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P. W. J. NABABAN
Abstract -- 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.
Auch das nicht formale Erlernen einer Sprache wird praktiziert, und zwar auf
nationaler Grundschulebene und in Literaturprogrammen, die Bahasa Indonesia
lehren, sowie in Handelsfremdsprachenkursen.
T h e L a n g u a g e s of I n d o n e s i a
and Barr 1978) listed 569 languages in Irian Jaya alone; the figure given
by the National Language Institute in 1972 for this area is 128.
The great diversity in languages (and cultures) is reflected in the
nation's motto Bhinneka Tunggal Ika O.e., Unity in Diversity). However,
in spite of this multilingualism, there is also a degree of homogeneity in
that more than ninety per cent of the languages belong to the Indonesian
branch of the Austronesian language family. These languages are not all
the same in size. The number of speakers of a language ranges from a few
hundred people (in Irian Jaya) to about 80 million (Javanese), nor are they
the same in sociocultural importance. However, they are all used for the
same common communicative and personal functions of a language, and
they are equal in the eyes of the law, with the exception of Indonesian,
which is the national language and the only official language in the
country.
The languages spoken in Indonesia fall into three classes: (1) Indonesian
or Bahasa Indonesia; (2) local or regional languages, here called "vernacu-
lars"; and (3) foreign languages. The proportion of the number of speakers
can be seen from the breakdown of the speakers in the 1971 census,
namely 40.8%, 59%, and 0.2% speakers of Indonesian, Vernacular, and
Foreign Languages respectively. The figure for the vernaculars shows the
percentage of those who speak a vernacular but do not speak Indonesian;
they may or may not speak a foreign language. The figure for foreign
languages represents the number of speakers who speak a foreign lan-
guage but not Indonesian or a vernacular.
The VernacularLanguages
ForeignLanguages
Foreign languages are used in Indonesia for international communication:
in diplomacy, business contacts, and cultural exchanges. In addition to
this, the function of foreign languages is as a "library language", because
most of the books and scientific materials, including reference materials, in
the libraries are still in these languages, especially in English. It has been
estimated that about 80 per cent of the books in a university library are in
English. It is therefore no surprise that foreign languages are taught in the
secondary schools, not only to provide a different cultural experience to
the students, but also for the practical purpose of preparing them for
possible use of these languages in universities and other tertiary education
as well as at job-oriented colleges or courses.
Before Independence in 1945, Indonesia was already familiar with the
colonial/Dutch tradition of teaching foreign languages in secondary
schools. In the Netherlands before World War II, it was customary to
teach the three neighboring foreign languages: German, French and
English. This system was applied to the Dutch-medium secondary schools
in Indonesia. At Independence in 1945, the Government decided to
include only English as a compulsory subject in junior and senior
secondary schools. Four other foreign languages were offered in the senior
120
secondary schools, one of which the students were required to take, while
in certain streams, two or three could be opted for. This created the
situation in which English came to be called "the first foreign language",
and was treated as a separate category in the curriculum.
The first deliberate act of language policy was successfully carried out
in 1928, 17 years before Independence, when the youth organizations
in a political congress declared that the Malay language was renamed
Indonesian and that they would use this Indonesian language as the
"language of unity" in their fight for an independent country, named
Indonesia, and an independent nation, named the Indonesian nation. As
mentioned above, it was made the "state language" in the 1945 Constitu-
tion, and has since been used as the medium of instruction at all levels of
education in the country.
The act of language choice accomplished in 1928 was followed by
other language planning events, the most important of which are:
-- The First Congress of Indonesian in Solo, Central Java, in 1937.
- - The establishment of Balai Pustaka, the first national publishing house
in Jakarta in 1938 to promote the use of Indonesian through publica-
tion of books and magazines.
-- The institution of Indonesian to replace Dutch as the medium of
instruction by the invasion of the Japanese army in 1942. A termi-
nology commision was appointed in 1943, but it had not completed its
work by the end of the war in 1945.
- - The institution of Indonesian as the state language in the Constitution
in 1945.
-- The Suwandi Spelling Reform in 1947 (at the direction of Minister of
Education Suwandi).
-- The promulgation of the Improved Spelling Reform in 1972, which is
in effect up to the present.
-- The establishment of the terminology committee in the Ministry of
Education's National Center for Language Development in 1975,
which in collaboration with the Malaysian Language Council has now
almost completed the standardization of the terminologies of all the
disciplines in education, science and technology.
The determination of the status of the various languages in the educa-
tional system is also an act of language planning. However, the most
important function of the educational system in language planning is that it
121
' ~ Language
Indonesian Vernacular Foreign
Education~eg°ry Language Language Language
Function
Cognitive +
Integrative + +
Instrumental + +
Cultural + + (+)
The Indonesian language has all four educational functions. It fulfills the
cognitive function by being the medium of instruction at all levels of edu-
cation. It fulfills the integrative function, because knowledge of Indonesian
makes the learner a full member of Indonesian society. This socialization,
or rather Indonesianization, function is mainly accomplished in the
elementary school; that is why no foreign language is taught at that level.
Indonesian also has the instrumental function, as it is the language that
opens job opportunities to the students, the language by which the
students acquire knowledge and technological skills. The Indonesian
language is naturally also a requirement for a civil service position, from
the lowliest district clerk to the highest government post. It also has a
cultural function, as it is the language that can lead a person to an
adequate understanding of the developing national culture, i.e., the
Indonesian culture, which consists of certain features from the various
vernacular cultures and those traits developed by shared experiences since
Independence.
The vernacular languages have two educational functions, namely the
integrative and the cultural. They fulfill the integrative function, as profi-
ciency in the vernacular is the surest symbol of ethnic identity. Many
pupils already know the vernacular before they enter the primary school,
but there is an increasing number of children in the larger towns who
become proficient in the vernacular only through learning it in the
elementary school. However, the more important function of the vernacular
is the cultural because the pupils learn the less immediate values and
features of the vernacular culture through the vernacular lessons in the
elementary and secondary schools.
The foreign languages in the educational system which are taught
123
starting from the senior secondary school, and English which is taught at
the junior secondary school, have only one major educational function,
which is the instrumental function. A foreign language, as mentioned
above, is used only for diplomatic purposes and for obtaining material,
scientific and technological gains. Foreign languages are not needed to
study foreign cultures, except for social anthropologists who want to
obtain a deeper and scientific understanding of the foreign culture.
Nevertheless, studying a foreign language gives the Indonesian learners an
experience of an important component of a foreign culture, which is
expected to broaden their views of the cosmopolitan nature of the modern
world and to make them less insular and more broadminded and tolerant.
This function is of secondary importance, which is the reason for putting
the + sign in parentheses in the diagram.
Educational Objectives
Language TeachingCurricula
Teaching Materials
Bilingualism in Indonesia
as a first (-- home) language in the provincial capitals and/or small towns
in seven out of the sample of 13 provinces covered in the survey.
The survey was based on the assumption that, through the status and
function of Indonesian as the official language, an increasing number of
Indonesians in everyday life need to use Indonesian and a vernacular; in
other words, they need to be bilingual. Generally speaking, people use
Indonesian in the more modern and public activities and the vernacular in
the more traditional and regional aspects of life. It was also assumed that
the vernacular was considered the main symbol of ethnic identity. An
increasing number of educated people use three or more languages in both
their social life and their work.
In all the provinces in the survey, except DKI Jaya (= the capital), Riau
and West Irian, the local vernaculars are dominant as first languages. In
the large urban centers, the percentage of the acquisition of the local
vernacular as first language ranges from 62 per cent in North Sumatra to
98 per cent in the Lesser Sunda Islands (Nusa Tenggara Timur). In the
small towns, as perhaps is to be expected, the percentages are higher,
ranging from a high 89 per cent in South Kalimantan to 100 per cent in
West Java and Central Java.
Another important aspect of the shift in language behavior concerns
the domain of language use. Traditionally, the vernacular has been used in
the more private domains of the home, i.e., among members of the house-
hold, relatives and close friends (of the same vernacular background) in
informal situations. Indonesian, on the other hand, has tended to be used
in more public domains, both the immediate (the neighborhood, social
and occupational organizations, etc.) and the distant (public offices, the
hospital, business meetings, the station, etc.).
vernaculars as first language is 70 per cent. This reflects the fact that the
majority of Jakarta residents, whose number has increased from about one
million at Independence to about eight million at present, come from the
other vernacular areas. The percentage of adult speakers of Indonesian as
first language is also highest (i.e., 24 per cent) in Jakarta. These figures are
found to reflect the heterogeneity of the population, Which seems to be
one of the main reasons for children and families to acquire and use
Indonesian as a first language.
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