The International Intensive Courses in Old Javanese (2014–2019) (original) (raw)
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2019. The International Intensive Courses in Old Javanese
Archipel, 2019
Report on the International Intensive Courses in Old Javanese held in Indonesia from 2014 to 2019, co-organised by the École française d’Extrême-Orient (EFEO) and the National Library of Indonesia (Perpusnas), with the collaboration of EPHE, KITLV, and other institutions.
ASIAN EFL Journal; Portraits of Indonesian Eng. profeciancy
ASIAN EFL Journal, 2021
Thonburi. He received a bachelor's degree in English (1 st class honors) from Khon Kaen University, Thailand. His research interests include EFL teaching methodologies and second language writing. Jeffrey Dawala Wilang holds a Ph.D. in Applied Linguistics from King Mongkut's University of Technology Thonburi and currently lectures at the School of Foreign Languages (SFL),
Report on Culture in Indonesian English Language Teaching: Recultured Language
2017
Historically language and culture have been seen as separable. Three political ideologies, critical theory/political correctness, pragmatism, and most importantly, traditionalist modes of education play roles in ELT in Indonesia. Marxist inspired critical theory views ELT as potentially oppressive and desires to change the World. Pennycook is a TESOL theorist representative of this perspective. Pragmatists desire to prepare their learners to succeed in the World as it really is. Traditionalism in Indonesian education derives from ancient Western, Hindu and Islamic forms of learning. English teaching in Indonesia is typically seen as originating in the late Dutch colonial era; it was outlawed during the period of Japanese occupation, and reemerged at Independence as the first foreign language, taught in grammar-translation method. The arrival of the Ford Foundation brought audio-lingualism and laid down the infrastructure for the first generation of TESOL educators and scholars. The communicative approach followed, then a period of situationalism and eclecticism. As the dictatorship period gave way, political decentralization led to greater autonomy at the school levels. Around 2000 the rise of nationalism meant English curriculum from Jakarta emphasized religion and the nation. An uneasy relationship has existed between the Bahasa Indonesia language policy and English and its associated Western liberal values which are seen as a threat to the national language and culture. A social divide between the English learning affluent and the rural and poor Muslim majority increasingly gapes. Politicians, such as Anies, as he is locally known, with Islamist backing, exploit this divide to advance their agenda in education. Indonesian Islam had been regarded as syncretic and more moderate. That is, as compared to the Arabization the religion has more and more undergone due to hajj and Indonesian migrant workers working in Saudi Arabia and the Gulf region. Indonesians disidentify with the West and its values. The 2013 curriculum that comes out of this process maximizes religion and nationalism. This is to be achieved through a character-based ELT curriculum. Materials produced to the K-2013 have been weak on presenting the culture and values that have been associated with English language. Materials I analyze produced to this curriculum, particularly Bahasa Inggris (2014) have been recultured with Indonesian culture, and concerningly, Islamist values. Local teachers are considered to have low levels of competence and have a mixed view of locally and internationally produced materials. Due to the low level of proficiency and the valuing of authoritative teachers and obedient learners in Indonesian culture, communicative language teaching, while promoted from Jakarta, rarely manifests in classrooms. School culture, nested in the larger Indonesian culture, is highly resistant to change. Since 2014, hybrid national-plus schools have been barred with the result of segregating international and local students. The vast majority of native speaker EFL teachers, many teaching in the non-formal sector have been evicted from the country. Half of Indonesians live in rural areas and the quality of ELT is particularly low there. Many students also attend religious schools and madrasas where the quality of English instruction is also poor while the quantity of religious education is great. The Middle East based Al Azhar, with more than 1000 schools in Indonesia is a significant source of Islamization. Islamic English is defined by its contextualization to Muslim discourse. Indonesian English has been stripped of the Western culture that has been associated with English and recultured in Indonesian ELT.
Proceeding The 4th ELITE 2016 International Conference 2016 FITK UIN JAKARTA.pdf
The 4th ELITE 2016 International Conference, 2016
The 4th ELITE 2016 International Conference Faculty of Educational Sciences Syarif Hidayatullah State Islamic University of Jakarta “Strengthening the Capacity of Research and Practices on English Linguistics, Literature and Education” Copyright © 2016 ISBN: 978-602-6804-08-2 Editors: Alek Fahriany Siti Nurul Azkiyah Ratna Sari Dewi Nida Husna Zaharil An’asy Desi Nahartini Neneng Sunengsih Yazid Hady Azkia Muharom Albantani Siti Fitriah Cover Design: Yazid Hady Published by: FITK PRESS Faculty of Educational Science (FITK) UIN Syarif Hidayatullah Jakarta Jl. Ir. H. Juanda no.95 Ciputat Timur, Tangerang Selatan Telepon/fax. (021) 7443328 Website: www.fitk-uinjkt.ac.id @2015
2015
This study was designed to explore, describe, and explain the use of students" native language (Bahasa Indonesia) in the intensive English classroomorganized by the Center for Language Development (PBB) of IAIN SyekhNurjati Cirebonas well as the lecturers" and students" attitudes towards it. It also sought to establish the role that Bahasa Indonesia actually played in the class. This study employed a mix-methods design. For confirmations and clarificationsit observed 7 classes, surveyed 7 lecturers and 167 students, and interviewed 5 lecturers.Findings revealed that some amount of Bahasa Indonesia was used by both the lecturers and the students. Use of the mother tongue was mainly influenced by students" level of English proficiency and the skill of language being taught. Both the lecturers and the studentsfound the L1 useful for teaching and learning culture-related issues and difficult concepts like grammar. However, they also realized that use of the L1, at a certain extent, could be harmful for learning. It can be concluded that the L1 has the potential to be a tool for supporting teaching and learning and it is a lecturer who determines whether use of the L1 helps or hinders English language learning.
Language in education: The case of Indonesia
International Review of Education, 1991
Although over 400 languages are spoken in Indonesia, by 1986 60% of the population had some competence in the Indonesian national language, a substantial increase over 1971. Bahasa Indonesia was declared the state language in the 1945 constitution, and reformed spelling was agreed in 1972. It is the sole medium of instruction, except in the first three grades of elementary school in nine regions, where vernaculars may be used transitionally. Thereafter vernaculars are taught as school subjects. Bilingualism, and even multilingualism in Indonesian and one or more vernaculars and/or foreign languages is increasing, and despite the use of Indonesian for official documentary purposes at all levels it does not appear that vernaculars are dying out, although their spheres of use are restricted. Bahasa Indonesia fulfils the four functions: cognitive, instrumental, integrative and cultural, while vernaculars are only integrative and cultural. The curriculum of Indonesian, established centrally, is pragmatic or communicative. It is expressed in a standard syllabus for course books. This approach equally applies to foreign languages, which are introduced at secondary level, although here receptive reading is given more weight than productive skills. A full description of the syllabus organization of the various languages is given. Nonformal language learning also takes place, in the national basic education and literacy programme, which teaches Bahasa Indonesia, and in vocational courses in foreign languages for commerce. Obwohl in Indonesien über 400 Sprachen gesprochen werden, beherrschten 1980 60% der Bevölkerung die indonesische Nationalsprache, wesentlich mehr als 1971. In der Verfassung von 1945 wurde Bahasa Indonesia zur Staatssprache erklärt, und 1972 einigte man sich auf eine reformierte Schreibweise. Es ist die einzige Unterrichtssprache mit Ausnahme der ersten drei Grundschuljahrgänge in neun Regionen, wo die Muttersprache übergangsweise benutzt werden darf. Danach werden Muttersprachen als Schulfach unterrichtet. Zweisprachigkeit oder sogar Mehrsprachigkeit sind in Indonesien auf dem Vormarsch, ebenso das Beherrschen einer oder mehrerer einheimischer Sprachen und/oder einer Fremdsprache, und obwohl Indonesisch auf allen Ebenen für offizielle dokumentarische Zwecke benutzt wird, scheinen die einheimischen Sprachen trotz ihres begrenzten Anwendungsgebietes nicht auszusterben. Bahasa Indonesia erfüllt die vier Funktionen: kognitiv, instrumental, integrativ und kulturell, während die Dialekte nur integrativ und kulturell sind. Das indonesische Curriculum, zentral festgelegt, ist pragmatisch oder kommunikativ. Es wird in Form eines Standardlehrplans als Grundlage für Lehrbücher genommen. Ähnlich zentral wird der ab Sekundarstufe gelehrte Fremdsprachenunterricht gelenkt, wobei mehr Wert auf rezeptives Lesen als auf produktive Fähigkeiten gelegt wird. Die Organisation der Lehrpläne für die verschiedenen Sprachen wird beschrieben. Auch das nicht formale Erlernen einer Sprache wird praktiziert, und zwar auf nationaler Grundschulebene und in Literaturprogrammen, die Bahasa Indonesia lehren, sowie in Handelsfremdsprachenkursen. Bien que 400 langues soient parlées en Indonésie, 60% de la population maîtrisaient la langue nationale indonésienne en 1980, ce qui représente une augmentation substantielle par rapport à 1971. Le bahasa indonesia a été déclaré langue de l'etat par la constitution de 1945, et une réforme de l'orthographe a été adoptée en 1972. C'est le seul médium d'instruction, excepté dans les trois premières classes de l'école élémentaire de neuf régions, où les langues vernaculaires peuvent être utilisées pour marquer la transition. Après cela celles-ci deviennent des matières d'étude. Le bilinguisme, voire même le multilinguisme en indonésien avec une ou plusieurs langues vernaculaires et/ou étrangères, prend de plus en plus d'importance, et, malgré l'emploi de l'indonésien à tous les niveaux dans les documents officiels, il ne semble pas que les langues vernaculaires soient en voie de disparition, bien que leurs sphères d'utilisation soient restreintes. Le bahasa indonesia remplit les fonctions cognitive, instrumentale, assimilatrice et culturelle, tandis que les langues vernaculaires ne remplissent que ces deux dernières. Le curriculum d'enseignement de l'indonésien est conçu centralement, il est pragmatique ou communicatif. Ses lignes directrices sont spécifiées dans un programme et dans un guide. On procède de la même manière pour les langues étrangères, qui sont introduites dans le secondaire, bien qu'on accorde ici plus d'importance à la lecture réceptive qu'aux compétences pratiques. L'organisation du programme d'enseignement des différentes langues est presentée en détail. Un enseignement non formel des langues est également proposé dans l'éducation de base nationale et par le programme d'alphabétisation, qui enseigne le bahasa indonesia, ainsi que dans les cours de langues étrangères dispensés dans le cadre de l'enseignement professionnel commercial.
Indonesian Foreign Language Naresuan University Phitsanulok, Thailand
This paper is aimed to describe the situation of Indonesian Foreign Language in Naresuan University Thailand captured through a survey and observation on its learning process during 2014-2016. Naresuan University runs the program which comprises classes from Basic Indonesian or Indonesian 1 to Intermediate and has been attended by 243 students in total. Indonesian Language was included as an elective course and a minor course in the Eastern Language Department of the Faculty of Humanities, conducted as support to ASEAN Studies program. The curriculum was developed by the teacher based on Naresuan University academic standard. The observation conducted from 2014-2016 resulted in a number of potential aspects of the Indonesian Language, as a minor course, that raise a proposition that it should be developed into a BIPA (Bahasa Indonesia untuk Penutur Asing) program in Thailand.
Revitalization of Javanese in School Environment in Era 4.0: Linguistics Landscape Perspective
RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya
The research discusses the revitalization of Javanese in a school environment from a landscape linguistic perspective. This research is conducted based on the phenomenon that in the era of 4.0 Javanese mastery of the younger generation is inadequate. The data of this research are Javanese texts on public space media placed in the Special Region of Yogyakarta school environment. The research method is carried out by observing, photographing data, classifying data, and analyzing data. The research aims to describe the revitalization of the Javanese in public space media in the school environment from the aspects of language situations, language codes, Javanese writing order, written form, form, function, and local wisdom values. The results show that the revitalization of the Javanese language based on situation aspects and language codes are divided into three types, namely monolingual (Javanese), bilingual (Javanese and Indonesian), and multilingual (Javanese, Indonesian, English, ...