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Relevant bibliographies by topics / Multilingualism – Indonesia

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Academic literature on the topic 'Multilingualism – Indonesia'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Multilingualism – Indonesia"

1

Zakaria, Faishal. "NATIONAL LANGUAGE & MINORITY LANGUAGE RIGHTS." Englisia Journal 4, no. 1 (August 3, 2017): 55. http://dx.doi.org/10.22373/ej.v4i1.1247.

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This brief paper highlights the perspectives of those proposing and opposing the idea of Minority Language Right (MLR). Then, the paper relates this discussion to the context of bi/multilingualism in Indonesia by referring to cases of bi/multilingualism in different contexts. In particular, it is also discussed whether MLR is relevant to Indonesian, a national language of Indonesia, seen through historical, political, social, and economic perspectives of bi/multilingualism in Indonesia. In the end, the author’s stance of MLR is asserted.

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2

Nirmala, Deli. "Multilingualism in Kemujan, Karimunjawa, Indonesia." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 1, no. 1 (November 19, 2017): 44–51. http://dx.doi.org/10.14710/culturalistics.v1i1.1768.

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Karimunjawa can be studied not only from social aspect but also from multilingualism. This paper aims at investigating the languages living in Karimunjawa and their vitality. The study is focused on Kemujan island whose languages are Javanese, Buginese, Maduranese, Mandarese, and bahasa Indonesia. To see the vitality of them, I used UNESCO check list, observation, and interview. Referential and distributional methods were used to show how languages were used, language contact, and language vitality. The result indicates that bahasa Indonesia is the first dominant, Javanese is the second dominant, Buginese is the third, Maduranese is the fourth, and Mandarese is the least dominant.

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3

Zein, Subhan. "English, multilingualism and globalisation in Indonesia." English Today 35, no. 1 (May 2, 2018): 48–53. http://dx.doi.org/10.1017/s026607841800010x.

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Indonesia is the second most linguistically diverse nation in the world. It has established its reputation as one of the largest markets of English language education. This paper examines the context of multilingualism in Indonesia in relation to the increasingly dominant role of English from my viewpoint as a researcher. I begin the paper by outlining how Indonesia is currently adapting to the role of English as a global language. I then discuss the position of English within the linguistic ecology of the country, highlighting how its promotion in the educational system adversely affects the maintenance of the indigenous and heritage languages. Finally, I point to the need for deliberate action in education that promotes multilingualism. I argue for a redirection in the Indonesian educational system towards multilingual education in order to ensure the preservation of the indigenous and heritage languages while adopting English as a Lingua Franca.

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4

Nursanti, Rachmi Retno. "Classroom Strategies through Translanguaging for Multilingualism Students." English Learning Innovation 2, no. 1 (February 8, 2021): 17–27. http://dx.doi.org/10.22219/englie.v2i1.14653.

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This research aims to discover translanguaging strategy in the process of teaching English material to multilingualism students. Due to the Indonesian country is a multicultural, the children got their mother tongue is a local language, not Bahasa Indonesia as the national ones. The Indonesian students acquire two languages n their daily life; local language and Bahasa Indonesia. Therefore, the role of English teacher is to explain English materials using English as the target language, local language and Bahasa Indonesia to increase students’ comprehension. This research used qualitative research with grounded theory design. In collecting the data, the researcher used interview technique to discover further information. In this research, the use of L1 was mostly used in the classroom rather than L2. The students could understand the material because the teachers’ effort to translate the language from Bahasa Indonesia to English and vice versa. This phenomenon was challenging because of the lack of students’ confidence to practice English. However, translanguaging decreased students’ anxiety in the class because they could understand English well by using two languages; Bahasa Indonesia and English. the findings are easy to be implemented by the following teachers in teaching multilingualism students for non-English speaking country, because translanguaging facilitates students and teachers to learn English using affordable way.

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5

Goebel, Zane. "Semiotic Landscapes: Scaling Indonesian Multilingualism." Jurnal Humaniora 32, no. 3 (October 1, 2020): 191. http://dx.doi.org/10.22146/jh.57647.

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This article presents a very preliminary description of a sample of photos of signage (e.g. posters, signs, billboards) drawn from around six hundred photos taken in Bandung in January 2019. Drawing upon scholarship on value and scale in general, and work on semiotic landscapes in particular, this paper seeks to extend earlier analysis of multilingual signage in Indonesia. I explore how an analysis of this signage can provide insights into multilingualism, inequality, and mobility in Indonesia, as well as how different social, political, and economic regimes effect the multilingual landscape.

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6

Bin-Tahir, Saidna Z., Haryanto Atmowardoyo, Syarifuddin Dollah, and Yulini Rinantanti. "Multilingual Instructional Model of Pesantren Schools in Indonesia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1210. http://dx.doi.org/10.17507/jltr.0806.24.

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The study investigated the multilingual instructional model of pesantren schools. It employed qualitative study by applying grounded theory. This study was conducted at the three of pesantren schools in the city of Makassar, Indonesia (Pesantren IMMIM, Pondok Madinah, and Pesantren Darul Arqam Muhammadiyah Gombara). The respondent of the current study were four non-native speakers of English, Arabic, and Mandarin teachers who have the ability to speak and to communicate in three or more languages. In collecting the data, the researchers employed three primary data collection techniques, they are observation, interview, and examining the record. The results found that the multilingual instructional model of pesantren schools applied simultaneous-sequential model with some phases to generate the students changed from monolingual to multilingualism and at the end, they become mono multilingualism.

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7

Nuswantara, Kartika, Hurrotul Firdausiyah, Zuliati Rohmah, and Diana Nur Sholihah. "Multilingualism in Sunan Ampel Tomb Complex: A Linguistic Landscape Study." Insaniyat : Journal of Islam and Humanities 6, no. 1 (November 30, 2021): 43–55. http://dx.doi.org/10.15408/insaniyat.v6i1.21141.

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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.

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8

Putrawan, Gede E., Mahpul, Tuntun Sinaga, Son K. Poh, and Olga V. Dekhnich. "Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia." Integration of Education 26, no. 4 (September 30, 2022): 756–70. http://dx.doi.org/10.15507/1991-9468.109.026.202204.756-770.

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Introduction. Recently, multilingualism and translanguaging have received considerable attention and are always a topic of interest and public debate in language education. However, to our knowledge, studies on pre-service EFL teachers’ beliefs about multilingualism with respect to translanguaging in the Indonesian context have not appeared in the literature. Therefore, to address this gap, this research investigated beliefs about multilingualism with respect to translanguaging, including language separation, language use/mixing, and language support, among pre-service EFL teachers in the Indonesian context. Materials and Methods. This study is quantitative in nature, adopting a survey research design. We collected data from 270 pre-service EFL teachers using an online Likert scale questionnaire that lacked any potentially sensitive questions. They were between the ages of 17 and 26, and were English teacher candidates majoring in English education at higher education institutions on the Indonesian islands of Sumatra, Java, Sulawesi, and Kalimantan. The collected data were analyzed using descriptive statistics, which included the percentages and frequency distributions of the participants’ Likert scale responses. Results. The current study’s findings corroborate previous research indicating that teachers believe multilingualism and collaborative use of languages are potential assets that can benefit their students’ language learning. Discussion and Conclusion. Language separation in EFL classrooms appears to be a point of contention for the majority of pre-service EFL teachers surveyed, with a preference for and support for multilingualism and translanguaging over language separation in EFL classrooms. They agree on the importance of using or mixing other languages in their classes. On the one hand, they believe that it is critical to avoid other language support in classrooms; on the other hand, they believe that other language support can benefit students, offering a wave of optimism about future language education. Therefore, there is a need to gradually introduce and include pedagogical translanguaging to the existing curricula. The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms.

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9

Andriyanti, Erna, and Mehdi Riazi. "COMPETITION OF JAVANESE AND INDONESIAN: A MIXED-METHODS APPROACH TO YOUNG MULTILINGUALS’ LANGUAGE CHOICE." LITERA 19, no. 3 (November 26, 2020): 340–60. http://dx.doi.org/10.21831/ltr.v19i3.34993.

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Multilingualism differs from place to place, with different pressures and outcomes depending on each unique situation. In Indonesian context, an important factor is the status and over prestige afforded to the national language, posing a possible threat to local language vitality. This study reports the position of Javanese and Indonesian as parts of the language repertoire of young Yogyakartan multilinguals in three domains: home, school, and the street. A mixed-methods approach was used and the main data were collected through questionnaire and observations at ten participating high schools. The students’ survey was responded by 1,039 students. Their natural language use was recorded at school playground. Supporting data were collected from language teachers’ survey and interviews with school authorities. The findings show that Javanese and Indonesian still compete in the three domains but not in all sociolinguistic situations. The youths’ Javanese-Indonesian choice is mostly dependent on gender and parental level of education.Keywords: multilinguals, language domains, language choice, sociolinguistic study KOMPETISI BAHASA JAWA DAN BAHASA INDONESIA:PENDEKATAN MIXED-METHODS TERHADAPPILIHAN BAHASA ANAK MUDA MULTILINGUAL AbstrakMultilingualisme berbeda di satu tempat dari tempat lainnya, dengan penekanan dan hasil tergantung pada masing-masing situasi yang khas. Di dalam konteks Indonesia, faktor yang penting adalah status dan prestis yang disematkan untuk bahasa nasional, yang bisa mengancam vitalitas bahasa-bahasa daerah. Artikel ini mengkaji posisi bahasa Jawa dan bahasa Indonesia sebagai bagian dari repertoar bahasa anak muda multilingual di Yogyakarta dengan fokus pada tiga domain: rumah, sekolah, dan jalan. Pendekatan mixed-methods digunakan dan data utama dikumpulkan melalui kuesioner and observasi di sepuluh sekolah menengah. Survei terhadap siswa melibatkan 1.039 responden dan perekaman percakapan natural siswa dilakukan di saat jam istirahat. Data penunjang bersumber pada survei guru dan wawancara dengan pihak otoritas sekolah. Hasil penelitian menunjukkan bahwa penggunaan bahasa Jawa dan bahasa Indonesia masih berimbang di ketiga domain tetapi tidak pada semua situasi sosiolinguistik. Pilihan bahasa oleh responden sebagian besar berkorelasi positif terhadap gender dan tingkat pendidikan orang tua. Keywords: multilingual, domain bahasa, pilihan bahasa, kajian sosiolinguistik

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10

Perdani, Ambika Putri, and Hartono Hartono. "MULTILINGUALISM USED BY UMM BUDDIES FOR CONDUCTING INTERVIEW IN THE LEARNING EXPRESS PROGRAM AT UNIVERSITY OF MUHAMMADIYAH MALANG." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 3, no. 1 (June 8, 2018): 72–81. http://dx.doi.org/10.22219/celtic.v3i1.7860.

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This study was focused on the implementation of multilingualism used by UMM buddies along with the problems and the solutions. The purposes of this study were: (1) to describe the implementation of multilingualism used by UMM Buddies in conducting interview at the Learning Express Program, (2) to uncover the problems faced by UMM Buddies in using multilingualism in conducting interview at the Learning Express Program, and (3) to investigate the ways UMM Buddies solved the problems in using multilingualism when conducting interview at the Learning Express program. The researcher described the result through interpretative and narrative description. Therefore, qualitative research design suited this study. There were two techniques to collect the data. They were observation and interview in which observation checklist and interview guide were employed as the instruments. The research findings showed that, in conducting interview at the Learning Express program, UMM buddies occupied multilingualism. They spoke English, Javanese (Ngoko/Krama) and Bahasa Indonesia. UMM buddies who implemented the multilingualism during the interview section were UMM Buddies I, as the interviewer, UMM Buddies II, as the note taker, and UMM Buddies III as the interpreter during the interview session.There were some problems faced by UMM buddies, namely: difficulty in the language selection and the fallacy in language pronunciation. The strategies applied in solving the difficulties in the language selection were by means of body language, Google Translate, and simple vocabulary use to convey the real meaning. Besides, the cooperative synergy of each role also helped to solve this problem and saved the interview process. Moreover, in dealing with the problem of the fallacy in language pronunciation, UMM buddies tried to get acquitted and began to develop their multilingual abilities through the improvement of their speaking habit

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Books on the topic "Multilingualism – Indonesia"

1

Ida Bagus Ketut Maha Indra. Campur kode: Pemakaian bahasa Indonesia dalam penyuluhan pertanian di subak Tukad Mungga, Singaraja. Denpasar, Bali: Udayana University Press, 2010.

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2

Simbolon, Parakitri Tahi. Pesona bahasa Nusantara menjelang abad ke-21. Jakarta: Pusat Penelitian dan Pengembangan Kemasyarakatan dan Kebudayaan (PMB)-LIPI, KPG (Kepustakaan Populer Gramedia), dan the Ford Foundation, 1999.

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Ulrich, Kratz Ernst, ed. Sumber terpilih sejarah sastra Indonesia abad XX. Jakarta: KPG (Kepustakaan Populer Gramedia) bekerjasama dengan Yayasan Adikarya IKAPI dan the Ford Foundation, 2000.

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Kaswanti, Purwo Bambang, ed. Panorama bahasa nusantara. Jakarta: Masyarakat Linguistik Indonesia dalam kerja sama dengan Penerbit Referensia, 1999.

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Book chapters on the topic "Multilingualism – Indonesia"

1

Wahyudi, Ribut. "The Discursive Constructions of TEFL Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions." In Policy Development in TESOL and Multilingualism, 53–64. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3603-5_5.

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2

Sugiharto, Setiono. "Bilingualism and Multilingualism in Secondary Education (Indonesia)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350995932.0028.

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3

Abdullah, C. U., and S. R. P. Wulung. "Tour guides’ multilingualism in the city of Bandung, Indonesia: What does the policy say?" In Promoting Creative Tourism: Current Issues in Tourism Research, 123–27. Routledge, 2021. http://dx.doi.org/10.1201/9781003095484-19.

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Chen, Katherine Hoi Ying. "The Transnational Journey of an Indonesian Chinese Couple in Hong Kong." In Multilingualism in the Chinese Diaspora Worldwide, 237–54. Routledge, 2015. http://dx.doi.org/10.4324/9781315759371-14.

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