SCRIPT : Language, Society, and Education
Member of 2nd Group (5E) :
● Putri Dewi Intan (1232040179)
● Nesya Amanda Putri (1232040129)
● Cisy Rasiana (1232040184)
( Speaker 1 : Putri Dewi Intan )
Good morning everyone. Today, our group will present on the topic Language, Society, and
Policy in Indonesian Education. My name is Putri Dewi, and I will begin by explaining the
relationship between language, society, and schooling. My friends Nesya Amanda and Cisy
Rasiana will continue with the next parts.
Language is not only a tool for communication, but also a reflection of social identity,
culture, and power. As Holmes (2013) points out, the way people use language is influenced
by social factors such as class, ethnicity, and context. This means that language and society
are deeply interconnected, and schooling plays a central role in shaping how languages are
used across generations. In Indonesia, the school system is one of the main platforms where
students encounter and practice multiple languages. Schools use Bahasa Indonesia as the
language of instruction, which functions as the national language to unite people from diverse
ethnic backgrounds. At the same time, students bring their local or regional languages—such
as Javanese, Sundanese, or Balinese—into the classroom, while English is introduced as a
foreign language to prepare students for global communication.
This multilingual situation creates what Fishman (2006) calls a multilingual ecology, where
each language serves a different function. For example, a student may use Sundanese at
home, Bahasa Indonesia in school, and English in online learning or international programs.
While this diversity can be enriching, it also creates challenges. Some local languages are in
decline as younger generations prefer Bahasa Indonesia or English, a phenomenon known as
language shift. Students often switch between languages in informal conversation, a practice
called code-switching, which shows creativity but can sometimes interfere with formal
communication. Furthermore, there are issues of educational equity, as children from rural
areas may struggle if their home language is very different from the language used in schools.
Thus, schools in Indonesia do not only serve as academic institutions, but also as language
laboratories where students constantly negotiate between their personal identities and broader
national or global demans.
Now, I will hand over to my friend Nesya, who will explain language policy in Indonesian
education, focusing on the role of Bahasa Indonesia, local languages, and English.
(Speaker 2 : Nesya Amanda Putri)
Thank you, Putri. Now i will explain about language policy in Indonesian education, focusing
on the role of Bahasa Indonesia, local languages, and English.
First, Indonesia has a national language policy that makes Bahasa Indonesia the official
language for education and government. In schools, Bahasa Indonesia is the main medium of
instruction, especially from primary level onwards. This is important to create unity and
make sure students from different regions can understand the same lesson.
Second, the policy also recognizes local languages as part of cultural heritage. In some
regions, students learn their mother tongue, such as Javanese, Sundanese, or Balinese, as a
local content subject. This is valuable because it keeps the younger generation connected to
their identity and traditions, while still learning the national language. For example, in
Yogyakarta, students may study Javanese alongside Bahasa Indonesia.
Third, English is considered a foreign language but still has a strong role in education. It is
usually introduced from junior high school, and sometimes earlier depending on local policy.
English is needed for global communication, higher education, and professional
opportunities. For instance, university students often need to read academic articles in
English or pass a TOEFL test.
In the context of education, this means Indonesian students grow up in a multilingual
environment. They may use a local language at home, Bahasa Indonesia at school, and
English as a subject. This shows that language policy in Indonesia is not only about choosing
one language, but also about balancing national unity, cultural diversity, and global
competitiveness.
Next, my friend Cisy will continue with the impact of language policy on English learning in
schools and universities.
(Speaker 3 : Cisy Rasiana)
Thanks, Nesya. The last point we want to highlight is the impact of language policy on
English learning practices in Indonesia. Language policies not only decide when and how
English is taught, but also influence the way teachers and students interact in classrooms. For
instance, in many schools, teachers often switch between English and Bahasa Indonesia to
make sure students understand grammar or vocabulary.
This is especially important in the context of English language teaching in Indonesia because
the national policy treats English as a foreign language, which means exposure is limited
compared to countries where English is a second language. Policies in universities, such as
requiring a TOEFL or IELTS score, also shape how students prepare for graduation.
For example, imagine a classroom where a teacher explains a reading passage in English, but
when students look confused, the teacher translates key points into Bahasa Indonesia
([Link] This multilingual practice reflects how policy goals meet
classroom realities.
To conclude my part, the key idea is that language policy strongly shapes not only the
curriculum, but also the everyday strategies teachers and students use in learning English.
Now, I will return to Putri for the closing of our presentation.
( Speaker 1 : Putri Dewi Intan )
To conclude, we have seen that language, society, and schooling are strongly connected.
Indonesia’s language policy places Bahasa Indonesia as the main language, acknowledges
local languages, and promotes English as a foreign language. This policy has benefits for
national identity but also creates challenges for English learning in both schools and
universities.
Thank you for your attention. We are happy to answer any questions.
References
Abduh, A., & Rosmaladewi, R. (2019). Language policy, identity, and bilingual education in
Indonesia: A historical overview. XLinguae, 12(1), 219–227.
[Link]
Fishman, J. A. (2006). Language and ethnicity. Oxford University Press.
Godwin-Jones, R. (2019). Emerging technologies: Language learning and technology in the
age of AI. Language Learning & Technology, 23(3), 4–14.
Holmes, J. (2013). An introduction to sociolinguistics (4th ed.). Routledge.
Holmes, J., & Wilson, N. (2022). An introduction to sociolinguistics (6th ed.). Routledge.
[Link]
Liddicoat, A. J., & Crichton, J. (2014). Language planning in universities: Teaching, research
and administration. Current Issues in Language Planning, 15(2), 1–15.
[Link]
Meyerhoff, M. (2006). Introducing sociolinguistics. Routledge.
[Link]
Samuel, J. (2025). Education and regional languages in Indonesia: Between necessity,
indifference and regret. Moussons, (25). [Link]
Suryani, J. (2024). English learning policy in Indonesia: A public administration perspective.
Paris Conference on Education 2024.
[Link]
Wardhaugh, R. (2010). An introduction to sociolinguistics (6th ed.). Wiley-Blackwell.