Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 309 Online version available in : http://arbitrer.fib.unand.ac.id | 2339-1162 (Print) | 2550-1011 (Online) | JURNAL ARBITRER Submission Track A B S T R A C T Received: October 12, 2023 Final Revision: December 27, 2023 Accepted: December 29, 2023 Available Online: January 8, 2024 Multilingual conditions can threaten the mother tongue in a tourism area because most people use other languages when interacting with tourists. Thus, it can hamper the inheritance of the mother tongue or even replace it with another language. This study used a sociolinguistic theoretical approach to measure the mother tongue’s vitality level in a multilingual community in Dieng, Central Java. This descriptive study used a mixed method. Data were collected from interviews with 53 informants and with the help of a research instrument namely the Interview Package of “Basa Urang”. Data were analyzed based on Miles dan Huberman’s model (1984), covering data collection, reduction, presentation, and drawing conclusions. The study results showed that the vitality of the mother tongue in the multilingual community in Dieng, Central Java is in the vulnerable category as the mother tongue is only used in the domestic domain. This is proven by the percentage level of mother tongue use based on patterns ‘with’, patterns ‘in’, and patterns ‘for’. The main factors causing the low vitality of the mother tongue in the multilingual community in this area are economic and educational. This study describes the condition of each living language in a multilingual society in Dieng, Central Jawa. This study provides quite large implications in describing the vitality of mother tongues in a multilingual society in Dieng, Central Java, but further studies are needed to get a deeper understanding of the implications. Keywords language attitudes, language vitality, mother tongue, multilingual society, sociolinguistics Correspondence E-mail: nunungsitaresmi@upi.edu Article The Vitality of Mother Tongues in a Multilingual Society in Dieng, Central Java Nunung Sitaresmi1, Meilani Puji Astini2, Lilis Siti Sulistyaningsih3, Isah Cahyani4, Rahmawati5 1,2,3,4Universitas Pendidikan Indonesia, Indonesia, Bandung, Indonesia 5Universitas Gadjah Mada, Indonesia, Yogyakarta, Indonesia Under License of Creative Commons Attributioni-Non Commercial 4.0 International.DOI: https://doi.org/10.25077/ar.10.4.309-322.2023 I. INTRODUCTION Indonesia had 718 regional languages spread over 2,560 observation points in 2019 (Kementerian Pendidikan dan Kebudayaan, 2019). This number can change over time as language is dynamic and depends on the speakers’ language attitudes. Language attitudes can be influenced by some factors, such as internal factors originating from the individual speaker and external factors, namely the environment in which the speaker lives. The majority of community groups in Indonesia are heterogeneous. Dieng is a region that comprises of diverse speech communities. As a result, it encounters numerous hurdles in utilizing different regional languages. This is because this area has many tourist attractions with a high number of tourist visits such as Sikunir, Mount Prau, Telaga Warna, Arjuna Temple, Sikidang Crater, and others. They attract the attention of both domestic and foreign tourists. It means that there can be a large-scale language contact in this area. Local communities in a tourism area are slowly forced to learn other languages, such as other regional languages, Indonesian, and foreign languages. The goal is to adapt and communicate with tourists. People living in tourist areas usually take advantage of tourism to make a living by selling. The greatest risk of large-scale language contact is language shift, particularly a shift towards local regional languages. Mother tongue must remain alive to maintain the identity of the speaking community. Kecskes and Papp (2000, p. 2) explain that the mother tongue must be maintained Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 310 regardless of how difficult it is to maintain it and no matter how many other languages being mastered. Recently, 3000 regional languages have been threatened with extinction putting the World Atlas of Language at risk (UNESCO, 2020). Anindyatri and Mufidah (2020, pp. 27–33) mapped the vitality status of regional languages in each province in Indonesia. First, 19 regional languages in 9 provinces are stable but threatened with extinction. Second, two provinces have three regional languages which are experiencing a decline. Third, 24 regional languages in 10 provinces are classified as endangered. Fourth, five regional languages in 3 provinces have critical status. Fifth, 11 regional languages in 4 provinces have extinct status. Mother tongues in many parts of the world are threatened with extinction. Language problems are challenging to solve. Languages are more than just a means of communication; they can expose the skills, worldview, and characteristics of the speaker (Cargile, Giles, Ryan, & Bradac, 1994; Dragojevic & Giles, 2016). Languages are a tool that can increase a sense of solidarity in a speech community (Bourhis, 1983; Bourhis, Giles, & Tajfel, 1973; Dragojevic & Giles, 2016; Saidat, 2010). Besides, Astawa (2018) explains that languages have some important functions in social life, namely as a means of communication, a means of familiarity, and a means of self-identity in the form of regional pride. Today, regional languages do not only compete with each other but also with Indonesian and other languages. Holmes (Holmes, 2013) explains that the languages spoken by different individuals or groups can gradually replace the mother tongue. Language competition can occur between regional languages, national languages, and foreign languages (Sobarna, 2007). The temptation to adopt more common regional, national, and international languages has led to a decline in the number of regional language speakers and even raised concerns about language competition (Arka, 2013, p. 77). It is in line with Arka (2013), Wurm (2003, p. 21) that Indonesian is increasingly displacing other regional languages, especially among younger speakers. The younger generation is brainwashed into speaking Indonesian during formal education. On the other hand, some preschool and elementary schools in Indonesia prefer to use a foreign language as the language of instruction during the teaching and learning process. Besides functioning as a language of instruction, foreign languages serve as markers of a child’s social status. The reduced use of regional languages among children indicates that the language is starting to decline and shift. Referring to UNESCO (in Austin & Sallabank, 2011, p. 3) and Badan Pengembangan dan Pembinaan Bahasa (2020, p. 11), languages are considered to be in danger of becoming extinct if children no longer learn their mother tongue. One possible solution to overcome this linguistic problem is to encourage children, grandchildren, and even great-grandchildren to use their mother tongues, at least in the family domain. Regional languages can also be used as the language of instruction in teaching literacy to children, if possible. To maintain linguistic diversity, particularly in mother tongues, UNESCO has initiated International Mother Language Day (IMLD) since 1999 which stems from the anxiety that some regional languages are almost extinct. Abbas and Iqbal (2018, p. 201) explain that the life of a language depends on the speaker’s linguistic attitudes. The development of a language will be guaranteed if its speakers have a good attitude towards the language. The future of a language is threatened when the speakers show or maintain a negative attitude towards the language. Some previous studies have examined the vitality of language in conventional spaces. Firman, Astar, and Nugroho (2023) have proven that the vitality of Moronene language has declined to 0.54. Besides, Rahmawati, Fasya, and Sudana (2022) revealed that the vitality of Sundanese in virtual spaces, especially in the YouTube Fiksi channel is positive. Moreover, Ariyanti and Sofian (2021) showed that the speaking community in Kuningan District still faithfully uses Sundanese with a percentage of 82%. The significance of the mother tongue in multilingual communities, especially in tourist areas like Dieng in Central Java, has not been given enough attention in previous studies. It is important to note that these areas are highly susceptible to language shifts. Consequently, it is advisable to conduct studies on language vitality in this region to monitor the use of the mother tongue in multilingual communities. This research will assist policymakers in formulating effective strategies to prevent the extinction of languages. Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 311 The current study is necessary to provide valuable insights for preserving regional languages and advancing the Indonesian language. Over the years, the development of the Indonesian language has been influenced majorly by regional languages, with Javanese being one of the most prominent ones. The Indonesian language has assimilated many Javanese words into its vocabulary. In order to make the Indonesian language an official UN language by 2045, a potential strategy could be to preserve and include other regional languages besides Javanese. Sociolinguistics is the study of language and its relationship with society (Hazen, 2010; Holmes, 2013; Hudson, 1996; Lillis, 2013; Spolsky, 1998). Sociolinguistics is an interdisciplinary science between linguistics and sociology that emphasizes the relationship between language and its users (Chaer & Agustina, 2010, p. 4; Nababan, 1993, p. 2; Pateda, 2015, p. 3–4; Sumarsono, 2017, p. 1). Language vitality depends on the speakers’ language attitudes which means that language vitality and language attitudes are closely interrelated (Bell, 1976; Gomashie, 2023; Grenoble, 2011). Grenoble (2011, pp. 39–40) states that a more positive attitude increases the vitality of language, while a more negative attitude supports change. A language loses vitality when it is used less frequently in contexts with fewer speakers. Language will be closer to extinction as its vitality decreases (Ibrahim, 2011, p. 49). The vitality of languages is influenced by 7 factors, namely language standardization, language vitality, autonomy, historicity, reduction, mixture, and policy (Wardhaugh, 2006, p. 33). Greenfield classified language use into five categories namely, kinship, friendship, religion, education, and work (see Fishman, 1972)they have to be mechanically air-conditioned to achieve the required thermal comfort for worshippers especially in harsh climatic regions. This paper describes the physical and operating characteristics typical for the intermittently occupied mosques as well as the results of the thermal optimization of a medium size mosque in the two hot-dry and hot-humid Saudi Arabian cities of Riyadh and Jeddah. The analysis utilizes a direct search optimization technique that is coupled to an hourly energy simulation program. Based on that, design guidelines are presented for the optimum thermal performance of mosques in these two cities in addition to other design and operating factors that need to be considered for mosques in general. © 2009 The Author(s. The interlocutor, setting, and subject of conversation differentiate these five domains. First, in the kinship aspect, the interlocutors are parents and the topics discussed are usually related to how to be a good son or daughter. Second, in the aspect of friendship, the person you are talking to is a friend, and the topic of conversation is usually related to how to play certain games. Third, in the religious aspect, the interlocutor is a religious teacher or religious figure, and the topic of conversation is usually related to how to be a good religious person. Fourth, in the aspect of education, the interlocutor is a teacher, and the topic of conversation is usually related to how to solve problems. Fifth, in the aspect of work, the interlocutor is the employer, boss, or co-worker and the topic of discussion is how to make efficient performances. UNESCO (in Austin & Sallabank, 2011, p. 3) and Badan Pengembangan dan Pembinaan Bahasa (2020, p. 11) categorize language vitality into the following 6 categories: (1) Safe: The language is spoken by all generations, and intergenerational transmission is uninterrupted. (2) Unsafe/vulnerable: Most children speak the language, but it may be limited to certain domains (e.g., home). (3) Definitely Endangered: Children no longer learn their mother tongue at home. (4) Severely Endangered: Language spoken by grandparents and older generations. The older generation still understands it, but they don’t use the language with their children or among themselves. (5) Critically endangered: The youngest speakers are grandparents or the older generation who only partially or rarely speak the language. (6) Extinct: There are no longer any speakers who use their mother tongue. The determination of the vitality status of regional languages in the Dieng plateau area, Central Java is based on the language status categories above. Based on the research problem, this research generally aims to describe the vitality of mother tongue in multilingual communities in tourism areas of Dieng, Central Java. Specifically, this Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 312 study aims to describe the vitality of mother tongue in multilingual communities in tourism areas of Dieng, Central Java by gender, age, and education levels. II. METHODS This descriptive study used a mixed method. Creswell (2009) emphasizes that mixed methods can be used to produce more comprehensive, complete, and superior answers and understanding. This study aims to describe the vitality of local languages in Dieng, Central Java. This study mainly used sociolinguistics theory to assist the method. Sociolinguistics is a study of a language and its relationship with society (Spolsky, 1998). The social use of language spreads into all phenomena that become the subject of sociolinguistic studies. The data was collected from interviews conducted with 53 individuals who have different mother tongues. The study involved 28 male and 25 female participants. The informants consisted of 25 young and 28 older individuals. In terms of educational levels, 45 participants had a low education level and 8 participants had a high education level. Additionally, the diversity of the participants’ backgrounds is related to variations in their mother tongue. The informants were speakers with different mother tongues, such as (1) Javanese (BJ) with a total of 17 people, (2) Kromo (BJK) with a total of 5 people, (3) Ngapak (BJN) with a total of 4 people, (4) Dieng (BJD) with a total of 23 people, (5) Wonosobo (BJW) with a total of 1 person, (6) Malay (BM) with a total of 2 people, and (7) Sundanese (BS) with a total of 1 person. This study utilized the “Interview Package of Basa Urang,” an instrument developed based on Cohn et al.’s work (2013, pp. 9-10). The instrument grouped language domains into five categories, following Greenfield’s concept, which includes family, friendship, religion, education, and work (Fishman, 1972, p. 445). These five domains differentiate based on the interlocutor, setting, and the subject of conversation. Cohn et al. (2013, pp. 9–10) further divided language use patterns into three categories: patterns “for,” patterns “in,” and patterns “with.” In this study, the primary data were categorized using these three types of language use. This study was carried out in Dieng, Central Java, an area popular for tourism. Observations have shown that the local Javanese-speaking people have been exposed to language contact with both domestic and foreign tourists. The research method followed the flow outlined by Miles and Huberman (1984), which includes six stages: (1) selecting the research topic, (2) collecting data, (3) reducing data, (4) classifying data, (5) presenting data, and (6) drawing conclusions. The data collection process involved the researchers’ recording and interview techniques. III. RESULTS The discussion of this study includes a description of the vitality of the mother tongue in Dieng, Central Java, based on the gender, age and education level of the informants. Besides, data are also classified based on language use patterns. Vitality of Mother Tongue Based on Informant Gender Based on informant gender, data are classified into three patterns of language use, namely patterns ‘with’, patterns ‘for’, and patterns ‘in’. A detailed description of the vitality of mother tongue use based on informant gender can be seen below. Pattern ‘with’ based on Gender Differences Based on the results of the analysis of the vitality of the mother tongue using pattern “with”, speakers did not significantly use the mother tongue in the family domain. The vitality of the mother tongue in the family domain by gender can be seen below. Figure 1. Pattern “with” of male informants Based on Figure 1, 56% of male informants use regional languages with their families. Informants who use regional languages with their families are PBJ, PBJK, PBJN, PBJD, PBM, and PBS. Male informants speak Malay with their family because they grew up in the Mandailing area for a long time. Meanwhile, some informants use Sundanese because they were born in Bandung. Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 313 As shown in Figure 2, most female informants also use regional languages with their families (54%). Informants who use their regional language are PBJ, PBJK, PBJN, and PBJD. Therefore, the inheritance of regional languages in the family domain is still quite good. Besides being used with family, regional languages are used with neighbors and servants. Male and female informants dominantly use their respective regional languages due to the similarity of regional languages between the informants and their neighbors and servants. Both male and female informants use Indonesian when communicating with other or mixed ethnic groups. This is to make the communication process run smoothly. Pattern ‘for’ based on Gender Differences Based on the results of the analysis of the vitality of the mother tongue using pattern “for”, speakers significantly use the mother tongue to get angry and dream. The vitality of the mother tongue using the pattern “for” can be seen in Figure 3. the speaker’s feelings. However, 4% of other informants used English when dreaming. During prayer, both in the heart and places of worship, the informants use their respective regional languages. However, some informants use Indonesian and Arabic for praying. This is influenced by the religion being adhered to. Figure 2. Pattern “with” of female informants Figure 3. Pattern “For” based on gender differences Based on Figure 3. informants use regional languages during spontaneous language activities, such as anger and dreams. It indicates that regional languages are still dominantly used to express Figure 4. The use pettern ‘for’ Figure 4 shows male and female informants use Javanese and Jawa Dieng. Besides, male informants sometimes use Indonesian for counting, where the intensity of use reaches 24%. Meanwhile, for female informants, the intensity of use of Indonesian for numeracy activities is higher, namely 34%. Moreover, female informants also use English to count with an intensity level of up to 3%. The variety of language used in counting activities is affected by the need for informants to interact with tourists. Figure 5. Pattern “For” based on language used in SMS Based on Figure 5, informants tend to use regional languages when exchanging messages via SMS. This is because the interlocutor uses the same Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 314 regional language. However, the regional language used is not significantly different when compared to Indonesian. Informants also intensively use Indonesian. The percentage of intensity of use of Indonesian for message exchange activities reached approximately 41% (male informants) and approximately 36% (female informants). The use of Indonesian for message exchange activities aims to make it easier to abbreviate. tend to use Indonesian. Figure 7. shows more than 67% of male informants chose to use Indonesian in the educational field, and almost 100% chose to use Indonesian at the tertiary level. Meanwhile, the intensity of the use of regional languages by female informants only reached 48%. This means that the intensity of regional language use between male and female informants is different. Male informants tend to have a more negative attitude towards regional languages, while female informants have a more positive attitude towards regional languages. Vitality of Mother Tongue Based on Informant Age Based on the informant’s age, the data are classified into three patterns of language use, namely patterns ‘with’, patterns ‘for’, and patterns ‘in’. The vitality of mother tongue use based on informant age can be seen below. Pattern ‘with’ based on Age Differences Based on the analysis of the vitality of the mother tongue using pattern “with”, speakers significantly use the mother tongue to communicate with older and younger speakers. The vitality of the mother tongue by age can be seen below. Figure 6. Pattern “For” based on language used in mass media Figure 6 indicates both male and female informants intensively use Indonesian to read newspapers, magazines, and novels, and listen to music and radio, and even watch television. Male informants’ use of Indonesian increased by more than 56%. Meanwhile, the intensity of the use of Indonesian by female informants reached more than 57%. The high intensity of the use of Indonesian can be due to the limited regional language media. Pattern ‘in’ based on Gender Differences Based on the pattern of regional language use, informants intensely use Indonesian in the familial and friendship domains, such as at home, stalls/ markets, and playgrounds. This indicates that the closer the speaker’s emotional relationship with the speech partners, the higher the intensity of regional language use. This is reinforced by the minimal use of regional languages in the work/ public domains, such as workplaces, banks, and post offices. In the aspect of work, informants tend to prefer Indonesian because formal situations and conditions require them to use a language that everyone can understand so they use Indonesian which is a national language and more relevant for use in official situations. Besides the field of work, Indonesians dominate language use in education. The formal nature of the learning situation and various learning materials, such as books and other learning media Figure 7. Pattern “in” based on gender difference Figure 8. Pattern “With” based on age differences Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 315 for playing social media with an intensity of 52% and 50%, respectively. Based on the results of the data analysis, all informants have positive language attitudes towards regional languages. Both male and female informants used regional languages to communicate with older and younger interlocutors such as grandfathers, mothers, fathers, husbands/wives, brothers, sisters, relatives, servants, neighbors, and friends of the same tribe (Javanese). The intensity of the use of regional languages reached almost 100%. However, 70% of informants used Indonesian with friends of different ethnicities/ regional languages. Pattern ‘for’ based on Age Differences Based on the analysis of the vitality of the mother tongue using pattern “for”, speakers equally use the mother tongue and other languages to communicate with older and younger speakers. The vitality of the mother tongue by age can be seen in Figure 9. Figure 9. Pattern “For” based on age differences used in SMS Figure 10 shows he intensity of using regional languages to communicate via SMS for young and old informants reached 59%. Figure 10. Pattern “For” based on gender differences used in social media Figure 11 indicates that young female and male informants tend to prefer using regional languages Figure 11. Pattern “For” based on age differences used in printed media In literacy activities, most young informants choose Indonesians to read novels, magazines, and newspapers (90%). Meanwhile, older informants had a lower intensity of using Indonesian in literacy activities (67%). This indicates that older informants have more positive language attitudes than younger informants in literacy activities. This can be due to the high percentage of young informants who use Indonesian. The lower intensity level of older informants can be influenced by their inability to read and write. Only 38% of young and old informants use regional languages, especially Javanese and Jawa Dieng, to listen to music and radio. Pattern ‘in’ based on Age Differences Based on the analysis of the vitality of the mother tongue using pattern “in”, speakers did not significantly use their mother tongue to communicate with older and younger speakers. The vitality of the mother tongue by age can be seen inf Figure 12. Figure 12. Pattern “in” based on age differences Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 316 54% of informants, both old and young, use regional languages in the family and public domain, such as homes, markets, food stalls, and public transportation. However, in the field of work, young informants equally use regional languages and Indonesian. education tend to choose to use regional languages. Informants with common educational backgrounds are speakers of Javanese, Kromo, Ngapak, and Malay. This indicates that informants with high and low educational backgrounds use regional languages to communicate with families. Even though the use of regional languages is relatively high, Indonesian is also used by informants with a high educational level (17%) and a low academic level (9%) to communicate with their husband/ wife and siblings. The use of language with neighbors and housemaids in the higher education category is dominated by Javanese, Kromo, and Jawa Ngapak. Meanwhile, regional languages in the low education category are quite diverse, such as Javanese, Kromo, Ngapak, Dieng, and Malay. In addition, 10% of informants with low education categories use Indonesian with their neighbors. Figure 13. Pattern “in” based on in work In contrast to young informants, most older informants use regional languages in the field of work, with an intensity of use reaching 77%, while the other 23% use Indonesian. Besides using regional languages and Indonesian equally, young and old informants also use English (7%) in the work area due to work demands. More than 50% of young and old informants use Indonesian in the educational field. This is because the majority of learning resources are in Indonesian. Besides, formal teaching and learning activities require informants to use the national language, Indonesian. Regional languages are still used in the field of education, but they are limited to communication activities with friends only. Vitality of Mother Tongue Based on Educational Level Based on the educational level, data are classified into three patterns of language use, namely patterns ‘with’, patterns ‘for’, and patterns ‘in’. The vitality of mother tongue use based on educational levels can be described below. Patterns “with” Based on Educational Level Differences Based on the results of data analysis, informants with a higher level of education choose to use regional languages with their families. Javanese, Kromo, Ngapak, and Sundanese speakers are informants with a high level of education. However, informants with a low level of Figure 14. Pattern “with” based on educational level Based on the category of regional languages used with friends of the same tribe, Figure 14 shows informants with higher educational backgrounds still use regional languages, starting from Javanese (29%), Jawa Ngapak (14%), Sundanese (29%), and Indonesian (29 %). Moreover, informants with low educational backgrounds tend to use regional languages, starting from Javanese (43%), Jawa Dieng (22%), and Indonesian (30%). Based on the category of regional language use with friends of different ethnicities, all informants with a higher education level use Indonesian (100%). Even, informants with low educational backgrounds tend to use Indonesian (80-90%). This means that informants with a higher educational background are more easily exposed to Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 317 the influence of other languages, both Indonesian and foreign languages, so the intensity of their use of regional languages is lower than those with a low education level. Patterns ‘for’ based on Educational Level Differences Based on the analysis of the vitality of the mother tongue using pattern “for” pattern, t speakers did not significantly use their mother tongue for literacy activities. The vitality of the mother tongue by different levels of education can be seen in Figure 15. attitude towards regional languages. It can be seen from the high intensity of using Indonesian when using social media, namely 80%. Meanwhile, informants with low education levels have a more positive attitude toward regional languages because the intensity of the use of Indonesian is only 41%. Patterns “in” based on Education Level Differences Based on the analysis of the vitality of the mother tongue using pattern “in” speakers use the mother tongue and Indonesian equally in public spaces. The vitality of the mother tongue by different levels of education can be seen Figure 16. Figure 15. Pattern “for” based on educational level Based on language use patterns, more than 75% of informants with high and low education levels use Indonesian for literacy activities, such as reading newspapers, reading magazines, reading novels, listening to music, listening to the radio, and watching television. However, 22% of informants with higher education levels chose to use English to listen to music. Furthermore, some informants with low educational backgrounds decide to use English (4%) and Arabic (2%) to listen to music/ radio. Many informants use regional languages to exchange messages via SMS with family, friends, and husband/wife. Informants with low education levels tend to have a more positive attitude towards regional languages than those with higher educational backgrounds. This can be seen from the level of intensity. The intensity of using regional languages for informants with low and high education levels reached 52% and 42%, respectively. The factor influencing the level of intensity of using regional languages to exchange messages via SMS is the inability of informants with low education levels to read and write. In accessing social media, informants with higher educational backgrounds have a negative Figure 16. Pattern “in” based on educational level Most formal settings such as banks, post offices, and schools, tend to use Indonesian than regional languages. However, informants sometimes have the same attitude in using regional languages and Indonesian. For example, informants with higher education backgrounds use regional languages and Indonesian equally at work and school with an intensity of 50% each. However, the intensity of use of Indonesian is increasing in higher education, such as when communicating with lecturers (80%) and when communicating with friends (57%). Meanwhile, Indonesian use at post offices and banks has the same high percentage, namely 100%. In contrast to informants with higher education levels, those with lower education levels have a more positive attitude towards regional languages in public/formal domains. Informants with low education levels use Javanese (42%), Jawa Ngapak (4%), Jawa Dieng (16%), Indonesian (31%), and English (7%) at work, post offices, banks, and schools. If accumulated, the use of regional languages by informants with low educational backgrounds reaches 62%. It indicates that there are significant differences in the intensity of the use of regional languages in the public/formal domain between informants with high and low education Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 318 levels. The use of regional languages dominates communication activities with members of the same tribe, regardless of the education level. Informants with both high and low education levels predominantly use their regional language in the domestic domain. However, in the public domain (public transportation), informants with high and low education levels have opposite language attitudes. Around 71% of informants with higher education levels use Indonesian on public transportation and only 29% use Javanese. Meanwhile, the intensity of regional language use of informants with low education levels is 71%, while the other 29% use Indonesian. This means that the higher the level of education, the higher the use of Indonesian in the public domain. This study proves that the higher the education level, the higher the use of Indonesian. In detail, the use of Indonesian at the elementary school level and tertiary level reaches 56% and 80%, respectively. Besides, due to leaning demand, speech partners are increasingly varied/heterogeneous regional languages. Thus, the use of Indonesian is a solution to overcome the difference between speakers and interlocutors. IV. DISCUSSIONS The results of this study emphasize four critical points. First, regional languages are dominantly used in the domestic domain with family and friends of the same ethnic group. Regional languages cannot compete with Indonesian in public domains such as schools and workplaces. This research’s findings strengthen the results of previous study by Firman, Astar, and Nugroho (2023). It is proven that regional languages have started to shift. This shift is marked by the low level of vitality of the mother tongue in daily language activities, especially in the public domain. Second, the use of mother tongue in multilingual communities in Dieng, Central Java is quite diverse. The diverse backgrounds of the speakers and the various languages used. This diversity ultimately affects language contact and language shift, especially mother tongue. Rahmawati, Fasya, and Sudana (2022) reported that languages influenced each other, both in conventional and virtual spaces. Third, work and educational demands require speakers to use our national language or even international language. Benu, et al. (2023) argue that socio-economic factors contribute to the shift towards the majority language and cause the loss of the language of minority groups. Thus, all parties need to provide both formal and informal support for regional languages. Lin (2023) proves that the dominance of English is no longer inevitable. Fourth, older-generation speakers tend to be more conservative than younger-generation speakers. Lastly, this research identified factors affecting a language’s vitality, namely age, education, and gender. The age factor is one of the findings of Rahmawati, Fasya, and Sudana (2022) concerning the use of Sundanese language in virtual spaces. The results of his research also prove that age greatly influences a speaker’s language attitudes. Based on the results of analysis, the results of this study are in line with Iye, et al. (2023) that Maluku Province has many language use variations such as regional languages, Indonesian, English, Romance languages, and Arabic (Iye et al., 2023). This condition is influenced by the environment in which the language is used. Besides, the study reveals the influence of religion, culture, and media in which the language use highly influences the identity of the Maluku people. Besides Iye et al., (2023), Begum and Sinha (2021) explain that regional languages are currently experiencing marginalization. This is in line with Dağdeviren-Kırmızı (2023) that most informants prefer to use Russian rather than their language, Turkish. Dağdeviren-Kırmızı (2023) argues that the shift in language use is due to a lack of reading materials in the educational sector. Different from Iye et al. (2023) and Dağdeviren-Kırmızı (2023), Toró (2023) proves that the majority of Hungarian-speaking children learn in their mother tongue in Hungarian classes. Varah and Pawar (2023) and Tran (2023) also reveal that speakers have positive attitudes towards their mother tongue. However, speakers’ language attitudes are influenced by the pressure to use standard language in the public domain (Varah & Pawar, 2023). On the other hand, no government policy has provided a more significant share of the use of regional languages in the education domain so far. Regional languages play an essential role in social development and preserve speakers’ cultural and linguistic attributes (Chikaipa, 2023). Benu et al., (2023) argue that the state is responsible for Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 319 formal support through legislation and protection. Meanwhile, individuals, community groups, and non-governmental organizations need to provide informal support. Based on the analysis and discussion results, this research proves that shifts in regional languages or mother tongues can occur in homogeneous or heterogeneous communities. In addition to external factors, the vitality of languages is influenced by internal factors. Research concerning language vitality in multilingual communities in Dieng, Central Java also strengthens and proves previous research. This current research’s results can fill gaps not discussed in previous research. Based on the results of the study, the vitality of regional languages in Dieng, Central Java is in the vulnerable category because regional languages are only used in the domestic domain. Referring to UNESCO (in Austin & Sallabank, 2011, p. 3) and Badan Pengembangan dan Pembinaan Bahasa (2020, p. 11), languages with vulnerable status are characterized by most children speaking the language, but it may be limited to specific domains (for example, at home). However, this study cannot generalize the vitality of regional languages in this area as a whole because the number of informants is too small to represent the majority of people in this area. Therefore, further studies related to the vitality of regional languages in Dieng, Central Java are needed. V. CONCLUSION Based on the results and discussion, it can be concluded that the vitality of the mother tongue in multilingual communities in Dieng, Central Java, is considered vulnerable. This condition is caused by some factors, such as age, gender and education. This research strengthens previous research regarding the vulnerability of regional or mother tongue shifts in society. Besides, this research has other implications, namely to monitor the condition of the vitality of the mother tongue in multilingual communities in Dieng, Central Java. Policy makers can utilize the results of this study to formulate strategies to prevent language extinction in Indonesia. This research has some limitations that can be solved by further research. This research involves less sufficient informants to represent the majority of the population in Dieng. Thus, the results cannot be used to generalize the vitality of regional languages in the region as a whole. Therefore, future studies need to focus on the survival of regional languages in Dieng, Central Java. REFERENCES Abbas, F., & Iqbal, Z. (2018). Language Attitude of the Pakistani Youth towards English, Urdu and Punjabi: A Comparative Study. Pakistan Journal of Distance and Online Learning, 4(I), 199–214. Anindyatri, A. O., & Mufidah, I. (2020). Gambaran Kondisi Vitalitas Bahasa Daerah di Indonesia. (W. Permanawiyat, Ed.). Tangerang Selatan: Pusat Data dan Teknologi Informasi Kementerian Pendidikan dan Kebudayaan. Ariyanti, & Sofian, A. (2021). Vitalitas Bahasa Sunda di Kabupaten Kuningan. Metalingua, 19(2), 191– 204. Arka, I. W. (2013). Language management and minority language maintenance in (eastern) Indonesia : strategic issues. Language Documentation & Conservation, 7, 74–105. Astawa, I. N. T. (2018). Wacana Punahnya Bahasa Daerah Dalam Pergaulan Globalisasi. Kalangwan, 8(2), 180–189. https://doi.org/10.25078/klgw.v7i1.1076 Austin, P. K., & Sallabank, J. (2011). Introduction. In P. K. Austin & Julia (Eds.), The Cambridge Handbook of Endangered Languages (1st ed., pp. 1–24). Cambridge: Cambridge University Press. Begum, N., & Sinha, S. (2021). Mother tongue marginalisation: an empirical study on language visibility and vitality in public space of an Indian satellite town. International Journal of Multilingualism, 18(1), 41–58. https://doi.org/10.1080/14790718.2019.1591417 Bell, R. T. (1976). Sociolinguistics : Goals, Approaches and Problems (1st ed.). London: B.T. Batsford Ltd. Benu, N. N., Artawa, I. K., Satyawati, M. S., & Purnawati, K. W. (2023). Local language vitality in Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 320 Kupang city, Indonesia: A linguistic landscape approach. Cogent Arts and Humanities, 10(1), 1–14. https://doi.org/10.1080/23311983.2022.2153973 Bourhis, R. Y. (1983). Language attitudes and self-reports of french-english language usage in quebec. Journal of Multilingual and Multicultural Development, 4(2–3), 163–179. https://doi.org/10.1080/ 01434632.1983.9994109 Bourhis, R. Y., Giles, H., & Tajfel, H. (1973). Language as a determinant of Welsh identity. European Journal of Social Psychology, 3(4), 447–460. https://doi.org/10.1002/ejsp.2420030407 Cargile, A. C., Giles, H., Ryan, E. B., & Bradac, J. J. (1994). Language attitudes as a social process: A conceptual model and new directions. Language and Communication, 14(3), 211–236. https://doi. org/10.1016/0271-5309(94)90001-9 Chaer, A., & Agustina, L. (2010). Sosiolinguistik: perkenalan awal. Jakarta: Rineka Cipta. Chikaipa, V. (2023). Preserving indigenous minority languages through community radio in development programmes in Malawi. Southern African Linguistics and Applied Language Studies, 41(3), 298– 314. https://doi.org/10.2989/16073614.2022.2128382 Cohn, A. C. (2013). Paket Wawancara “Basa Urang.” Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Los Angeles: SAGE Publications, Inc. Dağdeviren-Kırmızı, G. (2023). Family language policy in an endangered heritage language context: Gagauz mothers’ perspectives. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2023.2195852 Dragojevic, M., & Giles, H. (2016). I Don’t Like You Because You’re Hard to Understand: The Role of Processing Fluency in the Language Attitudes Process. Human Communication Research, 42, 396–420. https://doi.org/10.1111/hcre.12079 Firman, A. D., Astar, H., & Nugroho, M. (2023). Vitalitas Bahasa Moronene di Kabupaten Bombana. Kandai, 19(1), 17–39. https://doi.org/10.26499/jk.v19i1.4551 Fishman, J. A. (1972). Domains and the Relationship between Micro- and Macrosociolinguistics. In J. J. Gumperz & D. Hymes (Eds.), Directions in Sociolinguistics: the ethnography of communication (pp. 435–454). New York: Holt, Rinehart and Winston, Inc. Gomashie, G. A. (2023). Language Attitudes as Insights into Indigenous Language Shift and Maintenance. Journal of Language, Identity and Education, 1–16. https://doi.org/10.1080/15348458.2023.21857 82 Grenoble, L. A. (2011). Language ecology and endangerment. In P. K. Austin & J. Sallabank (Eds.), The Cambridge Handbook of Endangered Languages (1st ed., pp. 27–44). Cambridge: Cambridge University Press. Hazen, K. (2010). Sociolinguistics in the United States of America. In M. J. Ball (Ed.), The Routledge Handbook of Sociolinguistics Around the World (1st ed., pp. 7–24). New York: Routledge. https:// doi.org/10.4324/9780203869659 Holmes, J. (2013). An Introduction to Sociolinguistics (4th ed.). London: Routledge. Hudson, R. A. (1996). Sociolinguistics (2nd ed.). Cambridge: Cambridge University Press. Ibrahim, G. A. (2011). Bahasa Terancam Punah: Fakta, Sebab-Musabab, Gejala, dan Strategi Perawatannya. Linguistik Indonesia, 29(1), 35–52. Iye, R., Simpen, I. W., Sedeng, I. N., Netra, I. M., Said, I. M., & Abida, F. I. N. (2023). Language contextualization in public space in Maluku Province: A landscape linguistics study. Cogent Arts and Humanities, 10(1), 1–21. https://doi.org/10.1080/23311983.2023.2247648 Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 321 Kecskes, I., & Papp, T. (2000). Foreign Language and Mother Tongue. London: Lawrence Erlbaum Associates. Kementerian Pendidikan dan Kebudayaan. (2019). Data Bahasa di Indonesia. Retrieved 09/12/2022 from https://petabahasa.kemdikbud.go.id/databahasa.php Lillis, T. (2013). The Sociolinguistics of Writing. Edinburgh: Edinburgh University Press. https://doi. org/10.1017/cbo9781139164597.013 Lin, E. (2023). Language and tourism in Cambodia: a multi-case study of the linguistic landscape in Phnom Penh hotels. Asian Englishes, 1–23. https://doi.org/10.1080/13488678.2023.2251754 Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis: A Sourcebook of New Methods. California: SAGE Publications Inc. Nababan, P. W. J. (1993). Sosiolinguistik: Suatu Pengantar (4th ed.). Jakarta: PT Gramedia Pustaka Umum. Pateda, M. (2015). Sosiolinguistik. Bandung: Angkasa. Rahmawati, Fasya, M., & Sudana, U. (2022). Vitalitas Bahasa Ibu di Ruang Virtual: Studi Sosiolinguistik tentang Pemertahanan Bahasa Sunda di Kanal Youtube Fiksi. Suar Betang, 17(2), 261–278. https:// doi.org/10.26499/surbet.v17i2.437 Saidat, A. M. (2010). Language Attitude: the Case of Jordan. International Journal of Academic Research, 2(6), 235–243. Sobarna, C. (2007). Bahasa Sunda Sudah Di Ambang Pintu Kematiankah? Makara Human Behavior Studies in Asia, 11(1), 13–17. https://doi.org/10.7454/mssh.v11i1.39 Spolsky, B. (1998). Sociolingustics. Oxford: Oxford University Press. Sumarsono. (2017). Sosiolinguistik. (J. Irianto, Ed.). Yogyakarta: SABDA and Pustaka Pelajar. Toró, T. (2023). Selective bilingualism: official language use and linguistic landscape in Hungarian- Romanian mixed schools in Romania. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2023.2173207 Tran, G. (2023). The Cultural Capital of Migrants and Language Maintenance across Generations: Vietnamese Families in Australia. Sociological Focus, 56(1), 81–96. https://doi.org/10.1080/00380 237.2022.2154295 UNESCO. (2020). International Mother Language Day ‘Languages Without Borders’’.’ Retrieved from https://en.unesco.org/sites/default/files/imld-2020-concept-note-en.pdf Varah, S. K., & Pawar, D. T. (2023). Attitudes towards mother tongue education in Manipur, Northeast India. Language and Education, 1–14. https://doi.org/10.1080/09500782.2023.2217157 Wardhaugh, R. (2006). An Introduction to Sociolinguistics (5th ed.). UK: Blackwell Publishing. https:// doi.org/10.2307/590702 Wurm, S. A. (2003). The Language Situation and Language Endangerment in the Greater Pacific Area. In M. Janse & S. Tol (Eds.), Language Death and Language Maintenance: Theoretical, practical and descriptive approaches (pp. 15–47). Amsterdam: John Benjamins Publishing Company. Nunung Sitaresmi / Jurnal Arbitrer - Vol. 10 No. 4 (2023) 322 BIOGRAPHY Dra. Nunung Sitaresmi, M.Pd. was born in Bandung, on 9 January 1962. She has served as a lecturer since 1987 at the Department of Indonesian Language and Literature Education, Faculty of Language and Literature Education, Universitas Pendidikan Indonesian. In terms of achievement, she received awards as the 1st exemplary lecturer at the Faculty level and community service champion at the university level. Her studies mainly focus on the field of linguistics and language education with many publications in national journals. Some of her works have been published such as Sintaksis Bahasa Indonesia (Pusat Studi Literasi, 2005); Psikhologi Linguistik: sebuah Ancangan Pemanfaatan dalam Konteks Pembelajaran Bahasa (UPI Press, 2010); Semantik Bahasa Indonesia (UPI Press, 2011); Tata Bahasa Praktis Bahasa Indonesia bagi Penutur Asing (Rizqi Press, 2020); and Literasi Bahasa dan Sastra Indonesia dalam Pembelajaran Daring (Rena Cipta Mandiri, 2022). Meilani Puji Astini, S.Pd. was born in Tasikmalaya, on 4 May 1997. She graduated in 2019 from the Department of Indonesian Language and Literature Education, Faculty of Language and Literature Education, Universitas Pendidikan Indonesian. She works at PT Ruang Raya Indonesia (Ruangguru) as one of the Master Teacher Coaches with a main interest in the field of linguistic studies. Her work was published in the SINTA journal entitled Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung. Besides, she became a speaker at several national seminars and some of her works also have been published in national proceedings. Dra. Lilis Siti Sulistyaningsih, M.Pd. was born in Jakarta, on 16 December 1960. She has served as a lecturer since 1986 at the Department of Indonesian Language and Literature Education, Faculty of Language and Literature Education, Universitas Pendidikan Indonesian. Her studies mainly focus on the field of linguistics and language education and her works have been published in national journals. She published some books such as Sahabatku Indonesia (Pusat Bahasa:2016); Tata Bahasa Praktis Bahasa Indonesia bagi Penutur Asing (Rizqi Press, 2020); and Literasi Bahasa dan Sastra Indonesia dalam Pembelajaran Daring (Rena Cipta Mandiri, 2022). Prof. Dr. Isah Cahyani, M.Pd. was born in Kuningan, 7 July 1964. She loves reading and writing. Some of her works have been published in national and international journals such as Scopus, Garuda, Publon, Sinta, Scholar, and Orchid. Her motto is studying and praying. She has received awards as an outstanding lecturer, community service champion at the university level, and research champion at the faculty level. Her research and service received Directorate of Higher Education grants. Her works are Design Model for Team-Based Projects Based on Digital Litigation in Learning Speaking https://www.scopus. com/authid/detail.uri?authorId=57212555752 published in Scopus 4 and Enhancing Writing Skills and Language Creativity through the plus-minus-interesting technique: A case study at the primary school level published in https://ejournal.upi.edu/ index.php/IJAL/article/view/58257/23480 Scopus2. Rahmawati, S.S. is a graduate student in the Master Program of Linguistics, at the Faculty of Cultural Sciences, Universitas Gadjah Mada. Her research interest is in the field of linguistics, especially linguistic anthropology, sociolinguistics, semantics & pragmatics, corpus linguistics, and acoustic phonetics. Some of her works have been published in accredited national journals such as Sinta and reputable international proceedings. She is an active research member in the field of linguistic anthropology at the Faculty of Language and Literature Education, Universitas Pendidikan Indonesia.