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1
Rahmi, Rahmi. „THE DEVELOPMENT OF LANGUAGE POLICY IN INDONESIA“. Englisia Journal 3, Nr. 1 (21.09.2016): 9. http://dx.doi.org/10.22373/ej.v3i1.622.
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Indonesia has successfully implemented language policy by choosing Malay language as its national language which enables to unite ethnics from a variety of vernaculars’ background. However, Indonesia is not considered successful enough in preserving indigenous languages and promoting English as a crucial international language. In comparison with Indonesia, Malaysia and the Philippines faced some challenges when applying a language of majority as national language. Yet, both countries have more focuses to develop English in domestic level for global purposes. There are some sociolinguistic challenges for Indonesian policy makers in terms of local, national and international languages.
2
Saputra, Eko, und Andri Saputra. „A New Language Policy for Indonesia“. Linguists : Journal Of Linguistics and Language Teaching 6, Nr. 1 (13.07.2020): 18. http://dx.doi.org/10.29300/ling.v6i1.2969.
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Indonesia is the house of multicultural ethnic groups with more than 700 individual vernacular languages. This diversity puts Indonesia into both strategic and a vulnerable condition. It is strategic because the culture-rich Indonesia can commodify the diversity for the benefits of the people, however, it is also vulnerable as it can pose serious threats to the existence of the nation. For several decades, Indonesia has given attention to the language policy. Yet, the implementation still needs appropriate modification for the improvement. Objective of the paper: This paper is written on the purpose of giving a new form of language policy to be implemented in Indonesia. Theoretical Framework: A scheme of language policy is proposed for educational setting in Indonesia. Justification: Some arguments are also provided to provide a strong justification for the necessity of implementation of the policy. Conclusion: 1. It is imperative to have a language policy that can promote unity and prevent any potential separatism, provide a sense of belonging to the nations and ethnic culture in terms of nationalism, and open access to knowledge enhancement and the global world. 2. It is also important to have qualified and committing teachers to the implementation of language policy. If both points are present, the benefits of language policy can obviously be obtained.
3
Hamka, Nurhadi. „Language Policy and Planning: Diglossia in Indonesia“. Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton 8, Nr. 2 (05.04.2022): 295–301. http://dx.doi.org/10.35326/pencerah.v8i2.1948.
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Language policy is strongly connected with language planning, and that one cannot be discussed without included the other. This article will mainly discuss language policy and planning in Indonesia, especially the diglossic situation. The discussion is departed at a wider definition of language policy and planning. After that, I directly discuss the dynamics of local languages in Indonesia regarding the language policy and planning. The third, the discussion is about diglossia and diglossia-leakage that occurred in Indonesia. Afterward, in the fourth section, it talks about the domination and subordination of language. And, finally some research recommendation regarding language domination and subordination
4
Sudaryanto, Sudaryanto, Soeparno Soeparno und Lilis Ferawati. „Politics of Language in Indonesia (1975-2015): Study of History and Language Policy“. AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, Nr. 1 (09.09.2019): 129–39. http://dx.doi.org/10.21009/aksis.030113.
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Indonesia has a political concept of language that is always updated in a certain period of time. The concept was born from a scientific meeting entitled “Seminar Politik Bahasa Nasional” (1975), “Seminar Politik Bahasa” (1999) and finally, “Seminar Politik Bahasa” (2015). Each scientific meeting produces a concept of language politics that is complementary and updates the previous concept. Furthermore, the concept of language politics is closely related to the implementation of a language policy in Indonesia. The research method used is content analysis. The data sources used are books, document archives, and photographs that record language political events over a period of 40 years. The results of this study indicate that (1) the concept of national language politics in the version of the Seminar Politik Bahasa Nasional (1975) focuses more on aspects of Indonesian, regional languages, and foreign languages; the political concept of the national language version of the Seminar Politik Bahasa (1999) focuses more on aspects of Indonesian language and literature, regional language and literature, and foreign languages, and the national language politics version of the Seminar Politik Bahasa (2015) emphasizes improving the function of Indonesian language into an international language; and (2) the political concept of national language 1975 and 1999 language politics became the elaboration of Pasal 36 UUD 1945 and the 2015 political concept of language became the elaboration of UU No. 24 Tahun 2009 and PP No. 57 Tahun 2014.
5
Sewell, Yvonne. „Linguistic pragmatism, lingua francae, and language death in Indonesia“. Journal of Language Teaching 2, Nr. 11 (30.10.2022): 15–19. http://dx.doi.org/10.54475/jlt.2022.015.
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Indonesia holds incredible linguistic diversity with up to 750 distinct languages. According to the Indonesian Language Association (ILA), 728 native languages are spoken in Indonesia, whereas Kompas cites 720, Ethnologue (2005) lists 743, and LIPI reports 749. In 2016, UNESCO indicated that 139 native Indonesian languages were threatened with extinction, which makes up for almost 17% of their languages. In Indonesia, due to ideals of nationalism and to an extent, modernisation, Bahasa Indonesia poses the biggest threat to indigenous languages. After defining some key terms and giving an overview of Indonesia’s language policy, three Indonesian linguistic landscapes will be described through a lens of linguistic imperialism, followed by recommendations for the preservation and revitalisation of regional indigenous heritage languages (RIHLs).
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Simanjuntak, Risa R. „Bahasa Indonesia: Policy, Implementation, and Planning“. Lingua Cultura 3, Nr. 1 (30.05.2009): 11. http://dx.doi.org/10.21512/lc.v3i1.327.
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Language policy or language planning is still in the surge for familiarity and importance. However, this paper argues that in the case of Bahasa Indonesia current implementations should be evaluated based on its relevance and future plan. The historical perspectives will reveal the roots of the current policy and therefore make foundations for further discussions. From the study of literature, this paper is arguing that new paradigm for nationalism, roles in the global competition, as well as regional languages as competitive advantage could be well adopted to nurture a more inclusive and progressive Bahasa Indonesia.
7
Sukarno, Sukarno. „HAKIKAT BAHASA, NASIONALISME, DAN JATIDIRI BANGSA DALAM KEBIJAKAN PENDIDIKAN BAHASA“. EDUKASI 19, Nr. 1 (08.07.2021): 8. http://dx.doi.org/10.33387/j.edu.v19i1.3199.
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Indonesia as a large archipelagic country causes Indonesia to have the largest number of regional languages in the world. Each region has its own regional language, so for the purposes of communication that unites the nation, a unified language is needed, Indonesian. Meanwhile, for the purposes of international relations, foreign languages, especially English, are vital. Thus, languages in Indonesia are categorized into regional languages, national languages, and foreign languages. As a means of communication, the language used reflects the function and character of the speaker. This paper discusses the nature of language, nationalism, national identity in language education policy.
8
CHU, MAI NGOC, und PHAN THI NGOC LE. „Language Policy Strategies of Malaysia, Singapore and Indonesia“. Journal of Indian and Asian Studies 01, Nr. 02 (Juli 2020): 2050009. http://dx.doi.org/10.1142/s2717541320500096.
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This paper emphasizes language policy strategies of Malaysia, Singapore and Indonesia. These three countries are the three highly successful Southeast Asian countries in language policy. This success, in our opinion, is due to the fact that the governments of these countries have had very clear and methodical strategies on language policy. To gain findings, this study combines the use of multiple research methods at the same time such as theoretical synthesis, analyzing and describing, comparing and contrasting, deductive and inductive scientific thinking, quantitative statistical methods. The results show that the language policy strategies of the above governments focus on five main contents namely proper recognition of national language context, determining and developing national languages, overcoming ethnic conflicts, aiming at international integration, socio-economic development of the country, implementing language policies appropriate to each historical period and overcoming limitations in the policy enforcement process.
9
Macalister, John. „Language policies, language planning and linguistic landscapes in Timor-Leste“. Language Problems and Language Planning 36, Nr. 1 (22.05.2012): 25–45. http://dx.doi.org/10.1075/lplp.36.1.02mac.
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Timor-Leste is a nation where three exogenous languages (Portuguese, Bahasa Indonesia, English) and one of many endogenous languages (Tetun) compete to be heard in public spaces. The constitution names both Tetun and Portuguese as co-official languages, and English and Bahasa Indonesia as working languages in the civil service; but official and de facto language policy are not necessarily the same. One mechanism that can mediate between ideology and practice, both as a way of imposing and of resisting official policy, is language in the public space. This paper demonstrates the insights that examining language in the public space can provide on language policy debates. It reports on the investigation of a linguistic landscape in Dili, the capital of Timor-Leste, and finds considerable difference between official language policy and language practices.
10
Hadiati, Chusni, Eni Nur Aeni und Rizki Februansyah. „The Use of English in Housing Names in Banyumas Regency: A Review of Language Policy in Indonesia“. Jurnal Lingua Idea 12, Nr. 1 (30.06.2021): 98. http://dx.doi.org/10.20884/1.jli.2021.12.1.4173.
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Language policy in Indonesia have not completely indicated the dignity of Bahasa Indonesia as the national language of Indonesia. One reason why this phenomenon takes place is the lack of socialization of Bahasa Indonesia in public space. The use of English in Indonesian housing names indicates the violation to the position of Bahasa Indonesia as the national language. Despite the issue of Law No. 24/ 2009, the lack of socialization influences the use of English in Indonesian housing names. By using descriptive qualitative research and interview, this article enlightens the use of English in housing names related to the language policy. Analysis was done by identifying the policy released by the local government, developers’ consideration in creating a housing name and buyers’ consideration in choosing a house. This result shows that the use of English in Indonesian housing names are caused by the lack of socialization of the language policy. It suggests that the collaboration among the government, stakeholders and society is essential in preserving the language policy.
11
Lie, Anita. „ENGLISH AND IDENTITY IN MULTICULTURAL CONTEXTS: ISSUES, CHALLENGES, AND OPPORTUNITIES“. TEFLIN Journal - A publication on the teaching and learning of English 28, Nr. 1 (31.03.2017): 71. http://dx.doi.org/10.15639/teflinjournal.v28i1/71-92.
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The increasing dominance of English has brought implications in language policy and the teaching of English in the multicultural Indonesia. A high power language such as English is taught in schools as a language of modern communication, while the national language is regarded as a force of unifying the nation and local languages as carriers of ‘tradition’ or ‘historical’ identity. Within that context, this article focuses on the increased use of English among an emerging group of young and adolescent learners and their possible identity transformation. This article examines the issues, challenges, and opportunities in English language learning and identity transformation in the multicultural context of Indonesia. A description of the multicultural context and linguistic diversity is presented to understand the language policy and its implications in the functions and degrees of the national language Indonesian, local languages, and English in Indonesia. Issues in the spread of English are explored to understand the challenges and opportunities in transforming cultural identity and achieving performance standards in English.
12
Wijana, Dewa Putu. „Pemertahanan dan Pengembangan Bahasa Indonesia (Indonesian Language Maintenance And Development)“. Widyaparwa 46, Nr. 1 (14.09.2018): 91–98. http://dx.doi.org/10.26499/wdprw.v46i1.166.
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The success of the Indonesian nation to bring Malay language into a national language is a remarkable achievement that is not necessarily done by other nations.Many countries in the world, such as India, Philippines, Singapore, and so on have not succeeded in following the success of the Indonesian nation in establishing their language policy line. However, this success is not supported by the positive attitude of its speakers to maintain and develop its national language. In this regard, the pride of Indonesian and the pride of local languages as an element of Indonesian language and cultural development must be continuously improved. Keberhasilan bangsa Indonesia mengangkat bahasa Melayu menjadi bahasa nasional merupakan prestasi yang luar biasa yang belum tentu dapat dilakukan oleh bangsa lain. Banyak negara di dunia, seperti India, Filipina, Singapura, dan sebagainya sampai sekarang belum berhasil mengikuti kesuksesan bangsa Indonesia dalam menetapkan garis kebijakan kebahasaannya. Namun, keberhasilan ini ternyata tidak didukung oleh sikap positif para penuturnya untuk mempertahankan dan mengembangkan bahasa nasionalnya. Sehubungan dengan itu, kebanggaan terhadap bahasa Indonesia dan bahasa-bahasa daerah sebagai unsur pengembangan bahasa dan budaya Indonesia harus terus ditingkatkan.
13
Ariawan, Soni. „The Analysis of Teacher Policy in Indonesia“. Journal of Advanced Multidisciplinary Research 3, Nr. 2 (01.12.2022): 107. http://dx.doi.org/10.30659/jamr.3.2.107-114.
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The present qualitative research aims to investigate teacher policy in Indonesia viewed from international teacher standard revealed in the Teacher Policy Development Guide of United Nation. There are four dimensions as the focus of analysis: underpinning values, the purpose, key principles of implementation and key dimension for comprehensive teacher policy. Content analysis was employed to gauge the data from the rule of law on teacher and lecturer in Indonesia number 14 year 2005 about teacher and lecturer that is more specifically broken down into policy number 74 year 2008 about teacher. In addition, the researcher carefully investigated four dimensions revealed in the Indonesian teacher policy document as well as highlighted the results in the form of table. The findings confirmed that Indonesia has a comprehensive policy dealing with education system and teacher which reflects several international standards and features as well as accommodates local values. On the other hand, teacher policy in Indonesia is still presented in general language instruction without a specific implementation guide. To conclude, both policies have different languages and terminology in some extend but it has the same basic idea in terms of human right and democratic values both in the context of teacher policy and education in general.�
14
Wildan, Wildan, Denni Iskandar, Yusri Yusuf, Rahmad Nuthihar und Raiyana Putri Kana. „The integration of Acehnese words in Kamus Besar Bahasa Indonesia“. Studies in English Language and Education 9, Nr. 3 (15.09.2022): 1239–55. http://dx.doi.org/10.24815/siele.v9i3.26086.
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This study aimed to investigate the integration of Acehnese words in Kamus Besar Bahasa Indonesia (KBBI, or Indonesia Dictionary). The contribution of Acehnese words enriches Indonesian vocabulary as the national language. This study followed the descriptive-analytical research method using observational and note-taking techniques. The data source was the online version of KBBI, available on the following web page: https://kbbi.kemdikbud.go.id/. The data comprised the Acehnese vocabulary registered on KBBI and became part of the country's national language. The data analysis used Miles et al.’s (2014) models, consisting of condensation data, display data, and conclusion drawing/verification. The results showed that 134 Acehnese words are integrated into Indonesian. The contribution of the Acehnese language to Indonesian was relatively small compared to the contribution of other local languages. Of 134 Acehnese words, they comprise nouns (70.90%), verbs (21.64%), adjectives (6.72%), and adverbs (0.75%). It was also revealed that the Acehnese words that had been integrated successfully into Indonesian came from 24 areas of use. Based on these findings, it can be concluded that the Acehnese language has enriched the Indonesian vocabulary, and this integration is integral to interlanguage word borrowing. The present study’s findings contribute to the national language digitalization policy, particularly the digitalization of the Indonesian language dictionary, especially to achieve the quality level of the national language dictionary.
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Failasofah, Failasofah, Amirul Mukminin, Masbirorotni Masbirorotni, Mukhlash Abrar, Nunung Fajaryani, Fortunasari Fortunasari, Marzul Hidayat und Akhmad Habibi. „Culture, language, and multilingual education:“. Bordón. Revista de Pedagogía 74, Nr. 3 (30.09.2022): 121–37. http://dx.doi.org/10.13042/bordon.2022.90900.
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INTRODUCTION. In a multilingual classroom, teachers play an essential role in encouraging and fostering a multilingual attitude and behavior at the school, as their actions can considerably influence their students. This study is intended to explore the teachers’ attitudes towards multilingual policy and multilingual pedagogy. Therefore, theories on language educational policy and multilingual pedagogy and practices are discussed as guidance. METHODS. The study used a survey research design, and the questionnaires were sent online to gather the data. The participants were 100 foreign language teachers who teach at high schools in an Indonesian province. They were asked to voluntarily respond to three main themes: Multilingual education knowledge, language education policy in Indonesia, and multilingual classroom practices in the questionnaire in the questionnaire. T-test and MANOVA were employed to investigate the difference between variables. RESULTS. The descriptive and inferential analyses revealed that the attitudes towards multilingual pedagogy implemented in Indonesia were almost uniform across different foreign language teachers having a positive attitude. Out of 18 statements, the high mean scores are related to the belief that learning another language could foster openness to other people’s language and culture and learning different languages can build students’ ability to use languages within a context. DISCUSSION. Taking for granted that participants have different ages, teaching experience, gender, and foreign language, there is no significant difference in their attitude towards multilingual education and practices. Most of the participants of this study believe that multilingual education contributes to some benefit for their students. Yet, the results also show that participants also view that the government has neither provided nor accommodated proper support for multilingual education.
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Astawa, I. Nyoman Temon. „Bahasa Daerah dalam Kebhinekaan Bangsa Indonesia“. Dharma Sastra: Jurnal Penelitian Bahasa dan Sastra Daerah 1, Nr. 2 (16.10.2021): 98. http://dx.doi.org/10.25078/ds.v1i2.2789.
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<em><span lang="EN-US">Language is very important, especially seen from the function of culture and social functions in addition to other functions. It is very important for a country to have a national language which functions as a unifying tool for various ethnic groups with different backgrounds. Likewise, the function of regional languages is very important for the survival of a particular regional culture. Regional languages as one of the nation's wealth have a function as a means of communication for the supporting community. Apart from being a means of intra-ethnic communication, regional languages also function as supporters of the national language, namely Indonesian. On the basis of this function, regional languages should continue to be fostered and developed in order to strengthen the resilience of the nation's culture. Regional languages should no longer be treated as one of the cultures whose functions can be replaced by the functions of other languages. Article 36 of the 1945 Constitution states, among other things, that regional languagesthat are well maintained by their speakers will be respected and preserved by the state because these regional languages are part of the living Indonesian culture. The National Language Policy formulates that in relation to the development of state life in Indonesia towards regional autonomy and the importance of fostering and preserving regional culture, regional languagesneed to be given the widest opportunity to play a bigger role. Strengthening the existence and continuity of regional languages aims to protect regional languages which are one of the nation's wealth. Indonesian <em><span lang="EN-US">as a dynamic language can take advantage of local language vocabulary as an enrichment of Indonesian vocabulary. This attitude not only strengthens regional culture, but also strengthens national culture.</span></em></span></em>
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Khasbani, Imam. „ENGLISH AS A MEDIUM OF INSTRUCTION IN INDONESIAN PRIMARY AND SECONDARY EDUCATION: Theory and reality“. Englisia Journal 6, Nr. 2 (19.06.2019): 146. http://dx.doi.org/10.22373/ej.v6i2.4506.
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The globalization phenomenon marked by the flow of people movements, the advancement of informational technology, and the shrinking price of transportation has brought people around the world into one global community. Comprised by people from diverse linguistic backgrounds, this community sees the need to use a common language to bridge the communication gap. With a long-established economic and political power, English comes to the forefront as a global lingua franca. With its growing and pervasive influence, the need to learn English has never become more apparent. This need is often translated by government into language-in-education policy. This paper, to start with, will observe how language policy and globalization build a causal relationship. In the section that follows, language-in-education policy in Indonesian context will be presented. The following part will move on to discuss the use of EMI in Sekolah Berstandar Internasional (SBI)-International Standard School in Indonesia. In the end, a reflection and conclusion of EMI in Indonesia context will be discussed. In doing so, this paper employs literature study approach to explore the EMI practice in Indonesian schools. All relevant information was collected from several sources such as books and journal articles. The information was then utilised to build on discussions on existing theoretical framings, language policy and globalization, and on language-in-education policy and practice in Indonesia.
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Kirkpatrick, Andy, und Anthony J. Liddicoat. „Language education policy and practice in East and Southeast Asia“. Language Teaching 50, Nr. 2 (14.03.2017): 155–88. http://dx.doi.org/10.1017/s0261444817000027.
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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the ‘ASEAN + 3’ forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, the Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.
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Khosiyono, Banun Havifah Cahyo. „Kebijakan pendidikan bahasa asing di Indonesia dalam perspektif masyarakat global“. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 6, Nr. 1 (09.02.2019): 70–82. http://dx.doi.org/10.21831/jppfa.v6i1.20612.
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Tujuan dalam artikel ini adalah untuk mengetahui kebijakan pendidikan bahasa Asing di Indonesia dalam perspektif masyarakat global. Artikel ini pemaparkan kebijakan pendidikan bahasa Asing di Indonesia dalam menghadapi era globalisasi. Kebijakan pendidikan bahasa Asing di Indonesia mengalami perubahan dari Indonesia merdeka hingga saat ini. Perubahan ini disebabkan karena perubahan kurikulum yang mengalami karena penyempurnaan kurikulum-kurikulum sebelumnya. Sehingga, kebijakan pendidikan Bahasa Asing disesuaikan dengan tujuan kurikulum-kurikulum dari masa setelah kemerdekaan hingga saat ini.Kata kunci: kebijakan, pendidikan bahasa Asing, masyarakat global THE POLICY OF FOREIGN LANGUAGE EDUCATION IN INDONESIA WITHIN GLOBAL COMMUNITY PERSPECTIVEAbstractThe aims of this article is to know the policy of Foreign language education in Indonesia in perspective of global society. This article to explain the policy of Foreign language education in Indonesia in facing globalization era. The policy of foreign language education in Indonesia is changing from Indonesia get independent until now. This changing because curriculum become different and the causing is finishing the curriculum before. Therefore, the policy of foreign language education must appropriate with the aims of curricula from In Indonesia get independent until now.Keywords: policy, foreign language education, global society
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Da Costa Cabral, Ildegrada, und Marilyn Martin-Jones. „Traces of old and new center-periphery dynamics in language-in-education policy and practice“. AILA Review 30 (31.12.2017): 96–119. http://dx.doi.org/10.1075/aila.00005.dac.
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This article reveals how center-periphery relations have unfolded, over time, in language policy processes in one nation – Timor-Leste – on the global periphery. We take a longue durée perspective on the language policy processes at work in this historical context, showing how different regimes of language were imposed, in the past, by colonisers from distant centers – in Portugal and then in Java, Indonesia. Then, turning to the post-independence period, we show how a new order of indexicality, forged within the Resistance to the Indonesian occupation, formed the basis for current language policy in Timor-Leste, with Portuguese and Tetum as co-official languages. We also demonstrate that this agentive policy move, from the global periphery, oriented Timor-Leste to new and more complex center-periphery relations, to a ‘lusophone’ world, with Portugal and Brazil as key players. Our account of contemporary policy discourses in Timor-Leste, and of the consequences for language policy implementation, on different scales (national and local), draws on recent research of an ethnographic and multi-scalar nature conducted in Timor-Leste (Da Costa Cabral, 2015).
21
Suwarno, Bambang. „Acquisition Planning for Regional Indigenous Heritage Languages in Indonesia“. SAGE Open 10, Nr. 3 (Juli 2020): 215824402094884. http://dx.doi.org/10.1177/2158244020948843.
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Regional indigenous heritage languages (RIHLs) are in decline in Indonesia, and this problem needs attention from language policy and planning. This study explores a subset of the Indonesian language policy, namely, its acquisition planning. Content analysis and doctrinal method were employed. The sample included national legislations and some regional legislations. The results are as follows. As subjects taught in schools, Indonesian is “compulsory” at all levels; RIHLs are “optional” at primary and secondary levels and “absent” at the tertiary level; English is “compulsory” at the secondary level and “optional” at the tertiary level. As the media of instruction, Indonesian is “compulsory” at all levels; RIHLs are “optional” in very limited cases; English is “optional” at the tertiary level. As languages for mass media, Indonesian is “compulsory”; English is “optional” for specific aims or audience; RIHLs are “optional” for local communities. There are possible “incoherences” among various legislations, that is, the Constitution, some national laws and regulations, and some regional bylaws. To implement constitutional mandate, the acquisition planning may need revision. In the revision, RIHLs may need to be included as mandatory subjects, while some RIHLs may need to be used as the media of instruction and in mass media. Further studies for the revision are recommended.
22
Samuel, Jerome. „La politique terminologique indonésienne“. Terminology 3, Nr. 1 (01.01.1996): 125–53. http://dx.doi.org/10.1075/term.3.1.07sam.
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This paper recalls fifty years of terminological policy in Indonesia. In a country where the choice of the future national language was resolved de facto before its independence but where the elite was mostly speaking Dutch, an Indonesian terminology was to be created in the mid-1940s. After independence the history of Indonesian terminological policy is divided into two periods. The first one (1945-1975) is marked by a defeat; the second one (since 1975) by real advances and a sustained terminological cooperation with Malaysia. But today the lack of means still holds up the terminological activity of the Indonesian language agency which is missing a significant part of the terminological production in Indonesia.
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Gumilar, Teija. „Regional Languages in Indonesian Educational System: a comparison study of Javanese, Sundanese and Dayak languages teaching programs“. Investigationes Linguisticae, Nr. 33 (01.07.2016): 29–42. http://dx.doi.org/10.14746/il.2016.33.4.
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Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.
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Imelda und Halimatusa’diah. „MINORITY LANGUAGE REVITALIZATION: BETAWINESE AND LAMPUNGNESE CASE STUDY“. Linguistik, Terjemahan, Sastra (LINGTERSA) 2, Nr. 1 (05.05.2021): 16–21. http://dx.doi.org/10.32734/lingtersa.v2i1.6120.
Annotation:
Awareness about the decline of various ethnic cultures in Indonesia has been the government concern since the New Order era (1966-1998). Towards the issues, the Indonesian government has done more concrete actions, i.e., cultural revitalization, including local languages, which began in the second year of the First Five Development Year (Repelita), the 1970s [1]. The same source further explained that there were five main activities to carry on, including (a) language standardization, (b) language socialization, (c) translation, (d) language and literary research, and (e) development of language agents and information networks [1]. Interestingly, (a) the condition of the local language in Indonesia, (b) the shifting factor of the language, and (c) the language revitalizations that have been done are various. The paper will discuss two cases of minority languages revitalization in Indonesia, namely Betawi and Lampung. Both languages are interesting to review and compare since they have the same characteristics: they are the language of minority ethnic groups whose environment is the center of migration of various ethnicities since the Dutch colonial. The massive development of Jakarta has displaced Betawi people to the suburbs, such as Depok, Bekasi and Tangerang (Shahab, 2004: 20). As a consequence, the existence and the role of the Betawi language, which is considered a dialect of Jakarta, is now being eroded (Chaer, 2017: 160). Meanwhile, the Lampungnese region has been the first transmigrant location in the colonial era from Java island, 1905. Currently, Lampungnese is around 11.92 percent [2] of the entire population in the Province and the younger speakers have shifted to Indonesian/Malay. This desk study examines various literature, previous research, and policy papers to present findings regarding the latest report on language revitalization carried out. One of the efforts to revitalize the Betawi language that has been carried out is building Betawi cultural villages in Condet and Setu Babakan [3]. However, the high number of mixed marriages and the dominance of Indonesian made it challenging to transmit local language between generations since younger generations speak Indonesian more often. On the other hand, the Lampung provincial government has made efforts to teach the Lampung language from elementary school to university to produce Lampung language teachers. Unfortunately, the efforts that have been done have not shown better results since younger Lampungneses are more fluent in Indonesian better than Lampungnese.
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Basaria, Ida. „Seepage Diglossia Pakpak Dairi Language: Sociolinguistics Study“. Journal of Arts and Humanities 6, Nr. 6 (25.05.2017): 01. http://dx.doi.org/10.18533/journal.v6i6.1178.
Annotation:
<p>Diglossia is essentially a term used to describe a state of the people who know and use two or more languages to communicate among its members (a society that recognized two or more languages for intrasocietal communication). So the use of bilingual diglossia situation or more in the same community 'governed' by a policy for the selection of the language to be use. Event diglossia shows the distribution function of two or more languages are also giving the impression of their kind of language that is "high" and the type of language that is "low", This type of language used is high in situations that are considered more formal, by people including educated, and more prestige value and prestige. While the types of lower language used in situations that are more informal, by the common man and as a means of general intercommunication. In fact, diglossia situation is actually happening in Indonesia; Functions performed by Indonesian high and low functions carried out by the regional languages in Indonesia. National language as a second language that calls for all levels of society to use it, could result in local languages as a first language gradually eroded. If it is forced through, then the language area that is less powerful because it’s a little bit unknown can disappear even more in the future. This is certainly very unfortunate, because it coincides with the loss of local languages, indigenous or traditional knowledge stored in the oral tradition also can not be saved. It was when seen from the side of the opposition; Different when seen from the side of the union, then between the local language and national languages can co-exist in harmony. This study wanted to examine the analytic theory of how language Pakpak Dairi sociolinguistic as local and Indonesian language as the national language used by speakers in North Sumatra that suffered disproportionately situation.</p><p><strong> </strong></p>
26
Riani, Riani. „PERMASALAHAN DALAM PERENCANAAN BAHASA PADA MASYARAKAT MULTIKULTURAL“. Madah: Jurnal Bahasa dan Sastra 3, Nr. 2 (28.08.2017): 164. http://dx.doi.org/10.31503/madah.v3i2.575.
Annotation:
One of problems in Indonesia as multicultural society is teaching and learning Indonesia language as national language, local language as a mother language, and English as an international language. There is a kind of tension between the three languages ra nging from language prestige, language policy, reservation of local language, national examination, etc. In multicultural society various interests of language user are accommodated in the three languages, which are in their development influence and sometimes conflict to each other. In this paper disscussess some issues relating language planning and teaching and learning published in Kompas and Seputar Indonesia newspaper from 2011.AbstrakSalah satu permasalahan di Indonesia sebagai masyarakat multikultural adalah pembelajaran dan pengajaran bahasa Indoensia sebagai bahasa nasional, bahasa daerah sebagai bahasa ibu serta bahasa Inggris sebagai bahasa internasional. Ada semacam tekanan antara ketiga bahasa seputar permasalahan prestise bahasa, kebijakan bahasa, pelestarian bahasa daerah, ujian nasional, dan lain-lain. Dalam masyarakat multikultural berbagai kepentingan pengguna bahasa diakomodasi oleh ketiga bahasa yang dalam perkembangannya saling mempengaruhi kadangkala saling berbenturan satu dengan lainnya. Dalam makalah ini dibahas beberapa isu -isu yang muncul berkaitan dengan perencanaan bahasa dan proses pembelajaran dan pengajaran yang dimuat di surat kabar nasional Kompas dan Seputar Indonesia pada tahun 2011.
27
Mayasari, Santi. „INDONESIAN LANGUAGE EDUCATION POLICY IN RELATION TO THE NATIONAL EDUCATION GOALS: A THEORETICAL PERSPECTIVE“. Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, Nr. 2 (07.02.2020): 81–93. http://dx.doi.org/10.36706/jele.v6i2.10076.
Annotation:
Education plays an important role for the quality of human’s life. Education is a process of accommodating learners to develop their potential based on the talent and ability they have. Through this process, individuals will have a better personality, IQ, manner, religious belief. Indonesian language in an education setting supports the process of gaining knowledge because this is considered as a carrier of knowledge, a means of communicating ideas, thought, and feeling, and a means of increasing nationality among individuals whole over Indonesia. By having this, Indonesian language education policy is considered as a means of gaining national education goals. However, the role of stakeholders and society is undeniable. They can protect and develop the position of Indonesian language and they can accommodate the attainment of national education goals.Key Words: Education, Indonesian Language, Policy, National Education Goals, Stakeholders
28
Murniati, Cecilia Titiek, und Angelika Riyandari. „THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA“. Celt: A Journal of Culture, English Language Teaching & Literature 16, Nr. 1 (20.07.2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
Annotation:
Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
29
Abduh, Amirullah, und Rosmaladewi Rosmaladewi. „Language policy, identity, and bilingual education in Indonesia: a historical overview“. XLinguae 12, Nr. 1 (Januar 2019): 219–27. http://dx.doi.org/10.18355/xl.2019.12.01.17.
30
Nuswantara, Kartika, Hurrotul Firdausiyah, Zuliati Rohmah und Diana Nur Sholihah. „Multilingualism in Sunan Ampel Tomb Complex: A Linguistic Landscape Study“. Insaniyat : Journal of Islam and Humanities 6, Nr. 1 (30.11.2021): 43–55. http://dx.doi.org/10.15408/insaniyat.v6i1.21141.
Annotation:
The present study focuses on the languages operating on the written signage that contribute directly to theformation of the linguistic landscape. The study chose Sunan Ampel Tomb in Surabaya, Indonesia, as one ofthe sites that has become a heritage conservation due to the history hidden in the site. This site is a part of the other sites in a series leading to the history of nine saints (Wali Songo) who brought Islam to Indonesia through one of the islands, Java. The study aimed at describing the linguistic landscape of the site to help learn about the languages operating on the signage found in Sunan Ampel Tomb complex and the hidden history leading to multilingual multilingualism in the area. By using a direct observation and interview to gather the data,the study informs that the sites are typically dominated with Indonesian language operating in monolingualsignage. Despite a few in number, the multilingual signage can still be found to depict several languages including English, Arabic, and Indonesian language. The domination of Bahasa Indonesian demonstrates the implementation of policy for using the language as the national language. While English and Arabic are used for the business purpose. The study also discovers the characteristics of the language displaying on the signage from the size of the fonts. In conclusion, linguistic landscape in Sunan Ampel Tomb describes the history of how the saint brought Islam to the society. Arabic artifacts stereotyping Islam existence can hardly be found here, and it becomes a proof the saint taught Islam without trying to change the already existing customs, cultures, and languages as well.
31
Sukma, Bayu Permana. „POTENSI DAN TANTANGAN PENGINTERNASIONALAN BAHASA INDONESIA DI FILIPINA“. Widyaparwa 48, Nr. 1 (30.06.2020): 1–13. http://dx.doi.org/10.26499/wdprw.v48i1.435.
Annotation:
As one of the ASEAN countries, the Philippines is a strategic target country of Indonesian language internationalization. The internationalization endeavor in the Philippines has begun since 2016 when a number of BIPA (Bahasa Indonesia bagi Penutur Asing (‘Indonesian as a Foreign Language)) teachers were assigned to the country. Up to 2018, there have been 14 institutions facilitated with 898 students. This article aims to describe the potential and challenges of the spread of Indonesian language in the Philippines in terms of linguistic and non-linguistic aspects. This research employed a descriptive-qualitative method. The data in this research were obtained from interviews, questionnaires, observations, and literature studies. The results show that Indonesian language has potential to be internationalized and developed in the Philippines. It is based on several aspects: 1) the similarity between Indonesian language and Filipino, 2) the motivation of Indonesian language learners in the Philippines, 3) the good economic cooperation between Indonesia and the Philippines; and 4) the fairly big number of tourism visits from Indonesia to the Philippines and vice versa. However, the potential is also followed by some challenges. Some of them are 1) language policy in the Philippines, 2) the very strong influence of English language in the Philippines, and 3) the lack of Filipinos’ knowledge on Indonesian society, cultures, and politics. ABSTRAKSebagai salah satu negara ASEAN, Filipina merupakan negara sasaran strategis peng-internasionalan bahasa Indonesia. Penyebaran bahasa Indonesia secara formal di negara ini di-mulai sejak tahun 2016 ketika sejumlah tenaga pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dikirim ke negara tersebut. Hingga tahun 2018, tercatat sudah 14 lembaga yang terfasilitasi dengan 898 pemelajar. Artikel ini bertujuan untuk memaparkan potensi dan tantangan pe-nyebaran bahasa Indonesia di Filipina ditinjau dari aspek kebahasaan dan nonkebahasaan. Penelitian ini menggunakan metode deskriptif kualitatif. Data dalam penelitian ini diperoleh dari hasil wawancara, kuesioner, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa bahasa Indonesia memiliki potensi untuk terus disebarkan dan dikembangkan di Filipina. Hal ini didasarkan pada beberapa hal: 1) kemiripan antara bahasa Indonesia dan bahasa Filipino, 2) motivasi pemelajar bahasa Indonesia di Filipina yang besar, 3) kerja sama ekonomi yang baik antara Indonesia dan Filipina, dan 4) jumlah kunjungan pariwisata yang cukup besar dari Indonesia ke Filipina dan sebaliknya. Namun demikian potensi tersebut juga disertai dengan tan-tangan. Beberapa tantangan yang ditemui adalah 1) kebijakan bahasa di Filipina, 2) kuatnya pengaruh bahasa Inggris di Filipina, dan 3) pengetahuan masyarakat Filipina yang masih minim tentang Indonesia, khususnya di bidang sosial, budaya, dan politik.
32
Santoso, Wulandari, und Putri Rindu Kinasih. „Understanding University Teachers’ Perspectives of English Medium Instruction in Indonesia“. Elsya : Journal of English Language Studies 4, Nr. 3 (25.10.2022): 197–213. http://dx.doi.org/10.31849/elsya.v4i3.11031.
Annotation:
Despite the massive growth of universities offering EMI in non-Anglophone countries including Indonesia, there is little research regarding the underlying rationales for the implementation of EMI and the perceptions of lecturers in relation to the enactment of EMI. Several studies have also highlighted the absence of official guidelines for EMI in this context, which has contributed to the dissimilar practices of EMI among Indonesian universities. This case study aimed to find out the underpinning rationales for the implementation of EMI at the Indonesian universities. It also aimed to investigate how lecturers at the Indonesian universities perceived the implementation of EMI. Semi-structured interviews were conducted with nine non-English lecturers from both state and private Indonesian universities. The results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of EMI. In addition, this study also underlined the issue of internationalisation in relation to Englishisation and its impacts on EMI. In this study, the participants' use of the Indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. Therefore, this study suggests that the Indonesian linguistic ecology where Bahasa Indonesia and English co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making.
33
Nupus, Hayati, und Riandi Riandi. „Parent’s Language Policies and Language Attitudes in The Family“. Journal of English Education Studies 4, Nr. 1 (31.05.2021): 41–54. http://dx.doi.org/10.30653/005.202141.66.
Annotation:
As citizens of Indonesian society, we should maintain the nation's culture, one of which is cultural heritage, namely the local language or language of each family in Indonesia. So that we as the nation's successors continue to take part in the maintenance and preservation of cultural heritage as a reflection of our identity as children of the nation. The relationship in which education in the family is the goal of national education so that the role of various parties is needed, such as; Teachers, government, facilities and infrastructure, and parents. The aims to be reached in writing this research are; the family language policy adopted by parents at home; Languages coexist (or lose, or gain) in their family environment; the efforts do parents make in learning and maintaining language in their homes. This study uses direct observation methods on the research subject, namely parents. The observations were made in the realm of the family (at home). The data obtained is in the form of a list of statements in the form of the respondent's characteristics, the respondent's response. Interviews in the form of questions and answers about language attitudes and assessment of language and language maintenance. The family language policy implemented by parents at home is frequent, meaning that based on the above percentage results, the policy regarding the language used by parents at home shows "Often" with an overall average percentage value of 50% or half of the expected 100% reviewed from the aspect of the language policy adopted; Language beliefs or ideologies, language practice, and language management. This indicates that the language policy adopted at home with the "Frequently" family is used. Meanwhile, based on the above percentage results, the attitude of the language used by the parents at home shows "disagree" with the overall average percentage value of 40% or 100% of the expected. Their efforts are to use the local language at home, equip their children with various sources both print and non-print, and stay in touch with local ethnic groups. To maintain the local language properly, there must be good cooperation between parents, schools, local government, and the community
34
Wen, Yuhao. „Negotiating Between Identities: Indonesia’s Chinese-Language Newspapers in the Post-New Order Era“. Verity: Jurnal Ilmiah Hubungan Internasional (International Relations Journal) 10, Nr. 19 (13.11.2018): 25. http://dx.doi.org/10.19166/verity.v10i19.1308.
Annotation:
<p>This study aims to provide a description of Chinese-Indonesian identity in the post-New Order era. Under the previous authoritarian regime, public expression of Chinese identity in all social fields, such as culture, language and politics, was officially suppressed by the government through its assimilation policy. A person could be Chinese or Indonesian, but not both. Since the collapse of the New Order government in 1998, Indonesia has begun the process of democratization, and the old Indonesian identity and cultural heritage of Indonesia has been "liberated". Now there is an urgent need to re-examine the identity of the Chinese. One channel for expressing Chinese ethnic identity is through ethnic media, such as Chinese newspapers which this paper will focus on. Based on this context, this paper aims to see what Chinese-Indonesian identities are presented in Chinese-language Indonesian newspapers in the post-New Order era by analyzing their reporting and discussion regarding main domestic political events.</p><p><strong>Bahasa Abstrak:</strong> Penelitian ini bertujuan untuk memberikan penggambaran identitas orang Tionghoa-Indonesia di era pasca-Orde Baru. Di bawah rezim otoriter, ekspresi publik dengan identitas Tionghoa di semua bidang sosial, seperti budaya, bahasa dan politik, ditekan secara resmi oleh pemerintah seiring dengan kebijakan asimilasi. Seseorang bisa menjadi orang Tionghoa atau orang Indonesia, tetapi tidak keduanya. Sejak runtuhnya pemerintahan Orde Baru pada tahun 1998, Indonesia telah memulai proses demokratisasi, dan identitas lama serta warisan budaya Tionghoa-Indonesia telah "dibebaskan". Sekarang ada kebutuhan mendesak untuk memeriksa kembali identitas orang Tionghoa. Satu saluran untuk mengekspresikan identitas etnis Tionghoa adalah melalui media etnis, seperti surat kabar berbahasa Mandarin - sebagaimana yang akan difokuskan oleh makalah ini. Berdasarkan konteks ini, makalah ini bertujuan untuk melihat apa identitas orang Tionghoa-Indonesia yang disajikan dalam surat kabar Indonesia berbahasa Mandarin di masa pasca-Orde Baru, dengan menganalisa pelaporan dan diskusi mereka mengenai peristiwa politik domestik yang utama.</p>
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Dyoty Auliya Vilda Ghasya. „KAJIAN INTERFERENSI KOSA KATA BAHASA SUNDA TERHADAP BAHASA INDONESIA DALAM KARANGAN SISWA SDN 1 SUKAJAYA KABUPATEN BANDUNG BARAT“. Visipena Journal 8, Nr. 2 (31.12.2017): 254–61. http://dx.doi.org/10.46244/visipena.v8i2.410.
Annotation:
The background of this study is the use of two or more languages used by students SDN 1 Sukajaya West Bandung regency as speakers of the language. This study aims to determine the picture and frequency of interference that occurs in SDN 1 Sukajaya students. This research is done by using descriptive method. Data collection is done using task sheets, questionnaires, interviews and documentation. The subject of this research is the third grade students of SDN Sukajaya Regency West Bandung. Data analysis is done by analyzing the text of each student essay. The results of this study as follows: of the total number of words produced by 35 students is 2048 words, in which there are 16 pieces of vocabulary that interfere into the Indonesian language conducted by 14 students. The symptoms of interference is due to several factors, namely the strong influence of mother tongue, the habit of using both Sundanese language and Indonesian language, by accident, geographical location so that it is very thick in using the local language, the local government policy that includes the Sundanese language as local content in school subjects, difficulty finding equivalent words in Indonesian language as well as low levels of parental education resulting in a lack of Indonesian language teaching in the family environment. The magnitude of the interference frequency of the Sundanese language vocabulary to the Indonesian language in the student essay is 0.78%, this shows only a small portion of the interference of the Sundanese and Indonesian language vocabulary that occurs in the student essay.
Abstrak
Latar belakang penelitian ini adalah penggunaan dua bahasa atau lebih yang digunakan oleh siswa SDN 1 Sukajaya Kabupaten Bandung Barat selaku penutur bahasa. Penelitian ini bertujuan untuk mengetahui gambaran dan frekusensi interferensi yang terjadi pada siswa SDN 1 Sukajaya. Penelitian ini dilakukan dengan menggunakan metode deskriptif. Pengumpulan data yang diakukan dengan menggunakan lembar tugas, angket, wawancara serta dokumentasi. Subjek penelitian ini adalah siswa kelas III SDN Sukajaya Kabupaten Bandung Barat. Analisis data dilakukan dengan menganalisis naskah karangan setiap siswa. Hasil penelitian ini sebagai berikut : dari jumlah total kata yang diproduksi oleh 35 siswa yaitu 2048 kata, didalamnya terdapat 16 buah kosakata yang berinterferensi kedalam bahasa Indonesia yang dilakukan oleh 14 siswa. Gejala interferensi ini lebih disebabkan oleh beberapa faktor yaitu kuatnya pengaruh bahasa ibu (mother tongue), kebiasaan menggunakan kedua bahasa (campuran) bahasa Sunda dan bahasa Indonesia, ketidaksengajaan, letak geografis sehingga sangat kental menggunakan bahasa daerahnya, kebijakan pemerintah daerah yang memasukan bahasa Sunda sebagai muatan lokal dalam mata pelajaran di sekolah, kesulitan mencari padanan kata dalam bahasa Indonesia serta tingkat pendidikan orang tua yang masih rendah mengakibatkan kurangnya pengajaran bahasa Indonesia di lingkungan keluarga. Besarnya frekuensi interferensi kosakata bahasa Sunda terhadap bahasa Indonesia dalam karangan siswa adalah sebesar 0,78%, hal ini menunjukan hanya sebagian kecil interferensi kosakata bahasa Sunda dan bahasa Indonesia yang terjadi dalam karangan siswa.
Kata kunci : Interferensi, Bahasa Sunda, Bahasa Indonesia, Siswa
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Alaini, Nining Nur. „KOSAKATA BUDAYA TRADISI PENANGKAPAN KOTEKLEMA DI LAMALERA DALAM NOVEL “SUARA SAMUDRA, CATATAN DARI LAMALERA” SEBAGAI SALAH SATU ALTERNATIF PENGAYAAN KOSAKATA BAHASA INDONESIA“. MABASAN 12, Nr. 2 (04.12.2018): 122–36. http://dx.doi.org/10.26499/mab.v12i2.56.
Annotation:
The three local languages mentioned in the National Language Policy formulated in the Language Politics seminar organized by the Language Center (now the Agency for Language Development and Development) in 1999 function as a language symbols including a symbol of regional identity, and a symbol of regional pride; a mean of communication in the family and local communities, and a mean of supporting regional culture and as a supporter of regional literature and Indonesian literature. As a means of supporting the Indonesian language, regional languages have a dominant role in enriching the Indonesian vocabulary. This paper will describe the cultural vocabulary in the tradition of capturing the koteklema in Lamalera in the novel of "Suara Samudra, Catatan dari Lamalera", as one of the alternative of Indonesian vocabulary enrichment. The novel of "Suara Samudra, Catatan dari Lamalera", by Maria Matildis Banda, reveals a cliché theme often appears and is raised in Indonesian novels about the relationship of two lovers due to social status differences. The novel is interesting as it is written in a traditional village setting, tradition and culture of fishing and whaling in Lamalera. This novel is an ethnographic novel that presents the traditions and culture of Lamalera through the physical and cultural background of fishermen in Lamalera. Maria Matildis Banda conveys local color through literature. His language, diction, and power of speaking in a local dialect enrich the literary treasures of Indonesia. This condition is one of the reasons for the importance of 'adopting' the registers in the novel into the Indonesian vocabulary, so that Indonesian language can further develop itself in order to play a maximum role as a means of communication in various domains of the usage, as well as play an increasingly steady role as a language amplifier for an identity and character of the nation.
37
Sukmayani, Nuniek Setya, Emzir Emzir und Sabarti Akhadiah. „Cirebon Language Revitalization In Cirebon City through Cirebon Language Learning“. JETL (Journal Of Education, Teaching and Learning) 2, Nr. 2 (31.10.2017): 183. http://dx.doi.org/10.26737/jetl.v2i2.283.
Annotation:
Law of the Republic of Indonesia no. 4 Year 2009 about the language states that the local government must develop, foster, and protect the local languages and literature in order to continue to fulfill their position and function in the life of society in accordance with the development of the era performed gradually, systematically and sustainably by local governments under the coordination of linguistic institutions, and to remain part of Indonesia's cultural treasures. Based on the Cirebon preliminary observation result, it is threatened with extinction because its speakers are fewer and rarely even do not use Cirebon language in their daily intercourse, although in the last few years there are lessons in Cirebon - Dermayu. This is because the lesson is just as a science. That is, even though the learners’ report is good value, eg 9 (nine), but in the daily association does not use Cirebon language. Therefore, researchers intend to examine the Cirebon language with the title - Cirebon Language Revitalization Through Cirebon Language Learning. This research generally aims to obtain a deep picture and understanding of Cirebon language revitalization in Cirebon City, while its long-term goal is to obtain findings about efforts to preserve the Cirebon language in order to remain functional for life in the city of Cirebon in the midst of the widespread use of Language Indonesia as the national language in the country of the Republic of Indonesia, so as to assist the government in developing, fostering and protecting local languages and literature in accordance with the laws described above. The method used in this research is Ethnography with Spradley research procedure. The results of this study are expected to be a reference in improving the textbook Language Cirebon and refine the policy to preserve the language of Cirebon in order to explore the noble values of local wisdom it contains.
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Rosida, Risna, Teti Sobari und Ika Mustika. „RESPONSE TO HOME LEARNING SYSTEM POLICY IN LEARNING INDONESIAN LANGUAGE“. JLER (Journal of Language Education Research) 5, Nr. 1 (10.01.2022): 26. http://dx.doi.org/10.22460/jler.v5i1.7749.
Annotation:
The emergence of the Covid 19 outbreak has affected various sectors in the world, including in Indonesia. The world of education is one of the areas affected by this outbreak. All levels of education from PAUD to tertiary institutions must implement the Home Learning System (BDR). Various obstacles arise with the implementation of this policy. The purpose of this study was to analyze the problems faced by teachers and students when implementing BDR policies. The method used in this research is interview and survey to describe social phenomena that occur through data in the form of diagrams taken from several students' questionnaires and teacher interviews. The results showed that the problems faced by students were difficulties in understanding lessons and network constraints that were also experienced by the teacher. It can be concluded that online learning must continue to be implemented, regardless of the existing obstacles, so that there is no lost learner generation. In the world of education, in this case, the teacher must innovate so that the effectiveness of learning can be achieved.
39
Mukhtar, Ilham, und Jamal Fauzi. „Methodological Problems of Teaching Arabic to Non-Native Speakers in Indonesia“. Ittishal Educational Research Journal 1, Nr. 1 (01.07.2020): 72–81. http://dx.doi.org/10.51425/ierj.v1i1.4.
Annotation:
The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional phase, as some promising developments are beginning to take place on the one hand, and it is still facing a number of thorny problems on the other. The teaching of Arabic in most institutes in Indonesia is done in a way that explains the rules and the translation of texts into the Indonesian language. In addition, the evaluation system used to measure the learner's linguistic achievement is largely focused on linguistic aspects. The teaching of Arabic language on such a method is a traditional trend and it has to be changed and developed, and since some of the significant shortcomings related to the curriculum, it requires searching for the places of this deficiency in the curriculum of teaching Arabic in the institutes. The framework of the study is determined in the problems of the curriculum of the Arabic language in terms of objectives, content, method and means of education and evaluation. The study will take its place in the language institutes of the Asia Muslims Charity Foundation (AMCF) in Indonesia.
40
Arfani, Junita Widiati, und Ayami Nakaya. „Meanings of International High School Education in Indonesia and Japan“. Journal of Research in International Education 18, Nr. 3 (Dezember 2019): 310–25. http://dx.doi.org/10.1177/1475240919890223.
Annotation:
The study on which this article is based aimed to discover the meanings of international education at the high school level from the perspective of students and parents in Japan and Indonesia. Two research questions are addressed: How do Indonesia and Japan balance their international education policy in relation to the need to foster globally competent workers, global citizenship, and nation-building? What are the respective meanings of international education for students and parents? A policy analysis was undertaken based on documents as well as class observations, and individual and group interviews with international education students and parents. The study found that while both the Indonesian and Japanese governments have attempted to build human capital with global competence and national identity, they have utilized different strategies. While Indonesian and Japanese students and parents found similar meanings in university preparation, there were different meanings regarding national language usage, social responsibility, self-identification, life after university, and neo-colonialism.
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Rajab, Abd. „COMPARING ELT POLICIES IN JAPAN AND SOUTH KOREA: DO THEY STILL NEED ENGLISH? (A LITERATURE STUDY)“. Jurnal Riset dan Inovasi Pembelajaran 1, Nr. 2 (22.08.2021): 183–95. http://dx.doi.org/10.51574/jrip.v1i2.69.
Annotation:
Language policy is one issue that should be highlighted because language policy is one of the most important things to develop in a country. In language, the main goal to be achieved is the successful delivery of our goals and objectives to the listener. Thus, Language policy is concerned with a highly complex issue; therefore, language policy as a separate field of study requires an interdisciplinary approach drawing upon the knowledge and tools of several academic disciplines such as applied linguistics, sociolinguistics, sociology, anthropology, and political theory. This paper aimed to suggest for Indonesia English Education based Japan and South Korea practice in ELT.
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Sutami, Hermina. „Fungsi dan Kedudukan Bahasa Mandarin di Indonesia“. Paradigma, Jurnal Kajian Budaya 2, Nr. 2 (15.02.2016): 212. http://dx.doi.org/10.17510/paradigma.v2i2.28.
Annotation:
<p>Since Political Reformed in 1998, teaching of Mandarin language burst out everywhere. Many schools—from primary until senior high school, even kindergarten—teach Mandarin. Having skill in Mandarin has become one prerequisite for new employees recruitment. In order to anticipate this situation, many schoolmasters without having understanding about our National Language Political Policy thought that Mandarin should be taught. They do not know that after nearly 30 years Mandarin was prohibited, the teaching Mandarin planning is really hard to be realised. There is no Mandarin language teacher, text book for Indonesian students, curriculum and syllabus, etc. In fact, many schools try to find old people who were educated in Chinese Schools before the era of late President Suharto to teach Mandarin. The result is far from what they expect. The Department of Education and Culture tried to overcome these problems, but there are still many problems facing us. This paper tried to show the problems, and gave suggesstion to overcome.</p>
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Hanani, Nurul. „Prospek Pendidikan Bahasa Arab di Indonesia Pada Era Perkembangan Zaman“. Didaktika Religia 4, Nr. 2 (03.08.2016): 23–38. http://dx.doi.org/10.30762/didaktika.v4.i2.p23-38.2016.
Annotation:
This time educators of Arabic language seem to just consider Arabic language asa tool (wasilah) to understand Islamic texts, and not yet making it as a separatediscipline that needs to be developed through a variety of research. Challenges andissues in Arabic education cannot be solved personally, but through institutionalapproach and involve many parties. Arabic language is an opportunity thatprovides brighter and more propmising prospect in the future. Epistemologyof science and the curriculum needs to be addressed and oriented towards theestablishment of competitive ability in this global era. These all require manyparties to work together in a unifying vision, mission, policy and developmentthat is based on academic studies.
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Chen, Kezheng. „Subhan Zein, Language policy in superdiverse Indonesia. Abingdon: Routledge, 2020. Pp. 280. Hb. £115.“ Language in Society 49, Nr. 5 (November 2020): 787–88. http://dx.doi.org/10.1017/s0047404520000391.
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Osman, Nazira, Latisha Asmaak Shafie, Surina Nayan, Fazmawati Zakaria und Majdah Chulan. „DIFFERENT APPROACHES OF LANGUAGE PLANNING AND POLICY STUDIES IN SOUTH- EASTERN COUNTRIES“. International Journal of Law, Government and Communication 7, Nr. 28 (22.06.2022): 143–52. http://dx.doi.org/10.35631/ijlgc.728011.
Annotation:
Discussion on Language Planning and Policy (LPP) area has evolved over time with focus on orthographic and codification in 1960s, language problems for nation development in 1970s, frameworks and contrasting theories in 1980s and critical viewpoints in 1990s up to now. Following the development, two main approaches of LPP have gained interest of researchers. They are traditional/neo-classical approach and critical approach. It is interesting to see whether the former or the latter is adopted in researching the LPP in south- eastern countries like Malaysia, Indonesia, Thailand, Singapore and Philippines which encounter issues of language prominence between English and indigenous languages. This study aims to examine approaches taken by researchers in studying LPP, looking closely on specific keywords used in the study abstracts. Methodically, this study applies content analysis on a few journals article abstracts (from 2017 to 2021) on LPP studies in the five countries. It was found that the critical model approach is more opted in the selected articles. The adoption of it may reveal relationship between power and language and the importance of preserving mother tongue and language rights. The study enables recognition of the differences between the two approaches, consequently paving way of looking at LPP from different angles. It may also spark some ideas for future studies in LPP and enhance discussions on the area.
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Seha, Nur, und Nur Alif Fatonah. „PEMERTAHANAN BAHASA DAERAH DI LEMBAGA PENDIDIKAN BERBASIS AGAMA KABUPATEN PANDEGLANG Local Language Maintenance in Religious-Based Educational Institutions in Pandeglang“. Jurnal Lingko : Jurnal Kebahasaan dan Kesastraan 2, Nr. 1 (28.06.2020): 105–25. http://dx.doi.org/10.26499/jl.v2i1.40.
Annotation:
PEMERTAHANAN BAHASA DAERAH DI LEMBAGA PENDIDIKAN BERBASIS AGAMA KABUPATEN PANDEGLANG, BANTENAbstrakKajian ini berpijak pada asumsi bahwa penggunaan bahasa daerah sudah mengalami penurunan pada sebagian besar anak-anak Banten. Sikap negatif pemilik bahasa daerah terutama generasi muda yaitu rasa bangga dan setia terhadap kepemilikan bahasa daerah sama sekali tidak terlihat. Hal itu menyebabkan tidak adanya kemauan dan motivasi untuk mempelajari bahasa daerah. Sumber data kajian adalah kuisoner yang telah diisi oleh 50 responden dan studi pustaka yang telah dilakukan sebelumnya terkait pemertahanan bahasa daerah. Metode yang digunakan adalah deskriptif kualitatif. Sementara itu, teori dalam kajian ini adalah sosiolinguistik. Berdasar pada analisis data, dapat disimpulkan penggunaan bahasa daerah di sekolah berbasis agama masih ditemukan, walaupun tingkat penggunaan bahasa daerah lebih rendah dibandingkan dengan bahasa Indonesia. Di lingkungan sekolah, sebagian besar responden menggunakan bahasa Indonesia untuk berkomunikasi dengan teman dan gurunya, baik saat pembelajaran maupun bertemu di lingkungan sekolah. Pada saat pembelajaran, guru juga lebih banyak menggunakan bahasa Indonesia untuk berkomunikasi dengan muridnya. Di samping itu, belum adanya kebijakan dari pihak sekolah yang menganjurkan penggunaan bahasa daerah sebagai alat komunikasi di sekolah menyebabkan penggunaan bahasa daerah di lingkungan sekolah masih rendah. Keberadaan bahasa daerah sebagai muatan lokal hanya ditemukan di beberapa sekolah. Mayoritas pengguna bahasa daerah lebih banyak menggunakan bahasa Indonesia sebagai alat berkomunikasi dibandingkan dengan bahasa daerah. Dari segi intensitas penggunaan bahasa daerah, bahasa Indonesia justru lebih sering digunakan oleh masyarakat pemilik bahasa daerah sebagai alat komunikasi. Dengan demikian, dapat disimpulkan bahwa pemertahanan bahasa daerah di sekolah berbasis agama Kabupaten Pandeglang masih rendah. Walau pun masih ditemukan penggunaan bahasa daerah, akan tetapi intensitas penggunaannya masih tertinggal daripada bahasa Indonesia.Kata kunci: pemertahanan bahasa daerah dan lembaga pendidikan berbasis agama LOCAL LANGUAGE MAINTAIN IN RELIGIOUS-BASED EDUCATIONAL INSTITUTIONS IN PANDEGLANG, BANTEN AbstractThis study rests on the assumption that the use of local languages has decreased in most Banten children. The negative attitude of the local languages owners, especially the younger generation, namely the sense of pride and loyalty towards the ownership of local languages is completely invisible. That cause the lack of willingness and motivation to learn local languages. The data source of the study were questionnaires that has been filled by 50 respondents and literature study that has been done previously related to maintaining local languages. This research used descriptive qualitative method. Meanwhile, the theory in this study was sociolinguistics. Based on data analysis, it can be concluded that the used of local languages in religious schools is still found, although the level wais lower than Indonesian. In the school environment, most respondents used Indonesian to communicate with their friends and teachers, both during learning activity and outside activity in the school environment. During learning activity, teachers also used Indonesian more to communicate with their students. In addition, the absence of a policy from the school that advocated the use of local languages as a communication tool in schools caused the use of local languages in the school environment was still low. The existence of local languages as local content was only found in a few schools. The majority of regional language users use more Indonesian as a communication tool compared to local languages. In terms of the intensity of the use of local languages, Indonesian was actually more often used by the people who own local languages as a communication tool. Thus, it can be concludes that the retention of regional languages in the religious-based schools in Pandeglang Regency is still low. Even though the use of local languages is still found, the intensity of their use is still lagging behind Indonesian.Keywords: local languages maintain and religious-based educational institutions
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Handoko, Muawal Panji, Royan Nur Fahmi, Ferry Yun Kurniawan, Hardina Artating und Meili S. Sinaga. „Potensi pengembangan bahasa Indonesia menjadi bahasa internasional“. Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) 1, Nr. 1 (04.09.2019): 22. http://dx.doi.org/10.26499/jbipa.v1i1.1693.
Annotation:
Research on development potential of language Indonesia became the international language through teaching, this BIPA exposed about the average amount of students and his enthusiasm in the 23 country targets. We intend it to find out which countries have a great interest in this amount of students seen from the BIPA to be adjusted to the number of teachers who will be sent to the target country. The existence of the average amount of students can also known to target countries with a population of students which is so that the future can be PPSDK to restrict the policy directions of teachers who will be sent to these countries as the form of effectiveness and efficiency. Results of the study showed that Thailand, Myanmar, New Guinea, Australia, and East Timor is five countries with the potential and the average highest BIPA students
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Roslan Mohd Nor, Mohd, und Maksum Malim. „Revisiting Islamic education: the case of Indonesia“. Journal for Multicultural Education 8, Nr. 4 (04.11.2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.
Annotation:
Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia. Originality/value – Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.
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Bosma, U. „K. Groeneboer, Gateway to the west. The Dutch language in colonial Indonesia 1600-1950. A history of language policy“. BMGN - Low Countries Historical Review 116, Nr. 1 (01.01.2001): 66. http://dx.doi.org/10.18352/bmgn-lchr.5404.
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Muzaki, Ferril Irham. „Digital Language Teaching in Indonesia: A Framework on Covid-19 Pandemics“. Revista Gestão Inovação e Tecnologias 11, Nr. 2 (29.06.2021): 2167–84. http://dx.doi.org/10.47059/revistageintec.v11i2.1867.
Annotation:
This article aims to formulate the concept of learning administration made in digital format and centralized in the database of the Ministry of Education and Culture of the Republic of Indonesia. In this study, learning administration starting from the Sillabus, Learning Process Design and Evaluation was inputted into the Ministry of Education and Culture's database for the next process, partner teachers who collaborated in the learning process could use it. This article produces a concept, namely (1) technically, teachers can enter learning administration data online as long as the existence of a fiber optic network is adequate, (2) digitalized and centralized learning administration can be carried out as long as regulations provide room for development and (3) from the point of view of the availability of ICT (Information and Communication Technology) it can be done with web database supporting software. The results of this research are expected to be input for policy makers in implementing the administration of Indonesian language learning in thematic elementary schools in a digitalized and centralized manner in a server room at the Ministry of Education and Culture.