The Difference Of Javanese And Indonesian Vocabularies In Preschool Age Children

Main Article Content

Windiarti Dwi Purnaningrum
Muryanti Muryanti


Background: Vocabulary is an important component of language aspect in children. Vocabulary mastery is a good predictor to see the language ability of children in further age. Speaking using more than one language gives children a broader experience to access language learning. This research was conducted to see the difference of vocabularies in Javanese and Indonesian languages.

Methods: The research was conducted using cross-sectional design. Data collection was conducted by distributing questionnaire to parents. The sample design used was total sampling. Data collection was conducted on April-September 2019.

Results: The result of analysis using Mann Whitney test shows that there is a difference of vocabularies between Javanese and Indonesian languages. Variance test shows that Javanese vocabularies are higher in quantity than Indonesian vocabularies.

Conclusion: There is a difference of vocabularies between Indonesian and Javanese. The use of dominant language in daily life putatively contributes to the findings of research. Broader exploration should be conducted to see the comparison between first and second languages.

Article Details

How to Cite
Purnaningrum, W. D., & Muryanti, M. (2021). The Difference Of Javanese And Indonesian Vocabularies In Preschool Age Children. Interest : Jurnal Ilmu Kesehatan, 78–83.


Aji, L. S., Sugiharti, S., & Salimi, M. (2019). Analysis of Javanese Language Vocabulary Skill for Elementary School Students in Kebumen District. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(2), 263.

AlHammadi, F. S. (2017). Prediction of child language development: A review of literature in early childhood communication disorders. Lingua, 199, 27–35.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders : DSM-5. In Pediatria Integral (5th Editio, Vol. 17, Issue 7). American Psychiatric Association.

Bingham, G. E., Jeon, H. J., Kwon, K. A., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children’s oral language skills. Infant and Child Development, 26(5), 1–18.

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., Baird, G., Bauer, A., Bellair, J., Boyle, C., Brownlie, E., Carter, G., Clark, B., Clegg, J., Cohen, N., Conti-Ramsden, G., Dockrell, J., Dunn, J., Ebbels, S., … Whitehouse, A. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1068–1080.

Brignell, A., May, T., Morgan, A. T., & Williams, K. (2019). Predictors and growth in receptive vocabulary from 4 to 8 years in children with and without autism spectrum disorder: A population-based study. Autism, 23(5), 1322–1334.

Connor, C. M. (2008). Language and Literacy Connections for Children Who are African American. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 15(2), 43–53.

Gray, S., & Yang, H.-C. (2015). Selecting Vocabulary Words to Teach. Perspectives on Language Learning and Education, 22(4), 123–130.

Kiliç, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of turkish efl learners. Pasaa, 57(March), 133–164.

Kuo, M.-M., & Lai, C.-C. (2006). Linguistics across Cultures: The Impact of Culture on Second Language Learning. Journal of Foreign Language Instruction, 1(1), 1–10.

McDaniel, J., Yoder, P., Woynaroski, T., & Watson, L. R. (2018). Predicting receptive–expressive vocabulary discrepancies in preschool children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 61(6), 1426–1439.

Paul, R., & Norbury, C. F. (2012). Language Disorders from Infancy Through Adolescence: Listening, Speaking, Reading, Writing, and Communicating (Fourth Edi). Mosby Elsevier Inc.

Pransiska, R. (2017). Benefits of Bilingualism in Early Childhood: A Booster of Teaching English to Young Learners. Advances in Social Science, Education and Humanities Research (ASSEHR), 58(November), 390–393.

Pratomo, H. T. A., Adriani, R. B., & Akhyar, M. (2016). Association Between Parental Education, Occupation, Income, Language Activity, and Language Proficiency in Children. Indonesian Journal of Medicine, 01(03), 152–159.

Pratomo, H. T. A., Siswanto, A., & Purnaningrum, W. D. (2018). Skrining Kemampuan Bahasa Anak Pra Sekolah : A Pilot Project. Jurnal Keterapian Fisik, 3(1), 25–34.

Rescorla, L., Cathy Lee, Y. M., Oh, K. J., & Kim, Y. A. (2013). Lexical development in Korean: Vocabulary size, lexical composition, and late talking. Journal of Speech, Language, and Hearing Research, 56(2), 735–747.

Richels, C. G., Johnson, K. N., Walden, T. A., & Conture, E. G. (2013). Socioeconomic status, parental education, vocabulary and language skills of children who stutter. Journal of Communication Disorders, 46(4), 361–374.

Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The Pace of Vocabulary Growth Helps Predict Later Vocabulary Skill. Child Development, 83(2), 508–525.

Rowea, M. L., Denmark, N., Harden, B. J., & Stapleton, L. M. (2016). The Role of Parent Education and Parenting Knowledge in Children’s Language and Literacy Skills among White, Black, and Latino Families. Infant and Child Development, 25, 198–220.

Shipley, K. G., & McAfee, J. G. (2021). Assessment in speech-language pathology: a resource manual (Sixth edit). Plural Publishing, Inc.

Tager-Flusberg, H. (2015). The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications. Journal of Speech, Language, and Hearing Research, 24(2), 1–14.