Analysis of Elementary School Students’ Speaking Ability in Indonesian Language Learning: A Study Based on John Bowlby’s Attachment Theory

Abstract

General Background: Speaking ability is a fundamental skill in Indonesian language learning at the elementary school level because it supports communication, participation, and the expression of ideas. Specific Background: Students show varied speaking performance, and their participation may be related not only to linguistic competence but also to emotional conditions and classroom interactions. Knowledge Gap: Previous studies have examined speaking ability in relation to learning strategies, family environments, and communication factors, while research specifically describing elementary school students’ speaking ability in Indonesian language learning through John Bowlby’s attachment theory remains limited. Aims: This study aimed to describe elementary school students’ speaking ability and identify factors related to their speaking performance from the perspective of attachment theory. Results: Using a qualitative case study design, the research involved 13 fourth-grade students at SDN Ketimang. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation. Most students demonstrated good speaking ability across confidence, pronunciation, vocabulary selection, relevance of spoken content, and nonverbal expression. Students categorized as having secure attachment tended to demonstrate greater confidence, fluency, and oral participation, while students with insecure attachment showed hesitation and more limited participation. Novelty: The study connects the profile of elementary students’ speaking ability with emotional security and attachment relationships within Indonesian language learning. Implications: The findings suggest that supportive teacher-student interactions and emotionally secure classroom environments should be considered when developing speaking activities for elementary school students. Key Findings Highlights Most observed students demonstrated good performance across five speaking indicators. Secure attachment was associated with greater confidence and oral participation. Supportive teacher interactions encouraged students to speak without excessive fear of mistakes. Keywords: Speaking Ability, Attachment Theory, Elementary School Students, Indonesian Language Learning, Emotional Security