This study was aimed to investigate the tendency of daily language use by Indonesians and the preference of the use of local languages or Indonesian in everyday life. This is to know whether there is language shift and maintenance of local languages toward Indonesian. The participants were 201 respondents from several provinces in Indonesia (almost every province in Indonesia was represented). The method used in this study was descriptive quantitative. Data collection technique was the survey questionnaire. The result from this study revealed that Indonesians have positive attitude toward the use of local languages they have. The data gained showed that the majority of respondents prefer using local language to Indonesian in the family and neighborhood domains, the places where they spend almost all their time in. Yet, Indonesian is often used in the educational and general places due to the demand and the effectiveness of communication. Importantly, the finding from this study demonstrates that Local languages have not been shifted yet because they are still frequently used in the family and neighborhood area. In other words, local languages are not shifted, yet maintained though in educational and general places are in the contrary. This phenomenon includes in one effort to preserve the local languages that Indonesia has to the next generation.

This study investigates the effects of Single-Sex and Co-educational classrooms on English learning outcomes. This study is a causal-comparative study in ex post facto design. Three classes consisting of 73 students (boy and girl-single-sex classes and a co-educational class) from a private secondary school in Central Java, Indonesia, are the sample. An integrated English test, equating the material from the 2013 curriculum and CEFR for English, was used. It tested four skills in English consisting of Listening, Speaking, Reading and Writing. Expert judgments already checked the instrument through face validity. Item internal consistency from all skills was good, and the reliability was too in a good category. This study indicates that organizing a Single-sex classroom in the English learning process has a positive and significant effect on English achievement. Being in a Single-Sex classroom benefitted the students in their outcomes in learning English. This study also implies that teachers, especially English teachers, must understand their students' learning strategies to implement the appropriate learning strategies. It is because male and female students learn something in different ways.

Education packaged in bilingual classrooms is increasingly being offered in various developing and developed countries. One way to optimize learning outcomes in bilingual classrooms is to utilize technology in the learning process. This study aims to elaborate on the effectiveness of technology used in a bilingual classroom, the sources of technology used in bilingual classrooms, and the integration of technology using bibliometric analysis. This study covers a qualitative method utilizing a bibliometric approach operated in the R program. The 138 articles were collected from the Scopus database of research articles, reviews, conference articles, conference reviews, books, and book chapters from 1974-2022. Those studies originated from 36 countries using two languages. The nation with the most significant publication dealing with the theme is the United States. In addition, the information of the most often keywords and the most frequently trend of research published is addressed well in this study. This study reveals that the research trend dealing with making use of technology in bilingual education is increasing significantly started from 1874 up to 2022. The research dealing with it rise in the pandemic era. The trend of research is still going to be consistent on the interest with the four-research topic predicted to be trending in the future by the analysis. Those research topics are learning systems, computeraided instruction, content language integrated learning, and sign language. It can be implied that the support of educational parties to the improvements of bilingual education is still high and the following bilingual education researchers can meet the demand in educational technology by addressing those topics in their research.

Salah satu faktor yang mempengaruhi hasil belajar adalah pengorgansisasian kelas. Di Indonesia, pembagian ruang kelas sejenis dan campuran banyak dilakukan oleh sekolah-sekolah swasta. Studi ini menyelidiki pengaruh kelas sejenis dan campuran terhadap hasil belajar Matematika dan Bahasa Inggris siswa Sekolah Menengah Atas. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan desain komparasi kausal. Tiga kelas yang terdiri dari 89 siswa (kelas sejenis laki-laki, kelas sejenis perempuan dan kelas campuran) dari sekolah menengah swasta di Indonesia menjadi sampel dengan menggunakn pendekatan convenience sampling. Instrumen tes dikembangkan oleh masing-masing guru mata pelajaran yang terdiri dari 30 soal Matematika dan 50 soal Bahasa Inggris melalui Computer Based Test. Penelitian ini menunjukkan bahwa pengorganisasian kelas sejenis dalam proses pembelajaran Matematika dan bahasa Inggris berpengaruh positif dan signifikan terhadap prestasi belajar Matematika dan Bahasa Inggris. Hasil penelitian mengungkapkan bahwa pemisahan gender di dalam ruang kelas, kela sejenis dan campuran berpengaruh terhadap hasil belajar Matematika. Sedangkan untuk bahasa Inggris tidak ditemukan kecenderungan tersebut.  The effect of gender segregation on Mathematics and English learning outcomes Abstract: One of the factors that influence learning outcomes is class organization. In Indonesia, private schools mainly carry out the division of similar and mixed classrooms. This study investigates the effect of single-sex and coeducational classes on high school students mathematics and English learning outcomes. This research is a quantitative study using a causal-comparative design. Three classes consisting of 89 students (single male class, single female class, and coeducational class) from private secondary schools in Indonesia were sampled using a convenience sampling approach. Each subject teacher developed a test instrument consisting of 30 Mathematics questions and 50 English questions through a Computer Based Test. This study shows that organizing similar classes in learning Mathematics and English positively and significantly affects achievement in learning Mathematics and English. The study's results revealed that gender segregation in the classroom, same-class, and mixed classes affected mathematics learning outcomes. As for English, there was no such tendency.

Mastering more than one languages gives some advantages because of the correlation of the language and the brain. If we use more than one languages mean our brain has to work more that it works in one language. It means our brain has to be more active that can activate all the neurons of the brain and automatically make the brain much better in its functions. And of course, using more than one languages change how we assume and interpret everything in our surrounding. Using evidences from reaction time, eye-tracking, functional magnetic resonance imaging, and event-related potential research, it shows how language experience transforms cognitive control and emotion, two features that they are central to human communication. We suggest that managing multiple languages not only impacts cognitive control and emotion independently, but also the way in which they interact with each other. Within cognitive control, we present research suggesting that bilinguals demonstrate benefits compared to monolinguals and discuss the potential sources of these benefits, including parallel language activation and language switching. We also explore the potential links between linguistic and non-linguistic cognitive processes. Within emotion, we discuss whether bilinguals process emotions similarly across their first and second languages and consider how linguistic context and one’s cultural affiliation may impact memory (e.g., storage and retrieval) of emotional events. The evidence discussed in this chapter highlights the transformative effect that bilingual experience has on how human beings understand and interpret the world