The Practice of Bilingual Education in Indonesia (Mini Proposal)

                                          MINI RESEARCH FINAL ASSIGNMENT

The Practice of Bilingual Education in Indonesia

Submitted for the Language Policy and Planning :Critical Perspectives course

 

 

 

 

 

 

 

By :

Theresa Welma Kakiay

 

 

ENGLISH EDUCATIONAL STUDY PROGRAM

POSTGRADUATE PROGRAM

PATTIMURA UNIVERSITY

AMBON

2019

ABSTRACT

English is really important in order to compete in globalization era, therefore bilingual education appeared to answer the issue. This study aim to reflect the practice of bilingual education in Indonesia and discuss some challenges when implementing the bilingual education. The practice of bilingual program become popular before 2013 and faced some challenges. The challenges divided into two categories which are practical constraints and cultural constraint. Practical constraint related to:  lack of competence of the teacher where the teacher has no insufficient English proficiency, limited quality teaching with both language and unfavorable environment happened because of the failure in teaching. Also in cultural constraint related to: limited exposure, poor governance that can see the chance and importance in globalization level and commitment. The challenges cannot meet the solution thus finally it causes the Ministry of Education no longer concern of bilingual education in Indonesia and develop another program.

Keyword : bilingualism, bilingual education

 

CHAPTER I

INTRODUCTION

1.1 Background of the Study

As we know that English is as an International language and also because the fast spreading of globalization, it is important to learn English in school of Indonesia. Nowadays, the education see the chance and follow the era development. If we did not follow or at least trying to develop our potential to face globalization, we will still left behind. Therefore, the government pays attention to how students can develop their potential in using English. They realized how important qualified education in Indonesia is.

The government made some effort to empower the citizen to get better education, improve regulation and suit the citizen needs in school. Since 2006 the legislation number 20 year 2003 section 50 sentence 3 stated that : “Pemerintah dan atau Pemerintah Daerah menyelenggarakan sekurang-kurangnya satu sekolah pada semua jenjang pendidikan untuk dikembangkan menjadi sekolah yang bertaraf Internasional.” From this statement the government establishing the school called International Standardized school. Since that time the bilingual educational classroom program appeared. Students will learn with both of the language which is English and Indonesia language. The bilingualism in here means that the students will use Bahasa Indonesia as their first language and English as their foreign language in the classroom.

To know more about the term of bilingualism, this paper will discuss and reflect about the practice of bilingual education in Indonesia and some challenges that appear when implementing the bilingual program.

1.2 Problem Statement

1.      The practice of Bilingual Education

2.      Challenge of implementing bilingual education in Indonesia

1.3 Objective of the Study

            The study’s aim is to reflect about the condition of bilingual education program in Indonesia.

 

 

CHAPTER II

LITERATURE REVIEW

2.1. Bilingualism

Haugen as cited in Margana (2015), who states that bilingualism, refers to a speaker’s native competence to utilize more than one language. Bilingualism starts when the speaker of one language can produce meaningful utterances in other language, and he has control of two or more languages, as the one a native would have in each one of those language.

2.2 Three types of Bilingual

According to Serra (2017) there are three types of bilingual refer to the kind of bilingualism:

1. Planned Bilingual

            This is the condition where those who success to achieved bilingual because of their parents decision and planned strategy. They can decide some way or plan various strategies.

2. Natural Bilingual

            This kind of group refers to the person who was born in a place that naturally offers many languages. Usually, they are the group that live in the region that consequence of historical conflict, most of th time or even connected to politics.

3. Adult Bilingual

            This is the group where the people need to move to another country and learn new language. It could be for work or other reason. So they have some specific purpose to learn thesecond language

2.3 Bilingual Education

            Bilingual education is a form of education in which information is presented to the students in two or more languages. The term of ‘bilingual’ here refers to the multiple languages. Therefore, the school that implements two or more languages is using bilingual education system. Burnham Massey and Pina, as cited in Putri (2010) stated that bilingual education has done well but it can do much better. In fact, the implementation of bilingual education seems hard because some problems possible arise in the process of implementing bilingual education

2.4 Types of Bilingual Education Program

Here are the following types of Bilingual education that proposed by Krashen, as cited in Putri (2010):

1. Transitional Bilingual Education

            This is related to child’s native language. The goal is to help students transition from first or native language to mainstream. The learning process will be English only classroom as quickly as possible and the linguistic goal of this bilingual program is English acquisition only.

2. Two way-or Dual Language Immersion Bilingual Education

            This program is to help native and non native English speaker become bilingual. This program for example like in U.S context, some students will be native English and half of the rest is using another language for example French which is the minority language at there.

3. Dual Language Program

            This program designed to help students study in two different ways: 1) Variety of subjects taught in second language, therefore there is the condition where the students when ask the bilingual teacher with their native language, their teacher will still answer them with second language. 2) This second way is native language literacy dominant in the classroom. The native language can be transferred to the second language later. Therefore they learn second language as content based learning rather than grammar based for all subjects in the classroom.

4. Late-Exit or Developmental Bilingual Program

            This program related to extended child’s skill in English. They will transferred their native language to second language in their learning process with this program.

CHAPTER III

DISCUSSION

3.1 The Practice of Bilingual Education

            Bilingual education started since 2004. Indonesia government established bilingual school can be RSBI (Rintisan Sekolah Bertaraf Internasional) or SBI (Sekolah Bertaraf Internasional) as the pioneer of International standardized school (Margana, 2015). Bilingual program applied national curriculum but in communication practice have to use English in teaching learning process.

The growth of bilingual education that becomes popular in 2006 until 2010

Source from Ministry of National Education Published by Diskominfo (Ministry of Communication and Informatics) in 2012 as cited in Jayanti (2019)

3.2 Challenge of Language & Bilingual education policies

Practical Constraint · Lack of competence · Limited quality teaching · Unfavorable environment

Cultural Constraint ·      Limited exposure ·      Poor governance ·      Commitment

Abduh & Rosmaladewi (2019) report some challenges that related to language policy and the bilingual program. The challenges divided into two categories :

 

 

 

Practically the teacher is lack of competence or not reached the qualification to be a good bilingual teacher. In field, the professional bilingual teachers have insufficient English proficiency while it is a must for them to have capability in English because the activities in the classroom should use both language Bahasa Indonesia and English. This is in line with Lie (2009) claimed that many teachers are less competent to teach English and use English as the medium of the instruction  Therefore the teacher failed to create bilingual atmosphere in the classroom

Welch (2012) claimed that poor quality governance impact or limited activities and engagement within global community. Because of that, National Ministry Education develop another curriculum as we know as curriculum 2013 because bilingual classroom has been banned to be carried out in January 2013.(Rakyat,2013)

CHAPTER IV

CONCLUSION

Conclusion

In conclusion, the practice of bilingual education become popular in 2006 but the practice of bilingual education cannot meet the expectation of the ministry of education therefore they develop a new program that we know as curriculum 2013 and no longer concern of bilingual classroom anymore. Actually, if the ministry can meet the solution and find the way to cope with the challenges it is good to apply bilingual classroom to prepare the students can faced the globalization era. Because English is the international language, therefore the students should capable in English beside knowing their native language

 

 

 

REFERENCES

Abduh, A & Rosmaladewi, (2019). Language policy, identity and bilingual education in Indonesia: a historical overview. XLinguae,vol.12 issue 1.

Jayanti D & Sujarwo, A (2019). Bilingual Education in Indonesia: Between idealism and the reality. Script journal. Journal of linguistic and English teaching.

Lie, A. (2009). Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal: A publication on the teaching and learning of English, vol. 18(1), pp. 1-14.

Margana. (2015). Establishing English-Indonesian Bilinguals in Indonesia : From Theory to Practice. RA Journal of Applied Research, 1(10), 372.

Putri, V (2010). The implementation of bilingualism in teaching and learning activities at international standardized school. Thesis. Sebelas Maret University

Rakyat, K. (2013). Makamah Konstitusi Membubarkan RSBI. Yogyakarta.

Serra, M. R. (2017). The Bilingual World: A Study on Bilingualism and its Cognitive Effects. Article, 6-11.

Welch, A (2012). The Limits of Regionalism in Indonesian Higher Education. Asian Education and Development Studies, vol. 1(1), pp. 24-42.

TRADISI HITI UPU/INA LATU Negeri Soahuku (PENGANGKATAN RAJA)

Adat/tradisi angkat raja atau yang biasanya disebut Hiti Upu Latu atau Ina Latu dilakukan secara adat istiadat atau lokal di negeri. Yang dimaksudkan dengan adat disini adalah tata cara pengangkatan Raja yang biasanya berlaku beberapa waktu lalu dari generasi ke generasi khususnya dalam satu mata rumah saja. Misalnya keluarga Tamaela sudah 300 tahun lebih memerintah di Negeri Soahuku (Lilipory Kalapesssy).

Proses pengangkatan Raja tersebut secara intern atau kekeluargaan dalam mata rumah, dalam hal ini harus mengadakan perundingan untuk mencari kesepakatan dulu, kumpul keluarga besar, secara tradisi atau adat ada kesepakatan mengajukan kira-kira siapa di dalam mata rumah yang bisa memimpin , boleh pria atau wanita, namun tidak boleh usia muda, paling kurang sudah mengetahui adat istiadat di dalam negeri Soahuku. Pembawaannya pun harus baik, dimana bisa tampil dalam masyarakat dengan sosok yang dihormati, bertanggung jawab, mengayomi masyarakat dan bisa membawa negeri ke arah yang lebih baik. Kesepakatan tersebut sangat menentukan, yang terpilih akan dilepas dan dilantik menjadi Raja.

Persiapan pengangkatan Raja ,

Pertama secara intern yaitu bersama-sama dengan keluarga satu mata rumah berdoa bersama kemudian mendapat nasihat, ajaran, perintah dari orang yang tertua dalam keluarga, setelah itu makan bersama. Yang kedua secara adat dilakukan oleh pemerintah negeri/ saniri negeri, Maweng, tuan tanah (Amanupui), Kewang darat dan laut, kapitang. Menentukan harinya, hari yang baik agar semua bisa berpartisipasi dan upacara dilakukan di rumah adat (Baileo).

Malam sebelum dilantik biasanya Matawana (tidak tidur sampai pagi), suwo-suwo (duduk-duduk), ada kapata, sou-sou(bicara-bicara). Subuh tifa dibunyikan sebagai tanda Raja akan segera dilantik kemudian ada juga kapata sebagai pengiring.

PELANTIKAN

Sebelum ke Baileo Raja akan dijemput oleh kelompok hasurete (kelompok kapata dan cakalele) di kediaman Raja dan kemudian dikawal dan diantar oleh kelompok tersebut ke Baileo. Busana atau pakaian yang dipakai oleh Raja terpilih apa adanya saja. Setelah tiba di Baileo, Kira-kira jam 9 atau 10 pagi masuk dalam prosesi pengangkatan, Raja dilantik oleh Tuan tanah (Amanupui) dan saniri negeri di Baileo disaksikan oleh seluruh masyarakat dan juga pela dari negeri Soahuku yang diundang. secara protokoler adat Raja harus mengucap janji dan sumpah adat, dimana Tuan adat berbicara kepada Raja terpilih dengan bahasa daerah, setelah Raja mengucap janji maka janji itu harus dipegang, tanggung jawab harus diemban. Setelah itu, kain merah atau kain berang diikatkan di kepala sebagai symbol kepemimpinan, di bahu symbol tanggung jawab dan di pinggang sebagai symbol sudah ikat diri dengan tanggung jawab.

Setelah dilantik, maka ada makan sirih pinang oleh seluruh partisipan atau minum sopi yang mana ditaruh di bamboo yang juga diminum oleh semua orang yang duduk ada bersama terlebih khusus saniri negeri. Diselingi dengan kapata, sambutan dari Raja yang telah dilantik kemudian doa (perawai).

Setelah acara pelantikan selesai, Raja diantar ke rumah oleh hasurete kemudian diikuti dengan acara Maku-Maku (tarian rakyat) di malam hari. Kemudian keesokan harinya makan patita.

Source : Pdt. Chris Tamaela

PEMBUATAN PORNA SAGU (PROCEDURE TEXT)

Membuat Porna

Porna adalah alat yang digunakan dalam proses pembuatan sagu. Tempat dimana kita dapat menemukan dan melihat langsung proses pembuatan porna adalah di Desa Ouw. Desa Ouw terletak di Saparua, Maluku Tengah. Porna terkenal terbuat dari tanah liat. Proses pembuatan porna cukup sulit sehingga menyebabkan orang-orang jarang dapat membuatnya. Dalam membuat porna dibutuhkan kesabaran dan keterampilan, selain itu proses pembuatan ini membutuhkan waktu yang lama. Material utama yang harus disiapkan adalah tanah liat dan pasir. Tanah liat dan pasir yang digunakan harus dari dalam hutan yang terletak di Desa Ouw. Jika tidak menggunakan tanah liat dan pasir dari hutan di Ouw, porna yang bagus tidak dapat dihasilkan. Material lain yang dibutuhkan adalah air, sahani dan gaba-gaba. Sahani adalah pelepah kulit sagu, sedangkan gaba-gaba adalah kulit daun sagu yang kering. Kita juga harus menyiapkan alat-alat yang dibutuhkan dalam proses pembuatan porna seperti papan pemukul, penggaris, pisau, pahat, besi yang dibengkokkan dan kulit keong, Setelah semua yang diperlukan telah siap, mari ikuti langkah-langkah di bawah ini :

Pertama-pertama, rendam tanah liat selama sepuluh menit. Setelah itu campurkan tanah liat dan pasir dengan perbandingan 1:1. Setelah tercampur, tambahkan air. Saat menambahkan air, perhatikan tekstur campuran, tekstur harus dibuat agak padat jangan sampai terlalu lembek. Setelah itu, bentuk campuran menjadi bentuk empat persegi panjang bentuknya seperti batu bata. Kemudian, ratakan tiap sisi-sisinya dengan papan pemukul dan potong bentuk tersebut dengan ukuran panjang 25cm, lebar 11cm dan tinggi 7cm. Lakukan dengan hati-hati jangan sampai merusaknya. Setelah itu, buat lubang sebanyak enam. Untuk membuat lubang, ukur jarak tiap lubang kira-kira 1cm dan buatlah garis dengan pisau sebagai tanda. Kemudian, gali untuk membuat lubang dengan menggunakan pahat sesuai dengan tanda yang telah dibuat dengan ukuran tinggi 5cm dan lebar 3cm. Setelah itu, jemur bentuk empat persegi panjang tadi dibawah matahari selama kurang lebih tiga hari. Ingat harus terkena sinar matahari. Ketika proses penjemuran letakkan dengan posisi miring. Setelah proses penjemuran, angkat bentuk empat persegi panjang tadi dan gosok permukaannya dengan menggunakan kulit keong dan gunakan besi yang bengkok untuk melicinkan tiap lubang. Setelah licin, angin-anginkan porna tanpa terkena sinar matahari kurang lebih selama dua hari. Setelah dua hari, ini saatnya untuk pembakaran. Sebelum proses pembakaran letakkan batu sebagai penopang untuk menyusun porna yang sudah siap dibakar. Setelah tersusun, tutupi susunan porna yang setengah jadi itu dengan gaba-gaba. Setelah ditutup dengan gaba-gaba, tutup keseluruhan dengan menyusun sahani dengan tujuan menahan panas agar tidak keluar dalam proses pembakaran. Tunggu sampai gaba-gaba maupun sahani sudah terbakar habis. Pada akhirnya, angkat porna yang telah selesai dibakar, diamkan dan porna siap untuk dipakai atau ingin dijual.

 English Version (Procedure Text)

Making Porna

One of the traditional tools of Maluku people is ”porna”. It is very well known as the main tool that used in the process of toasting the sago. Porna is made of clay. Even though it is not difficult to find clay in Maluku province, in fact the only one clay that can be used to produce porna is the clay of Ouw village in Saparua, Maluku Tengah regency. That is why commonly the process of making porna only can be found in Ouw village. Moreover, the process of making porna demands patience, great skill and it also takes much time.

As mentioned in the previous paragraph, clay is the main material that needed to produce a porna. However, people also need sand and water as its supporting material. In similar to the clay, the only sand that can be used is also the sand of Ouw village. On the other hand, the equipments that considered needed in processing porna are “sahani”—sago palm stem-- and “gaba-gaba”--dried sago palm stem--. Besides, board, ruler, knife, chisel, bamboo, bent iron and seashells are also important to support this process. If materials and equipments are prepared, the process of making porna can be started.

The following passage explains the process of making porna.

First of all, soak the clay for ten minutes. After that, mix clay and sand with comparison 1:1. After mixed, add water into the mixture. When add the water keep attention make the texture rather dense, make sure do not make it too mushy. After that, shape the mixture into a rectangular shape, the shape like concrete brick. Then, flatten each side with the board and cut the shape with twenty five centimeters of length, eleven centimeters of width and seven centimeters of high. Do it carefully, do not destroy it. After that, create six holes. To make the holes, measure the distance between each hole about one centimeter and make the pattern by knife as a sign the distance of each holes. Then, dig the clay out by using chisel according to the pattern that already make before with the measure about five centimeters of high and three centimeters of width. After that, dry the rectangular shape about three days under the sun. Remember, it should be dried under the sun to get the best product. When drying process makes sure that porna is putted in tilted position. After the drying process, take the rectangular shape and scratch the surface in order there is no surface that coarse. After that rub the surface in order to neat and make it smooth by using seashells, and also use a bent iron to slippery each holes. After that, let stand it without exposure to sunlight about two days. After two days, it is time to burn. Before the process of burn, put porna that ready to burn under the sun for few minutes, while drying put a stone in order to support porna that ready to burn. Then, cover porna with gaba-gaba. After that, the last layer should be covered with sahani. Just wait until gaba-gaba and sahani completed burnt, it means that porna is ready. Finally, take porna out from the dump of ashes, cold it for a moment and porna ready to use or it could be sold.