The Implementation of Multilingual Habituation in Enhancing Students’ Self-Confidence

Rahmanita Rahmanita; Saparia Fitriani; Fatmi Fauzani; Fina Febriany; Lazi Yafni; Isra’ Anggella

doi:10.58485/jie.v5i1.603

Authors

Rahmanita Rahmanita STIT Syekh Burhanuddin Pariaman, Indonesia
Saparia Fitriani STIT Syekh Burhanuddin Pariaman, Indonesia
Fatmi Fauzani STIT Syekh Burhanuddin Pariaman, Indonesia
Fina Febriany STIT Syekh Burhanuddin Pariaman, Indonesia
Lazi Yafni STIT Syekh Burhanuddin Pariaman, Indonesia
Isra’ Anggella STIT Syekh Burhanuddin Pariaman, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i1.603

Keywords:

Multilingual habituation, students’ self-confidence, language learning environment, Islamic school

Abstract

This study aims to examine the implementation of multilingual habituation practices and their contribution to enhancing students’ self-confidence. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis related to the use of Indonesian, Arabic, and English in both classroom activities and daily interactions within the school environment. The findings reveal that multilingual habituation is implemented in a structured and sustainable manner through regular language practice, guided conversations, and support from teachers as well as student language ambassadors. These practices positively influence students’ development across cognitive, affective, and conative domains, while also fostering greater confidence in communication. Increased self-confidence is reflected in students’ willingness to use foreign languages in everyday interactions without excessive fear or anxiety. This study highlights that multilingual habituation not only contributes to language proficiency but also strengthens students’ psychological development, particularly their self-confidence.

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