Proceeding
Ihe
1" Java Institute Inreruational Colloquiuni (JIIC)
3id August 2010
reframing javal
Pesr, PnEsnurlNo
Fru.ru
Edirors:
Dr, A, Rachtr:r<l Djrti\i'.,
IL.
tr4.Sc.
Tjahjono Rahrrdjo,
1114.
C.N{. Adhralggono, 55, hlA..
l{c22,,.,."
PROCEEDING
THE lST JAVA INSTITUTE INTERNATIONAL COLTOQUIUM
Reframing Java: past, present and Future
EDITORS
A. Rachmad Diati W, M.Sc.
lr. Tjahjono Rahardjo, MA.
Dr.
G.M, Adhyang8ono, SS., MA,
IAVA INSTITUTE
-
SOEGUAPRANATA CATHOTIC UNIVERSITY
STMARANG
-
INDONESIA
2010
PROCEEDING
THE 1ST JAVA INSTITUTE INTERNATIONAT COTLOQUIUM
Reframint Javai Past, Present and Future
@ Soegijapranata Catholic University, 2010
Penerbil Universitas Katolik Soegijapranata
Jl. Pawiyatan LuhuriV/1,8endan DuwurSemarang
Telp. 024-8315142 - 8441555 (hunting), Fax.024-8415429, 8445265
e-mail i penerbitan@unika.ac.id
ISBN : 978-979-1268-82-0
Preface
j:11".._y:
ro doing mono-disciptinan study of our
oun
:sed
-^
peJspectl\es
I tus klnd ofstudy m ight gi\ e significant
contri"bution rorhf
respectrve tteld and th€ society in general.
Many people have becorne
specratrsls m certatn scientific as well as practical
fields. In the .sDecialicr
rend siruation. rhere is a needto comrnunicar" *th ..;h
;;r;;;;,;,
m.dy and practce in largv contexl The Ja!€ lnstjrre
1r"..adol,rli;i,iliiir
(J[C) is one ofefforts to discuss Java fiom
several poiot. ot riew fnisioot
-
i"
ous topics hjshl ish
..n
rins rne rrreme
e fi-am in"j ia","a'
:"^1:"Jlllil
rasl.
Present. and: |v."
Future". Theconnibutors are , mosr 111 re.earcheri
fiom
both domestic and foreig univenities and
in-stituti"^. fily f,u* *"j"",.0
o f ives rn J ava. or re"i." .a pu,L,cut*
usplits i
i:1^':: :l_r:l :i"] Tp.cts
rhey are expens in pubtii hea tth economrcl
1if.l:''li
119bb"l ":nre\t.
culrure. educaborl
and mvirorunenl
I
studies.
We would like tc share ourgmtfilde to
allcomflbmors for $eir wilhsness
_
,
(osnare
roeas rn lhe meetngand
rhis book. We are also grarefi_rJ ro the Rtror
or-Soegrjapranara Carhotic Uruv..rsiq. prot.
D, V e"d, Widia#kl,
cuppon and encouragemenl. to
lhe commlflee. We rhanl< to all comminee
members and fellows to make this compilation prepared
lir;i
Charpenon,
A. Rachmad Djati Winamo
9.
10.
1I.
12.
Kfispranlona (Soegijapranata Catholjc Llni)ersit!, Semarang)
The Codtinuation ofTfaditiou within Moderuity in
Forming Urbetr Identity ................................. ........................... l2g
Endang S. Soema ono (htdruprasta pGN Llniwnit , Jakarta)
Address Terms and Giving Names.........,,,.............,.....,,,...,,... 140
Juliati (Brawijaya Uniwfiit!, Malang)
Literaturc and Oral Tradition Course: An Attempt to
promot€ th€ Awar.ness of English DepartmeBt Sfudents
toward Javanese Culture in Faculty of Culfure Studies
of Brawijrys Univ€rsity ,....,,...,..,.........,.....,......,..,...,,...,.......,,...
144
& Sofyan Adan (Llniyersity of Surabaya)
Job Sstisfaction: The Case of Permanedt Employees
in Toyota Auto 2000 Jemursari-Surabaya........ ..........
Elsye Tandelilin
(IlnfieniO of Surabala)
The Direct and Itrdirect Effcct of Exchange to build
C|lgtomer Loyslty in Social Network Sites.....,.......,,....,......,..
t3. Dudi Akandya
14.
161
Daniel EM. Ta/lgklisan, (Widya Mitru Foundation, Semar'ng)
Ducth Education: lhen and now .,.....,.......,....,......,,...,,....,.,...... 173
15. Margana Aog)akartq State (Jni,elsity)
Te{ching and leaming process in Multi-cultural
CoBtexts: Prcbl€ms snd Solutiods
16. Sukamo (yogyakarta State Lrhitersity)
Incorporating Local Cultures - Javanese in Tesching
Englbh as a tr'or€igD Langusge in hdonesian S€condary
Schools
182
193
17.
Endang Ern^nti & Meriana Sangrany (UnfiersjD, of Surabarq)
Reciprocal Effect between the Debt policy, Diiidend
Policy and Mauagerial Ol*nership ......-...--.__._.,,......,..... 204
18.
Mudji Utahi (Unilersit! of Surab.rra)
Profitobility lnd Risk Management of Workjng Cspital
Manufacturing Sector in IldonesiN Stock Exchange ,,......,...229
IN
CO
RPOMTIN
G LO CAL CULTURES -/AVANESE
IN TEACHING ENGLISH AS A FOREIGN
LANGUAGE IN INDONESIAN SECONDARY
SCHOOLS
Sukamo
Yogyakrrta State Universiq,
sukarno@uny.ac.id
I\TRODI]CTION
Teachingleaming activities in classrooms involve a number ofelements
:reracting one alother as a complex system. Ho* evet not as other activities
t'.aching teaching language -English, seems to be more social and culhlral
language is a means of communications when a group of people in a
nciety interact with one another Activities ofteachingJeaming English as a
..rreign language in a classroom are a kind ofcultural processes in which each
ithe studenis has histrer own cultue. l€aming English as a forcign language
:ielf is leaming about ib culture. Therefore, it seems that leaming English in
rdonesian secondary school contexls is very complicated in $fiich the students
r the classroom interact I'ith one another bringing hisher own culture and
.lmultaneously trying to understand and use the language flmctions. English,
..n the basis of its culture.
:
:: nc e
:
On the basis ofthe lacts that the teache.s ofEnglish and the students
:ace. the English teaching-leaming process in a class.oom mu-st begin 1\ith the
students' real Iife situations, stud€nts' socio-e]conomic cultural backgrounds.
The students' socio-economic cultural differenc€s have implications fortheir
behaviours in the classroom and. the.efore. these differences amons the
students do trake on a role in the classroom. What the teache$ ofEngl;h do
193
beginning ofth€ class must be able to lead the students to what thev
suppose to leam. Ar $e end ofthe class. $e leachers olEnglrsh must be abri
to make the students aware dre usefulness, meaningfulness, and importance
at the
ofwhat they have learted inthe classroom for their real life situations It
implies that !o be suacessftl in English tanguage teaching,lea.ming process,
the tgachers ofEnglish must incorporate local cultures (studentsl socio-
economiccultualbackgrou:rds) in this case Jar,anese cultures in theirteaching
so that the students' learning will be meaningful.
Thg teacheF ofEnglish, as educalors, must become cultumlly recepttve
-by making
connections with their shrdents
as individuals while-also
undeDianding the cultual contexls that influenc€ their intemctions (Wonell,
2009) The cultural cor{ext intend€d in this paper is Ja%nese cultue which is
used ss input texls and Foducts ofreaching English as a foreign iarguage in
lndonesian secondary school cont€xts. To do so, the teachers ofEnglish
should know who the students are, be able to develop teach€r-made
pedagogical materiais, suitably fomulate teaching
Focedues, and conduct
contextual teaching and leaming.
DISCUSSION
Mea.ringfirl ieachinglearning activities are those \atich are suitable with
the shrdenfs andrclelant to theirrea.l life sihralions. Therefore, teaching-leaming
English
aforeign language in Indonesian secondary school contexrs must
livq inthis cayJavanese cuhwe.
To incorporate local c\ltwes -Ja|anese cultres in teaching Engiish as a
forcign language, i1 is suggested that the teachers ofEnglish do thi steps as
follows.
as
be based onthe cultures Etrere the students
1.
Ktrowi[g who thestudents are
To treat the students appropdately and to cater th9 students with suitable
English teaching matedals, the teachers ofEnglish ne€d to ktow who their
shrdents ar€. Ifthe teache$ ofEnglish are able !o do so, 0reir teaching maierials
and activities will be in accordance with the students' local cuitures and
backgrounds. Their characteristic backgrounds include age, sex, nafionaljty.
social background. economrc background, and inrerest (Hulchinson and
194
$are$ (1987r 53-63). McNeilandWiles (1990:79), turthermore,
stare
that
a good
beginning for teachers is to find out some general inJb.mation about
their students (e.g., ethoic and family backgoun4 family status, parents, level
ofschooiing religious orientations, and soon . .. Knowing nho the students
ofEnglish will be approp atelv trcat the students, adopt,
rdapl develop. or design English teaching malerials suitable rvith the stu<tents.
3re. the teachers
Ajthough Ieaming a language is leaming about i1s culhre, English culture,
:::ching-leaming artivities should sart and end rviti students, real life situations
i asksr'activities directly staft
Hallo\\,een, valentine, ot tlank\ pi\)ing
'^iIh
'-
nsdnc(. lhe sfudenls will find out.ome dificultieS because ther are nor
:- - r real uorld occurring tn Indonestan conterls , Javanese cullule\ ln
,rdonesian secondaq/ school contexts
-in this case Javanesc, thercfore. the
: rglish teaching activities should have such input texts related to students'
r! anese cultures (Java, ese wedding cerefiohy, sekaten, gambyong dance_
rr rrg. elc r bul language lirncuons and language features mrrst bi based
r:d locused on standard ofcontent ofEnglish standard ofcompetence and
- r.ic competence
spelled out into teaching obj ectives and English teaching
-:teriais.
2. Developing t€acher-made pedagogical
:
materials
At present theteachers ofEnglish are Fovided with various tlpes of
glish counebool<s. Horvever, those commercial cours€books are inJluenc€d
:: :conomies of scale so that they are massively produced and they do not
' .: rs on particular groupa ofshldents having particularsocio.economic cultura.l
-.: igrounds at the expense ofothers (Nunan and Lamb, 2000:
1g0). For
':,-
ons already indlcated, no textbook is going to be a pedect match for the
,'.rdents (Nrman and l,amb, 2000: 181). The teachers ofEnglish, therefore,
:ould have the option ofassigning supplementary materials based on their
: :r specific needs intheir own specifict chingsituation(AnsaryandBabaii,
:
:
'!T2).
On the basis ofthe facts, it clearly seems that the teachers ofEnglish
to develop teacher-made English pedagogical materials. The materials
.'rll pedagogically be suitable withthe students' local culines socio€conomic
r:cd
195
cultural backgounds Clark and Silberstein in Nunan (200,| 53) emphasize
that classroom actiyitlgs should parallel the students, .real world, as closelv
as
possible.
Mirs$ in Shrum and Glisan ( 199,1: 24), furthemore. states that the
research has confirmed the imponance role ofcontexr plals
in enablrng
language learne.s to process and produce a foreign or seiond languag!
(Swaffer, Arens, and Byrnes and Smith in Shrum and Glisan1994: 24-l
Leamers usevarious kinds ofbackground knowledge they alieady have
Tlu< is in accordarce rvirhAcl No.20.2001abour National Education
-srsLem
articles I and 36, Govemment Rule No. 19, 2005 about national stand;d
of
educatiorq and National Education Ministerial Rule No. 22
about stalldard
ofcontent, 23 about standard ofgraduale,s competencies, and 24, about
the
implemertation ofNational MinisterialrulesNo. 22 and 23 year 2006
in
Sukamo (2008; 95-96).
Okeke (2009) states that a curiculum, which shows no recogr
ition to
&e cultural lalue-sofa people, appean to be laid on a pat\ incompaiible
with
the sociology of leaming that is aimed at sustaining the socio-cultural
development of any society. In line with Okeke's point of vie\
the
implementation of school-based curriculum gives the teachers of
Enslish
opprtunities to spell out standard ofcontent ofEnglish into suitable
Edlish
teaching materials with their studenb. TIre teachen ofEnglish
therefore, sfodd
be able to incorporate local cultlnes
e
-Jar.rre.s cultuie inteacltngreadtng\anting, and speaking
a. Teaching
readiag
Incorporating local cultures Javanese cultue is quite possible
in
developbg reacher-madefngJ$h reachug malenals lor reading nlaing
te;
aboul Hallou een. thanks g!vtng. valen!ne, w1d arrgaalr are-nor
lndon-_esran
or Javanese studcnts' real rvorld. The students are not fani liaf
with them. It
willbe meaningful ifreadingtexts
as inputs are aboutJavanese
weddina
ceremony, ketoprak, or wayang.F or more sp*ific related to Javanese
loca'i
culrures. Semarang ha-s w.traA ngetJog ard ganbazg. yoglakaru
and Solo
hare .,
f1en
11ur.n 1.,^ya{.,,wr.pr:Gamping
196
Sl.rn- husJ"*o*rt Sl.ran
1as
j atlli lan, Putworcjo
has
ndolalak; Ban
l
nas has rcnggeng/l engger
ebegjatllilan,Put*odadi has /a)/rr; Blom has 6arongan; Rembang
aas nngbngklek; Kodus has /er"rag; and so forth. Reading texts about
1nd
-i'rose cultures and arts can be created as
meaningful ard more understandable
:nput t€x1s.
'-
Javanese wedding ceremony is more general for Javanese secondarv
hool con!e\1s. h Javarese \\edding c€RmonJ. fiere are so ma4 meaningftrl
slmbols or signs that have moral values. Ifthose q/rnbols in Javanese wedding
.e remony a.e presented in English ter,1s, they can be meaningful texts and
can also be usedteachthe studentsto have good personalities
{haracter
:ui1ding. The following are the €xamples ofparts ofJavanese wedding
aeaemony.
PISANG R4JA SETANDHAN SASULLIIIAN: bilih sang
temanten engkang pinindhd raja saari Ntestu sageda darbe
t'ewatakaning taja engkang sarwa-sarr1)i ta ggel jawah
berbudi ha ,aleksana, tresha sih mring kawula, remen suka
dana, hanetepr pangandika. kmbe ipun saged sinuyudan
ing kawula, sukur-sukur tisa g penganten saged dados tepa
palupining btuydt engkang tansah saged tinulad dening
aranes. The bridegroom andbride seem as ifthey were king
and queen on one day. They should have characters as king and
queen have. They must be responsible for their duti€s, love othels.
give funds for social pu4ns€s, and
fulfill their promises. They
must b€ able to be good models for others (Suwarno
Pnnggowidagdo, 1998 : 146).
Although the bridegroom and bride are treated as though they
were king and queen, in other part, there is SWGKEIvIAN:
Engkang pinindha taja sadri sampun jengkar saking
dampar arsa lumarap ngabyd tala para pinisepuh. Batefi
ken'upen penganten putri g)a kakanthi penganten kakung
e\lhining ha ah dmol1g sumedya anguswd pepadanging
engkang eyang. rama, miwall engkdng ibu. Penganten
tdrimbil stgi,.t tumungkul anarikelu, tdngkepi g asta
197
swnembah
ingje gkul kanan. Ing
batos among nyenyadang
rumentahing sih salci g eydng saha ramd ibu, saha ryruwtmg
ta bahi g pangestu
anggenird badhe mbangun bruyat,
netepi j ejering agesan& sageda tulus mulya manggih tahatja
. .. Ir shoft, the bridegroom and bride kneel dowr thei parents,
showing their rcspects (Suwardi Endraswara, 1999: 86-87).
Ifthose materials are presented in English, they will be suitable input
texls in teaching reading and they hav€ high moral values. Those two pans
mean that although children have socially, economically, academically high
status (as king and que€4 for instance), they mu-st always respeci their parents
They mustbe responsible forthei duties They m!L$ fulfillth€ir promises and
so forth. However, the ianguage frmctions,language features, and micro skills
developed in the texts must be based on standa.d ofcontent ofEnglish.
standard ofcompetence and basic competence. It is not useful ifthey are not
in accordance with standard ofcontent ofEnglish.
b. Teaching
writing
In teaching writing, the students are given oppoftuities to write do\\,n
their own specific cultures -local cultures in the fonns ofdescriptive, recounl
procedue texts, and soon. However their micro skills to be developed m ust
be on the basis ofstandard ofcontent ofEnglish. Having completedtheir
writingq the students arc given chances !o presenl their \aritings in liont ofthe
class and the others are to pay attention to the presenters. In this palt of
teaching English, the students will kno\t understan4 resp€ct, and tolente
othen' iocal culhues. They will be aware thal they are in multicultural contexts.
The language elemenls in this step must also be based on standard of
content ofEnglish. It is no use ifthe language elements and micro skills
dgvelop€d arc out ofstandard ofcontent ofEnglisb- Certain languag€ elements
must clearly be emphasized.
198
c
Teaching speaking
Inteaching speakjng, the procedues are almost the same as $,hat is
wdting The students are given chances to discuss anlthing
:o ne in teaching
=iaIed
nq
:
to their local cultures,Ja%nese cultwes either in general or in pa.rticulai
group. The language fuctions -<xp,reisions to
rlst be based on standard ofcontent ofEnglish.
are work in
be
develo@
The models and cont€nts ofteacher-made English teaching materials
a1d teaching activities in teaching reading, writing, and speaking above
are
: :.rlrurally locai but language elen 3nts used aDd macro skills
deviloped are
::ally English. English, as other languages, is fundamentallv uied for
. r 'nunicalion and forerpressmg and slunngan under"tan6inggppqorl.
:r:uations, texts, and ideas It does not havea set.content', other than
.:.lcrures and skills, u,irich cannot be studied in a vacuun TherefoF its content
:ar and should bethepupils orstudents'world Their dail], Iives. cultures.
.
.rjonments.hopesand Gars.and needsmustbe m\olved in$hal
thapperung
round them in the class during the teachingJeaming process
iDavii, I096:
I - -234). l,anguage is functioml ard must be contexhulized in the students,
::ai lile situations (Crarford in Richards and Renandva.
20021 671
. -rthermore, Gonzalez(1995: 54) states that the .received', tradition ras
:al lan€uage and culture were inseparable, that ote had to t€ach both language
.jrd cultur€, since language itselfwilhout contexhralization ofcultue. wL
::-el]
a code leading to
all hnds olintercujtural misundersandng withour
that necessarily went $,ith idioms, figurative exlrressions,
:nd larger culhrlal presuppositions.
]ieculhral content
3. Suitably
formulating teaching procedures
To make teachingJearning English as a foreign language useful and
neaningful for the students, the teachers otTnglish must consider the pattem
,eul ltfe situatbns-English contentreal lrfe
^ritrdators. The teachers of
English start their teaching by giving the students input texts. The input te{s
should be based on the students' reallife situations. not directlv a;thentic
te\b. UsingauthenEc malerial ts problemahc in the I 2 classroom because it
is not constructed to contain onlv the aspects oflanguage the lgamerhas
199
encountered or learned up until that point and so may not be entirely accessible
to the leame. There are good reason to use p€dagogically prepared rnaterial
in order to Fovide the stepping stones to undentanding ard using authentic
malerial (Gnves,2000: 156). It is in accordance with Worrell (2009) stating
that in understanding the target language, in this case Englislr, ttre students are
strongly ilnuenced by knowledge and €xTeriences oftheir own first or second
language and their socio-economic backgotmd
The shrdenls
will
easily comprehend messages presented in the target
language because they are faniliar with the content ofthe input lexts. Having
comprehended the input texts, students are givel more (semi) authentic texls
and ifpossible until they reach authentic texts (in a continuum) in English
conlents.
Elglish contents referto nulerial c.ntents and ianguage elements. ln this
step t}rc students shrdy ttrc language (linguisic) elements a.rd language finctiora
to b€ able to conmwicate with others using the target languag€ because at a
very general level, we do three things with languager we use it to exchange
goods and sewices (this is the transactional or seflice macrof.$ction), we
use it to socialize with others (this is the inlerpenonal social macrofirnction).
and \ie use it for enjo)menr (this is the aesthetic macrolirnc on ) Those
macrofuncrions are inrerwoven u hen larguage is used in daily I ife acn
ftIalliday in Nuaar! 2004: I 9).
rr
ties
At the end ofthe teaching the leachers ofEnglish must be able to b.ing
the leamed materials into the students' real life situations. In this step, the
teachers ofEnglish make the str.tdents aware that the leamed materials are
culturally, socially, and economically usef,rl and meaningftl in their real world.
The sMents use the leamed matrrials in their daily life intcractions.
,1.
Conducting cadeytual teaching and learning
Contexlual teaching and leardng applied in teaching English as a fbreign
language help6 the teachers ofEnglish rclate subject matter content to snrdents'
real
life situations
and motivate students to make connections between
knowledge and its applicanons tit their lives as fanily or society members. lor
200
ilrstance. This teaching model, ofcoulse, starts with what the students ldrow,
and do in their real world their local culture.
-.-ace.
Actually contextual teachingand leaming is the place for aplrlying teacheF
:nade English teaching materials. The English teaching materials are
iontexoalized in activities in the classroom Tiereforc, the students willbe
:llore easily follow the lesson. It is in iine with Wright in Craq,ford (2002: 8 8)
lal'ng rhar efl"ec !e fntsltsh jeaciung malerials are those \\hich are tn
accordanc€ wift students' real life sihrations, providing them wilhappropriate
lmguistic cultural inputs. These materials will assist the teachers ofEnglish to
be more responsive and the students can benefil fiom access to the materials
ried inclass.
CONCLUSION
Learninga language English facilitated by teaching in a fonnal class. is
Hotve!€r, to start with authentic materials in leaming
r.ar oing about its culture.
:n,slisb the students having Ildonesian secondary school contexts will find a
rumber ofdifliculti€s. They need such input texts relevant to their real life
.tt uations in the forms ofpedagogical texts
-teacher-made English teaching
nateria.ls onthebasis ofstudents' local cultures (Javanese cultu:es) as stepptng
:1ones to Lmderstand authentic te*s. Although the contents are culturally local
javanese, the language functions
and linguistic features developed are really
Englsh and must be based on standard ofcontent ofEnglish.
At the end ofthe English teachingleaming the studenls must be able to
meet the pre-determined objectives. They must be able to make use of the
leamed mate als in their real life situations to culturally, sociall),. and
economically interact with one another using thetarget language English as
productive skills. It means that they learn English meaningfirllv
zo1
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