Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 192 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: March 15, 2025 Final Revision: April 24, 2025 Accepted: April 28, 2025 Available Online: June 25, 2025 This study aims to identify the language attitude tendencies of the millennial Sundanese-speaking group in the city of Bandung, along with the factors that influence them. A sociolinguistic approach using a mixed-methods design is employed to measure the dominance of language attitudes among millennials within various domains of their daily communication. This can indicate whether this generation is inclined to maintain their mother tongue or shift toward using other languages in their interactions. A total of 97 individuals responded to the distributed questionnaire; however, only 80 met the predetermined criteria. In this context, the researcher utilized a modified version of the instrument developed by Cohn (2013). In addition, interviews and observations were conducted to gain a deeper perspective on the language attitude tendencies of this millennial group. Millennials like Indonesian and international languages better than Sundanese online because they perceive them as more functional and global. However, though Sundanese use declines in everyday life, a significant majority of respondents are also concerned about language conservation and have encouraged electronic means of preserving Sundanese to thrive in new communication spaces. This study determines that while millennials are cognizant of Sundanese’s cultural and identity value, pragmatic limitations such as speech-level complexity and technological influence are contributing factors in its gradual decline. The findings emphasize the need for innovative strategies, including online content creation and policy implementation, to preserve the use and liveliness of Sundanese among the younger generations. Keywords Language attitude, millennials, sundanese language Correspondence E-mail: ikmaltrianto@upm.edu.my Article Language Attitude of Millennial Sundanese Speakers: A Sociolinguistic Perspective Ikmal Trianto1, R. Dian Dia-an Muniroh2, Wawan Gunawan3, Retty Isnendes4, Yanty Wirza5 1Department of Foreign Languages, Faculty of Languages Modern and Communication, Universiti Putra Malaysia, Selangor, Malaysia 2-5Linguistics Study Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia Under License of Creative Commons Attribution-Non Commercial 4.0 International.DOI: https://doi.org/10.25077/ar.12.2.192-209.2025 I. INTRODUCTION Language attitude is one of the sociolinguistic issues within a speech community and plays a significant role in determining the sustainability of a language from the perspective of its speakers. Language attitude is essential for understanding the concept of a speech community. Each generation has its own understanding of language attitude, including the millennial generation, which is often considered highly adaptable, especially in language use. This adaptability stems from the prevalence of millennials. Corvi (2007) states that nearly all millennials interviewed in Italy speak one or more languages besides their native tongue. Baker (2016) notes that millennials have long been agents for language shifts, often innovating in their language use. They frequently adopt specialized terms, slang, jargon, or foreign vocabulary, creating a linguistic identity that might not always be understood by older generations (Syafyahya & Yades, 2020). Additionally, they tend to communicate using abbreviations, compound words, and specific terminology that allow them to convey meaning more succinctly (Crystal, 2006; Tagliamonte, 2017; McCulloch, 2019). This generation has largely stopped creating new slang Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 193 terms and playing with grammatical rules (Devlin, 2021). Language chosen are influenced by specific social factors including the identity of the interlocutors, the social context of the conversation, the function of the communication, and the topic of discussion in terms of domains (family, work, association) by considering various sociocultural factors (Holmes, 2013; Fasya & Sari, 2021). These factors play a crucial role in language choice within various speech communities. Besides these social factors, technology also impacts language use. Millennials, often referred to as Generation Y, are closely tied to the digital age. Research by Gibson and Sodeman (2014) reveals that many millennials prefer technology-mediated communication over face-to-face interactions. Similarly, Kraus and Sears (2008) highlight that millennial grew up in a highly technological environment, allowing them to connect directly with friends or family through the internet. Wodak et al. (2012) explains that the social factors influencing the choice of language as an effective communication tool in society include social status, gender, age, level of education, position or occupation, and an individual’s membership in a particular group. Stuart-Smith (2007) states that television, may influence systemic language change, but indirectly, through changes in attitudes toward language varieties. The situational context affects an individual’s choice and use of language, whether due to social or cultural factors. In Indonesia itself the majority of millennials are aware recognized that their native/local languages are often unsuitable for effective communication in broader contexts. Basically they can speak in more informal or formal styles (also called “registers”) with the different styles generally falling along a continuum of variable pronunciations, choice of words, and syntactic features (Cohn & Ravindranath, 2014). However, bilingualism and multilingualism, where a person can communicate effectively in more than one language, provide a clear example of how individuals use language but it can pose challenges to a threat to the maintenance of native languages (Fitriyah & Turistiani, 2024; Wardaugh, 2014). Although Wurm (2003) stated that the young Indonesian speech community actually understands their parents’ local language, but prefers to use Indonesian to communicate. Meanwhile, Sobarna (2007) showed that the younger generation living in big cities in West Java, especially Bandung, are reluctant to use Sundanese to communicate. The millennial generation has justified itself as a modern group capable of mastering more than one language. Nevertheless, they remain aware of the importance of using their mother tongue. However, social circumstances have gradually led them to stop using their native language and affect to the language attitude. This language attitude can also refer to people’s feelings, opinions, and evaluations of a specific language or language in general (Trudgill, 2000). The dynamic nature of language attitude evolves over time often driven by language contact, that fosters social shifts, cultural movements, and increased awareness of linguistic diversity. The use of Indonesian among millennials is also undergoing shifts, factors influencing the choice is formality and professionalism (Mulyani & Afina, 2022; Ramdhani & Enawar, 2019). The demands of the millennial era have introduced new terminologies into everyday communication, especially through the adoption of foreign terms. This increasing reliance on non-local linguistic elements poses a challenge to the sustainability of local languages. Hopkyns et al. (2021) argues that the majority of Emirati millennials mix the languages through various forms of linguistic hybridity such as translanguaging and Arabizi, and this is a phenomenon which is generally considered ‘second nature’, ‘an essential part of lifestyles’ and ‘hard to turn off’. Lauder (2004), explains that this occurs because local languages face social and economic pressures from more dominant languages. For example, the use of Indonesian as the national language has impacted the continuity of the Sundanese language (Sudarma et al., 2018). Sundanese language is the native language of the Sundanese people who reside in West Java and its surrounding areas. Coolsma (1985) explained that Sundanese belongs to the language family known as the Malay-Polynesian group. According to census data conducted by the Central Statistics Agency (BPS) in 2010, the number of Sundanese speakers in Indonesia was recorded at 32 million. Meanwhile, in the 2015 BPS data, the number of Sundanese speakers was estimated to have reached 42 million. Lewis et al. (2013) explained that Sundanese speaker reach 34 million in region Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 194 Java and Bali. Sundanese as a regional language is a minority language, while Indonesian is the majority language in Indonesia (Kurniawati, 2021). Before Indonesia’s independence, Sundanese played the role of a mother tongue. When the central urban area of Priangan was relocated from Cianjur to Bandung, the role of Bandung in developing Sundanese culture significantly increased (Sudaryat, 2007). Bandung government has the regional regulation (PERDA) No. 9 of 2012, which explain about the use, maintenance, and development of the Sundanese language, literature, and script stipulates that the community is encouraged to actively participate in the efforts to use, maintain, and develop the Sundanese language. The preservation of Sundanese can be realized as a means of communication, both spoken and written, within families, formal and non-formal institutions, and various social activities in the community. Alhazmi (2023) explains understanding language attitude may help researchers identify positive or negative patterns in attitudes toward languages or regional varieties, and researchers can recommend suggestions based on experimental evidence. Positive attitudes toward language use, can be seen in people’s tendency to use a language correctly and enthusiastically (Misnadin & Yuliawati, 2023). A study by the West Java Language Center recorded that only about 40 percent of children in West Java know and can speak Sundanese (Permesti, 2013). This finding shows that the Sundanese language is becoming less frequently used by the current cohort. Wagiati et al. (2022) explain that many millennials are more fluent in foreign languages compared to local languages or even Indonesian. These observations signal the gradual decline of the Sundanese language. Widianto (2018) states that foreign language speakers are also perceived as more educated and having a higher social status. Several previous studies on language attitude toward the Sundanese language (e.g. Anggraeni, 2018; Fitriani & Nabila, 2019; Junawaroh, 2020; Puspitasari & Kuswari, 2021; Wagiati et al., 2017) indicate positive attitudes within various domains such as education, government and gender. These studies explain that Sundanese speakers still show a willingness to maintain their native language and the social factors such as age (Nurhaq et al., 2019), technologies (Rahmawati, et al., 2022) are influenced the usage of Sundanese. However, the previous studies on language attitudes did not specifically focus on the millennial generation in Sundanese. They merely indicated that the general public still shows a positive attitude toward the Sundanese language in certain domains. Sundanese is still regarded as an important language to be preserved. This study aims to detail the factors that influence the mismatch between positive and negative attitude spaces and to explore possible factors that may, to some extent, contribute to the emergence of a gap that affects the attitudes demonstrated by the millennial group. This raise concerns that the Sundanese language is no longer valued by millennials, especially as the increasing use of technology is considered to be gradually eroding the significance of Sundanese language and culture. Millennials themselves constitute the majority group in the city of Bandung, accounting for 51% of the total population. With a larger percentage of the population consisting of millennials, their language use is likely to influence, to some extent, the language practices of other generation. Therefore, this study aims to describe the language attitudes of the millennial group, considering the influence of technology that dominates their daily lives. Thus, this study holds significance in the following aspects: (1) the realization of language use and language attitudes among millennials, and (2) the impact of technology use by the millennial generation on the existence of the Sundanese language. II. METHODS In this study, the authors employed a sociolinguistic approach using a mixed-methods methodology, which integrates both qualitative and quantitative research. Morse explains that a mixed-methods design is a rigorous scientific research plan that consists of a core qualitative or quantitative component that is theoretically driven, supplemented by an additional qualitative or quantitative component (Kircher & Hawkey, 2022). These research components complement each other to enhance description and understanding and can be conducted simultaneously or sequentially. The quantitative data, obtained from research instrument scores, yield specific numerical values. Meanwhile, qualitative data, gathered through open-ended interviews, provide different perspectives from research participants and offer a complex depiction Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 195 following qualifications: (a) residing in Bandung city; (b) being a Sundanese speaker; and (c) marital status (either unmarried or married). The research instrument, such as questionnaire was adapted from Rusdiansyah (2018) and Cohn et al. (2013). The data will demonstrate the community’s linguistic attitudes, showing both positive and negative tendencies toward the Sundanese language, classified according to Garvin & Mathiot (1968). This instrument was further developed by the authors and utilized a likert scale assessment (1-5) as following table below. Table 1. Likert Scale Score Answers Score SS (Strongly Agree) 5 S (Agree) 4 R (Neutral) 3 TS (Disagree) 2 STS (Strongly Disagree) 1 The next stage involved data collection through interviews. The purpose of interviews is to obtain primary data, complement other data collection techniques, and validate the research conclusions. In this study, the authors conducted open-ended interviews, where questions were generalized from the questionnaire to further explore participants’ opinions on language attitudes concerning the research questions. The third stage was observation. In this study, the authors employed non-participatory observation, meaning that only the participant’s activities within their family environments were observed. The authors acted solely as an observer without engaging in participants’ activities. The observation conducted in this study was systematic, utilizing a pre-designed observation checklist to assess language use in specific situations. The points in the observation sheet emphasized the justification of language use patterns within millennial family environments. Additionally, the authors provided explanatory notes in the observation sheet to offer further clarification regarding language use of the situation based on specific themes (Creswell, 2012). The research strategy in this mixed-methods study follows a sequential combination, specifically employing an explanatory sequential method. Data collection commenced with quantitative data through the distribution of questionnaires (in Likert scale) to millennials in Bandung city, followed by qualitative data collection through observations and interviews. The objective of quantitative data collection was to elucidate relationships between variables that could potentially be identified in qualitative data (Creswell, 2009). Subsequently, qualitative data were collected to explore language attitude phenomena within predefined domains. Creswell states that in this strategy, data integration occurs when quantitative results inform the qualitative data collection process. Therefore, while these two data types remain distinct, they are interrelated. The overall purpose of this explanatory sequential design is that quantitative data help explain or build upon the findings of quantitative research. The explanatory design variant consists of two models: the Follow-up Explanation Model, which emphasizes the quantitative aspect, and the Participant Selection Model, which focuses more on the qualitative aspect (Samsu, 2017). In this study, the Follow-up Explanation Model was prioritized. Research participants marked their answers to the questionnaire and provided basic personal or demographic information about themselves. Data were collected through a Google Forms distributed questionnaire via WhatsApp which was shared within the community of Bandung city. Following this, the research incorporated interviews and observations to gain deeper insights into language attitudes and ideologies, as suggested by Rourke (2022). The survey utilized a computer-delivered method targeting the millennial population in Bandung city. For data identification, the authors categorized participants based on person, place, and paper criteria (Arikunto, 2013), with the Qualitative Data Collection and analysis Figure 1. Explanatory Sequential Design (Creswell, 2009) Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 196 of the situation based on specific themes (Creswell, 2012). The research strategy in this mixed-methods study follows a sequential combination, specifically employing an explanatory sequential method. Data collection commenced with quantitative data through the distribution of questionnaires (in Likert scale) to millennials in Bandung city, followed by qualitative data collection through observations and interviews. The objective of quantitative data collection was to elucidate relationships between variables that could potentially be identified in qualitative data (Creswell, 2009). Subsequently, qualitative data were collected to explore language attitude phenomena within predefined domains. Creswell states that in this strategy, data integration occurs when quantitative results inform the qualitative data collection process. Therefore, while these two data types remain distinct, they are interrelated. The overall purpose of this explanatory sequential design is that quantitative data help explain or build upon the findings of quantitative research. The explanatory design variant consists of two models: the Follow-up Explanation Model, which emphasizes the quantitative aspect, and the Participant Selection Model, which focuses more on the qualitative aspect (Samsu, 2017). In this study, the Follow-up Explanation Model was prioritized. Research participants marked their answers to the questionnaire and provided basic personal or demographic information about themselves. Data were collected through a Google Forms distributed questionnaire via WhatsApp which was shared within the community of Bandung city. Following this, the research incorporated interviews and observations to gain deeper insights into language attitudes and ideologies, as suggested by Rourke (2022). The survey utilized a computer-delivered method targeting the millennial population in Bandung city. For data identification, the authors categorized participants based on person, place, and paper criteria (Arikunto, 2013), with the Qualitative Data Collection and analysis patterns. For interviews and observations, the authors focused on participants residing in Coblong subdistrict. Coblong was chosen for its central location in Bandung city and its status as the third most populous subdistrict (BPS Bandung, 2021). The authors assumed that observations conducted in Coblong could adequately represent the broader millennial population of Bandung city. The authors conducted first prerequisite tests, including validity and reliability tests of the research instrument. Quantitative data analysis was performed using IBM SPSS 25, involving several tests such as normality tests, validity tests, reliability tests, and hypothesis testing using correlation coefficient analysis (r-test). The normality test aims to determine whether the data distribution is normal or not. Normality test is commonly used for ordinal, interval, or ratio-scale data. If the data distribution is normal, parametric statistics are used. However, if the data is not normally distributed, non-parametric statistics are applied. In this study, the hypotheses for normality testing are as follows: Table 2. The Population of Bandung by district District Population Male Female Both 2019 2020 2019 2020 2019 2020 Bandung Kulon 73231 73221 72875 72955 146106 146176 Babakan Ciparay 78333 78622 75084 75421 153417 154043 Bojongloa Kaler 57860 57420 55353 54977 113213 112397 Bojongloa Kidul 44515 44546 42103 42217 86618 86763 Astana Anyar 31254 30842 31397 31022 62651 61864 Regol 39617 39369 40038 39845 79655 79214 Lengkong 32488 32061 33413 33015 65901 65076 Bandung Kidul 35223 35805 35430 36050 70653 71855 Buah Batu 51654 51987 51752 52131 103406 104118 Rancasari 40588 40850 40806 41126 81394 81976 Gedebage 19226 19351 19490 19637 38716 38988 Cibiru 42479 43306 41431 42264 83910 85570 Panyileukan 23747 24209 23524 24002 47271 48211 Ujung Berung 43352 43947 42535 43166 85887 87113 Cinambo 14228 14423 13730 13946 27958 28369 Arcamanik 33464 33331 32885 32777 66349 66108 Antapani 46062 47039 46183 47198 92245 94237 Mandalajati 38917 39743 38070 38944 76987 78687 Kiaracondong 63470 63042 63562 63230 127032 126272 Batununggal 55992 55383 54393 53838 110385 109221 Sumur Bandung 16152 15939 16083 15891 32235 31830 Andir 44253 43671 43351 42834 87604 86505 Cicendo 49860 49733 49784 49712 99644 99445 Bandung Wetan 13972 13788 14402 14230 28374 28018 Cibeunying Kidul 49219 48592 48536 47956 97755 96548 Cibeunying Kaler 33096 32752 31829 31544 64925 64296 Coblong 67017 66961 61354 61381 128371 128342 Sukajadi 53364 53142 53576 53411 106940 106553 Sukasari 39900 39687 40470 40320 80370 80007 Cidadap 31383 31563 30533 30738 61916 62301 Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 197 • H0: The sample data comes from a normally distributed population. • Ha: The sample data comes from a non- normally distributed population. To assess data normality, the researcher employed the Kolmogorov-Smirnov test using SPSS IBM 25. The Kolmogorov-Smirnov test is a statistical method used to determine whether a sample data follows a specified distribution. This test compares the empirical distribution of the observed data with the expected theoretical distribution. A significance level of α = 0.05 was used, with the following criteria: • If the significance value > 0.05, the residual values are normally distributed. • If the significance value < 0.05, the residual values are not normally distributed. Table 3. Kolmogorov-Smirnov Normality Test Unstandardized Residual N 30 Normal Parametersa,b Mean .0000000 Std. Deviation 1.64109669 Most Extreme Differences Absolute .100 Positive .100 Negative -.092 Test Statistic .100 Asymp. Sig. (2-tailed) .200c,d Based on the results above, the two-tailed significance value for the sample size of N = 30 is 0.200, which is greater than 0.05. Thus, it can be concluded that the residual values follow a normal distribution, and H0 is accepted. The validity test refers to a measure of how well a research instrument assesses what it claims to measure (Jackson, 2016). Validity testing is conducted to determine the degree of accuracy and legitimacy of an instrument. In this study, the validity test was performed using SPSS IBM 25. The validity test utilized Pearson’s Bivariate Correlation by correlating each item score with the total score. Items that significantly correlated with the total score were considered valid. The criteria for validity are: If the calculated RValue (RCount) ≥ table RValue (RTable) at a 0.05 significance level (two-tailed test), the instrument is significantly correlated with the total score and is deemed valid. If RCount < RTable, the item is not correlated or considered invalid. Table 4. Questionnaire Validity Test Questions RCount RTable Value 1 0,619 0,3494 valid 2 0,626 0,3494 valid 3 0,666 0,3494 valid 4 0,712 0,3494 valid 5 0,680 0,3494 valid 6 0,526 0,3494 valid 7 0,415 0,3494 valid 8 0,623 0,3494 valid 9 0,446 0,3494 valid 10 0,402 0,3494 valid 11 0,615 0,3494 valid 12 0,640 0,3494 valid 13 0,411 0,3494 valid 14 0,455 0,3494 valid 15 0,381 0,3494 valid 16 0,713 0,3494 valid 17 0,363 0,3494 valid Based on the validity test results, the trial conducted on an initial sample of 30 participants shows that r_hit > r_table at a 0.05 significance level with N = 30 (r_table = 0.3494). Therefore, all research questions were deemed valid. The reliability test in this study was conducted using Cronbach’s Alpha coefficient in SPSS IBM 25. Reliability refers to the consistency or stability of a measurement instrument (Jackson, 2016). For multiple-choice or scale-based responses, Cronbach’s Alpha is used to determine internal consistency, and the obtained value is compared to the minimum acceptable reliability coefficient (Warnilah, 2018). The criteria for reliability testing are: If Cronbach’s Alpha > 0.06, the instrument is considered reliable. If Cronbach’s Alpha < 0.06, the instrument is considered unreliable. Table 5. Reliability Test Cronbach’s Alpha N of Items 0,741 18 In this study, the reliability test using SPSS IBM 25 resulted in a Cronbach’s Alpha value of 0.741. Since this value exceeds 0.06, the instrument Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 198 is considered reliable. Ghozali (2016) states that a variable is deemed reliable if it produces a Cronbach’s Alpha (α) value greater than 0.06. Meanwhile, qualitative data were analyzed using the Miles and Huberman model. Denzin and Lincoln (2008), emphasize that qualitative research employs two approaches: interpretative and naturalistic. This implies studying phenomena in their natural settings and attempting to understand or interpret them in the context of their meaning. The data analysis model components in this study are interactive, based on Mahsun (2017). III. RESULTS After distributing the research questionnaire, a total of 97 participants completed the questionnaire link. However, when categorizing the data, only 80 participants met the criteria for participation. After collecting quantitative data, the authors then gathered qualitative data through interviews with 10 participants, focusing on those residing in the Coblong-district, and conducted observations on three participants to analyze language usage patterns. In the initial phase of the study, the researcher conducted validity and reliability tests on the instruments using an initial sample of 30 participants. Additionally, normality tests and correlation coefficient tests were performed on the research results, which consisted of 17 questions related to language attitudes and language use within the domain of technology usage. The results of analysis from questionnaire data showed that the language attitude of the millennial community in Bandung city towards the Sundanese language is moderately positive. Based on Garvin & Mathiot’s framework, the positive attitude of millennials is represented by a percentage of 68.94%, while negative attitudes account for 13.08%, and 17.98% of participants expressed uncertainty. One reason for the assumption that millennials do not use Sundanese is the complexity of undak-usuk basa (speech Table 5. Language Attitude of Millennials Sundanese Speakers Aspect No Statement Strongly Agree Agree Neutral Disagree Strongly Disagree La ng ua ge L oy al ty 1 Mastering Sundanese is important 5% 7,5% 7,5% - - 2 Using Sundanese should be practiced at every opportunity 8,75% 0% 1,25% 0% - 3 Teaching Sundanese to children is important 6,25% 3,75% 8,75% 0,25% - 4 Using Sundanese when communicating with family face-to-face 6,25% 5% 3,75% 5% - 5 Using Sundanese when communicating with family online 0% 5% 0% 5% - Percentage of Language Loyalty Attitude 82% 4% 4% La ng ua ge P rid e 6 Speaking Sundanese as part of identity 3,75% 37,5% 7,5% - 1,25% 7 Feeling proud when speaking Sundanese 43,75% 50% 6,25% - - 8 Maintaining the use of Sundanese in digital world 26,25% 52,5% 17,5% 3,75% - 9 Speaking Sundanese is outdated 8,75% 5% 30% 35% 21,25% Percentage of Language Pride Attitude 80% 15% 5% La ng ua ge N or m Aw ar en es s 10 Sundanese is part of culture 63,75% 31,25% 5% - - 11 Using Sundanese with its various of speech levels (undak-usuk basa) is difficult 25% 2,5% 6,25% 6,25% - 12 Avoiding the use of Sundanese if not fluent 11,25% 3,75% 0% 8,75% 6,25% 13 Sundanese language is endangered 6,25% 1,25% 0% 0% 2,5% Percentage of Language Norm Awareness Attitude 42% 5% 33% Positive Attitude Percentage 68,94% Negative Attitude Percentage 13,08% Neutral Attitude Percentage 17,98% Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 199 levels), which makes it challenging for them to communicate. Consequently, millennials tend to choose alternative languages such as Indonesian and English, which are more widely used. Coblong-District has the highest number of participants, accounting for 18.75%. This result aligns with the researcher’s initial expectations, as interviews and observations will be primarily conducted in Coblong District. The next highest percentage is Buahbatu-District with 8.75%. Following this, Sukajadi, Sukasari, and Cibiru- Districts each account for 7.50%, while Bandung Kidul and Arcamanik Districts each have 6.50% of the participants. Other districts with participants include Kiaracondong, Antapani, and Babakan Ciparay, each contributing 3.75%. Meanwhile, Bandung Wetan, Batununggal, Mandalajati, Panyileukan, Regol, Bojongloa Kaler, and Ujungberung each account for 2.50%. Lastly, the districts of Andir, Astana Anyar, Bandung Kulon, Cicendo, Lengkong, Rancasari, and Cibeunying Kaler each have a 1.50% participants share. The figure below illustrates the distribution of the majority of participants who completed the research questionnaire. Based on interviews one of participants argue: “We should not be ashamed to speak Sundanese, learn it independently, and master its linguistic aspects more broadly. However, nowadays, people feel prouder to learn English or other languages rather than their own. They think that Sundanese is only a language used for practical purposes” (P- 10). Figure 2. Language Attitude Frequency Figure 3. Participants distribution by districts Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 200 So one other participants also stated: “Nowadays, it has become automatic for many people, for example, when communicating with young children, they prefer to use Indonesian rather than Sundanese. This phenomenon seems to go unnoticed by everyone, and it all leads to that form of communication” (P-2). One factor contributing to the decline in the use of Sundanese, as noted by Rosidi (2006), is the lack of pride among the Sundanese people themselves in their mother tongue. Prayogi et al. (2021) explain that millennials in Lampung feel embarrassed to use their local language variety when visiting other regions. They believe it is better to use a more universal language that can be understood by everyone In the group of millennial parents who are native Sundanese speakers, there is a preference for teaching their children Indonesian or English for certain terms, especially those that are more modern or commonly used, due to their perceived lack of proficiency in Sundanese (Trianto & Muniroh, 2023). The millennial parents argued: “Parents feel that the Sundanese language spoken in society is not the refined variety, so they avoid using it” (P-3). There is a certain pride in using Indonesian within the Sundanese community. In fact, we often see that in almost every region, parents communicate with their children in Indonesian rather than Sundanese. Many people avoid speaking Sundanese because they fear being considered rude or impolite due to misusing the speech level. Additionally, there is a perception that those who master speech level are unwilling to teach it effectively to those who lack proficiency. Instead of providing guidance, they often pass judgment on mistakes made when using these speech levels, without offering a persuasive approach to correcting Sundanese language errors. This aspect of speech level can potentially hinder communication among millennials. Rosidi (2006) mentions that mistakes in using speech level result in social punishment from those who understand the linguistic rules and there were suggested that speech level be eliminated, as it does not align with the democratic principles embraced by the Sundanese community as part of democratic Indonesia. The opinion to eliminate of the speech levels can be an alternative to make the use of Sundanese more dominant, so that people can use Sundanese without having to worry about using speech levels. Although it will not guarantee that society’s interest in using Sundanese. The removal of speech level and the use of the ragam loma (common speech) variety aim to increase motivation to speak Sundanese, as the speech levels are often avoided by the community. However, on the other hand, it is considered preferable to speak Sundanese, even without adhering to speech levels, rather than resorting to Indonesian. Yet, in this study, many millennials expressed a preference not to use Sundanese at all, viewing it as harsh. Indonesian is often chosen to avoid making errors in Sundanese speech, which may be perceived as rude, or due to a lack of knowledge about the appropriate speech level equivalent. By study from Robiah and Hernawan (2021) found that 92% of Sundanese students had limited understanding of speech level, with only 8% students showing proficiency. Apart from the impact of technology, another factor contributing to language shift is social structure. One such factor is the difference in social classes, which shapes language usage spaces. It is commonly observed that in urban areas, language use is dominated by multilingualism, whereas in rural and suburban areas, Sundanese remains dominant. Participants mentioned: “The changing times are one of the factors causing the shrinking environment for the Sundanese language. Additionally, new environments and diverse social circles gradually erode the use of Sundanese, especially for those living outside their hometowns” (P-9). This language shift is expected to expand further due to the rising rate of urbanization each year. This shift influences the tendency to feel awkward or even ashamed of using Sundanese. In the research focus area, Coblong- district, Indonesian is the dominant language used in various aspects of daily life, including education, social interactions, family, and transactions. As we know, Coblong is located in the central area of Bandung. The numerous social, educational, and tourism activities in Coblong have led to a multilingual phenomenon, which may indicate competition between languages. One participant mentioned: “Millennials and young people tend to use Indonesian more often, and this also applies to traders in Coblong. When serving customers, they use Indonesian, even if the customers speak Sundanese” (P-7). Sulistiyaningsih et al (2018) The aim of the community to maintain its regional language is not always related to economic or trade Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 201 matters, but is also related to the field of education and for the sake of existence. Meanwhile, based on observations of three participants, all of them displayed a negative attitude toward using Sundanese in daily communication. This was evident in their language usage patterns within their families. Sundanese was only used when speaking to older relatives, such as parents, grandparents, uncles, and aunts. Additionally, to avoid making linguistic mistakes that might offend their conversation partners, they preferred to mix languages, incorporating Indonesian and simpler English terms when explaining something to the older generation. Code-switching has become an inevitable and automatic choice in family communication, both online and face-to- face. However, when speaking to younger family members such as children or nephews/nieces, Indonesian was the dominant language. In this case, Indonesian is constructed as the preferred language to avoid mistakes in Sundanese speech that might be considered rude or inappropriate, as well as due to the speakers’ lack of knowledge about the correct speech levels equivalents. From the interviews, millennials consciously acknowledged that technology gradually influences their language use. As one participant stated: “Technology is based on language, so it will inevitably affect language use to some extent” (P- 1). For example, smartphones often have present language options, and millennials frequently rely on translation tools in their daily lives. Another participant noted: “Certain English terms, due to their frequent use in technology, undergo phonological changes and become new words, such as ‘charge’ turning into ‘cas’ (Indonesian terms/differential phonetic). Many people use this word because there are no equivalent terms in Sundanese or Indonesian” (P-6). Millennials believe that technological features should support language through both education and entertainment. These two aspects are seen as crucial for language preservation, as technology is not only used for daily tasks but also for entertainment. One participant stated: “Technology is widely used, so we should make an effort to promote Sundanese through technology” (P-1). Social media content can be a powerful tool for keeping Sundanese alive and recognized by millennials and future generations. As one participant suggested: “Entertainment content can be used to preserve Sundanese, for example, through YouTube” (P-4). Media should support language development not only for commercial purposes but also for public education. This way, technology can serve as a learning platform for Sundanese speakers and the general public. However, the development of regional languages through technology requires time for trial and error to evaluate its effectiveness in language preservation. The survival of a language depends on its ability to adapt, and if technology continues to dominate, language use will be shaped by the surrounding environment. “Encouraging the use of Sundanese online is a way to preserve the language through digital platforms and social media” (P-5). Meanwhile, participants who were uncertain about the idea believed that language-supporting features in technology might help develop Sundanese but could also make technology harder to use. On the other hand, those who disagreed felt that using Sundanese online would not make technology Table 6. Technology Aspects No Statement Strongly Agree Agree Neutral Disagree Strongly Disagree 1 The presence of technology influences language use 7,5% 8,75% 7,5% ,75% 2,5% 2 Technology should support the preservation of Sundanese language 8,75% 45% 3,75% 1,25% 1,25% 3 Interacting on the internet/digital platform is easier without using Sundanese language 13,75% 31,25% 27,5% 22,5% 5% 4 The language used on internet/digital platform should include Sundanese 8,75% 22,5% 43,75% 20% 5% Positive Attitude Percentage 71,54% Negative Attitude Percentage 10% Neutral Attitude Percentage 18,60% Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 202 more practical or facilitate information retrieval. One participant even stated: “Sundanese is only suitable for entertainment content. If it is used for educational purposes, especially in a formal context, it will be difficult to accept compared to entertainment content. However, this does not mean it is impossible. If content creators present it in a creative way, it could be well-received” (P-9). Regarding the role of technology, millennials generally believe that technology is now unavoidable and has a significant influence on their language use, whether they realize it or not. However, they hope that technology can also support the preservation of Sundanese so that its existence can be maintained in the future. To answer the RQ regarding the influence of technology on the language attitudes of the millennial population in Bandung, the researcher conducted hypothesis testing on both research variables. This test aimed to examine the extent to which technology impacts the language attitudes of millennials. In this study, the first variable— language attitudes of the millennial generation— served as the dependent variable, while the second variable—technology usage—was the independent variable. The hypothesis of this research posits that technology influences the language attitudes of millennials, particularly in the Bandung metropolitan area. The hypotheses for this study are as follows: H₀: Technology has no influence on the language attitudes of millennials regarding the use of the Sundanese language among millennials in Bandung. Hₐ: Technology influences the language attitudes of millennials regarding the use of the Sundanese language among millennials in Bandung. Hypothesis testing was conducted to analyze the correlation coefficient between the dependent variable (language attitude, X) and the independent variable (technology usage, Y). A significance level of 0.05 was applied, using Pearson correlation analysis to determine the strength of the relationship between the two variables. Statistically, the hypotheses in this study are formulated as follows: H₀: ρ = 0 Hₐ: ρ < 0 The correlation coefficient, denoted as ρ, represents the hypothesized relationship between the two variables. If H₀ is accepted, it indicates no relationship between technology usage and the language attitudes of millennials in Bandung regarding their use of the Sundanese language. Conversely, if H₀ is rejected, the relationship may be either positive or negative. The results of the hypothesis testing are presented in the table below: Table 7. Correlation Coefficient Test on the Influence of Language Attitudes on Technology Usage Language Attitude Technology Usage Pearson Correlation 1 .511** Language AttitudeSig. (2-tailed) 0,000 N 80 80 Pearson Correlation .511** 1 Technology UsageSig. (2-tailed) 0,000 N 80 80 From the table above, the Pearson correlation coefficient (ρ) between variables X and Y is 0.511. This value indicates a moderate correlation, as it falls within the range of 0.41 – 0.60. Thus, it can be concluded that there is a positive relationship between millennials’ language attitudes and the influence of technology usage. If the two-tailed significance value is less than 0.05, the two variables are considered correlated. In the table above, the significance value is 0.000, which is lower than 0.05. Therefore, Hₐ: ρ < 0 is supported, and the correlation test results indicate a significant relationship, as the significance value is below 0.05. Consequently, H₀ is rejected and Hₐ is accepted, confirming that technology influences the language attitudes of millennials regarding the use of the Sundanese language in Bandung. IV. DISCUSSION According to language attitude theory by Garvin and Mathiot (1968), the millennial language attitude based on questionnaires and interviews is categorized as positive in terms of language loyalty. However, there is a difference in attitudes regarding language pride. The questionnaire shows a more positive attitude compared to interview results, which tend to indicate a negative issued towards Sundanese. In terms of awareness of language norms, both the questionnaire and interview results show that the millennial community falls into the negative category. But, there is a disparity in the Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 203 actual pattern of language use. The use of Sundanese is lower than that of Indonesian, with Sundanese spoken by 40.17%, Indonesian by 54.52%, and English/foreign languages by 5.10%. This is due to various factors influencing millennials’ language use. Millennials tend to prioritize the use of Indonesian over local or foreign languages for both verbal and nonverbal communication (Mulyani & Afina, 2022). In most contemporary communication settings, Indonesian is the preferred language for everyday interactions (Hidayat et al., 2021). However, many millennials integrate elements of their native or local languages into their daily communication, creating a linguistic mix with Indonesian (Ngaeni et al., 2022). Moreover, there is a gap between the idealistic views of millennials regarding language use and the reality of their everyday language patterns. Sneddon (2003) states that the presence of the English language in Indonesia represents a culture perceived as prestigious. In another survey, SwiftKey recorded that approximately 17.4% of Indonesians use a combination of three languages simultaneously for communication. These three languages are a regional or native language, Indonesian, and English or another foreign language. Moreover, in the past two years, various digital platforms have emerged, encouraging people to interact virtually. This development further reinforces the categorization of Indonesian society as a multilingual community. The use of foreign languages is seen as beneficial for their life strategies, and support all aspects of people’s live (Grishchenko & Titarenko, 2019; Nurhanasan et al., 2018). Participants believe that Sundanese should still be used in communication across different linguistic domains to help preserve the language, even if it is spoken without adhering to speech level. Many millennials choose not to use Sundanese due to the principles of ease and practicality in communication, leading to code-mixing and code- switching. Ramdhani and Enawar (2019) argue that this occurs because inserting foreign terms into conversation makes them feel more modern and educated, resulting in language contamination. The prestige associated with language often relates to social value and status in modern society, including fluency in foreign languages. The majority of millennials are aware recognized that their native/ local languages are often unsuitable for effective communication in broader contexts. Foreign language speakers are often considered more educated and of higher social standing because the languages play more functional role in professional career development and broader knowledge acquisition (Widianto, 2018; Hajrah, 2024). The study showed us about differentiation attitudes towards millennial’s generation. The authors posits that millennial language use is driven by two attitudes: ideational and realization. These two attitudes form the basis for decision- making in the linguistic situations experienced by millennials. Feng et al. (2024) explain these attitudes are influenced by interactions with others and maintained by broader social structures, a holistic approach may be better able to capture this complex interplay of systems. The ideational attitude relates to millennials’ awareness of their mother tongue as something that requires attention and serves as their identity. In this attitude, millennials show concern for the existence of the Sundanese language to prevent its extinction in the future. However, this contrasts with their realization attitude. Situational factors influencing language choice leads millennials to exhibit convergence or divergence towards Sundanese. To illustrate the realization of millennial language attitudes, the authors developed an attitude framework adapted from previous theories (Anderson, 1972; Garvin & Mathiot, 1968) and Cohn’s (2013) research instrument as shows in Figure 3. Based on finding the authors define that language attitudes, particularly among millennials, depend largely on the context, interaction space, or domain. These domains can include social factors, technology usage, language choice and application, as well as communication settings, whether face- to-face or virtual. In different contexts, habits may not manifest as fixed actions, leaving attitudes unexpressed. Thus, specific contexts that facilitate actions in response to language attitudes are considered natural contexts (Menggo & Suastra, 2020). Affective and cognitive factors within communication contexts contribute to differences in language attitudes among millennials. Jendra (2007) notes that actions are definite forms of behavior primarily influenced by context. Language attitudes are tendencies shaped by individuals’ habitual interactions, which are further reinforced by societal behavior. Garrett (2010) explains that language attitudes have a cognitive component, Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 204 Figure 3. Language Attitude Framework among Millennials reflecting an individual’s knowledge about what is right or wrong, good or bad, and desirable or undesirable. This cognitive aspect influences interaction styles and language choices based on different interlocutors. The realization of language attitudes may vary, sometimes creating gaps or tendencies that result in cognitive dissonance in language use among millennials. Cognitive dissonance in language attitudes refers to a mismatch between an individual’s beliefs or knowledge about a language and their behavior or attitudes toward it. For instance, a person may recognize the value of a language but exhibit behaviors that lack appreciation for it. Cognitive dissonance occurs when choices or efforts conflict with one’s beliefs, leading to discomfort (Cooper, 2010). In this context, millennials may feel hesitant or embarrassed about their proficiency in Sundanese, prompting them to avoid using it. Research by Sopyan & Buana (2022) provide that most of Sundanese speaker (88%) thought that speaking Sundanese language was old- fashioned. It made them unconfident. The linguistic situation among millennials is not necessarily due to the inherent difficulty of the Sundanese language but rather to their adaptation to contemporary, often multilingual, contexts. Millennials believe that as long as Sundanese continues to be spoken by the broader community, its existence will persist. Factors such as urbanization and cultural shifts have influenced societal attitudes and behaviors, leading to less active or intense use of Sundanese among millennials compared to earlier generations. Thus, negative experiences among Sundanese speakers may foster negative attitudes toward their mother tongue. While some individuals acknowledge the importance of Sundanese, they may not further explore or develop their proficiency in the language, perceiving it as already familiar and sufficient for daily use. Reduced domains of language use within a society tend to influence perceptions of its broader applicability (Ibrahim, 2011). Festinger (1957) emphasizes that individuals seek consistency between their cognitions, such as beliefs and opinions. Cognitive dissonance is influenced by logical inconsistencies, experiences, environmental factors, and adherence to norms. Resolving dissonance often involves creating new cognitions or beliefs to alleviate conflict (Yahya & Sukmayadi, 2020). Millennials are acutely aware of this dissonance: on the one hand, they recognize their limitations in using Sundanese; on the other, they worry about the potential decline of the language and its cultural heritage. One of participants stated: “Sundanese has many speech levels rules, which are only formally taught in schools. In daily life, people often struggle to apply them. Many avoid using the language due to the fear of being considered rude or impolite” (P-8). Addressing this linguistic phenomenon requires recognizing the central role of families in maintaining and developing language use. Families provide the initial environment for language learning and serve as a control mechanism for its use. Within family settings, spaces for language instruction and interaction are created. Abdelhadi (2017) notes that Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 205 community language preservation relies heavily on the family’s role at home, where they exert close control over children’s communication and language transmission. Language development cannot be sustained across generations unless it is passed on within families. Pauwels (2005) highlights those children exposed to community languages at home tend to develop strong receptive skills, even if their productive skills are imperfect. The family environment serves as a key driver for successful intergenerational language preservation, although external factors such as intermarriage, the birth of new children, parental work environments, and school settings can influence language choices and attitudes. Lubis et al. (2023) argue that as one of the cultural treasures, language must be passed to the next generation through education and learning, formal and non-formal. The use of vernacular languages must be taught from an early childhood because the early age level is the first level of language learning. One of the most feasible ways for these efforts to be well-received is through social media and the use of technology. According to Herskovits (2005), one of the elements of culture involves technological tools. Compared to previous generations, millennials have a more positive outlook on technology and its influence on their lives. Technology makes their daily routines easier and helps them stay closer to friends and family. Technology can be used in nonverbal communication, which is beneficial for children who are resistant to open communication (Makarov et al., 2023) and ways to most effective (Sagitova et al., 2023). This tendency should be leveraged as an approach to developing the Sundanese language. Rahmawati et al. (2022) mentioned technological advances and make it an opportunity to introduce and maintain Sundanese in virtual spaces. The technological aspect can have a significant impact and encourage millennials to share with their peers and influence one another. Technology, including social media has ability to break down barriers and connect people from all corners of the world, facilitating knowledge exchange and idea sharing (Zulkifli & Bakar, 2024). There is almost no society that does not know and use technology in their daily lives, this can be an opportunity to re- awaken society to the importance of Sundanese as the mother tongue for the people of West Java. V. CONCLUSION The language attitudes of millennials in Bandung toward Sundanese are generally positive, although variations exist in how the language is used. Factors such as hierarchical language norms and technology use influence millennials’ preferences for incorporating terms from Indonesian or foreign languages. To ensure the preservation of Sundanese, strategies must involve broad community engagement and the promotion of Sundanese on digital platforms. Such initiatives would enhance the relevance and accessibility of the language for younger generations in the modern era. This study serves as a simple reference for sociolinguistic research examining language phenomena among the millennial generation. Although previous studies have shown that the language attitudes of Sundanese speakers, including millennial Sundanese, tend to be positive, the actual use of the language in family settings remains dominated by Indonesian rather than Sundanese. The authors hopes that future studies will refine research methodologies by employing a more comprehensive mixed-method analysis. The language attitude framework identified in this study may serve as a conceptual foundation for future research on language attitudes (Garret, 2010; Garvin & Mathiot, 1968; Lambert, 1967), offering a new perspective in the field. ETHICS STATEMENT This study was reviewed and approved by the Linguistics Study Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia Research Committee. Informed consent was obtained from all participants, and their identities have been kept strictly anonymous to ensure confidentiality. The research fully complies with the ethical standards and publication guidelines of Jurnal Arbitrer. CREDIT AUTHOR STATEMENT Ikmal Trianto: Conceptualizing the study and collecting data and analyzing. R. Dian Dia-an Muniroh: Analyzing, supervising the study process and providing guidance to developing framework. Wawan Gunawan: Analyzing, supervising the study process and providing guidance to developing framework theory. Yanty Wirza: Supervising the study process to framework. Retty Isnendes: Supervising the methodology. Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 206 ACKNOWLEDGEMENTS This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. REFERENCES Abdelhadi, M. (2017). Language maintenance factors: Reflections on the Arabic language. In 3rd Asia Pacific Conference on Contemporary Research (APCCR-2017) (pp. 110-121). Alhazmi, L. M. (2023). Language attitudes in fast-growing societies: new insights in the dynamism dimension. Humanities and Social Sciences Communications, 10(478). 1-14. doi.org/10.1057/ s41599-023-01988-1 Anggraeni, S. (2018). Sikap berbahasa sunda para pejabat di lingkungan pemerintah Kabupaten Bandung. (Thesis, Universitas Pendidikan Indonesia). Arikunto, S. (2013). Prosedur penelitian suatu pendekatan praktik. Jakarta: PT Rineka Cipta. Badan Pusat Statistik Kota Bandung. (2021). Jumlah penduduk, presentase penduduk, dan kepadatan penduduk menurut kecamatan di Kota Bandung, 2021. Retrieved from https://bandungkota.bps. go.id/en/statistics-table/1/1933/jumlah-penduduk-presentase-penduduk-dan-kepadatan-penduduk- menurut-kecamatan-di-kota-bandung-2021.html Baker, H. (2016). How Millennials are Changing the English Language. Retrieved from https://www. socialmediatoday.com/marketing/how-millennials-are-changing-english-language. Cohn, A. C., & Ravindranath, M. (2014). Bahasa lokal di Indonesia: Pemeliharaan bahasa atau pergeseran bahasa? Linguistik Indonesia, 32(2), 131–148. https://doi.org/10.26499/li.v32i2.22 Coolsma, S. (1985). Tata Bahasa Sunda. Jakarta: Djambatan Cooper, J. (2010). Cognitive dissonance: Fifty years of a classic theory. Sage Publications. Creswell, J. (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson Education Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Second Edition). California: Sage Publications. Crystal, D. (2006). English as a Global Language. Cambridge: Cambridge University Press Denzin, N. K., & Lincoln, Y. S. (Eds.). (2008). The landscape of qualitative research (3rd ed.). Sage Publications, Inc. Devlin, T. M. (2021). Talkin About the Generations: Millennial Language. Retrieved from: https://www. babbel.com/en/magazine/millennial-language. Feng, R.Y. et al. (2024). A systems approach to multilingual language attitudes: A case study of Montréal, Québec, Canada International Journal of Bilingualism, 28(3), 454-478. Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press. Fitriani, R.S. & Nabila, R. (2019). Sikap bahasa mahasiswa bandung terhadap bahasa ibu pada era milenial: Kajian sosiolinguistik. Jurnal Akrab Juara, 4(2), 129-142. Fitriyah,-. & Turistiani, T. D. (2024). Sikap bahasa mahasiswa Universitas Negeri Surabaya terhadap Bahasa Indonesia. BAPALA, 11(3), 350-364. Garrett, P. (2010). Attitudes to Language. Cambridge: Cambridge University Press. Ghozali, I. (2016). Aplikasi Analisis Multivariete Dengan Program IBM SPSS 23. Edisi 8. Semarang: Badan Penerbit Universitas Diponegoro. DECLARATION OF COMPETING INTERESTS The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 207 Gibson, L. A., & Sodeman, W. A. (2014). Millennials and technology: Addressing the communication gap in education and practice. Organization Development Journal, 32(4), 63-75. Grishchenko, Z., & Titarenko, L. (2019). Belarusian Millennials: A Generation Gap? Filosofija. Sociologija, 30(4), 1–10. https://doi.org/10.6001/fil-soc.v30i4.4157 Hajrah, B. (2024). Sikap Bahasa dan Pembelajaran Bahasa Indonesia Di Perguruan Tinggi. Taveij, 4(2) 69-73. Hawkey, J. W., & Kircher, R. (2022). Mixed-methods approaches to the study of language attitudes. In R. Kircher, & L. Zipp (Eds.), Research Methods in Language Attitudes (pp. 330-345). Cambridge University Press. https://doi.org/10.1017/9781108867788.026 Herskovits, M. J. (1955). Cultural anthropology. Alfred A. Knopf. Hidayat, A., Suseno, G., & Hendarti, T. (2021). The influence of reading ability and learning activities on Indonesian language learning outcomes. ANP Journal of Social Science and Humanities, 2(1), 89–94. https://journalarsvot.com/index.php/anp-jssh/article/download/521/354 Holmes, J. (2013). An Introduction to Sociolinguistics. New York: Routledge. Hopkyns, S., Zoghbor, W., & Hassall, P. J. (2021). The use of English and linguistic hybridity among Emirati millennials. World Englishes, 40(2), 176-190. Ibrahim, G. A. (2011). Bahasa Terancam Punah: Fakta, Sebab-Musabab, Gejala, Dan Strategi Perawatannya. Linguistik Indonesia, 29(1), 35-52 Jackson, S. L. (2016). Research Methods and Statistics: A Critical Think Approach. Boston: Cengage Learning. Jendra, I. W. (2007). Sosiolinguistik Teori dan Penerapannya. Surabaya: Paramita. Junawaroh, S., et al. (2020). Gender dan Sikap Bahasa Komunitas Bahasa Sunda Brebes. Jalabahasa, 16(2), 115-131. Kraus, S., and Sears, S. 2008. Teaching for Millennial Generation: Student and Teacher Perceptions of Community Building and Individual Pedagogical Techniques. The Journal of Effective Teaching, 8(2), 32-39. Kurniawati, W., Emzir & Akhadiah, S. (2021). Vitalitas bahasa Sunda di Kota Cianjur. Jurnal Pendidikan Bahasa dan Sastra, 21(1), 37-50. doi.org/10.17509/bs_jpbsp.v21i1.36657 Lauder, M. R. M. T. (2004, October 4–5). Optimalisasi Bahasa Indonesia berbasis korpus linguistik [Conference presentation]. Pertemuan Ilmiah Bahasa dan Sastra Indonesia XXVI, Universitas Muhammadiyah Purwokerto. Lewis, M. P., Simons, G. F., & Fennig, C. D. (Eds.). (2013). Ethnologue: Languages of the world (17th ed.). SIL International. http://www.ethnologue.com Lubis, M., Anggarasari N. H., Dewi, R.S., Homaeny, E.F.F., & Nugraha, F. (2023). Local Wisdom In The Use Sundanese Language of Early Childhood In Indihiang Sub-District Tasikmalaya City (Analytical Descriptive Study)” in 2nd Paris Van Java International Seminar on Health, Economics, Social Science and Humanities, KnE Social Sciences, 20–30. DOI 10.18502/kss.v8i4.12878 Mahsun, M. (2017). Metode Penelitian Bahasa Edisi Ketiga (Tahapan, Strategi, Metode dan Tekniknya). Depok: PT Raja Grafindo Persada. Makarov, I. M., et al. (2023). Using Educational Technology to Improve the Teaching Process of English Language for Students. Proceedings of the 3rd International Conference on Research in Applied Linguistics, Journal of Research in Applied Linguistics, 14(3), 56-60. McCulloch, G. (2019). Because Internet: Understanding the New Rules of Language. New York, NY: Riverhead Books Menggo, S. & Suastra, I.M. (2020). Language use and language attitudes of sumbawanese speakers in Bali. Register Journal, 13(2) 333-350. Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 208 Misnadin, -. & Yuliawati, S. (2023). Language Attitudes of the Madurese Community Toward Madurese, Indonesian, English, and Other Foreign Languages. Humaniora, 35(1), 14-23. doi.org/10.22146/ jh.81884 Mulyani, M., & Afina, F. (2021). The Students’ Attitude towards Google Translate. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 3(1), 1-13. Ngaeni, N. & Nu’ma, R. S. (2022). Sikap Bahasa Mahasiswa Terhadap Bahasa Ibu Pada Era Millennial. Jurnal Silistik 2(1), 29-37. Nurhaq, H. M. et al. (2019). Sikap Bahasa Masyarakat Perbatasan: Studi Sosiolinguistik di Kecamatan Wanareja, Kabupaten Cilacap. In Seminar Tahunan Linguistik 2019 (pp. 351–357). Pauwels, A. (2005). Maintaining the community language in Australia: Challenges and roles for families. International journal of bilingual education and bilingualism, 8(2-3), 124-131. Permesti, L. (2013). Bahasa Sunda Terancam Punah. Republika. Retrieved from https://news.republika. co.id/berita/ms4nkw/bahasa-sunda-terancam-punah Prayogi, R., Prasetya, R. A., & Riadi, B. (2021). Pelanggaran prinsip kesantunan berbahasa dalam komunikasi generasi milenial. Jurnal Kata: Bahasa, Sastra, dan Pembelajarannya, 9, 30-39. Puspitasari, D. P. & Kuswari, U. (2021). Sikap Berbahasa MC Wedding Bandung Terhadap Bahasa Sunda. Lokabasa, 12(2), 132-140. Rahmawati, F., 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. Ramdhani, I. S., & Enawar, E. (2019). Sikap Berbahasa, Pemertahanan Bahasa, dan Peran Generasi Milenial terhadap Perkembangan Bahasa Indonesia. In Seminar Nasional Pendidikan Bahasa dan Sastra (pp. 277-283). Robiah, D.F.N. & Hernawan. (2021). Perubahan, Pergeseran, dan Pemertahanan Bahasa Sunda di Lingkungan Universitas Pendidikan Indonesia. Lokabasa, 12(1), 27-34. Rosidi, A. (2006). Urang Sunda Jeung Basa Sunda. Bandung: Kiblat Buku Utama. Rourke, L. (2022). Research methods in language attitudes. Cambridge University Press. Rusdiansyah. (2018). Pergeseran Bahasa Tae’ Pada Masyarakat di Kota Palopo Sulawesi Selatan: Studi Tentang Sikap dan Vitalitas Bahasa. (Thesis, Universitas Pendidikan Indonesia). Sagitova, R.R. et al. (2023). Developing Cross-Cultural Foreign Language Communication via Mobile Technologies: Podcasting. Proceedings of the 3rd International Conference on Research in Applied Linguistics, Journal of Research in Applied Linguistics, 14(3), 16-20. Samsu, S. (2017). Metode Penelitian. Teori dan Aplikasi Penelitian Kualitatif, Kuantitatif, Mixed Methods, serta Research & Development. Jambi: Pusaka. Sneddon, J. (2003). The Indonesian language: Its history and role in modern society. Sydney: University of New South Wales Press Ltd. Sopyan, T. & Bhuana, G. P. (2022). Language Shift from Sundanese Language to Indonesian Language. Project 5(1), 64-70. Stuart-Smith, J. (2007). The Influence of the Media. The Routledge companion to sociolinguistics. Routledge: London, UK Sudarma, et al. (2018). Upaya Pemertahanan Bahasa-Budaya Sunda di tengah Pengaruh Globalisasi. Jurnal Pengabdian Kepada Masyarakat, 2(12). Sudaryat, Y., et al. (2007). Tata Basa Sunda Kiwari. Bandung: Yrama Widya. Sulistiyaningsih, L. S., Nurhasanah, S., & Rachmawati, E. (2018). Motivasi Instrumental sebagai Penentu Pemertahanan Bahasa Sunda Dialek Banten Di Kawasan Wisata (Kajian sosiolinguistik di Pantai Tanjung Lesung dan Pantai Carita). In Konferensi Linguistik Tahunan Atma Jaya 16 (pp. 278–282). Ikmal Trianto / Jurnal Arbitrer - Vol. 12 No. 2 (2025) 209 Syafyahya, L, & Yades, E. (2020). Diksi Dan Gaya Berbahasa Generasi Milenial. SALINGKA: Majalah Ilmiah Bahasa dan Sastra, 17(2), 101—111. Tagliamonte, S.A. (2017). Teen talk: The language of adolescents. Cambridge: Cambridge University Press Trianto, I., & Muniroh, R. D. D. A. (2023). Language Attitude Towards the Millennials Sundanese Parents on the Use Of Language To Their Children. Jurnal Ilmiah Wahana Pendidikan, 9(18), 340-347. Trudgill, P. (2000). Sociolinguistics: An Introduction to Language and Society. England: Penguin Books Ltd. Wagiati, dkk. (2022). Sikap Berbahasa Dan Peran Generasi Milenial Terhadap Pemertahanan Bahasa Sunda Di Kabupaten Ciamis, Provinsi Jawa Barat. Metahumaniora - Jurnal Bahasa, Sastra, dan Budaya, 12(3), 271 – 279. DOI: 10.24198/metahumaniora.v12i3.38650 Wagiati, N. F. N., et al. (2017). Sikap Berbahasa para Remaja Berbahasa Sunda di Kabupaten Bandung: Suatu Kajian Sosiolinguistik. Metalingua: Jurnal Penelitian Bahasa, 15(2), 213-221. Warnilah, A. I. (2018). Implementasi alpha Cronbach pada pengembangan pembelajaran pengenalan sampah metode MDLC. Widianto, E. (2018). Pemertahanan bahasa daerah melalui pembelajaran dan kegiatan di sekolah. KREDO: Jurnal Ilmiah Bahasa dan Sastra, 1(2), 1-13. Wodak, R., Krzyżanowski, M., & Forchtner, B. (2012). The interplay of language ideologies and contextual cues in multilingual interactions: Language choice and code-switching in European Union institutions. Language in Society, 41(2), 157–186. https://doi.org/10.1017/S0047404512000018 Yahya, H.A. & Sukmayadi, V. (2020). A Review of Cognitive Dissonance Theory and Its Relevance to Current Social Issues. MIMBAR- Jurnal Sosial dan Pembangunan, 36(2). 480-488. Zulkifli, M. S., & Bakar, K. A. (2024). Language shaming on YouTube: Linguistic features, themes, and social implications. Journal of Research in Applied Linguistics, 15(1), 128-144. https://doi. org/10.22055/RALS.2023.43456.3034