Dinamika Pemerolehan Bahasa Anak Usia 0–3 Tahun Di Kota Lhokseumawe: Kajian Psikolinguistik Dan Sosiolinguistik Urban
DOI:
https://doi.org/10.59944/jipsi.v5i3.1477Keywords:
language acquisition, early childhood, Lhokseumawe, psycholinguistics, urban bilingualismAbstract
This study aims to describe the dynamics of language acquisition among children aged 0 to 3 years in Lhokseumawe City through psycholinguistic and urban sociolinguistic perspectives. The study focuses on children’s language development stages, the use of Indonesian and Acehnese, and the family, social, and digital factors that influence early language acquisition. This research used a descriptive qualitative approach with a case study method. The participants consisted of eight children aged 0 to 3 years living in urban and suburban areas of Lhokseumawe. Data were collected through naturalistic observation, recordings of children’s conversations, interviews with parents, and vocabulary development notes. The data were analyzed through speech transcription, classification of language development stages, and interpretation of bilingual patterns. The findings show that children pass through the stages of cooing and babbling, holophrastic speech, two-word utterances, and telegraphic or multi-word speech. Children in urban areas tend to acquire Indonesian as their first language, while children in suburban areas receive simultaneous exposure to Indonesian and Acehnese. The study also reveals code-mixing, family influence, daycare interaction, and gadget exposure in children’s vocabulary development. These findings confirm that language acquisition in Lhokseumawe is shaped by biological development, family language practices, and urban social change.
References
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59, 1461–1479. https://doi.org/10.1007/s11135-024-02022-5
Al-Auwal, T. M. R., Amery, R., & Green, I. (2024). Language shift in Aceh: The sociolinguistic situation of post-conflict society. Studies in English Language and Education, 11(3), 1748–1766. https://doi.org/10.24815/siele.v11i3.39159
Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S. (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis. Child Development, 92(2), 484–501. https://doi.org/10.1111/cdev.13508
Aziz, Z. A., Yusuf, Y. Q., & Aulia, N. (2021). Acehnese attitudes towards their heritage language: A qualitative, inter-generational study. The Qualitative Report, 26(8), 2631–2647. https://doi.org/10.46743/2160-3715/2021.4830
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597
Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S., & Gregory, T. (2024). Screen time and parent-child talk when children are aged 12 to 36 months. JAMA Pediatrics, 178(4), 369–375. https://doi.org/10.1001/jamapediatrics.2023.6790
Finders, J. K., Wilson, E., & Duncan, R. J. (2023). Early childhood education language environments: Considerations for research and practice. Frontiers in Psychology, 14, 1202819. https://doi.org/10.3389/fpsyg.2023.1202819
Gámez, P. B., Palermo, F., Perry, J. S., & Galindo, M. (2023). Spanish-English bilingual toddlers’ vocabulary skills: The role of caregiver language input and warmth. Developmental Science, 26(2), e13308. https://doi.org/10.1111/desc.13308
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523.
Hollebeke, I., Struys, E., & Agirdag, O. (2023). Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review. Journal of Multilingual and Multicultural Development, 44(10), 1044–1075. https://doi.org/10.1080/01434632.2020.1858302
Idaryani, I., & Fidyati, F. (2022). Language vitality among Acehnese parents and its implication to language maintenance: On perspective of Expanded Graded Intergenerational Disruption Scale. Journal of English Language and Education, 7(1), 170–182. https://doi.org/10.31004/jele.v7i1.264
Idaryani, I., & Fidyati, F. (2023). Acehnese parents’ attitudes and their implications in the intergenerational transmission of the heritage language. Studies in English Language and Education, 10(1), 470–486. https://doi.org/10.24815/siele.v10i1.25632
Kidd, E., & Garcia, R. (2022). How diverse is child language acquisition research? First Language, 42(6), 703–735. https://doi.org/10.1177/01427237211066405
Lim, W. M. (2025). What is Qualitative Research? An Overview and Guidelines. Qualitative Market Research: An International Journal. https://doi.org/10.1177/14413582241264619
Mak, E., Nichiporuk Vanni, N., Yang, X., Lara, M., Zhou, Q., & Uchikoshi, Y. (2023). Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families. Frontiers in Psychology, 14, 1059298. https://doi.org/10.3389/fpsyg.2023.1059298
Martinot, P., Bernard, J. Y., Peyre, H., De Agostini, M., Forhan, A., Charles, M. A., … Plancoulaine, S. (2021). Exposure to screens and children’s language development in the EDEN mother-child cohort. Scientific Reports, 11, 11863. https://doi.org/10.1038/s41598-021-90867-3
McMullin, C. (2023). Transcription and qualitative methods: Implications for third sector research. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 34(1), 140–153. https://doi.org/10.1007/s11266-021-00400-3
Muszyńska, K., Krajewski, G., Dynak, A., Garmann, N. G., Romøren, A. S. H., Łuniewska, M., … Haman, E. (2025). Bilingual children reach early language milestones at the same age as monolingual peers. Journal of Child Language. https://doi.org/10.1017/S0305000924000655
Nurhayati, N., & Rosadi, K. I. (2022). Determinasi Manajemen Pendidikan Islam: Sistem Pendidikan, Pengelolaan Pendidikan dan Tenaga Pendidikan Islam. International Edition, 3(1), 451–464. https://doi.org/https://doi.org/10.38035/jmpis.v3i1
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159X.2022.2057287
Pepinsky, T. B., Abtahian, M. R., & Cohn, A. C. (2024). Urbanization, ethnic diversity, and language shift in Indonesia. Journal of Multilingual and Multicultural Development, 45(7), 2503–2521. https://doi.org/10.1080/01434632.2022.2055761
Siow, S., Gillen, N. A., Lepădatu, I., & Plunkett, K. (2023). Double it up: Vocabulary size comparisons between UK bilingual and monolingual toddlers. Infancy, 28(6), 1030–1051. https://doi.org/10.1111/infa.12562
Sun, Y., Blewitt, C., Edwards, S., Fraser, A., Newman, S., Cornelius, J., & Skouteris, H. (2023). Methods and ethics in qualitative research exploring young children’s voice: A systematic review. International Journal of Qualitative Methods, 22, 1–17. https://doi.org/10.1177/16094069231152449
Xie, W., Lu, J., & Lin, X. (2024). Is screen exposure beneficial or detrimental to language development in infants and toddlers? A meta-analysis. Early Child Development and Care, 194(4), 606–623. https://doi.org/10.1080/03004430.2024.2349622
Zheng, Z., Degotardi, S., Sweller, N., & Djonov, E. (2025). What factors are associated with young children’s language learning environment? A systematic review of Language Environment Analysis measures. Early Education and Development, 36(6), 1247–1277. https://doi.org/10.1080/10409289.2025.2505830
