Journal of Children's Education
Journal of Children's Education (CEJ). Vol. 7 No. 3 (2025) 225-252
e-ISSN: 2685-1903 p-ISSN: 2087-0396
(CEJ)
DOI: 10.33086/cej.v7i3.8436

ORIGINAL RESEARCH ARTICLE

Cultivating Language Confidence in Primary Learners: The
Synergy of Picture Story Media and Bandura's Self-Efficacy
in Regional Language Pedagogy
Eka Danik prahastiwi1* , Minsih2

, and Siti Norlina Muhammad 3

1

Institut Agama Islam Muhammadiyah Pacitan, Indonesia;
Universitas Muhammadiyah Surakarta, Indonesia
3
Universitas Teknologi Malaysia, Malaysia
2

Correspondence: prahastiwidanik@isimupacitan,ac.id
Article History: Received: 12 Oct 2024 • Revised: 05 Dec 2024 • Received: 15 Jan 2025 • Published: 20 Mar
2025
ABSTRACT
Di era transformasi digital saat ini, keterampilan komunikasi dan pelestarian budaya melalui bahasa daerah menjadi
kompetensi krusial bagi siswa sekolah dasar, di mana penggunaan media cerita bergambar dipandang sebagai
strategi kreatif dan efektif untuk meningkatkan keterlibatan mereka. Penelitian ini dilatarbelakangi oleh rendahnya
kepercayaan diri siswa dalam menggunakan bahasa Jawa, sementara penelitian terdahulu lebih banyak berfokus
pada hasil kognitif daripada aspek psikologis. Fokus utama kajian ini adalah mengevaluasi dampak integrasi media
cerita bergambar berbasis teori Self-Efficacy Bandura terhadap peningkatan kepercayaan diri berbicara dan
keterampilan psikomotorik siswa dalam pedagogi bahasa daerah. Penelitian ini bertujuan untuk menganalisis
efektivitas sinergi antara media visual dan keyakinan diri dalam memperkuat kecakapan bahasa daerah.
Menggunakan metode penelitian tindakan kelas (Classroom Action Research) dengan desain siklus, data
dikumpulkan melalui observasi dan angket yang diolah dengan teknik analisis deskriptif kualitatif serta kuantitatif.
Hasil penelitian menunjukkan bahwa penggunaan media cerita bergambar memberikan dampak positif yang
signifikan terhadap peningkatan efikasi diri siswa; namun, ditemukan bahwa variabel lingkungan luar sekolah tidak
berpengaruh dominan terhadap hasil belajar jika dibandingkan dengan scaffolding media visual di kelas.
Kesimpulannya, sinergi media cerita bergambar dan penguatan self-efficacy mampu menciptakan lingkungan
belajar yang suportif untuk mengembangkan kepercayaan diri bahasa sejak dini. Implikasinya, guru perlu
mengintegrasikan media visual yang relevan secara budaya untuk mengatasi hambatan psikologis siswa dalam
pembelajaran bahasa.

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ABSTRACT
In the current era of digital transformation, communication skills and cultural preservation through regional
languages have become crucial competencies for elementary school students, where the use of illustrated storytelling
media is seen as a creative and effective strategy to increase their engagement. This research is motivated by students'
low self-confidence in using Javanese, while previous research has focused more on cognitive outcomes than
psychological aspects. The main focus of this study is to evaluate the impact of integrating illustrated storytelling
media based on Bandura's Self-Efficacy theory on improving students' speaking confidence and psychomotor skills
in regional language pedagogy. This study aims to analyze the effectiveness of the synergy between visual media
and self-confidence in strengthening regional language proficiency. Using a classroom action research method
(CLR) with a cyclical design, data were collected through observations and questionnaires processed with qualitative
and quantitative descriptive analysis techniques. The results showed that the use of illustrated storytelling media had
a significant positive impact on improving students' self-efficacy; however, it was found that environmental
variables outside the school did not have a dominant influence on learning outcomes when compared to visual media
scaffolding in the classroom. In conclusion, the synergy between illustrated storytelling and self-efficacy
reinforcement can create a supportive learning environment for developing language confidence from an early age.
Consequently, teachers need to integrate culturally relevant visual media to address students' psychological barriers
to language learning.
How to cite Prahastiwi , E. D., Minsih, M., & Muhammad , S. N. (2025). Cultivating Language Confidence in Primary
Learners: The Synergy of Picture Story Media and Bandura’s Self-Efficacy in Regional Language Pedagogy. Child
Education Journal, 7(3), 225–252. https://doi.org/10.33086/cej.v7i3.8436

Keywords: Illustrated Storytelling, Bandura's Self-Efficacy, Javanese, Self-Confidence, Elementary Education

1. INTRODUCTION

In the current era of global digital transformation, the significance of multilingual communication
skills and the preservation of cultural identity through regional languages have emerged as crucial
competencies for primary school students. This global context demands that educational
institutions not only focus on conventional literacy but also on the ability of learners to navigate
diverse linguistic landscapes while maintaining their local heritage (Anastasopoulou et al., 2024;
Purba & Saragih, 2023). Effective and creative teaching strategies, particularly those leveraging
visual media, are now viewed as essential tools for fostering these skills, as they bridge the gap
between traditional values and modern pedagogical needs (Tantri et al., 2023). The integration of
regional languages into the curriculum is no longer just a matter of linguistics but a strategic effort
to build school competitiveness and strengthen local wisdom (Amalia et al., 2022). Thus, the
synergy between innovative media and psychological empowerment becomes the primary
foundation for achieving comprehensive educational goals in the 21st century.
However, the primary challenge in regional language pedagogy, particularly in Javanese language
learning, is the alarming decline in students' confidence and interest. Many students feel alienated
from their own mother tongue due to the dominance of national and international languages in
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digital spaces, leading to a significant psychological barrier in oral communication (Santosa, 2015;
Mukhlisa, 2021). Teachers often face difficulties in creating an engaging atmosphere, resulting in
a passive learning environment where students are afraid to make mistakes. This problem is
exacerbated by the lack of teaching materials that resonate with the cognitive and emotional
development of primary learners (Dafit & Mustika, 2021). Without a strategic intervention that
addresses both the media of instruction and the students' internal belief systems, the risk of regional
language extinction among the younger generation becomes an imminent threat to cultural
sustainability (Prahastiwi et al., 2023).
Extensive research has been conducted to address various aspects of language and character
education in primary settings. Studies by Amalia et al. (2022), Azizah et al. (2021), Dafit and
Mustika (2021), Judrah et al. (2024), Mandasari et al. (2021), and Sukmawati and Wahjusaputri
(2024) have explored different dimensions of literacy, character building, and technology
integration. Specifically, Amalia et al. (2022) focused on school competitiveness through local
wisdom, while Azizah et al. (2021) analyzed Bandura's theory in emergency curricula. Dafit and
Mustika (2021) examined high-level thinking through reading materials, and Judrah et al. (2024)
investigated the role of teachers in moral strengthening. Mandasari et al. (2021) looked at prophetic
character education, and Sukmawati and Wahjusaputri (2024) integrated AI and RADEC models.
Despite their contributions, these studies primarily focus on either purely cognitive outcomes or
general character building, often neglecting the specific intersection of visual media and selfefficacy in regional language speaking skills.
The novelty of this research lies in its unique integration of Picture Story Media specifically
tailored to stimulate Bandura’s Self-Efficacy components within Javanese language pedagogy.
While previous studies have utilized visual aids or discussed social learning theories separately,
this research creates a direct functional link between visual storytelling and the psychological
mechanics of confidence building in a regional language context (Nabavi, 2014; Samsir, 2022).
This study introduces a "Synergy Model" where the media is not just a carrier of information but
a tool for behavioral modeling and vicarious experience. By focusing on primary learners (Grade
II), this research captures a critical developmental stage where self-perception regarding language
competence is first formed (Krismawati, 2018). This approach offers a fresh perspective on how
traditional language subjects can be revitalized through a blend of psychological theory and
creative media.
The research gap identified in the existing literature is the lack of empirical evidence regarding
how specific visual media interventions can systematically boost the self-efficacy of primary
students in speaking regional languages. Most current literature on Javanese language teaching
focuses on vocabulary mastery or grammatical correctness (Rahmat Sinaga, 2018), leaving a void
in understanding the "confidence-to-speak" variable. Previous studies by Black and Williams
(2009) or Branch (2004) emphasize formative assessment and problem-based learning but do not
adequately address the anxiety and low self-efficacy inherent in minority language learners.
Furthermore, while Bandura’s theory is widely cited, its practical application using regionalthemed picture stories to overcome linguistic anxiety remains under-researched. This study

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addresses this gap by positioning self-efficacy as a mediator between media intervention and
linguistic performance.
The grand theory underpinning this research is Albert Bandura’s Social Cognitive Theory, with a
specific focus on the concept of Self-Efficacy. According to Bandura, self-efficacy is a person's
belief in their ability to succeed in specific situations, which is shaped by mastery experiences,
vicarious experiences, social persuasion, and emotional states (Nabavi, 2014; Wahyuni & Fitriani,
2022). In this study, the theory is operationalized to explain how students' confidence in speaking
Javanese can be reconstructed through systematic modeling and positive reinforcement provided
by the media and the teacher. This theoretical framework allows for a deeper analysis of the
psychological transformation occurring within the student, moving beyond mere rote
memorization to authentic linguistic expression (Azizah et al., 2021; Samsir, 2022). By applying
this theory, the research ensures that the intervention is grounded in a robust psychological
foundation that explains the "why" and "how" of student behavioral change.
The core concept utilized in this study is the "Synergistic Pedagogical Media," which combines
the visual-narrative strength of Picture Story Media with the psychological scaffolding of selfefficacy (Latif, 2021). Picture Story Media serves as a concrete representation of abstract language
concepts, making the regional language more accessible and less intimidating for young learners.
This media acts as a source of "vicarious experience" where students observe characters in stories
successfully using the language, thereby increasing their own belief that they can do the same
(Samsir, 2022). Additionally, the concept involves "Self-Healing" through expressive
communication, where students overcome their fear of being judged for their language skills
(Raihanah, 2023). This integrated concept ensures that the learning process is not only educational
but also transformative for the student's self-identity.
What makes this research particularly compelling is its dual focus on cultural preservation and
psychological empowerment in an era where local languages are increasingly marginalized. It is
interesting to observe how a simple yet structured visual intervention can reverse years of linguistic
insecurity in children. Furthermore, this study highlights the critical role of the teacher as a "social
persuader" and "model" within the Javanese cultural context, where politeness and socialemotional development are intertwined (Anggraini, 2017). The urgency of this research is tied to
the fact that if confidence in regional languages is not cultivated in early childhood, the
psychological distance between the child and their heritage will only widen. This study serves as
a necessary intervention to prove that with the right synergy of media and theory, linguistic barriers
can be dismantled, and cultural pride can be restored.
Ultimately, the primary objective of this research is to analyze and evaluate the impact of the
synergy between Picture Story Media and Bandura’s Self-Efficacy principles on the speaking
confidence of primary school learners in regional language pedagogy. Specifically, this study aims
to determine the extent to which the systematic use of visual storytelling can enhance students'
self-beliefs and their subsequent oral proficiency in Javanese. By utilizing a quantitative approach
with a pretest-posttest design (Sugiyono, 2017), the research seeks to provide empirical data that
validates the effectiveness of this pedagogical model. The results are expected to provide a

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practical framework for educators to develop more inclusive and psychologically-aware teaching
strategies that ensure regional languages remain a living and thriving part of the students' lives.

2. RESEARCH METHODS

The methodological framework of this research is meticulously structured to evaluate the
transformative impact of Picture Story Media on student self-efficacy and regional language
proficiency. To provide a clear visualization of the systematic progression from conceptualization
to the final synthesis of findings, Figure 1 illustrates the comprehensive research workflow and
the hierarchical stages of the study.

Figure 1. Research Flowchart: Hierarchical Stages of Pre-experimental Execution

2.1. Research Design
The research design adopts a pre-experimental approach, specifically the One-Group PretestPosttest Design, which serves as the foundational structure for measuring behavioral and
psychological shifts within a single cohort. This design is highly effective in primary education
research where the primary objective is to observe the longitudinal impact of a specialized
intervention, such as visual storytelling, on internal belief systems and external linguistic
performance (Sugiyono, 2017; Mas’odi et al., 2024). By utilizing this design, the researcher can
establish a baseline of the students' Javanese speaking skills and self-efficacy levels before
introducing the treatment, thereby providing a clear delta for assessing the synergy model's
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effectiveness (Ghofar et al., 2024). This hierarchical progression ensures that every change
recorded in the posttest can be systematically attributed to the integration of Bandura’s selfefficacy sources within the pedagogical media (Azizah et al., 2021). The methodology emphasizes
a vertical alignment starting from high-level theoretical constructs down to specific classroom
interventions, ensuring that the empirical results reflect the true pedagogical capacity of Javanese
language media in modern schools (Purba & Saragih, 2023).
2.2 Data Collection Technique
Data collection is executed through a multi-layered strategy designed to capture both quantitative
metrics and qualitative nuances of the learning process. The primary instruments include a
Javanese Speaking Proficiency Test (JSPT) and a multidimensional Self-Efficacy Questionnaire
adapted from the core constructs of Social Cognitive Theory (Nabavi, 2014; Wahyuni & Fitriani,
2022). To ensure high-quality data, the collection process integrates digital recording tools and
observational field notes, allowing for a detailed analysis of oral fluency, pronunciation, and
emotional arousal during storytelling sessions (Anastasopoulou et al., 2024; Purba & Saragih,
2023). This approach aligns with modern pedagogical trends where technology is used to facilitate
more authentic data gathering in language classrooms, moving beyond traditional pen-and-paper
assessments to capture real-time student engagement (Sukmawati & Wahjusaputri, 2024). By
capturing data at multiple touchpoints—before, during, and after the intervention—the research
ensures a holistic and high-fidelity representation of the student's psychological journey from
linguistic hesitation to confident verbal expression in their regional tongue.
2.3 Data Analysis Method
Data analysis is performed using a robust statistical framework that transitions from descriptive
mapping to inferential hypothesis testing, ensuring that the findings are both accurate and
generalizable. The analysis begins with a descriptive profile of the students' pre-intervention states,
followed by the application of the Paired Sample T-Test to determine the statistical significance of
the improvement in posttest scores (Sugiyono, 2017). Furthermore, a correlation analysis is
conducted to explore the causal relationship between the increase in self-efficacy scores and the
actual improvement in Javanese speaking proficiency (Mas’odi et al., 2023). This analytical path
allows the researcher to critically evaluate which specific sources of self-efficacy—such as
vicarious experience or social persuasion—contributed most significantly to the students'
communicative competence (Samsir, 2022). By integrating statistical rigor with theoretical
insights, the analysis provides a comprehensive answer to the research questions while maintaining
high empirical validity, ultimately revealing the mechanism through which visual media stimulates
cognitive and motor-linguistic development (Kusumaningsih et al., 2025).
2.4 Research Instrument
The research instrument is a custom-designed tool that translates abstract psychological constructs
into measurable educational outcomes for primary learners. It comprises a 15-item Likert scale for
self-efficacy and a structured oral rubric for language assessment, both of which are grounded in
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the Javanese cultural context and Bandura’s modeling theory (Nurul Huda & Maemonah, 2022;
Samsir, 2022). Table 1 outlines the alignment between the research questions and the specific types
of analysis used to process the instrument data, ensuring a transparent link between the inquiry
and the evidence.
RQ No
RQ1
RQ2
RQ3

Table 1. Research Question Matrix and Analytical Framework
Indicator/SubResearch Question
Type of Analysis
Indicator
To what extent does Picture Story Media Pronunciation,
Paired Sample Timprove Javanese speaking skills?
Fluency, Vocabulary Test
Mastery
How does the intervention influence Mastery Experience, Descriptive Mean
student self-efficacy based on Bandura's Vicarious Modeling, Analysis
sources?
Social Persuasion
Is there a significant link between ConfidencePearson
Productincreased efficacy and performance?
Proficiency
Moment
Correlation

2.5 Validity and Reliability
The validation and reliability of these instruments are established through a rigorous two-stage
process involving expert appraisal and empirical pilot testing to minimize measurement error.
Validity is secured through Content Validity Index (CVI) assessments by experts in linguistics and
developmental psychology, ensuring that the items accurately reflect Javanese politeness levels
and self-efficacy dimensions (Anggraini, 2017; Azizah et al., 2021). Reliability is subsequently
verified using Cronbach’s Alpha, where a coefficient above 0.70 is required to confirm the internal
consistency of the self-efficacy scale, ensuring that the instrument yields stable results over time
(Sugiyono, 2017). This process is vital for primary school research, as it ensures that the
instruments are not only scientifically sound but also developmentally appropriate for seven-toeight-year-old children who may have limited reading comprehension (Dafit & Mustika, 2021).
By ensuring instrument precision through these rigorous steps, the research minimizes bias and
strengthens the overall credibility and replicability of the synergy model findings.
2.6 Research Subjects and Location
The subjects of this study consist of 10 students from Grade II at a primary school in Pacitan, East
Java, a region strategically selected for its strong Javanese cultural roots and its current struggle
with linguistic shift among the youth. This location provides an authentic cultural backdrop for
testing the synergy of local wisdom and modern psychology, as the students are daily witnesses to
traditional values and Javanese social ethics (Prahastiwi et al., 2023). The small, focused
population allows the researcher to implement a high-fidelity intervention where each child
receives personalized scaffolding and verbal encouragement, which are critical components of
Bandura’s social learning theory (Nabavi, 2014). Conducting the research in this specific
geographic and cultural niche ensures that the results are not only statistically significant but also
culturally relevant, providing a scalable model for other regional language preservation efforts
(Amalia et al., 2022). Table 2 provides a detailed overview of the research instruments and the
participant demographics.
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Component
Total Items
Subject
Location
Duration

Table 2. Instrument Specification and Subject Profile
Detail
Description
15 items (Questionnaire) & 5 Measured via 4-point Likert and Oral
criteria (Rubric)
Assessment
Grade II Elementary Students Age
7-8
Years;
Native
(N=10)
Indonesian/Mixed Speakers
Pacitan, East Java, Indonesia
Public Elementary School with
Javanese Curriculum
4 Weeks (8 Sessions)
Pre-test, Treatment, and Post-test
Phases

To illustrate the operational flow of the data processing and how the instruments are integrated to
reach the final synthesis, Figure 2 details the path from raw data to research conclusions.

Figure 2. Operational Framework: Instrument Integration and Data Processing Path

Figure 2 demonstrates that the research process is a non-linear, reflexive journey where initial data
from the pretest informs the selection of specific picture stories to target the weakest efficacy areas.
For example, if students show high emotional arousal or anxiety, the intervention shifts toward
self-healing through storytelling and positive modeling provided by the teacher and the media
(Raihanah, 2023; Cita et al., 2016). This adaptive methodology ensures that the "Synergy Model"
remains responsive to the unique psychological profiles of the students, transforming the
classroom into a supportive environment for both language acquisition and character building
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(Judrah et al., 2024; Tantri et al., 2023). By following this operational path, the study successfully
bridges the gap between theoretical constructs and practical classroom applications, ensuring a
robust contribution to the field of regional language pedagogy in the digital era through evidencebased literacy culture (Amalia et al., 2022).
3. RESULTS AND FINDINGS

3.1 Initial Condition Profiling: Identifying Linguistic and Psychological Barriers
Prior to the intervention, an initial mapping of students' Javanese speaking skills was conducted
through direct observation and diagnostic tests. The findings revealed a significant gap between
passive understanding and active oral production, where students could understand simple
instructions but struggled to formulate responses. Field facts indicated that students experienced a
"Mental Block" characterized by silence or code-switching when required to use the Krama
(formal) register. This phenomenon stemmed from a profound fear of linguistic error (wedhi luput),
leading to high levels of anxiety during speaking tasks. To provide a clear overview of the students'
initial competence levels and the psychological barriers present before the implementation of the
media, the baseline data is summarized in the following table 1:
Table 1. Baseline Data on Speaking Ability and Self-Efficacy (Pre-Intervention)
Average
Achievement Indicator
Category
Key Findings
Score
Speaking Fluency
Low
Long pauses, frequent switching to
42.5
Indonesian
Diction
Accuracy
Very Low Difficulty distinguishing between
38.0
(Unggah-ungguh)
Ngoko and Krama
Self-Efficacy
Low
Fear of making mistakes, low
45.2
volume, avoiding eye contact

The low self-efficacy score of forty-five point two percent (45.2%) is not merely statistical data,
but rather reflects a psychological condition in which students feel "alienated" from their own
regional language. This low figure is linearly correlated with speaking fluency, where mental
barriers (mental blocks) make students tend to withdraw from classroom interactions. Field
findings indicate that lack of confidence in one's abilities triggers cognitive paralysis; students
spend too much energy worrying about grammatical errors (unggah-ungguh) that they neglect the
communication aspect itself. This is in line with Mas'odi et al. (2023) who emphasized that low
self-efficacy results in decreased motor and cognitive performance in language production, where
the fear of social judgment is more dominant than the desire to express themselves.
3.2 Intervention Strategy: Reconstructing Confidence Through Media Integration
Based on the initial condition profiling, the designed intervention focuses not only on the transfer
of linguistic knowledge but also on lowering the "Affective Filter" (emotional barriers). The ELingu egic bridge to reshape student perceptions of the Javanese Krama register—moving from
viewing it as "intimidating" to seeing it as an "accessible" communication tool. To address the
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three low-performing indicators identified in Table 2, the intervention was structured around three
primary pillars:
Table 2. Intervention structured
Media Intervention
Operational Objective
Feature
Low Self-Efficacy
Interactive
To create a "low-stakes
Simulation & Avatar environment" where students
Feedback
can practice without fear of
social judgment.
Diction Weakness (Krama) Visual Scaffolding & To provide instant "point-ofGlossary Pop-ups
need" support for selecting
correct
Unggah-ungguh
vocabulary.
Fluency Deficit
Voice Recognition / To encourage repetitive oral
Roleplay Recording
production (drilling) until
linguistic
automaticity
is
achieved.
Problem Focus

Ultimately, the media functions as a sophisticated digital "More Knowledgeable Other," bridging
the critical gap between a student’s current linguistic constraints and their potential for fluent
Krama production. By providing consistent, low-stakes scaffolding, the intervention allows
learners to navigate the intricate social and grammatical nuances of the Javanese language within
their Zone of Proximal Development (ZPD). This transition ensures that students do not merely
memorize phrases, but internalize the logic of Unggah-ungguh, reaching a level of communicative
competence and linguistic autonomy that would have remained unreachable through unassisted or
purely traditional instruction.
3.3 Cycle I: Implementation of Picture Story Media and Visual Stimulation
In Cycle I, picture story media was introduced to provide visual stimuli. The primary focus was
on building initial engagement and reducing the level of "Language Anxiety." The learning
transformation process in Cycle I began with the use of illustrated storytelling as the primary
stimulant to spark student engagement. Through this medium, the learning process focused on
visual stimulation and character identification, encouraging students to concretely recognize story
elements. Student responses then fell into two categories: positive responses, leading to increased
focus and engagement, and negative responses, characterized by hesitation during oral
presentations, which posed a challenge. Despite challenges in speaking confidence, the process
resulted in a significant increase in students' mastery of basic vocabulary. The mechanism by which
visual stimuli transform the students' learning engagement is illustrated in the following flowchart:

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Figure 3. Cycle I Learning Transformation Process

The systematic learning transformation process above is described visually through the students'
real activities in the classroom, as documented in the following image:

Figure 4. Student Engagement with Picture Story Media in Cycle I

Based on Figure 4, students began to actively work at their respective desks. However, field facts
showed that while students were enthusiastic about the images, they still struggled to construct
sentences independently. These observations are further clarified by the following field notes:
Occurrence: Students frequently asked, "Teacher, what is the Javanese word for 'go'
when referring to a grandfather?"
Error Findings: There were phonological errors in the pronunciation of heavy
Javanese consonants (such as d vs dh).

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Based on observations in Figure 4, the transition of students' activities as they began to work
actively at their respective desks showed a significant increase in initial engagement. However,
field data revealed that despite the high enthusiasm for the visual stimulation of the picture story
media, students still experienced difficulties in constructing sentences independently without
teacher assistance. This was reflected in field notes where students often asked critical questions
regarding vocabulary specific to older subjects, such as asking for the word "Pergi" in the Krama
form for grandfather, as well as the finding of persistent phonological errors in the pronunciation
of heavy Javanese consonants such as the difference between d and dh. This phenomenon indicates
that the visual stimulus had successfully triggered curiosity, but students' motor and linguistic
abilities still needed more intensive scaffolding to achieve language independence.
3.4 Cycle II: Optimization of Scaffolding and Reinforcement of Self-Efficacy Sources
Cycle II emphasized teacher intervention through Scaffolding and the provision of Social
Persuasion. Here, the teacher entered the students' personal space to provide emotional support.
The interaction model between the teacher's persuasive role and the students' psychological
response is depicted in the figure below:

Figure 5. Scaffolding Process: The Teacher as a Source of Social Persuasion (Bandura's Theory)

Field Activity Transcript (Session 5):
Teacher: "Look at this picture. Bima is talking to his teacher. In your opinion, what language is
Bima using?"
Student (S04): (Hesitant) "Ngoko, Ma'am?"
Teacher: "Almost correct, but because he is talking to a teacher, Bima uses Krama. Come on, I'll
help you. Say: 'Kulo nyuwun pamit'. You can definitely do it; your voice sounds great."
Student (S04): (Smiling, sitting up straight) "Kulo... nyuwun pamit, Ma'am."
Teacher: "Excellent! Your pronunciation is perfect."

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The activity in Session 5 illustrates the process of providing intensive social persuasion, where the
teacher guides student S04 who was initially hesitant when identifying the language register used
by the character Bima in the illustrated story media. The teacher provides positive correction by
explaining that the interaction between Bima and his teacher requires the Krama register, then
directly provides an example of the sentence "Kulo nyuwun pamit" and verbal reinforcement that
the student's voice sounds good. The student's response who then smiles, sits up straight, and is
able to pronounce the sentence perfectly shows that emotional support and social persuasion from
the teacher can instantly increase student self-efficacy in practicing Javanese speaking skills in
front of the class. This interaction explores the Social Persuasion dimension. The teacher provides
specific positive feedback, which according to Samsir (2022), is a key element in building selfefficacy in primary-aged children.
3.5 Quantitative Analysis of Questionnaires: Communication and Confidence
To validate field observations, questionnaires were administered focusing on Javanese
communication skills and student confidence levels. The following table details the specific
indicators and the distribution of student responses regarding their communication abilities:
Table 3. Conclusion of Questionnaire Results Indicators (Communication)
Indicator
SA A UD DA Key Takeaway
I love speaking Javanese
2
6 2
80% positive
sentiment.
2 Picture stories help me understand Javanese 2
7 1
90% find the
vocabulary
media effective.
3 I find it easier to talk if there are pictures to help 4
5 1
90% find visual
tell the story
aids helpful.
4 Storytelling activities made me more fluent in 5
4 1
90% report skill
Javanese
growth.
5 I don't like to tell stories in front of the class
1 6
3
90% are not
strictly "antipresentation."
6 I don't understand when my friend speaks in - 6
4
100%
have
Javanese
basic
peer
comprehension.
7 I find it difficult to understand the story in 1
1 3
5
80% find the
Javanese
content
accessible.
Note: SA (Strongly Agree), A (Agree), UD (Undecided), DA (Disagree)

No
1

Based on the raw data above, a more concise summary of the students' communication skill
categories is presented in Table 4:
Table 4. Summary of Communication Skill Categories (N=10)
Category Frequency Percentage
Very High
5
50%
High
5
50%

To support the data in Table 4, Figure 6 shows the concrete process of how teachers used social
persuasion to validate students' abilities directly in the field.
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Figure 6. Teacher interaction in providing social persuasion to improve student self-efficacy.

The data indicates a transformative shift; 100% of students achieved the High or Very High
category, in contrast to the initial baseline. This is because students felt socially supported, as seen
in the interactions in Figure 6. Based on quantitative analysis of communication and selfconfidence indicators, the results of the study showed a significant positive trend where all students
(100%) successfully achieved the "High" and "Very High" categories with a balanced frequency
distribution (50% each). The use of illustrated story media has proven effective in mitigating
learning barriers, as seen from the dominance of agreement responses on positive indicators and
rejection on negative indicators. Although there were still several "Hesitant" responses on the oral
presentation aspect indicating residual performative anxiety, this overall achievement confirms
that the learning transformation in Cycle I has succeeded in building the vocabulary foundation
and students' speaking courage optimally.
3.6 Analysis of Learning Outcomes and Student Answer Sheets
The success of the intervention is evident in the comparison of learning artifacts (answer sheets)
before and after the intervention. The linguistic progress made by the students across several key
aspects is compared in the table below:
Table 4. Comparative Analysis of Student Linguistic Output
Analysis Aspect
Before Intervention (Pre-test)
After Intervention (Post-test)
Sentence Structure Fragmented/Mixed Language
Complete
Javanese
Krama
sentences
Diction Usage
Only Basic Ngoko
Appropriate use of Krama Madya
Writing
Many erasures/hesitant
Bold and coherent writing
Confidence

A qualitative look at the individual progress of a student (S07) further demonstrates the impact of
the visual media:
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Student Answer Sheet Analysis Snippet (Student S07):
• Analysis: Initially, S07 only wrote one word: "Mangan". However, in the post-test after being
assisted by the "Family Eating Together" image, S07 was able to write: "Bapak nembe dhahar,
kulo ugi ndherek dhahar".
• Fact Finding: Visual support in picture story media acts as a powerful Memory Trigger to recall
vocabulary stored in long-term memory.

This surge in qualitative and quantitative data is visualized through a comparison graph of student
achievement, which shows consistent improvements in communication and self-confidence
variables. This upward trend confirms that the intervention not only addressed cognitive aspects
but also systematically restored students' linguistic self-esteem from the beginning to the end of
the cycle.

Figure 7. Comparison Graph of Communication and Self-Confidence Achievement

The score transformations seen in this graph are based on real changes in students' classroom work.
Through descriptive statistical analysis, a strong positive correlation was observed between the
availability of visual aids and students' confidence in producing speech. A concrete comparison of
the quality of students' language production before and after using picture story media is presented
in the following learning artifact documentation:

Figure 8. Comparison of Student Answer Sheets (Student S07) Before and After Intervention.

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Case Study of Student S07: As seen in the physical evidence in Figure 4, the transition in student
language skills is striking and reflects the success of the psychological scaffolding. In the initial
condition (Pre-Cycle), S07 experienced severe speech paralysis, where he was only able to produce
one unstructured word: "Mangan." This word appears without a subject or object context,
indicating limited memory access to Javanese vocabulary.
However, after undergoing a series of interventions using the "Family Eating Together" Picture
Story Media, which stimulated his visual memory (Cycle II), S07 demonstrated rapid progress
beyond expectations. A visual representation of the picture story media used by the student as a
narrative guide can be seen in Figure 9. With the aid of this illustration, S07 was able to construct
a complete sentence using the appropriate language style: "Bapak nembe dhahar, kulo ugi ndherek
dhahar." This ability indicates that S07 has practically mastered the concept of "papak-ungguh"
(language levels). This media has proven to function as a powerful Memory Trigger in bridging
visual thinking into spoken and written language expression, and also demonstrates that the score
improvement in Figure 9 is fully supported by tangible changes in individual student performance.

Figure 9. Illustration of the "Family Eating Together" Picture Story Media as a student's visual stimulus.

3.7 Recapitulation of Self-Efficacy Scores and Speaking Ability
To evaluate the extent to which the intervention had a collective impact on the classroom
environment, Table 2 presents a comprehensive recapitulation of the score increases from the PreCycle phase through to the conclusion of Cycle II. This quantitative summary highlights the
progressive nature of the intervention's success.
Table 2. Recapitulation of Self-Efficacy and Speaking Competence Increase ($N=10$)
Research Stage Average Self-Efficacy (%) Speaking Score (0-100) Gain (Increase) Category
Pre-Cycle
45.2%
52.5
Low
Cycle I
62.5%
68.0
+15.5
Moderate
Cycle II
84.8%
80.2
+27.7
Very Good

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The data presented above illustrate a consistent and linear growth correlation between students'
self-belief (self-efficacy) and their actual speaking performance. The substantial gain of 27.7
points observed in Cycle II is particularly significant, as it represents a tipping point where students
moved beyond mere participation into the realm of competent language production. This confirms
that when the psychological foundation is fortified through intentional scaffolding, linguistic
learning outcomes do not just improve marginally; they transform significantly, moving the class
average from a "Low" category to "Very Good."
3.8 Behavioral Observation and Psychological Response Post-Intervention
Beyond the empirical numerical data, the qualitative behavioral observations recorded during
Cycle II revealed fundamental shifts in the students' psychological landscape. Students who had
previously exhibited signs of communicative withdrawal—such as bowing their heads, fidgeting,
or actively avoiding eye contact when prompted to speak Javanese—began to exhibit a marked
change in their non-verbal cues. By the end of the second cycle, these same students showed more
open body gestures, maintained eye contact with the teacher, and even initiated short dialogues
with their peers.
The use of picture story media themed around local wisdom, particularly familiar family activities,
played a crucial role in creating this emotional closeness. Because the scenarios depicted were
relatable, students felt "psychologically safe" within the learning environment. The media
effectively provided a "visual safety net"—a set of vocabulary and contextual cues that students
could immediately convert into speech without the paralyzing fear of total failure. This positive
shift is a clear indicator that the intervention successfully stabilized the students' emotional states
(emotional arousal). By transforming a high-anxiety task into a manageable and familiar activity,
the research successfully leveraged one of Bandura's primary sources of self-efficacy to unlock
linguistic potential.
3.9 Visual Representation of Media as a Stimulus for Self-Efficacy
To provide a clear context for the pedagogical instruments utilized in this study, the physical form
of the picture story media is presented in Figure 10. This media served as the primary
environmental stimulus, designed specifically to bridge the gap between visual recognition and
verbal articulation.

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Figure 10. Example of Picture Story Media used as a visual stimulus to trigger language production and student
confidence.

The design of the media in Figure 10 was intentional, featuring high-contrast color compositions
and culturally relevant illustrations that mirrored the students' lived experiences. This familiarity
facilitated rapid cognitive identification, allowing students to bypass the stress of decoding
unfamiliar contexts. The visual clarity and simple narrative structure proved to be a decisive factor
in evoking Vicarious Experience (indirect experience). By observing the characters in the story
successfully navigate social interactions using proper Javanese, students internalized the belief that
they, too, were capable of performing similar linguistic tasks. This visual reinforcement ensured
that the internal self-confidence gains were consistently translated into active classroom
participation.

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4. DISCUSSION

This section provides a critical analysis and synthesis of the research findings, linking the empirical
data obtained with Albert Bandura’s theoretical framework and contemporary studies. The
discussion is structured to explore the psychological mechanisms of self-efficacy, the pedagogical
impact of visual media, and the broader implications for regional language preservation in the
digital age.
4.1 Psycholinguistic Synergy: Decoding the Impact of Picture Story Media
The main findings of this study indicate a very significant positive correlation between the use of
picture story media and the improvement of students' Javanese speaking skills, particularly in the
Krama Inggil register. Theoretically, this visual media serves as a cognitive load reduction
instrument that allows students to bypass mental barriers caused by language anxiety, which often
paralyzes their speech motor nerves. As captured in Figure 1, the high level of student focus while
constructing narratives proves that visual stimuli provide a clear cognitive "roadmap" for secondgrade students. These images provide rich situational contexts, so students no longer struggle to
find story ideas; instead, they can immediately concentrate on selecting the appropriate diction.
This impact is consistent with the research of Dafit and Mustika (2021), which states that
systematically structured visual materials are crucial for bridging abstract linguistic rules with
concrete verbal expression. This phenomenon also supports the argument of Jiménez-Duarte et al.
(2026) regarding color and narrative as cognitive navigation devices in illustration, where visual
elements become memory anchors that help students recall difficult vocabulary without being
burdened by complex text decoding processes.
Furthermore, this psycholinguistic synergy creates stable emotional conditions, which in Bandura's
theory is referred to as a decrease in emotional arousal. Through deep reflection on the data from
Cycles I and II, a dramatic transition is observed from the "Low" category (45.2%) to "Very Good"
(84.8%), proving that this intervention is capable of breaking the "wall of silence" in students who
previously felt alienated from their own mother tongue. The difficulties of elementary school
students in using the Krama Inggil language generally stem from a lack of habitual use in the home
environment, structural complexity (distinctions between ngoko/krama), and low motivation
because regional languages are often considered outdated or too difficult. When compared with
the findings of Tantri et al. (2023), the use of media responsive to local culture creates a "cultural
resonance" that makes the Javanese language feel alive and relevant for the digital generation. A
critical analysis of these findings indicates that the success of regional language learning in the
modern era can no longer rely on one-way lecture methods. Instead, it depends on the media's
ability to present narratives that are close to the students' emotional reality, transforming language
from a mere "object of study" into a proud "tool of self-expression."

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4.2 Reconstructing Self-Efficacy: The Scaffolding Mechanism and Modeling
The mechanism for reconstructing self-efficacy in this study relies heavily on the role of the
teacher's scaffolding as a source of active and supportive social persuasion. Figure 2 clearly
documents how the teacher provides personal guidance that enters the students' psychological
space to overcome linguistic complexities that are often intimidating. Children's difficulty in
distinguishing between Krama Lugu and Krama Inggil (fine) often triggers internal doubt
manifested in low voices or a refusal to speak. This is where the teacher's role as a live model
becomes vital; the teacher does not just teach theory but demonstrates how the language is used
with empathy and politeness. This is reinforced by the study of Mas’odi et al. (2024), which
emphasizes that the teacher's role as a "psychological anchor" is a primary prerequisite in the
development of self-confidence. Through timely guidance, the teacher provides direct examples
of using Krama Inggil sentences in polite situations, effectively increasing student learning
motivation that was previously low due to monotonous and uninteresting teaching methods.
The long-term impact of strengthening self-efficacy is evident in the achievement of students'
authentic Mastery Experience. As physical evidence, the comparison of worksheets in Figure 4
shows a radical transformation; from previously only being able to produce single words without
structure, to constructing full, polite, and grammatical sentences. This small success, when
examined through the theory of Wojtycka et al. (2026), is a crucial foundation for the formation of
a "Creative Self-Concept" where students begin to see themselves not as failed speakers, but as
competent individuals. This finding critically compares that approaches focusing solely on
vocabulary memorization without psychological support often fail because they ignore external
factors such as peer environments that do not support the use of fine language. This study proves
that through an interactive approach using Javanese stories and the use of a "Mini Illustrated Krama
Inggil Dictionary," children can build stronger long-term memory. The reflection of these results
implies that language teaching must be a process of "psychological healing" from cultural
inferiority, where every progress—no matter how small—is celebrated as a step toward broader
and more dignified communication independence.
4.3 Pedagogical Implications and Cultural Sustainability
The pedagogical implications of this research offer a new paradigm in the preservation of regional
languages through strategic collaboration between the home and school ecosystems. By integrating
local wisdom principles into modern media—as explored in the concept of ethnomathematics by
Darmayanti et al. (2024) and Auliya and Darmayanti (2026)—educators can create a learning
environment that is not only cognitively intelligent but also rich in identity. This study shows that
language alienation in children is not a permanent, unchangeable condition, but rather a problem
of media accessibility and a lack of emotional support from the surrounding environment. Parents
must be encouraged to actively engage their children in speaking polite Krama when interacting
with elders to reinforce what has been initiated at school. This synergy proves that the Javanese
language can remain competitive and valued if presented in a non-intimidating way, so that schools
function as dynamic and enjoyable cultural laboratories.

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Critically, this study challenges the dominance of assessments oriented toward pure cognitive
results that often ignore the variables of motivation, interest, and child self-esteem. The data
findings show that self-efficacy acts as a "mediating variable" that determines whether a student
will dare to try to speak or choose to remain silent. In line with the arguments of Ghofar et al.
(2024), future learning models must emphasize expressive communication and meaningful social
interaction using interactive methods such as songs, role-playing, or short dramas. The
consequence of ignoring these psychological and environmental dimensions is the continuation of
"linguicide" or linguistic suicide among the younger generation who feel their language no longer
has a place in the future. Therefore, this study provides an empirical foundation for the strategy of
"Self-Healing through Expressive Communication" (Raihanah, 2023), which asserts the need for
a "psychologically friendly" curriculum. With a consistent approach between home and school,
children will not only understand the structure of the language but also internalize the values of
politeness that are the essence of national identity.
4.4 Practical Implications and Sustainability Strategies at the School Level
This research provides crucial practical implications for educational practitioners, especially earlygrade teachers, in designing learning environments that actively support the application of unggahungguh (etiquette). The findings regarding the effectiveness of the "Mini Illustrated Krama Inggil
Dictionary" show that children need visual aids that they can carry and use at any time to reduce
dependence on mere rote memory. The proposed sustainability strategy is to transform regional
language lesson hours into immersive "Storytelling Culture" sessions. In these sessions, picture
story media is not just used as passive reading material but becomes a trigger for interpersonal
discussion that compels students to practice Krama language in real social contexts. Impact
analysis shows that guided practice through direct demonstrations of polite situations helps
sharpen students' intellectual ability to absorb complex language structures without excessive
stress. This is in line with the research of Sukmawati and Wahjusaputri (2024) regarding the
importance of integrating innovative models to improve cultural and civic literacy at the basic
education level.
The tangible impact of this sustainability strategy is the creation of positive habituation that is not
broken just within the school gates. When schools succeed in building an ecosystem that values
the use of regional languages, student learning motivation that was previously low due to the
negative influence of the peer environment can be restored through a sense of pride in possessing
cultural heritage. Critiques of conventional education systems often highlight the lack of flexibility
in teaching methods; however, this study proves that interactive methods combining traditional
games, regional songs, and picture stories are able to reach the affective side of children far more
effectively than standard textbooks. As asserted by Amalia et al. (2022), strengthening local
wisdom through formal education is the key to the nation's future moral competitiveness. This
reflection leads us to the conclusion that language preservation is not just the task of Javanese
language teachers, but the collective responsibility of the educational ecosystem that must be
supported by school policies that are pro-culture, friendly to child psychological development, and
open to creative learning media innovations.

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4.5 Limitations and Directions for Further Research Development
Although this research shows significant success in increasing student self-efficacy and speaking
ability, there are several objective limitations that need to be noted as material for critical
reflection. One of the main challenges is the high dependence on the teacher's physical presence
as the primary social persuasion agent. Outside the classroom environment, external factors such
as the dominance of slang on social media and the use of mixed languages in the home environment
remain major challenges that have the potential to erode the self-efficacy achievements built at
school. Furthermore, with a limited sample scale ($N=10$), the generalization of these research
results requires further testing on a wider and more diverse population of students in terms of
socio-economic backgrounds. This is consistent with the discussion in Mas'odi et al. (2024)
regarding the need for more comprehensive methodologies to examine the causal relationship
between psychological variables, social environment, and longitudinal student academic
performance.
The direction of future research should begin to explore the potential integration of digital
technology, such as the use of picture story media based on Augmented Reality (AR), to increase
learning appeal more massively for the alpha generation who are very familiar with gadgets. As
mapped out by Auliya and Darmayanti (2026), the use of AR in the context of ethnomathematics
education has had a major impact on numeracy character and entrepreneurship; the same principles
can be applied to ethnolinguistics to create more immersive and modern language learning
experiences. Future research also needs to examine the role of parental mediation through digital
applications for monitoring language habituation at home to bridge the gap between school
practices and the family environment. By exploring this digital side and cross-sector collaboration,
we can ensure that the surge in self-efficacy found in this study is not just momentary, but becomes
a permanent and sustainable behavioral change that supports linguistic politeness across all layers
of Indonesian society.
4.6 Synthesis and Reflection on Research Novelty
The synthesis of all stages of this research confirms that the primary novelty lies in the systematic
integration between picture story media and Bandura's four sources of self-efficacy to overcome
the factors causing difficulty in learning the Javanese language in early childhood. While previous
studies such as those by Dafit and Mustika (2021) only viewed media effectiveness from the side
of cognitive output alone, this study has successfully mapped the precise psychological path—
from visual stimulus to oral proficiency in the Krama Inggil register. Identifying that Vicarious
Experience (through visual models in stories) and Mastery Experience (through measurable tasks
successfully completed) are the two most powerful drivers of behavioral change provides a new
direction for the development of more effective regional language curricula and teaching materials.
This study analytically proves that visual scaffolding and psychological scaffolding must go hand
in hand to produce permanent behavioral changes in students.

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The transformative impact of this research touches the social-emotional aspects of students deeply;
they not only learn how to speak but also learn that they are capable and have the right to be polite
speakers without shame. This "Synergy" model offers a practical, scalable solution for other
regional languages in Indonesia facing similar threats of extinction due to language shifts in the
family environment. The emphasis on psychological empowerment as a key to linguistic survival
is an important contribution to global educational literature in the post-modern era. Through this
deep reflection, the research closes the gap between "learning theory" and "cultural preservation
practice," by positioning self-confidence as an inseparable variable of language competence in the
21st century. These results reaffirm that with the right media synergy, interactive methods, and
consistent mentoring, language complexity barriers can be overcome and linguistic politeness can
continue to be passed on to future generations.
5. CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion
Based on the research findings and discussion, several key points can be concluded:
1. The synergy between Picture Story Media and Bandura’s self-efficacy principles
significantly improves students' Javanese speaking skills, particularly in the Krama Inggil
register.
2. Visual media effectively reduces the cognitive load and language anxiety, providing a clear
roadmap for students to express themselves verbally.
3. Teacher scaffolding and modeling serve as critical psychological anchors that transform
students' self-perception from being hesitant to becoming confident speakers.
4. There is a direct correlation between the increase in students' self-efficacy scores (from
45.2% to 84.8%) and their actual oral proficiency.
5. This pedagogical model successfully addresses the linguistic alienation of the younger
generation by creating a culturally resonant learning environment.
5.2 Recommendations
To address the decline in regional language proficiency, schools should adopt interactive visual
media and consistent psychological scaffolding to bridge the gap between traditional values and
modern learning needs. It is highly recommended that teachers move beyond rote memorization
by integrating storytelling sessions that prioritize students' confidence and emotional readiness.
Furthermore, parents must play an active role in home habituation to sustain the progress achieved
in the classroom. Future research should explore the integration of digital innovations, such as
Augmented Reality-based picture stories, across larger populations to ensure the long-term
sustainability of regional languages in the digital era.

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Ethical & Author Statements
Authors: Eka Danik Prahastiwi, Minsih, and Siti Norlina Muhammad
Affiliations: Institut Agama Islam Muhammadiyah Pacitan, Indonesia; Universitas Muhammadiyah Surakarta,
Indonesia; Universitas Teknologi Malaysia, Malaysia
CRediT Statement: Danik Prahastiwi: Conceptualization, Methodology, and Analysis. Minsih: Writing,
Supervision, and Data Curation. Siti Norlina Muhammad: Writing, Review, and Validation.
Funding: This research was supported by personal funding from the authors.
Data Policy: Supporting data are available from the corresponding author upon request.
AI Policy: AI tools were used solely for linguistic refinement and to enhance the structural clarity of the
manuscript. The core research ideas, data collection, analysis, and final conclusions are original human outputs
verified by the authors.

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