identity from an early age, offering a replicable model for culturally responsive early childhood education.

Highlights: 

• Enhances polite communication in young learners.

• Integrates traditional culture with modern pedagogy.

• Strengthens early cultural identity formation.

Keywords: Language Attitudes, Early Childhood, Local Culture, Fusion Learning, Acehnese Education

Introduction

The diversity of languages in Indonesia forms a bilingual and multilingual society that chooses language codes such as dialects or sociolects according to social context. Language selection is adjusted to the situation, purpose, and cultural identity [1] [2] [3]. The official variety of Indonesian is used in formal situations, including in education from elementary to tertiary level, in accordance with Law Number 24 of 2009. Although it should be a reference in lectures, many students have difficulty using it due to the influence of their first language in a bilingual or multilingual context. Therefore, mental readiness is needed to choose a language variety that is appropriate to the situation. Triandis states that attitude is a tendency to respond to a particular situation or event. Language attitudes are formed from a person's personal background and the social dynamics around them. In a bilingual or multilingual society, attitudes towards language play an important role because they influence how individuals communicate and interact in various situations [4].

In practice, the use of formal Indonesian as the language of instruction in formal contexts, such as the learning process, often makes it difficult for kindergarten students to convey their ideas and thoughts. They tend to be more comfortable and expressive using casual Indonesian. This view is in line with the opinion of Saleh and Mahmuda who explain that language attitudes are related to a person's beliefs or perceptions of language, which then influences preferences in how to communicate [5]. According to LaPiere in Azwar, attitude is a behavioral tendency or readiness to respond anticipatory in certain social situations [6]. Meanwhile, Allport quoted by Allport in Sears at al. stated that attitude is a mental and neurological condition formed through experience, which then influences an individual's response to various objects and situations related to it. Thus, a person's attitude also influences their behavior [7]. Furthermore, Gerungan stated that attitude is an individual's tendency to act based on his perception of an object and is inherent in a person, reflected through his behavior. Attitude towards language plays a role in using and interacting. [8].

Theoretically, attitude consists of three main elements: cognitive, affective, and conative. The three are usually closely related, although not always in line. If the three components are in harmony, behavior can reflect a person's attitude. However, if they are not in harmony, then behavior cannot be used as an accurate indicator to assess attitudes. Based on this, in this study the researcher used a questionnaire to determine the description of students' language attitudes and supplemented the data with a documentation study in the form of recordings or documentation of the language behavior of students at TK Arrahman Islamic School Meulaboh to describe their language behavior.

The cognitive component is related to knowledge of the environment and thinking skills, as well as language mastery to choose the right language social norms according to the situation, function, and social context. Research by Suhardi shows that attitudes towards language are influenced by emotional ties with the mother tongue, the role of Indonesian as a unifying tool, and positive attitudes towards foreign languages. This study focuses on the attitudes and behavior of kindergarten students in Indonesian to understand their attitudes towards formal Indonesian at the early education level [9].

Acehnese culture, consisting of various tribes such as Aceh, Aneuk Jame, Tamiang, Gayo, Alas, Haloban, and Kluet, has a wealth of art and literature, including 80 folk tales in the Acehnese language. This cultural diversity plays an important role in shaping the identity of Acehnese children, especially in early childhood education. Children who grow up in a culturally rich environment will be influenced by the language and behavior around them, which forms the basis of their attitudes and behavior. The application of Acehnese cultural fusion-based learning is very relevant to developing the language attitudes of kindergarten students, because by integrating local cultural elements, children not only learn the official variety of Indonesian, but also enrich their knowledge of Acehnese cultural values and social norms, thus forming a positive language attitude that is in accordance with their social context.

Efforts to form a comprehensive understanding and foundation of a child's personality, as seen when a child imitates a cartoon character who throws things while fighting, often occur when children play with their friends [10]. In this situation, the role of parents and teachers is very important to help children understand that this behavior is inappropriate. Through explanation and guidance, children begin to learn to distinguish between behaviors that are acceptable to society and those that are not. Positive behaviors that are imitated, such as sharing or speaking politely, will be reinforced with praise or rewards, making the behavior more likely to be repeated and become habits. These habits and understandings of acceptable or rejected behavior are eventually internalized in the child's character, becoming an important part of forming their personality. In the context of Acehnese cultural fusion-based learning, this process also applies to forming language attitudes that are in accordance with local cultural norms and values, so that children can develop positive language attitudes, appreciate diversity, and adapt in various social contexts.

Children need to be accustomed to being in a positive environment in order to develop good habits. These positive habits will shape the child's character and provide a strong foundation for healthy social interactions [11] [12] [13]. The child's environment includes family, school, and society, where culture is an important part of the environment [14]. Family education conveys cultural values inherited from the past [15]. Parents teach their children according to the methods used by previous generations [16].

The family plays an important role in character education, because it is the first place where children learn moral, ethical and cultural values that shape the nation's identity [17]. This process needs to be continued with further education in schools. However, educators often prefer to use teaching materials that are already available [18]. Current teaching materials highlight foreign figures such as Doraemon, Superman, and other superheroes, so children tend to be more familiar with them than local cultural figures. Therefore, it is necessary to develop local culture-based teaching materials to preserve regional culture and introduce Acehnese cultural figures to children [16].

The early childhood learning process requires quality, holistic, sustainable, and local culture-based teaching materials. Effective teaching materials must be able to encourage children to learn actively and enjoyably, with language as the main skill that needs to be mastered to face challenges in the 4.0 era, especially in the fields of civilization, science, and technology. Adequate language skills are essential to compete, but many young people in Indonesia do not yet have sufficient language skills, especially in the fields of education and technology. The implementation of Acehnese cultural fusion-based learning in kindergarten is the right solution, because in addition to teaching the official variety of Indonesian, children are also introduced to local values and culture. This approach not only develops positive language attitudes, but also preserves local culture, improves the quality of education, and helps children understand their cultural identity, so that they are ready to compete globally. This study aims to see how the application of Acehnese cultural fusion-based learning can develop the language attitudes of kindergarten students.

Method

This study uses a case study approach. According to Sugiyono qualitative research aims to investigate, describe, and explain the quality or characteristics of social phenomena that cannot be explained or measured through a quantitative approach [19]. Moleong states that qualitative research produces descriptive data in words and behavior to deeply explain phenomena. This study focuses on the collection and analysis of descriptive data to understand the phenomenon being studied [20].

The research was conducted at TK Arrahman Islamic School Meulaboh. The subjects in this study were kindergarten students at the school. The research procedure consisted of a pre-field stage including initial observations by the researcher. Then, conducting a fieldwork stage where the researcher carried out three main activities: understanding the research setting, entering the field, and actively participating while collecting data. The researcher also distinguished between open settings, which only require observation, and closed settings, where closer relationships allow for in-depth observations and interviews. Finally, the data analysis stage, carried out both in the field and afterward.

Researchers collect primary data directly from the research location using observation, interview, questionnaire, and documentation techniques. This study uses qualitative data analysis techniques, where the collected data is then classified and processed. Data processing is carried out by interpreting data through sentence expressions as a form of analysis of the information that has been collected. Data was analyzed using the stages of reduction, presentation of conclusions.

Result and Discussion

A. Result

1. Form of Students' Language Attitudes

Language attitudes describe how a person uses language in everyday life, both verbally and in writing. The main aspects of language attitudes are seen in three things, namely: positive attitudes towards the mother tongue, attitudes towards other languages, and attitudes towards the use of language in certain social contexts. Language attitudes are a person's psychological tendencies towards a particular language, which include cognitive, affective, and conative dimensions. Language behavior is a real manifestation of language use in everyday life, both verbally and nonverbally. Students are introduced to various forms of communication, including the use of Indonesian as the main language and the introduction of Arabic in the context of religious learning.

Based on observations and interviews with a teacher with the initials SL, the following information was obtained:

a. Use of Polite and Courteous Language in Interactions

Students are accustomed to using polite expressions in everyday interactions, such as "please", "thank you", "sorry", and "excuse me". In addition, in an Islamic context, they are also taught to greet with "Assalamu'alaikum" and reply with "Wa'alaikumussalam". This teaching aims to instill politeness and good religious values from an early age.

b. Language as a Reflection of Islamic Morals

The language used by students reflects moral values such as honesty, humility and compassion. For example, students say "jazakallahu khairan" as a form of appreciation for the help of others, which shows gratitude and kindness in social interactions

c. Active and Confident Communication

Kindergarten students are encouraged to express their opinions and feelings openly, but politely. In classroom activities such as storytelling, singing, and light discussions, students show courage to speak in front of their peers, which helps them develop communication skills and self-confidence from an early age.

d. Language as a Means of Positive Interaction

The language in this school is used to build cooperation, such as in group play or when sharing learning tools. Phrases such as “let’s play together” or “you can use this first” are often heard in their interactions, reflecting an attitude of mutual respect and cooperation among students.

e. Combination of Indonesian, Regional Languages, and Arabic

Students are introduced to basic Arabic, such as in Islamic prayers or greetings, accompanied by the use of Indonesian as the main language. Some students also occasionally use Acehnese or local regional languages in informal contexts while playing, reflecting the linguistic diversity that exists in their environment.

f. Choosing Words According to the Situation and the Person You Are Talking to

Children begin to understand the differences in how to speak to teachers, peers, and parents. For example, to teachers they use more formal language such as "Teacher, I want to ask...", while with peers, they speak more casually but still maintain politeness.

2. Implementation of Acehnese Cultural Fusion Learning to Improve Students' Language Attitudes

In practice, there are weaknesses in students' language attitudes, especially in terms of politeness in language, use of Acehnese language, and ability to express oneself. On the other hand, Acehnese culture has many values that can be applied through a comprehensive cultural approach.

Islamic and local cultural characters are a combination of moral values derived from Islamic teachings and local wisdom in society. This combination produces individuals who are not only obedient to religious teachings, but also respect and preserve the local culture of their origin. Based on the results of observations and interviews, Islamic and local cultural characters can be further explained in the following description.

a. Islamic Character

Islamic character is formed based on the teachings of the Qur'an and the Sunnah of the Prophet Muhammad SAW. Values such as honesty, trustworthiness, responsibility, politeness, and justice are the foundation in forming the personality of a Muslim. In addition, Islamic character also teaches spiritual attitudes such as sincerity, piety, and patience. Individuals who have Islamic character will see life as a form of worship, uphold justice, and avoid reprehensible behavior.

b. Local Cultural Character

Local culture reflects the identity of a region through customs, language, arts, and existing social norms. Characters formed from local culture are often related to values ​​such as mutual cooperation, tolerance, friendliness, togetherness, and respect for parents and community leaders. Although each region has different characteristics, these values have the same goal, namely to strengthen harmony in social life.

c. Harmony between Islam and Local Culture

In its application, Islamic character and local culture support each other and do not conflict. The Islamic principle that teaches "Al-muhafazhah 'ala al-qadîm al-shâlih wa al-akhdzu bi al-jadîd al-ashlah" (maintaining good old traditions and adopting better new ones) shows that as long as cultural values do not conflict with Islamic teachings, the culture can be preserved and even developed. For example, the tradition of the Prophet's birthday, Islamic wedding customs that are adapted to local culture, and respect for teachers and scholars, are examples where culture and religion can go hand in hand, enriching each other.

d. The Importance of Integrated Character Education

Character education based on Islam and local culture is crucial in forming a generation that is morally strong and has a clear identity. The role of schools, families, and communities is very important in instilling these values through role models, habits, and learning that is relevant to the context. Overall, Islamic and local cultural characters are important foundations in forming individuals who have noble morals, integrity, and are able to adapt in a diverse social life. By integrating religious teachings and local wisdom, we can create a society that is religious, ethical, and maintains the nation's identity.

e. Fusion Culture Concept

Fusion culture is an approach that harmoniously combines elements of traditional and modern culture to create contextual and relevant learning. In this context, Acehnese cultural fusion combines local traditions (folklore, regional songs, traditional games), Islamic values ​​and modern learning media (interactive videos, hand puppets, and simple technology).

f. Purpose of Implementing Fusion Culture

The main purpose of implementing fusion culture is to create synergy between various values, norms, and different customs, in order to create an inclusive, harmonious, and productive environment. In detail, the purpose of implementing fusion culture can be explained as follows: first, to improve students' language attitudes, such as politeness in speaking, courage to speak in public, and the ability to convey ideas simply; second, to introduce and instill Acehnese cultural values in a fun and interactive way; and third, to integrate local cultural values into students' learning and play activities.

g. Learning Strategies and Methods for Students' Language Attitudes Through Fusion Culture

A learning strategy is a comprehensive plan designed by educators to achieve learning objectives. It includes material planning, teaching sequence, delivery methods, and evaluation techniques. Learning strategies serve as a basic framework in implementing the teaching and learning process and are macro in nature.

In the learning process, various creative and contextual methods are applied to instill cultural values as well as language skills. One of them is storytelling based on Acehnese folklore, such as the story of Putroe Neng and Lhong Angen. In this activity, the teacher tells the story in polite and expressive language, while students are invited to interact through dialogue with the story characters using hand puppets. In addition, children are also involved in traditional Acehnese games such as dampeng and cak bur, which not only train motor skills but also encourage effective verbal interaction through rules that require cooperation and communication. Other activities such as traditional songs and poems also enrich language learning; regional songs such as Bungong Jeumpa are used to practice pronunciation, intonation, and understanding the meaning of words rooted in Islamic ​​and politeness. No less important, mini dramatizations are also part of the learning, where children play roles wearing traditional Acehnese clothing while having simple dialogues. This activity is effective for practicing facial expressions, pronunciation, and speaking courage in a fun and meaningful atmosphere.

h. Evaluation and Reinforcement

Aceh is a region rich in cultural values, history, and strong cultural identity. In the current era of globalization and modernization, there is a phenomenon of "fusion culture" or cultural fusion, where elements of local Acehnese culture begin to interact, merge, and even transform with foreign cultures. This phenomenon can be seen in various aspects such as performing arts, language, culinary, and social values. In the context of education, it is important to evaluate and strengthen learning about this dynamic so that the younger generation can understand, filter, and preserve Acehnese cultural ​​without closing themselves off from the influence of foreign cultures.

This evaluation and reinforcement of learning is carried out through several methods that are comprehensive and contextual. One way is to conduct direct observation of students' language use in everyday life, to see to what extent they apply polite language attitudes and those in accordance with Acehnese cultural norms. In addition, teachers also use a language attitude assessment checklist, which includes indicators such as the use of polite greetings, the ability to say hello, and active speaking when asked. This evaluation is complemented by weekly reflections by teachers to review the effectiveness of the learning methods that have been implemented. This evaluation not only focuses on students, but also reviews the curriculum, teaching materials, teaching methods, and community and environmental support. Teachers assess whether learning reflects the blend of Acehnese culture with external influences, and whether the methods used are interactive, project-based, and supported by digital media that are relevant to the local context.

To strengthen students' abilities and cultural understanding, several enrichment strategies are implemented. First, the integration of local meaning into the curriculum through thematic learning projects, such as the exploration of Acehnese culture and the influence of globalization, as well as the insertion of local cultural material in Indonesian, Arts, and History lessons. Second, active collaboration with local artists and cultural figures through workshops, performances, or exhibitions that showcase the results of fusion culture provides students with direct experience. Third, the use of digital technology as a creative medium, by encouraging students to create vlogs, documentaries, or cultural content uploaded on social media to preserve and promote Acehnese culture in a more modern form. Finally, a critical and reflective learning approach is essential so that students are able to assess which cultural principles need to be maintained or adjusted, so that they can grow as a generation that not only understands culture but is also able to adjust it to the dynamics of the times without losing local identity.

i. Expected Results

The implementation of Acehnese cultural fusion-based learning in kindergarten aims to achieve several desired results, including getting students used to using polite language in interactions with peers and teachers, increasing students' self-confidence in speaking, and instilling a sense of love and understanding of local culture from an early age. In addition, it is hoped that there will be synergy between Acehnese cultural values, Islamic values, and language development in early childhood. Thus, the Acehnese cultural fusion approach is not only a learning strategy, but also an effort to preserve culture that has a positive impact on students' language attitudes.

3. Relationship Between Language Attitudes and Students' Language Behavior

Language attitudes include students' views, feelings, and tendencies towards language use, which are seen in their interest, self-confidence, and respect for their interlocutors. This positive attitude forms good language behavior, such as speaking politely and listening correctly. Language behavior is a concrete manifestation of this attitude that is reflected in daily interactions at school, both in learning activities, playing, and communicating with teachers and friends. The close relationship between language attitudes and behavior shows that a consistent learning approach and a supportive school environment can shape language behavior that reflects Islamic character and good communication habits.

The results of observations show that students who have a positive attitude towards language use, such as being enthusiastic when greeting, enjoying speaking in front of the class, and daring to ask questions, tend to have better language behavior development compared to students who are more passive or less enthusiastic. This proves that the formation of a positive language attitude from an early age greatly influences the quality of children's language behavior in the future. Language attitudes that are fostered through a supportive environment and fun learning methods will encourage active language behavior, both in the mother tongue and in a second or foreign language. The implications of students' language attitudes and behavior show that efforts to develop children's language skills do not only depend on the learning process in the classroom, but also involve a more comprehensive approach. Teachers have an important role in fostering positive attitudes towards what is taught. In addition, support from parents at home is very influential in strengthening children's language attitudes, especially in getting used to using polite language that is relevant to the context of everyday life. Strategies that involve consistent repetition and giving appreciation or rewards when children demonstrate good language behavior are also key to fostering positive and ethical language habits from an early age.

B. Discussion

Acehnese cultural blend-based learning shows a positive impact on the formation of students' language attitudes and behavior. This approach combines cultural principles with Islamic education. As expressed by Munawwarah and A. Sri, character education based on local Acehnese wisdom faces challenges from modernization, but remains important to maintain cultural identity amidst the flow of globalization [21].

The application of this method has proven effective in fostering a positive view of language. Good actions towards language, such as joy and pride, contribute to active and confident language behavior. This is in line with the findings of Hasanah at al. which show that the use of polite language in early childhood education can shape good character [22]. Likewise, political behavior has an equally important role in social life. Political attitudes reflect how a person acts by obeying the norms, customs and culture that apply in society [23].

However, challenges in implementing Acehnese cultural fusion-based learning also need to be faced. Limited local-based teaching materials and lack of training for teachers are obstacles to optimal implementation. As a solution, the development of a local content curriculum that integrates Acehnese cultural values, as well as training for teachers on a culture-based approach, is very much needed. As suggested by Mulyani at al. it is important for schools to actively promote the use of local languages through local content lessons and special activities [24].

The applied learning has made a major contribution to the formation of language attitudes and behavior. Students not only master the language, but also appreciate and preserve the culture. However, the practical challenges in implementing this basic cultural learning have several challenges because not all teachers have a deep understanding of Acehnese culture and how to integrate it effectively into language learning. Furthermore, there are limited relevant and representative learning resources that authentically highlight Acehnese culture, so that teachers have difficulty compiling contextual teaching materials. Likewise, the diversity of student backgrounds can cause gaps in understanding and participation. Finally, the education system that is still oriented towards academic achievement often provides little space for contextual culture-based learning, so that efforts to develop language attitudes and behavior through this approach do not receive adequate institutional support.

Conclusion

The implementation of Acehnese cultural fusion-based learning provides a significant contribution to the development of students' language attitudes and behavior. First, students' language attitudes are formed through the habituation of politeness values ​​and communication that are in accordance with norms, which reflect the integration of local Acehnese culture with Islamic education and global values. Second, learning strategies that combine Acehnese cultural elements with modern methods are able to create a contextual and meaningful learning atmosphere, so that students not only understand language as a means of communication, but also as part of cultural identity. Third, there is a close relationship between language attitudes and language behavior; students who have a positive attitude towards language tend to demonstrate active, polite, and socially contextual language behavior. Thus, fusion culture learning not only improves the language competence of early childhood children, but also forms character and identity that are rooted in local and religious values.

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