The Influence of Javanese Language Habits on Primary Students’ Early Reading Ability: A Systematic Literature Review

Abstract

This systematic literature review investigates how Javanese language habits shape the early reading abilities of elementary school students. The study is motivated by the persistent low level of reading literacy in Indonesian primary schools and the strategic role of mother tongue use, especially Javanese, in building foundational literacy. Using the PRISMA 2020 guidelines, articles were searched in Google Scholar, GARUDA, DOAJ, ERIC, and nationally accredited journals (with emphasis on Sinta 1 and Sinta 2), covering publications from 2000–2025 with a focus on 2015–2025. Twenty eligible studies were synthesized through narrative and thematic analysis. The review reveals that frequent use of Javanese at home and school is consistently associated with better Javanese language skills, including understanding and reading simple texts. Javanese language habits support early reading by enriching vocabulary, strengthening phonological awareness, and increasing students’ affective engagement with local language texts. Studies on media such as flashcards, word cards, and Karawa (Karambol Aksara Jawa) show that integrating culturally relevant materials can significantly improve beginning reading performance. However, most available evidence is descriptive or correlational, with varied instruments and limited standardization, so causal claims remain tentative. The findings highlight the need for deliberately designed school and family programs that integrate Javanese language use with structured early reading activities within the Merdeka Curriculum framework, as well as future quasi-experimental and mixed-methods research with stronger methodological rigor.