PRESERVING AND PROTECTING JAVANESE LANGUAGES BY APPLYING CODE SWITCHING AND CODE MIXING IN TEACHING ENGLISH IN CLASSROOM ( SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE ASSIGNMENT OF PRAGMATICS)

Javanese languages are a part of Indigenous languages. They are one of culture’s heritages which Javanese people should preserve and protect them in this globalization era. Javanese languages are considered as the cornerstone of culture and the ultimate expression which Javanese people should know that by using them, culture can be shared and transmitted to further generations to express their identities. However, in the real fact, many indigenous languages in this world are almost extinct, and even, Javanese languages almost disappear at this time in some areas and places. It is crystal clear that there is no special caution from other Javanese people, especially government, in trying to preserve them. Not only government, but also the parents and the elders should take part in this case. Javanese languages should be passed on from generation to the other. Even, it is not strange when the parental generation speaks the Javanese language, they do not often pass it on to their children. Therefore, in an increasing number of cases, Javanese languages are used only by elders. Actually, the loss of some Javanese languages can be caused by some factors, such as irresistible social, political, and economic pressures. In this matter, the relationship and the cooperation between a language planning, language policy, language rights and language education are needed to prevent this phenomena. They are used as vehicles for promoting and perpetuating the vitality, versatility, and stability of Javanese languages. Creating and arranging a better language planning and a better language policy are important to do in Indonesia right now to protect Indonesian language and Indigenous languages, especially Javanese languages. It is, of course, also supported by developing and paying attention to the language rights. Moreover, focusing on language in education for children and young people is a best way to start preserving Javanese languages. Including Javanese children and youth in this discussion on language and education is befitting and appropriate. It needs to know that education in classroom and school areas have also the potential of saving and reviving Javanese languages which are at the brink of extinction. The non-recognition and the prohibition of the use of Javanese languages in the education and work place has impacted the lives of many Javanese people, it has affected them from childhood to adulthood, in the creation of their identity and development of their communities. Education world, in classroom and school areas, which was used as an instrument of assimilation of some languages in Indonesia, especially in Central Java, has impacted in the Javanese languages. Therefore, applying code switching and code mixing in teaching English in classroom should be offered to Javanese people, but also to all students who stay in Java island, as a means of combating prejudices and discrimination and promoting inclusive and respectful societies, is better step to do. However, in order to make it real, the cooperation and the seriousness of government, Javanese people, parents, elders, teachers, and even lecturers must be created in Indonesia, especially in Central Java. It is better for government to make a decision explicitly in keeping and preserving Javanese languages from the extinction through teaching activities in classroom and school areas as the basic formal activity. Keywords : Code mixing, code switching, indigenous languages, Javanes

JAVANESE AFFECTIVE WORDS IN TERM OF ADDRESS

One of language functions is to express someone’s feeling to others. This accomodates good and bad condition experienced when people are interacting with others. Good experiencesare usually represented by acceptable expression in all situation and people. On the otherhand, people also sometimes have to deal with condition in which they do not feel happy with. Language, then, is used to accomodate that bad experience in the form of usingdeictical expression, especially person deixis. Then, this deixis is classified as one type ofharse languages and apperars in the use of addressee system in language. Harse languageexpressing addressee system in Javanese language is practiced in daily life and in various scales of usage. The use and form of this addressee system differ from the standard one. Atleast, there are seven representations of addressee system in harse language, namelyreplacing person’s name by animal, by kind of occupation, by mentioning abnormal part ofbody, by words expressing retarded menta, by using racis or classis words, and by spiritualcreature. These addressee systems also indicate social functions. There are four functions ofaddressee, they are indicating respect to someone being addressed, showing solidarity among members of community, expressing inconvenient feelings, and insulting otherpersons

AM I A TROUBLE MAKER? FILLER WORDS IN SPONTANEOUS SPEECH; STRATEGIES OR INTERFERENCE (PRELIMINARY STUDY)

The present paper attempts to address the subtopic of the seminar, language acquisition, by going through the phenomenon of filler words in students’ spontaneous speech. In addition, this paper also tries to scrutinize the two opposing questions; 1) are filler words intentionally produced by the students as the planning process of communicative strategies, and 2) are they the results of the interference which cause speech disfluencies? Responding to the first question, this paper tries to look at the role of filler words if they are considered as the communicative strategies. Meanwhile, to respond to the second question this paper tries to determine the sources of the occurrences of those filler words. The subject for this study are the the Indonesian learners of English at the Language Training Center (UMY). The spoken data was derived largely during the dialogue sessions

THE PATTERNS OF CODE SWITCHING IN TEACHING AND LEARNING KITAB KUNING AND ITS IMPLICATIONS TO THE JAVANESE LANGUAGE MAINTENANCE

Alih kode dapat terjadi pada unit keluarga, kelompok sosial, juga dalam pengajaran/pembelajaran di kelas. Tulisan ini mendeskripsikan pola alih kode pada pengajaran kitab kuning yang dalam prakteknya, setidaknya terdapat tiga kode bahasa digunakan secara bergantian, yaitu bahasa Arab, bahasa Jawa ragam lawas dan yang umum dipakai, serta bahasa Indonesia. Kitab kuning lazim digunakan di lingkungan pesantren, madrasah dan sekolah berbasis Islam, khususnya di Jawa. Pola pemakaian bahasa dalam pengajaran kitab kuning ini menarik untuk dikaji. Pengajaran ini mengandung implikasi positif terhadap pemertahanan bahasa Jawa, khususnya pada ragam lawas. Ragam tersebut mendapat ruang untuk tetap hidup melalui pengajaran kitab kuning

EMBODIED EXPERIENCES IN METAPHORS IN BAHASA INDONESIA

Metafora merupakan sistem konsep yang memiliki dua aspek, yaitu: ranah target dan sumber. Ranah sumber yang cenderung menunjukkan kategori konkrit digunakan untuk menjelaskan ranah target yang cenderung abstrak. Tulisan ini dimaksudkan untuk menunjukkan faktor yang memotivasi konsep dalam ranah sumber yang memperjelas konsep ranah target. Data yang berupa ungkapan metaforis diambil dengan menggunakan purposive sampling techniques, dari wacana surat pembaca koran harian berbahasa Indonesia yang dipilih secara acak. Metode referencial, distributional, abductive inferencial, dan reflective introspective digunakan untuk menganalisis data. Hasil penelitian menunjukkan bahwa metafora merefleksikan pengalaman yang dirasakan oleh tubuh dan panca indera yang dapat dikelompokkan menjadi pengalaman visual, fisik, indera pengecapan (lidah), dan indera penciuman. Ini mengimplikasikan bahwa bahasa digunakan untuk menunjukkan pengalaman yang terekam dalam manah yang diperoleh dari kehidupan sehari-hari ketika melakukan interaksi dan komunikasi dengan orang lain

LOCAL LANGUAGE MAINTAINCE: CASE STUDY IN A. HADIWIDJAJA FAMILY

Language is tool of humanity. It is suggested that learning language should begin from the very beginning in our lives because the ability to learn a language is restricted to the years before puberty. The tendency to use more prestigious and modern languages will make the condition of life of local language which is regarded as low relative prestige and less valuable in economic field will be threatened with extinction. When there are various languages in the life condition, the languages will influence one another and the most prestigious one will dominate the others. In Indonesia besides Local language (vernacular) we have several languages, Indonesian, English, and also Japanese and Chinese. Indonesian is the official language for instruction in our school in Indonesia, so all the teachers and pupils have to use Indonesian language during school hours. In this condition, children are faced the condition to have become accustomed to have very limited knowledge of the local language because they have never had the chance to use local language in their school. If parents and teachers don’t actively encourage maintenance of the local language, the children are in danger of losing it. Unfortunately a lot of them never have the chance to use the local language at home; and this will make the children never be able to use the language. The language ability isn’t as the same as a skill like swimming or biking. So if all Indonesian families don’t want to keep the language skill sharp and exposure to it the extinction of the local language is definitely will happen. The strategy to maintain the local language to the generation responsible for continuing is certainly concentrated to the increasing of using local language by the local language speaker. The language which is inherited for generations will live longer and it is in keeping with the objective to maintain the local language. The research to one family shows that by using vernacular as interaction medium to their children from the very beginning, give a good results. Their children are able to hear and speak their vernacular until they are grown up although they always use Indonesian language during their school hours and for academic purposes

DESIGNING SPEAKING TEST BETWEEN RESPONSIVE TEST AND IMITATIVE TEST FOR DEVELOPING VOCABULARY COMPETENCE

Speaking and vocabulary are basic concept in teaching learning process, a teacher should be know how to construct and designing of speaking test related to vocabulary. By imitating and responsive we can see student competence.The main point of test are to know the student competence speak up related to vocabulary item. In behavioristic theory speaking tends to age, between 0-15 divided into four item

USING CONSTRUCTIVISM METHOD TO TEACH HORTATORY EXPOSITION FOR GRADE 8 JUNIOR HIGH SCHOOL STUDENTS

The types of learners are really different. They have their own style in understanding some materials. The teacher will face any obstacle in giving some materials for the grade 8 students of junior high school because there are some students who are really fast in catching some materials but we couldn’t forget that there are some students who are really slowly in getting some materials. The wise method to be applied in this case is constructivist because it will involve whole students for having collaborating in lesson activity. Moreover that the material will be taught is about hortatory exposition where students can share and argue their opinion relating with some recent issues. That is why there are so many beneficial in conducting this project. In the end of process, we will know that they will increase their comprehension and it will be shown an improvement in their attitude toward what hortatory exposition is

PRESERVING AND MAINTAINING NATIVE TONGUE THROUGH CULTURAL EXPOSURE

Looking at children in using foreign languages is amazed older people as they can speak those languages fluently. Nowdays, the number of Indonesian children who can produce foreign languages in terms of spoken and written forms of communication is without any doubt surprising. It becomes a trend for parents who are willing to pay at higher costs to send their children to Bilingual and International schools. From this perspective we agree upon the condition that the government has suceeded in pursuing the use of International language in our country. On the other hand, we are losing our own native tongue or vernaculars as schools only allocate those languages as muatan lokal. The government should consider this condition because if they only think of one side, it is possibly endangered the existence of the vernaculars. Fact shows that the number of indigenous languages in Indonesia is dicreasing as there are no more native speakers of the language. Sooner or later indigenous languages will be extinct and we will loose the culture. Language is a part of culture if we lose the language it also means that some parts of culture are gone. History will prove that somehow those extinct vernaculars are existed before they are gone. Therefore, we need to do real action to preserve and maintain our native tongue from becoming extinct by giving more cultural exposure for children at younger age

THE POTENTIAL LOSS OF SASAK SPEECH LEVEL: A SURVEY OF LANGUAGE USE AMONG SASAK YOUTHS IN WEST LOMBOK

This paper presents the findings of research investigating the extent to which Sasak youth in Lombok understand and master Sasak speech level. What has been afraid of by many as to the incompetence of the youth to using honorific vocabularies of Sasak and thereby the potential loss of this high variety of Sasak is proven. The average Sasak youth mastery of Sasak honorific vocabularies as well as their competence in using and constructing Sasak speech level are categorized as ‘poor’. Their average scores for the vocabulary mastery are 56,58 and 51,55 for their sentence constructions and using the language variety. Several factors are addressed to have affected the unfavorable use of Sasak speech level among the youths. First, there is the environment factor, which is not conducive enough to allow people to use to hearing and practicing the honorific Sasak lexicon. The youth could hardly hear people talking respectfully and elegantly in home environment, neighborhood, at school or even wherever possible. This is due to the assumption that Speech levels belong only to the bangsawan ‘aristocrat’ family members. Second, the numbers of the noblemen family members who use this variety are also decreasing. There are, certainly, noblemen family decendants who consistently practice the use of speech level to their family members,but the numbers are quite a few. Third, the widely use of Bahasa Indonesia in almost every domain of language use cannot be avoided to influence the young generation to communicate in it wherever possible. And fourth, it appears that the time allotment to theteaching of Sasak as local content in the school curriculum does not allow to cover the teaching of the speech level