Building Student Independence in Learning Using a Bilingual Approach

Abstract

The purpose of this study is to develop students' independence in understanding learning materials by implementing bilingual approaches in kindergarten students. The study subjects were Class A students of kindergarten Insan Tangkas Batukliang, Central Lombok. This research used a qualitative method with a case study approach. Data collection was conducted through observation, interviews, and documentation. Data analysis followed the Miles & Huberman model, encompassing data collection, data reduction, data presentation, and verification. The results indicated that Sasak and Indonesian languages were used as mediums of instruction in learning process at students of kindergarten Insan Tangkas. Teachers used the Sasak language to explain material delivered in Indonesian. This research demonstrated that the Sasak language was predominantly used in teaching, enabling students to adapt more quickly to Indonesian. Additionally, the bilingual approach improved student outcomes, as evidenced by the enhancement of learning achievements in assessments conducted by Class A teachers using Sasak as the instructional language.