ISSN 1411 – 0253 E-ISSN 2502 – 7409
Jurnal
Ilmu Informasi, Perpustakaan, dan Kearsipan
Volume 19 Nomor 1, April 2017
Versi Online: www.jipi-ui.web.id
THE PRESERVATION OF SUNDANESE CULTURE IN JELEKONG VILLAGE, BALEENDAH SUB-DISTRICT, BANDUNG REGENCY / Tiara Desyanti Rahardja, Ninis Agustini Damayani, Ute Lies Siti Khadijah
THE FUNCTIONS OF PELITA CHURCH LIBRARY IN SUPPORTING CHURCH ACTIVITIES / Matthias Janu Kurniawan, Yeni Budi Rachman
THE NEED FOR LIBRARIES TO PRESERVE SCHOOL BOOKS PRODUCED BY BRITISH AND DUTCH COLONIAL GOVERNMENTS / Lim Peng Han
CAPACITY BUILDING FOR COMMUNITY-BASED LITERACY MOVEMENT: A CASE STUDY AT THE TBM SUDUT BACA SOREANG / Andri Yanto, Saleha Rodiah, Elnovani Lusiana
IJAKARTA: NETWORKING THE POWER USERS AND LIBRARIES / Asyrafinafilah Hasanawi
ISSN 1411 – 0253 JIPK Volume 19 Nomor 1 Halaman 1-54 Depok, April 2017 E-ISSN 2502 – 7409
DEPARTEMEN ILMU PERPUSTAKAAN DAN INFORMASI FAKULTAS ILMU PENGETAHUAN BUDAYA UNIVERSITAS INDONESIA 2017
DEPARTEMEN ILMU PERPUSTAKAAN DAN INFORMASI FAKULTAS ILMU PENGETAHUAN BUDAYA UNIVERSITAS INDONESIA DEPOK, 2017
Jurnal Ilmu Informasi, Perpustakaan, dan Kearsipan
Volume
19 Nomor
1
April 2017
ISSN 1411 – 0253 E-ISSN 2502-7409 Volume 19 Nomor 1, April 2017 Versi Online: www.jipi-ui.web.id
DEPARTEMEN ILMU PERPUSTAKAAN DAN INFORMASI FAKULTAS ILMU PENGETAHUAN BUDAYA UNIVERSITAS INDONESIA DEPOK, 2017
Jurnal Ilmu Informasi, Perpustakaan, dan Kearsipan
2017. Departemen Ilmu Perpustakaan dan Informasi FIB UI Telepon (+6221) 7863528; (+6221) 7872353 • Faks (+6221) 7872353; (+6221) 7270038 Ketua Dewan Editor: Yeni Budi Rachman, M.Hum. Dewan Editor: Dr. Ike Iswary Lawanda, M.S.; Nina Mayesti, M.Hum.; Ir. Anon Mirmani, MIM., Arc./Rec.; Indira Irawati, M.A.; Dr. Tamara Adriani Susetyo, M.A. Editor Layout dan Desain: Muhamad Prabu Wibowo, M.Sc.; Arie Nugraha, M.TI. ; M. Hanif Inamullah, M.Si. Editor Naskah: Margareta Aulia Rahman, M.Hum.; Kiki Fauziah, M.Hum. Proof Reader: Riva Delviatma, M.Hum.
Sanksi Pelanggaran Pasal 72 Undang-Undang Nomor 19 Tahun 2002 Tentang HAK CIPTA 1. Barangsiapa dengan sengaja dan tanpa hak melakukan perbuatan sebagaimana dimaksud dalam Pasal 2 ayat (1) atau Pasal 49 ayat (1) dan ayat (2) dipidana dengan pidana penjara masing-masing paling singkat 1 (satu) bulan dan/atau denda paling sedikit Rp 1.000.000,00 (satu juta rupiah), atau pidana penjara paling lama 7 (tujuh) tahun dan/atau denda paling banyak Rp 5.000.000.000,00 (lima miliar rupiah).
2. Barangsiapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu Ciptaan atau barang hasil pelanggaran Hak Cipta atau Hak Terkait sebagaimana dimaksud pada ayat (1) dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp 500.000.000,00 (lima ratus juta rupiah).
Dilarang mengutip, memperbanyak, dan menerjemahkan sebagian atau seluruh isi terbitan ini tanpa izin tertulis dari Penerbit, kecuali kutipan kecil dengan menyebutkan sumbernya dengan layak.
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Preface
This special edition of JIPK provides a range of papers about studies on library and archive that has been presented at The 1st Biannual Congress of International Library, Archives, Information Science Discovery & Technology 2016 with theme The Roles of Libraries in Building Strong Community & Lifelong Learning. The congress was held at Universitas Indonesia on October 20, 2016. The journal contains five best papers of the congress. The first paper is written by by Tiara Desyanti Rahardja, Ninis Agustini Damayani, and Ute Lies Siti Khadijah that highlighted the preservation of Sundanese culture In Jelekong Village, Bale Endah Sub- District, Bandung Regency. The research was conducted to understand how is the preservation of Sundanese culture. The result indicates that Jelekong society had been effective in doing the preservation of Sundanese culture. The second article is about the functions of church library. The research entitled the functions of Pelita church library in supporting church activities was conducted by Matthias Janu Kurniawan and Yeni Budi Rachman. The third article is written by Lim Peng Han. The research entitled the need for libraries to preserve school books produced by British and Dutch Colonial governments was conducted to explain the need of libraries to preserve school books in colonial era. The author suggests that the National Libraries of Singapore, Malaysia and Indonesia, including academic libraries should collaborate, conserve and preserve these real or imagine intellectual and cultural heritages to create a strong library and research community to start this lifelong study of these materials and aspects in the production of knowledge by colonial governments. The last two articles are written by researchers from Universitas Padjajaran dan Institute Teknologi Bandung. The research entiled capacity building for community-based literacy movement: a case study at the TBM Sudut Baca Soreang by Andri Yanto, Saleha Rodiah, and Elnovani Lusiana pointed out that capacity building has the potential to make a positive impact on management and community development, while the research entitled ijakarta: networking the power users and libraries by Asyrafinafilah Hasanawi tried to find out the pertinence of online social networks as effective library tools.
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Many researchers have contributed to the creation and the success of this special edition. We would like to thank you for all contributors. This issue would not have been possible without the great support of the Editorial Board members and Lecturers of Department of Library and Information Science, Universitas Indonesia. We would like to express our sincere thanks to all of them. Hopefully this special edition could be intended as a resource for library, archive and information researchers, professionals, and students, and also will stimulate further research on library, archive and information science issues.
Depok, April 2017
Editor In Chief
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Contents
THE PRESERVATION OF SUNDANESE CULTURE IN JELEKONG VILLAGE, BALEENDAH SUB-DISTRICT, BANDUNG REGENCY / TIARA DESYANTI RAHARDJA, NINIS AGUSTINI DAMAYANI, UTE LIES SITI KHADIJAH ...... 1 THE FUNCTIONS OF PELITA CHURCH LIBRARY IN SUPPORTING CHURCH ACTIVITIES / MATTHIAS JANU KURNIAWAN, YENI BUDI RACHMAN ...... 15 THE NEED FOR LIBRARIES TO PRESERVE SCHOOL BOOKS PRODUCED BY BRITISH AND DUTCH COLONIAL GOVERNMENTS / LIM PENG HAN ...... 27 CAPACITY BUILDING FOR COMMUNITY-BASED LITERACY MOVEMENT: A CASE STUDY AT THE TBM SUDUT BACA SOREANG / ANDRI YANTO, SALEHA RODIAH, ELNOVANI LUSIANA ...... 39 iJAKARTA: NETWORKING THE POWER USERS AND LIBRARIES / ASYRAFINAFILAH HASANAWI ...... 47
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THE PRESERVATION OF SUNDANESE CULTURE IN JELEKONG VILLAGE, BALEENDAH SUB-DISTRICT, BANDUNG REGENCY
Tiara Desyanti Rahardja1, Ninis Agustini Damayani2, Ute Lies Siti Khadijah2
1Graduated from Library Science, Faculty of Communication Science, Universitas Padjadjaran 2Lecturer at Faculty of Communication Science, Universitas Padjadjaran
E-mail : [email protected]; [email protected]; [email protected]
Abstrak
This research is performed to find out how the preservation of Sundanese culture was done in Jelekong Village. The objective of this research is for knowing people’s understanding, activity, and meaning in the preservation of Sundanese culture in Jelekong. The method used in this research was a qualitative method with an ethnographic approach and the sampling technique used in this research was snowball sampling technique. The data were obtained through participant observation, in-depth interview, and document analysis. Moreover, it supported by triangulation by some cultural preservation experts and cultural practitioners. The result of this research showed that the knowledge about the preservation of Sundanese culture had been attached to the selves of Jelekong society, and had become a responsibility to preserve. The preservation of Sundanese culture was done by Jelekong society in the form of documentation; inventory of Sundanese cultural heritage; performing Sundanese art and cultural activities which perform continuously from generation to generation, maintaining the core; traditional values of Sundanese culture and developing their manifestations; making as well as benefitting from the Sundanese cultural preservation activities in Jelekong as a source of their income, livelihood, hobbies at once; using Sundanese language as everyday language of communication; behaving in Sundanese attitudes such as loving, being attached to; sharing with each other, togetherness, friendliness, politeness and having an friendly attitude The result of this research indicate that Jelekong society had been effective in doing the preservation of Sundanese culture; they had understood the significant meaning of the preservation; they often had some activities in the preservation of Sundanese culture; and it had been meant in their selves to have strong faith to preserve Sundanese culture. Considering the importance of the preservation of Sundanese culture, Jelekong society should more increasing the documentation and inventory activities.
Keywords: preservation, culture, Sundanese, Jelekong,art, maintaining core value, documentation, Inventory
Introduction immemorial. Many areas are still continue to keep the originality of this Sundanese culture is one of the culture, one of which is Jelekong cultures of Indonesia. Sundanese village. Jelekong Village is one of the culture has existed since time villages in the district of Baleendah
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Bandung regency. This reflects the Establishment of Tourism Village in the Village Jelekong Sundanese people's district of Bandung (Pemerintah lives. People in Jelekong village is still Kabupaten Bandung, 2011). Rural communicate with Sundanese language atmosphere which is owned by the in their everyday activity. village Jelekong certainly lure tourists Jelekong village is known as an art to come for coming to Jelekong village. village. This is not surprising because Jelekong arts owned by the village Jelekong village is one of the villages would be an attraction in itself. that still preserves and maintains Jelekong Village as one of the art traditional arts such as puppet show and villages that has a cultural heritage and painting. Puppet show and the painting Sundanese’s unique artistry Sundanese are excellent products owned by the must continue to be preserved until the Jelekong village. Jelekong Village is next generation later. Conservation of reliable to produce painters, puppeteers cultural heritage and the arts are passed and other artists. down from the ancestors must be Therefore, Jelekong often referred preserved and inventoried, so they as the "Kampung Pelukis". Many news cannot lost and stolen by other nations. about Kampung Pelukis has been This has been realized by the village written in some media that mention society Jelekong, and they did it in Jelekong as Kampung Pelukis, in every art activities. Sundanese cultural okezone.com "Kampung Pelukis di preservation conducted by Jelekong Desa Jelekong" (Ernowo, 2011) as well village’s society is conducting in their as in news.liputan6.com "Jelekong, everyday life such as art painting, Perkampungan Pelukis di Bandung" puppetry training, and carve mario- (Hidayat and Maru, 2003). In addition nettes. In addition, some Jelekong’s to a puppet show and painting, Jelekong village societies incorporated in the village still retains traditional art and Community are aware of the culture such as traditional ceremonies, importance of preserving the Sundanese martial arts, traditional dance, culture which is owned by the village Jaipongan, gamelan, reog women, Jelekong. In addition to traditional arts kacapi suling, calung, sisingaan. and cultural activism in their daily life, Various arts and traditional culture are Jelekong village also been aware of the available in Jelekong village. The documented for documenting several advantages possessed by the village activities and traditional arts training. Jelekong continue to be preserved and Furthermore, Jelekong village still maintained. Every we enter Jelekong maintains the traditions of their village, we can immediately see artistic ancestors as ngaruat and tawajuh. activities undertaken by societies in Ngaruat tradition Sundanese wayang is both painting and sculpting activities performed by puppeteers who are aged marionettes. Because some people over 50 years, it is useful to save choose to make Jelekong village’s themselves from danger or things that painting and puppet shows became his are not desirable. Preparations carried livelihood. out in ritual ngaruat are plentiful, Jelekong village as an art village is sasajen must be completed and there also assigned as a Tourism Village by are 33 chapters included in the ritual of Bandung regency. This is in accordance ngaruat. Tawajuh is a test for the with the Regent Decree No. 556.42 / mastermind, determined that he was a Kep. 71 - Dispopar / 2011 on puppeteer which held on 14 Mulud.
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Concepts in tawajuh namely netepkeun, village society with doing traditional nitipkeun, nutupkeun . Establish, leave, arts and culture activity, and remained shut the (guard) (Enan Rusinanda, pre- subdued Sundanese culture since study interview, January 3, 2016). ancient times until now, last a long time Sundanese cultural preservation Sundanese culture at Jelekong it efforts undertaken by the village society attracted the attention of researchers to activism Jelekong in traditional arts and research about "Preservation of culture is one way to keep the heritage Sundanese culture in Jelekong Village of the nation. In contrast to the few at Baleendah Sub-district Bandung young people and the Indonesian people Regency (Ethnography Studies about began to leave the local culture. Indeed, Preservation of Sundanese culture in Jelekong village’s society and the Jelekong at Baleendah Bandung )" young generation will feel proud and stick in traditional Sundanese’s art and Focus Research culture. The focus of this study is “How the Cultural Preservation Sundanese’s Preservations of Sundanese culture in activity conducted by Jelekong Jelekong at Baleendah Bandung are Village’s society still alive from performing by Jelekong Village’s generation to generation, and it society?" occurred for a long time. The preservation of Sundanese’s culture Research Question activity in Jelekong is not completely The research questions are affected by foreign culture in described as follows: globalization era. Arts and Sundanese’s 1. How are the society's cultural activities are still remain awake understanding about and sustainable. Preservation of Sundanese Sustained Sundanese art and culture in Jelekong Village? culture’s activity is a form of 2. How are society activities in conservation efforts undertaken by the preserving the Sundanese Jelekong’s society. Society persisted culture in Jelekong Village? still keep preservation Sundanese’s art 3. How are society’s meaning- and culture in their daily lives. Jelekong making about the preservation be one area that still retains Sundanese of Sundanese culture in arts and cultural activities, became one Jelekong Village? of the villages that maintains and survives from ancient thick with a sense Research Purposes of art and Sundanese culture. Although The general objective to be the era of globalization led to the achieved in this research is to determine introduction of the foreign culture to the Preservation of Sundanese culture in Indonesia as Western culture, K-pop the Jelekong village. The purposes of culture, India culture and so forth, this study are: Jelekong survives and still preserve 1. Explaining the society's Sundanese art and culture, it does not understanding about leave the Sundanese culture. It still Preservation of Sundanese maintains and preserves Sundanese culture in Jelekong Village culture. 2. Explaining society activities in Seeing the effort to preserve the preserving the Sundanese culture performed by the Jelekong culture in Jelekong Village
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3. Explaining society’s meaning- Culture Core making about the preservation I have offered the concept of of Sundanese culture in cultural core-the constellation of Jelekong Village features which are most closely related to subsistence activities and economic Framework arrangements. The core includes such social, political, and religious patterns Preservation as are empiricaliy determined to be Preservation and maintenance of closely connected with these arrange- local culture in Indonesia, one of ments. Innumerable other features may Sundanese culture, are activities that have great potential variability because need attention from various parties they are less strongly tied to the core. including government, society, These latter, or secondary features, are community, and others. Preservation of determined to a greater extent by purely Sundanese culture is an activity that cultural-historical factors- by random must always be done by all parties that innovations or by diffusion-and they the Sundanese culture is not eroded by give the appearance of outward a foreign culture, and even disappear distinctiveness to cultures with similar because nobody preserve it. These cores. (Steward 1955, 327-328). conservation efforts carried out in order to prolong the life of utilization of Preservation of Cultural Heritage information / maintain the existence of The preservation of cultural the information regarding the heritage is central to protecting a sense authenticity of Sundanese culture that of who we are, a meaningful reference still exist and are known and owned by in our culturally diverse world. successive generations. However, Sekler (2001) states that In essence, preservation is an effort “there are many ways in which a to extend the age of utilization of cultural identity is formed and information / maintain the existence of maintained. Much of the process has to information in order to remain do with the intangible cultural heritage accessible as long as required by the of a body of traditions and usages, rites, generation and subsequent generations. poetry, song, and dance. A great deal of all these are passed on orally through Culture generations. Consequently, its survival Culture comes from the word is always threatened…”. World Bank buddhayah which is the plural of (2001) has warned that: “Cultural buddhi which means "Budhi" or matrixes contain elements of the human "eternal". Culture means any attempt or collective memory – language, beliefs act of man produced by man in life is and transmitted from generation to the result of learning (Koen- generation. Cultural references and tjaraningrat,1990: 179-182). signs are essential to the formation of Seven cultural elements among national, group, and individual which are (1) language, (2) technology identities.”. (Ekwelem, dkk, 2011) system, (3) economic system, (4) social According to the United Nations organization, (5) the knowledge system, Education, Scientific, and Cultural (6) the arts, and (7) the religious system. Organization (UNESCO, 2009– 2014, (Koentjaraningrat, 1990) §1), ‘‘cultural heritage is the legacy of physical artefacts and intangible
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attributes of a group or society that are Researchers refer to the five inherited from past generations, minimum requirements for selecting maintained in the present and bestowed participants, which are: full encultu- for the benefit of future generations’’. ration, direct involvement, Cultural Notably, this definition addresses a atmosphere unknown, Enough time, cultural heritage’s physical characteris- and Non-analytical (Spradley, 2006 : tics, history or provenance, and 68). importance or potential over time. The Researchers used snowball preservation of cultural heritage is sampling technique to determine therefore concerned with safeguarding participants. both the tangible representations of At the first time researcher had one culture—including everyday objects participant who is the Chairman of such as clothing and dwellings, as well Kompepar Giri Harja, then he as art in its many representations, from suggessted some people to be pottery and beadwork to painting and interviewed according to criteria that sculpture—and the other, less physical researchers wanted. After that, from but equally important, aspects of those suggested by the Chairman traditional lifeways such as language, Kompepar Giri Harja, they also suggest oral stories, customs, and beliefs (Roy other people to become participants 2015, 192). researchers. The criteria of participants in this Research Methods study are: 1. Participants are natives or people This research was conducted using who inhabit in Jelekong village qualitative methods with an ethno- 2. Participants are society figures in graphic approach. The data were the village Jelekong obtained through participant obser- 3. Participants know and vation, in-depth interview, and understand about the document analysis. The subject in this Preservation of Sundanese study is about preservation Jelekong’s culture existed in Jelekong sundanese societies, which are village knowing, understanding, and per- 4. Participants are doing activities forming the preservation of Sundanese in Sundanese’s arts and culture culture in their daily life. Meanwhile, 5. Participants are preserving the object of this study is about: Firstly, Sundanese’s culture in Jelekong Sundanese’s culture heritage in village Jelekong village regarding traditional value that is still retained and physically The validity of the examination of developed in accordance with dynamic, data use a triangulation method, namely flexible, selective preserved by triangulation source by comparing the Jelekong village’s society. Secondly, research’s result with expert opinion explains about Sundanese’s culture and theory. Expert opinion in this study heritage in Jelekong village which is refers to the opinion of academics and adapted in fluctuate situation and practitioners of culture who are Mr. situation. Thirdly, eplains about Asep Rachlan, Mrs. Wina Erwina and documentation and inventory process Mr. Uu Rukmana. for preserving Sundanese’s culture in Jelekong village.
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Results and Discussion both moral norms that hold onto Research result a person or group in behavior Society’s understanding about that we call the value system, Preservation of Sundanese culture in can also ethic set of principles or Jelekong Village codes of conduct, besides a. Maintaining Core Values, maintaining the aesthetic value traditional arts and culture, puppet was able to present a and developing its mani- beauty which presents a festations. Jelekong’s society grandeur beauty and retain the understood that preservation is value of logical, reasonable for maintaining and developing value senseless because the the core values of Sundanese’s puppet story related closely with art and culture as well as to the daily life of human beings, develop creativity and innova- so it can be received and tion of Sundanese culture. captured by human thought. The Maintaining the philosophical voice character of puppets also values of Sundanese’s art and retained as Cepot with his witty culture is like maintaining golek attitude. Furthermore, the puppets’ philosophical values ethical values contained in such as protecting puppets’ Sundanese’s culture is well characteristics. As an example, maintained like puppets’ show Semar has physical characteris- filled with the values of decency tic of his white face, black skin, which can be used as a and potbelly, it shows the philosophy of life both for moral philoshopical values that white norms that hold by someone and symbolizes the pure heart community in their behaviour contained in his face that that we usually called as a value describes his soul. Black system, and also ethical values describes knowledge. His which is set of principles or potbelly and black body codes of ethic. In addition, describe full of knowledge, it maintaining the aesthetic value menas that Semar is of puppet could present the “menyemarakan data alam”. beautification of great artwork The character of puppets is still and also could protect logical alive. Moreover the puppet values because puppets’ story stories also maintaining closely related in human’s daily Mahabrata and Ramayana story life, so it can be received and from India, particularly in the captured by human thought. view of story lines.Character Preservation is defined to voices of puppets also retained develop arts so that it still be as Cepot identical figures with loved by society, not abandoned witty. Moreover, the ethical by them. As an example of an values contained in Sundanese innovation of it is the rubbet culture as well maintained as the puppet which can break its head presentation of a puppet filled and spew noodles. Then the with the values of decency that development motif of if we sample it will make or can Padjadjaran in the place of be used as a philosophy of life, gamelan is one of the
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development steps undertaken occupation and hobby for them. by Jelekong’s society for Thus preserving culture is a preserving Sundanese culture. necessity of their life, so they There are some differences of can prosper. Sundanese cultural opinion regarding the presser- preservation in Jelekong is still vation of Sundanese culture as a exist because it is needed by Jelekong’s development bet- its’s society. Jelekong’s society ween elders and young lives in the world of art and generation. The Jelekong’s culture, so they still protect and young generation tend to agree preserve Sundanese’s art and that the innovation of Sunda- culture in order to make their nese culture is a conservation prosperous life. Jelekong’s effort to be accepted by society society still continue to improve in addition to be able to adjust the result of art and culture to be with time and age, according to better than before, so that the the Sundanese’s terms Sundanese’s art and culture can Ngindung ka waktu, mibapa still favored by the society. kazamans. Sundanese culture Because the preservation of must be creatively developed so Sundanese culture has become a that was not abandoned by necessity for Jelekong’s society, society, not monotonous, but thr they will always improve their values of traditional art and cultural ability. culture are still exist. Contrary c. Documentation and Inventory to the opinion of the Jelekong culture. Jelekong’s society young generation’s opinion, considers that the process of Jelekong’s elders tend to agree documentation and inventory is that the development of an important process in Sundanese culture is not a preserving to be implemented, preservation. They assume so the next generation can learn preservation is something that is how the preservation of maintained, the same as the Sundanese culture was done in previous generation. The previous generations. In addi- Jelekong’s elders assume that tion, it can also be used in the traditional version is more further preservation planning to better that the development be applied in new generation. version, because it contains d. Activities carried out for philosophy and history. The generations. Sundanese cultu- development of Sundanese ral preservation in Jelekong has culture is only for entertainment lasted for generations because and it can be a toxic for the next its environmental factors which generation who can addict to is art and culture. These factors something that has no value. give society’s desire to preserve b. The need for Jelekong’s art and culture in order to keep society. Preservation of them still survive. Sundanese Sundanese culture is understood culture preservation has been as a necessity for people passed down from many Jelekong, because art and generations, starting from A culture has become a livelihood, Johari’s generation then
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Sunarya’s generation, then to understanding it since ancient Ade K Sunarya and Asep times. Since childhood they Sunandar Sunarya’s generation, have been introduced about and then proceed by Iden, his Sundanese preservation by their son, and his grandchildren’s parents. It is seen from the generation. It is called “Dinasti people who use traditional Sunarya” or “Trah Sunarya” clothing such as kapret black e. Still preserve Sundanese clothes, iket, and kebaya. In culture, keep running and addition they also expressed doing arts and cultural through various art and cultural activities as an effort of events every day preservation. Jelekong’s society understand that the Society’s activities in preserving the preservation of Sunadese Sundanese culture in Jelekong culture as an activity is still exist Village like painting, puppet exercising a. Jelekong’s society makes art and performing. They are very and Sundanese culture as familiar with art and culture. their profession. As a When we entered the area of livelihood, preservation of art Jelekong, it will show a rural and cultural activities are often atmosphere where people are carried out by them to preserve doing art activities such as the culture that has been handed painting, roll painting, paint down by their ancestors because mixing, and drying painting. art and culture are useful for the There are many galleries in needs of their life. Jelekong. If the sound of b. Jelekong’s society acts and gamelan heard, it shows that behaves Sunda loving each there are gamelan’s rehearsals other, sharing each other, and puppet show that often togetherness, suave, polite, performed in Giri Harja. With easy to smile. Sundanese’s frequent exhibitions held in culture preservation activities Jelekong, then it can lead to the can be seen from the society’s arrival of domestic and everyday behavior. Jelekong’s international guests. They are society reflects elders who of offered by arts and cultural the uses clothing black kapret performances such as traditional and iket in daily life. dances, painting exhibitions, Sundanese’s people is also and puppet show performances. famous with their easy to smile A puppet show performed not attitude (someah), respect to only by adults puppeteers but older people, loving and sharing also by young puppeteers. each other. As an example for f. Knowledge that is already sharing each other is to share inherent in society Jelekong. work. If there is the excess of Undertanding of cultural the puppetters’ job offers, they preservation by Sundanese will give that jobs to their Jelekong’s society has become family. They have strong family the knowledge that inherent in ties. If there is a family in them because they has
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distress, they will be assisted by efforts in the form of photos, the others. videos, and CD. Jelekong’s c. Jelekong’s society still society is aware of the preserve Sundanese culture importance of documentation as by performing art and learning material for the next cultural activites such as generation. Although do not performance exercising and have advance skills, they has painting. Sundanese cultural been active in documenting preservation activities in various arts and cultural Jelekong can be seen from their activites either through digital everyday activities such as camera or camera phone. In dance exercise, puppet show addition they also make puppet exercise, playing gamelan, show performances’ CD from doing performances, exhibit- Asep Sunandar Sunarya. The tions, and workshops. When we purpose of it is that the next entered the area of Jelekong, it generation can learn to play will shows people who are puppet shows and become a carving abasiah wood to make puppeteer. This documenting puppets, painting, roll painting, activities used by the young hanging painting, practicing generation to learn art and traditional ceremonies, dance cultural activities to improve practice, playing the gamelan their skills. and it can be heard traditional f. Jelekong’s society socializes sundanese music. People’s government programs, as well exercises is not have a specific as their own culture to the schedule so that when there is community in the country and someone who plays a musical abroad. They are in instrument, then everyone will cooperation with the local reflexively went straight to that government for disseminating place. Jelekong’s society government programs through preserves Sundanese culture by puppet shows. As an example, continuing artistic and cultural in collaboration with the Health activities such as exercise and Department for introducing new puppet show performances, medical device for Pregnancy painting, dance, gamelan, called USG through a puppet pencak silat, etc. show with the story of the birth d. Jelekong’s society still use of Gatot Kaca. Gatot Kaca’s Sundanese language as their mother uses an USG to see that everyday language in their the baby is a boy and healty. In communications. Sundanese performing arts and cultural dialect can be heard when they activities, Jelekong’s society speak. They have an assumptio, hopes for making cooperation if they use Sundanese language with the government in in their daily life so that they can preserving the Sundanese understand Sundanese culture. culture, so it still be loved by the e. Jelekong’s society docu- next generation. menting arts and cultural activities as a preservation
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Society’s Meaning-Making About they also make sense that “If it The Preservation of Sundanese was not by them as the Culture in Jelekong Village Sundanese, by who else would a. Interpret the Sundanese preserve Sundanese culture?”. culture as a valuable cultural, They interpret their ancestors sublime, and have a language whose had to preserve that is rich in vocabulary and Sundanese culture. They feel keeps the Sundanese language grateful, thankful, proud as an everyday language. because they can feel the Jelekong’s society interprets the benefits until now. Their preservation of Sundanese ancestors’ struggle to preserve culture as preserving the Sundanese culture is recognized valuable and glorious culture by UNESCO as an intangible which should be preserved cultural heritage. They feel very because it contains the core grateful for the struggle of their values that are useful for ancestors who had incredible society’s life. Other than that, experiences with desperately they interprets the Sundanese struggle to preserve Sundanese culture as one culture that has culture. been long existed and already c. An important thing to be advanced. It can be seen from implemented, the breath of the Sundanese language that has life for the people Jelekong. a lot of vocabularies which Jelekong’s society assumes that indicates that the civilization of preservation is very important, Sundanese culture is long- should be emphasized, and as standing. Sundanese culture is the breath of their life. Because civilized culture so that it must the preservation of Sundanese’s be preserved. They also art and culture already close to interpret the cultural presser- their live, it is defined as the vation with use Sundanese breath of their life. Without they language in their daily life. By preserve Sundanese culture, their use of Sundanese language they would not be alive, because surely they will understand the their lives are on the true meaning of Sundanese preservation of Sundanese culture. culture. b. Jelekong’s society respon- d. Enforce and implement ethics, sibility. They understood that aesthetics, and logic in social the preservation of Sundanese life. Jelekong’s society cultural is their responsibility, interprets Sundanese culture to because it has been championed uphold and implement the value by their ancestors. They had of ethics, aesthetics, and logic in fought hardly to introduce and social life. These are closely maintin the Sundanese culture related in Sundanese culture. to still remain until now. It is They make sense of becoming a liability for preservation activities by Jelekong’s society to keep implementing these values. It preserving Sundanese culture to can be seen from the society that future generations. In addition, upholds etiquette, mutual
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cooperation togetherness, ethics preservation of Sundanese to older and young fellow. They culture as loving Sundanese uphold ethical values in their culture from themselves. They life. In addition, the value of have strong faith to preserve. aesthetics and art are closely They are honest, do not pretend related to arts. They have a high to love Sundanese culture. They sense of arts. It can be seen from assume the preservation of the results of the work produced Sundanese culture is a culture by the hands of the society’s that must be loved, not be artists. Jelekong’s society forgotten. They have the desire always try well to produce to preserve Sundanese culture in works in high artistic value. order to remain sustainable e. Redefining the traditional Sundanese culture and being core values of Sundanese loved by society and even culture that is based on citizens of the world. religious and moral values. Jelekong’s society interprets the Conclusion preservations of Sundanese culture as core values of Preservation is a matter to retain the Sundanese culture is based on core values contained in the culture. religious and moral values. The core value of life in culture should They interpret the preservation be preserved which are language and of Sundanese culture as a religion. According to researchers, culture containing the value of language is the core of the culture. Tauhidullah, values that are Language reflects culture civilization. closely related to God. Art is Language can be interpreted by the beautiful. Life with art is society and can form their behavior. If beautiful. With a more focused the language is soft, it will have an religious life, art and religion impact on the meek behavior. If the have a close relationship. language is offensive, it will tend to Essentially, preservinf art and impact on rude behavior. In addition, culture can make them get religion becomes the main core of gloser to God. In the religious culture because it has value and values it contains good values, meaning which can guide society’s life. moral values interpreted by the Based on the results of this study society as a way of life. As an about the SUndanese’s cultural example, Sundanese people see preservation in Jelekong Village using God as a single authority, piety, qualitative methods with ethnography and trust in Him who would in approach, the conclusions are: turn will be back, as revealed by 1. Jelekong’s society can be said to “mulih ka jati mulang ka asal” already have an understanding of (dies, comes from God, returns Sundanese cultural preservation. to Gud); “Dihin pinasti anyar They have understanding about: pinanggih) a. Sundanese cultural preservation f. Loving Sundanese culture and is to preserve the core values, have strong intention to traditional arts and culture, and preserve Sundanese culture. develop their manifestations Jelekong’s society interprets the
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b. Sundanese cultural d. Jelekong’s society docu- preservation is the menting arts and cultural knowledge that is activities as preservation already inherent in efforts in the form of photos, Jelekong’s society video, and CD. c. Preservation of Sunda- e. Jelekong’s society socialize nese culture is still government programs, as preserve Sundanese well as their own culture to culture, keep running the community in the and doing arts and country and abroad. As an cultural activities as ecample, cooperate in conservation efforts disseminating government d. Preservation of Sunda- programs like socialized nese culture is docu- health department USG mentating and inventory through a puppet show. of culture f. Jelekong’s society make e. Sundanese’s cultural Sundanese art and culture as preservation activities is their profession. undertaken hereditary 3. Society’s meaning-making 2. Jelekong’s society activities to about the preservation of preserve Sundanese culture is Sundanese culture in Jelekong the experience that is long have been interpreted from their enough to explore the willing and strong intentioned to preservation of Sundanese preserved Sundanese culture. culture. Because they have The meaning of Sundanese known it since they were culture preservation for the children. They experience in society becomes the pride for preserving Sundanese culture in those who have taken part in Jelekong can be described as preserving Sundanese’s culture. follows: There are six values in a. Jelekong’s society still Sundanese culture which are preserve Sundanese culture theology (divinity), the physical by performing arts and value of the physiological, cultural activities such as ethical, aesthetic value, the exercise, performance and value of logic, hem telelogi painting (value of usefulness). Society’s b. Jelekong’s society still use meaning-making about the Sundanese language as a preservation of Sundanese language to communicate culture in Jelekong can be c. Jelekong’s society and described as follows: behave Sundanese’s beha- a. Loving Sundanese culture vior such as loving and and have strong meaning to sharing each other, together- to preserve Sundanese ness, suave, polite, and culture friendly attitude with easy to b. Interpret the Sundanese smile. As an example, culture as a valuable puppeteers will share their cultural, sublime, and have a excess job to another family. language that is rich in
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vocabulary and keeps the Hidayat, Patria, and Taufik Maru.2003. Sundanese language as an Jelekong, Perkampungan Pelukis everyday language. di Bandung. diakses 18 September c. Interpret the traditional core 2016. values of Sundanese culture http://news.liputan6.com/read/501 that is based on religious 54/jelekong-perkampungan- values, moral pelukis-di-bandung d. Enforce and implement Pemerintah Kabupaten Bandung. 2011. ethics, aesthetics, and logic Di tetapkan 10 Desa Wisata. in social lifeis an important Diakses 18 September 2016. thing to be implemented, as http://www.bandungkab.go.id/arsi the breath of life for the p/557/ditetapkan-10-kelurahan- people Jelekong. wisata e. Jelekong’s society respon- Roy, Loriene. 2015. Indigenous cultural sibility. heritage preservation: A review f. An important thing to be essay with ideas for the implemented, the breath of future. International Federation of life for the people Jelekong. Library Associations and Institutions 2015, Vol. 41(3) 192– References 203. diakses 20 September 2016. http://www.ifla.org/files/assets/hq/ Book: publications/ifla-journal/ifla- Koentjaraningrat.1990.Pengantar Ilmu journal-41-3_2015.pdf Antropologi. Jakarta: Rineka Cipta Steward, Julian. 1955. Theory and Spradley, James P. 2006. Metode Method of Cultural Ecologi. 319- Etnografi.Yogyakarta: Tiara 332 Urbana, III: Unversity of Wacana Illinois Press
Electronic: Ekwelem et al. 2011. Preservation of Cultural Heritage: The Strategic Role of the Library and Information Science Professionals in South East Nigeria. Library Philosophy and Practice. Library Philosophy and Practice 2011 ISSN 1522-0222. diakses 19 September 2016. http://www.webpages.uidaho.edu/ ~mbolin/ekwelem-okafor- ukwoma.htm Ernowo, Pasha.2011. Kampung Pelukis di Desa Jelekong diakses 18 September 2016. http://lifestyle. okezone.com/read/2011/03/10/408 /433459/kampung-pelukis-di- kelurahan-jelekong
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THE FUNCTIONS OF PELITA CHURCH LIBRARY IN SUPPORTING CHURCH ACTIVITIES
Matthias Janu Kurniawan, Yeni Budi Rachman
Department of Library and Information Science, the Faculty of Humanities, Universitas Indonesia, Kampus Baru UI Depok, West Java 16424, Indonesia
matthias,[email protected], [email protected]
Abstract
Church library is an important facility in improving the quality of a church congregation’s spirituality. To date, however, the function of church library has yet to be analyzed in Indonesia. The aim of this research is to identify the functions of a library in supporting church activities. Using qualitative approach and case study method on Pelita Library, a library that supports a church in Central Jakarta, it is found that the library has been doing five out of six functions of a library in a place of worship, according to The Public Library Service: IFLA/UNESCO Guidelines for Development. The results show that the existence of a church library will indirectly improve the quality of a church congregation’s spirituality.
Keywords: Church Library; Functions of Church Library; The Public Library Service: IFLA/UNESCO Guidelines for Development.
Introduction In addition, Maynard (2012) defines church library as an efficient system for Church library is one of the church conserving, storing, protecting, components whose function is to circulating, and promoting resources for support the church as well as the the church and community. (Maynard, congregations’ spirituality level. The ca.2010:2). Online Dictionary for Library and Houses of worship’s library could Information Science defines church belong to the category of special library, library as a library maintained on the judging from its collections (which premises of a house of worship, mostly consist in religious subjects.) containing books, pamphlets, and other However, judging from its functions materials related to its faith and to the and uses, houses of worship’s library history of the institution (Reitz, 2004). belongs to the category of public Church library helps to accomplish the library. Therefore, the writers refers to missions of the church where it belongs houses of worship’s library based on the to. The accomplishment of church function of public library as explained missions can be seen in the existence of by IFLA in The public library service: a library that supports church activities. IFLA/UNESCO guidelines for
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development, that such library functions Considering the congregation’s as a place for education; an information need for a library, it is crucial that the center; a place for self-development, library do its roles appropriately. creativity and leisure, and of access for Hedley’s journal (2011) saying that children and young people; a place for church library is not considered as cultural development, and a place with important has intrigued the writer even social roles. further to analyze this matter. In this Hedley (2011:10) in his thesis titled research, the writer tries to answer the Churches as communities of practice following questions: (1) how do the and the place of libraries in information Pelita library’s roles support the church sharing said that there were seven activities, and (2) what are the factors church libraries in Wellington, New that support and challenge the library in Zealand which encountered various fulfilling its roles. challenges in doing their roles. This research aims to identify the roles According to Hedley, church library: Pelita library has in supporting the (1) is not particularly considered as church activities as well as elucidating important by the church organization, the supporting and opposing factors it resulting in less insights coming from has to face in doing so. the church management, and (2) does Literature Review not have many up-to-date collections because most of them are donated. His Church library is defined by Reitz opinion is confirmed by the small (2004) in Online Dictionary for Library number of researches that focus on and Information Science (ODLIS) as a church library and its roles for church library maintained on the premises of a members. This is the information that house of worship, containing books, intrigued the writer to do research about pamphlets, and other materials related the roles of church’s library. Even to its faith and to the history of the more, until now the writer has never institution. The purposes of Church found any research concerning the roles Library according to The public library of church library in Indonesia. To service: IFLA/UNESCO guidelines for respond this lack of research, the writer development: tried to gather information about 1. Library as a place of education existing church libraries through the The library function as a place of internet. The search brought the writer’s education by providing collections in attention to a church in Central Jakarta printed version or others to support which has a library called the Pelita formal and informal education library. The church’s website shows (IFLA, 2001:3). that Pelita library has many roles that 2. Library as a center of information support the church activities, some of Public library is responsible to which are providing literatures for gather local information and making sermons, documenting church it available for all library users to activities, keeping Sunday school’s read (IFLA, 2001:5). lesson literatures, etc. After knowing 3. Library as a place of self- the roles Pelita library has in its church, development, creativity, and the writer decided to conduct a research recreation on Pelita library and how it deals with The opportunity to develop the challenges that Hedley has creativity and hobbies are pivotal for mentioned previously. everyone’s self-development. To get
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that, an access to knowledge and arts meeting spots. Sometimes the library of imagination is needed. The library becomes a “public living room”. gives access to them using various (IFLA, 2001:7) media to enrich the knowledge and and to accomplish creativity (IFLA, Research Method 2001:5). 4. Library as a place of access for This research uses qualitative children and young people approach. A qualitative approach is The library has an important role in related to and analyzes people’s ideas, giving access to children and young perceptions, opinions, and beliefs; all of people whi have difficulties in which are impossible to be measured learning by providing appropriate with numbers. In this kind of approach, collections for them (IFLA, 2001:7). theories used in the research are not IFLA Public Library Service forced to fit with the perspective of the Guidelines (2001:26) explains that analyzed participants (Sulistyo-Basuki, the library has a pivotal role in 2006:24). Using the qualitative developing reading habit for children approach, the researchers tries to relate and to give access to information that closer with what is being analyzed so suits their needs. The library serves that the true meanings of the roles of the children by holding storytelling church library could be understood. The events, promoting its age- roles of church library can be seen in its appropriate collections, and facilities, collections, services and providing the media that children programsbeing handled well by church need to access information. library’s management. 5. Library as a place of cultural The case study method is used in development this research. Creswell, in his book The library has an important role in Qualitative Inquiry And Research helping communities to cultivate Design: Choosing among five tradition their cultural identities by providing said that the case study method is one of collections about cultural and art the traditions in qualitative research that development within communities is limited at one time and in one place This can be accomplished through to analyze an event, a program, an cooperation with appropriate local activity, etc. in depth by gathering and regional organizations by giving information from various sources. room for cultural events and cultural Research data is collected by program organizing while making interviewing seven anonymous sure that culture-focused concerns participants (with pseudonyms: Mr. are well-represented in library Josi as the head of library, Mrs. Swati collections. The library should and Mrs. Terana as library staffs, Mr. provide them in both verbal and Wobo as the member of the church printed collections while supporting board for Cooperative Relationships, local cultural traditions. (IFLA, Mr. Ajar as a pastor, and Mrs. Freni and 2001:7) Agusti as library users). The researchers 6. Library with its social roles used interview guidelines to conduct the A library has an important role by interview. Besides interviewing, the being a public room and a meeting writer also conducted field observation spot. It is important especially for and literature analysis. After the data communities with limited options in
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was gathered, it is reduced, analyzed, collections. Frequently, the idea for presented, and lastly concluded. sermon delivery comes from library collections. Some of library collections Analysis are popular collections with deep theological values, thus they help Pastor The Role of Library in Sunday Ajar to understand how to deliver Service sermon materials. This is a The library, by functioning manifestation of library’s role as a properly, helps the organizing of center of information (IFLA, 2001:5). Sunday service. The library can support With the fulfillment of information the service by providing sermon needs in preparing sermon, the sermon literatures for the pastors. The itself will be beneficial for the self- researchers asked several participants development of the listeners. about how Pelita library facilitate the The role of library for church pastor/preachers in preparing their activities is perceived variouslyby the sermons. The participants were Mrs. congregation. Agusti does not use Swati, Mrs. Terana, and Mr. Josi who, library collections directly for Sunday as library staffs, would be watching service needs. Her habit to read over the library activities, the people Christian books helps to enrich her in that borrow books, etc. her knowledge of Christianity, and it From the interviews with the three also helps her to understand the pastor’s participants, it is found that the Pelita sermon. The popular saying, “you library does its role in supporting become what you read” beneficially church activities, in this case by manifests itself for the readers of good providing literatures for sermon needs. Christian books. Mrs. Freny uses library The library is not the only support the collection not for Sunday services pastors have because the pastors have necessities, but for her own pleasure in their own literature collections at home, reading. This shows the library’s role as and they are sufficient for the pastors. a recreational site. Its various However, there are times when the collections are house of worship pastors still need to go to the church library’s contribution in recreational library to get complementary activity. literatures. Sometimes, even pastors The interviews also show that the from other church would visit Pelita library is not particularly related to the library to help them preparing their Sunday service by nature. The sermons, making Pelita library useful utilization of library is based on the when they serve in the church. pastors’ own proactive approach in The collections in Pelita library help getting what they look for in the library. Pastor Ajar to see the sermon materials There is no deal whatsoever on how the from the congregation’s point of view. library should support the pastors in Pastor Ajar said that the collections in preparing the sermons or in any other the library are the ones read by the area. This is resulted in the role of church people. By engaging himself in library being static. The proactive these collections, Pastor Ajar can initiative from the pastors and preachers understand the proper way to deliver the are the main factor that makes the sermon to the congregation by library collections useful for sermon reproducing the style in which the preparation. A lot of things could materials are delivered in library actually be planned by the library and
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Sunday service committee; for in which the pastor was actively example, the pastor could make a list of involved. From these examples, it can weekly information needed to prepare be understood that Pelita library is the sermon, and in turn the library fulfilling one of the roles of house of would help to find the information worship’s library, which is to support needed by the pastor. and to help in providing information for Aside from providing literature for religious activities. It also suits what Sunday service needs, the Pelita library Setshwane (2015:2) said that cultural also helps in keeping documentations of objects must be documented so that its church services (both Sunday service informative values would be preserved, and feast day services) and church thus supporting life-long learning. This events. This documentation shows the shows how Pelita library helps library’s concern on church activities. preserving the cultural objects and Church members and boards often values of the church and making them come to the library to ask about church accessible and usable for the church services and events’ documentation for members. their personal interest, event promotion, A library can also help in keeping etc. The library documents all church the minutes of church events, such as activities (services, feast day proposals for Easter celebration, celebrations, pastor ordinations, etc.). Christmas celebration, outdoor This can be interpreted as Pelita library services, etc. It has been informed to taking responsibility in gathering local every church department that every information and making them available form of event reports and proposal for its users. (IFLA, 2001:5). should be stored in the library. The The church documentations kept in purpose is to help further learning in Pelita library originate far back from the preparing future services and events. 1980s, before the church itself was This also shows the role of library in established. This means that Pelita compiling information made by the library manages historical information church (IFLA, 2001:5). about the church it belongs to. Initially, The library also becomes the place the photos in the library were kept in the where church people gather after a church office. When the church office service. From the field observation, the was overwhelmed by the amount of writer found that these people gather in photos it had to manage, it was the library to chat, to have rehearsals for determined that the documentations the upcoming elderly service, etc. It should be moved and kept in the library. shows the library’s social role in the The documentations are kept in various church. It also fits IFLA’s forms, for example in printed photos, explanation(2001:7) that a library can roll films, and digital files recorded in sometimes be a “public living room”. CD. Library users conduct research and find Documentations kept in the library information to enrich their knowledge. are usually used for many purposes. For The library becomes a positive place for example, in the church’s birthday social experiences. service, the committee could ask for several old photos of the church to the The Role of Library in Bible Study library. Another example is in a pastor’s A Bible study needs literary support ordination, where the committee would in discussing its theme or topic. For ask for the documentations of the events example, the theme Tough and Devoted
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Women will discuss about a tough is as a center of information that makes female character in the Bible, Ruth. The any kind of knowledge and information Bible verse for this theme is Ruth 1. The available to suit their users’ needs library can help providing literature (IFLA, 2001:5). The collections in the needed to discuss this topic, aside from library can be used as Bible study the primary source which is the book of materials. Ruth. The writer interviewed several participants to get an understanding on The Role of Library in Sunday how the library’s role supports the Bible School study activity. A Pelita library user, Sunday school needs various Mrs. Terana, explained how the library literatures as its lesson materials. In this supports Bible study by telling her case, the library can act as a literature experience as an emeritus pastor who provider by lending its collections such once used the library’s collection as the as Bible story book, Bible for children, primary source for a Bible study. It guidebooks for teaching Sunday school, shows that the library has played its role etc. as a center of information (IFLA, The library is often used as a source 2001:5). of lesson materials by the Sunday In explaining the relationship school teachers. Collections like Bible between the library and Bible study story books for children, teaching activity, Pastor Ajar told the writer that guidebooks and books about how to he too had used library collections as a lead praise and worship would help source of inspiration in delivering the Sunday school teachers in their materials while using his own teachings. Besides, according to Mrs. collections as the primary literature Terana, sometimes Sunday school source for the Bible study. However, teachers would ask if the library has the library’s support to Bible studies is collections with certain subjects. It not sufficient enough. It is similar to shows that the library is needed by Mrs. Swati’s statement that the church them. boards/elders have already had their The library also delivers books to own literature and guidebooks for Bible Sunday school classes, showing that the study, all of which have already had library is aware of children and young introductory readings, introductory church members’ right to benefit from verses, discussion questions, etc. This library collections. It fits with IFLA’s has caused many Bible study leaders to statement (2001:7) that the library has rely on these guidebooks only. The an important role in providing access to Bible study guidebooks are not only children and young people who have used by the pastor or church board, but difficulties in learning by making also by the Bible study participants. appropriate collections available for Mrs. Freny as one of the Bible study them. enthusiasts stated that these guidebooks The presence of Pelita library contribute more to Bible study sessions matters to Sunday school children. It is than library does. shown in their enthusiasm to visit the The statements from Pastor Ajar, library after the Sunday school classes Mrs. Terana and Mrs. Swati about the are finished. Many of them spare the role of library in aiding Bible study time to visit the library to read children show the library’s effort to be the center collections there. The availability of of information. One of the library roles children collections confirms that Pelita
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library is providing access to The Colportage-Library commission information for them. (IFLA, 2001:7) under the Cooperative Relationships Children collection owned by the division collaborated with the Sunday library is a big factor that attracts school commission under the Sunday school children to visit the Development division to hold a library. The decision made by Pelita storytelling event in the form of a library management to keep providing puppet show in one of the Sunday collections for children has helped School post on the 5th week. The story maintaining the children’s interests in was taken from one of the library books library. This kind of collection gets and it could be a story of anything as special attention because it attracts a long as it teaches Christian morals. huge number of children users. Based After the storytelling was over, it was on Pastor Ajar’s experience, Christian informed that the story brought in the teaching in the form of comic books, for puppet show was taken from a book that example, will help children to is available in the library. understand Bible stories more. From the observations above it can Sometime children even learn more be concluded that Pelita library has about Bible stories from library been supporting the Sunday school collections instead of Sunday school activities. The roles played by Pelita teachers. As Gunton (2013:3) said, library in this case is as a center of when the information is presented in a information, a place for education, and new and fresh way through a story a place for self-development and which almost feels relevant to the creativity. listeners, the listener will remember the given information better. The Role of Library in Catechism Pelita library had also held a puppet Catechism is closely related with show for Sunday school children. Based literature or religious readings as on the literature study, it is found that learning materials. Collections like this kind of event is held to increase Bible commentaries and Bible in Sunday school children’s reading common languages are needed by the interest. The role of library as one of the participants to enrich their religious centers of information that helps knowledge in Christian faith. Ideally, enriching knowledge (both general and the library contributes to this activity by religious) was not widely known by providing learning materials. However, church members at that time. This is several interviews with the church due to lack of information and efforts in members show that the role of library in attracting church members to make use catechism is not sufficient enough. of library collections. Because of that, Catechistic classes have their own the staffs of the Colportage-Library guidebook; therefore, the library can commissionprepared a series of event only contribute a little to the activity. aimed to increase the reading interest of The guidebook used in catechism, titled church members of all age so as to Tumbuh Di Dalam Kristus (Growing in encourage them to visit the library. The Christ), is made by the church synod. event was storytelling, or better known The book, which was made in 1980s, as puppet show. This event aimed to already includes biblical introductory introduce a book to children. readings, discussion questions, memory The organization of this puppet verses, etc. This guidebook is deemed show involved several technical efforts. sufficient for catechism participants to
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explore their Christian faith. Agusti had The library cooperates with various a different opinion. Agusti used library parties outside the church. One of the collections to explore his knowledge cooperation is with the National about what he is learning. This Library. Pelita library collaborates with statement shows the library’s role as a the National Library in organizing a place of education (IFLA, 2001:3). one-day seminar. The event, which was Pastor Ajar explained that in held in the 2000s, was attended by comprehending Christian faith, relying approximately 30 participants who on guidebooks only is not enough. He were interested in library management. elaborated that the guidebook used as The event was held in the 3rd floor of the the learning material for catechism was church’s meeting room and was led by made in the 1980s, while in the one of the National Library’s echelon following 30 years (1980s-2016) the who was also a member of the church. theology keeps on developing. For This one-day activity was then followed example, lesbian, gender, bisexual and by several meetings about church transgender (LGBT) was not a huge library management. issue back then in the 1980s, thus the The Cooperative Relationships church did not pay special attention to division once organized a book it. However, the LGBT issue is now a discussion by collaborating the library hot topic among the church members, management with BPK publisher. This including the catechism participants. collaboration benefited each party; Therefore, Pastor Ajar suggested that BPK publisher was allowed to promote both catechism teachers and their book to the church members while participants would be more creative in the library could educate the church learning by reading more up-to-date member through the discussion about literatures. BPK’s promoted book. The collections in the library are Not only book discussion, Pelita selected by the pastors before being library have also organized a book made available. This ensures the truth in donation to certain area with needs. every book’s teaching. According to This book donation to remote area was Newton in Church Library Handbook organized in cooperation with other 4thed(1979:9), Christian readings will churches from PGI (Communion of help its people to avoid shallow Churches in Indonesia). Other churches teachings that corrupt their characters often ask for old books in Pelita library and discipleship. In this case, the church to be donated to remote areas. should guide its people’s reading habit Library Staffs with a High Spirit in which would affect their thinking, Serving ambitions and actions in real live. When The librarians’ devotion to serve church members surf the internet and the church even though their houses are encounter many unverified information, far away from the church, their the library will help them greatly by perseverance in completing the tasks providing quality readings. even in their twilight years, and their Pelita library has several supporting willingness to devote their time in the factors when playing its roles. The middle of job rushes and household following are several of the supporting bustles, all contribute in helping Pelita factors: library to keep on serving the church. Supports for Library Activities from Non-Church Parties
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Regular Financial Support from the interviews with four participants, it can Church Board be seen that the congregations’ interest Every year, the host church of in the library is still low. Every week, Pelita library plans the projects and the library invites the congregations to their budgets for the upcoming year. be actively involved in the library, both The Colportage-Library commission using the church weekly bulletin and also has a budget planning needed to through verbal request. However, there support the library’s activities for the is not much positive responds because next year. the library programs are not innovative The challenges that Pelita library enough due to lack of young minds faces are: involved in it. The lack of librarians The Library’s position in the Church with good IT skills also hampers the Organizational Structure completion of Pelita library’s online Basically, the Cooperative database. The current librarians admit Relationships division facilitates the that they have difficulties in dealing church to communicate with outside with technologies. They think they are parties. On the other hand, a church too old to adapt with the library’s library which ideally deals with automated system. According to them, insideparties (among church it is the young people who can help the commissions) is placed in the completion of the database. Cooperative Relationships division. Mr. Wobo said that initially when the Conclusion library was considered to have its own place in the church organizational Based on the research on the structure, the vacant position for a new library’s roles in four church activities, division was only available in the it can be concluded that six out of six Cooperative Relationships division; library roles as defined by IFLA has thus the library was put under its been fulfilled in Pelita library, which auspices without a strong base of are the library as a center of ideology. This in turn affects the information; place of education, self- communication between the development, creativity and leisure; as Colportage-Library commission and a provider of access for children and other commissions negatively. young people, and a place with social Unfinished Database roles. In the fulfillment of Pelita library Pelita library has its own automated roles, there is not any deal yet between search engine which is called as SLiMS the library and other commissions about (Senayan Library Management the provision of information needed, System). By using this program, the but every activity of and decision taken library could have a database that can by the library is heading towards the help them in the library management fulfillment of these six roles of the and collection retrieval. However, the library. program has not functioned maximally The fulfillment of library roles by because the church management has not Pelita library will help the finished constructing the database. accomplishment of their vision and Lack of Librarians missions, which are the improvement of Pelita library is having a difficult personal spirituality level, the quality time in getting the church members improvement of Christian families, and involved in library activities. From the the consummation of testimony and
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service. The provision of information knowledge about current issues needed will help the accomplishment of from the Christianity perspective. these vision and missions. 2. Pelita library can improve itself as a The library management still faces center of information through many several obstacles in its practice, some of ways. It can list the desiderata by which are the library position in the the users, thus the library can decide church organizational structure, on what collections will be made unfinished database, and the lack of available based on the information young librarians. The library’s position needs of the church members. under the auspices of the Cooperative 3. Pelita library management can Relationhips division does not suit the improve itself as a place of self- roles and responsibilities of the library. development, creativity and leisure The unfinished database hinders the by making a new program that can library users from getting the attract the church members to information they need. The lack of benefit more from the library. New young librarians is also an obstacle programs are needed to affirm the because the current librarians have library’s existence. An example of difficulties in dealing with the new program is a book review technologies. This also affects the competition which will improve the completion of library database. On the users’ reading interest and affect other hand, the library also has several their spirituality level. The library supporting factors in fulfilling their can also add more collections which roles, which are supports from non- are related to leisure activities such church parties, the librarians’ high spirit as movies, religious music albums, of serving, and financial support from paintings, etc. the church board. 4. Pelita library can improve itself as a provider of access for children and Recommendations young people through many ways. Besides adding new collections for The reccomendations for Pelita children and young people, the library to enhance them in fulfilling library can also make new programs their roles are: that attract children and young 1. Pelita library can improve their users, for example, a Sunday service as a place of education Morning Storytelling program that through many ways. The library can brings biblical stories for young update their collections because audience through storytelling. field observation shows that some 5. The church where the research is of Pelita library’s collections are conducted need to review its outdated. Collections update is decision regarding the library’s important to ensure that the position in the church available information includes organizational structure. Currently, current issues which are relevant the library is under the auspices of with users’ lives. If the church the Cooperative Relationships library fails to provide up-to-date division. This division acts as an collections, the users will have a intermediary between the church hard time in using library and outside parties such as the collections for educational purposes government, local residents, etc., because they do not get sufficient while the library deals more with
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inside parties such as the ______. (2003). Research congregations and church divisions. design: qualitative, quantitative, Therefore, a reposition is needed by and mixed methods approaches. 2 the library to maximize its potential ed. Sage Publications: London for the church. ______. (2010). Research 6. Pelita library should recruit young Design: Qualitative & Quantitative librarians to help it serve the church. Approaches. Jakarta: KIK Press. The unfinished library database Encyclopedia Britannica. (2016). with OPAC software is due to the Encyclopædia Britannica, Inc. lack of librarians with interest in Retrieved from information technology who are Britannica.com/art/choir-music. able to speed up the collection data June 16, 2016. input process. Gereja Kristen Indonesia Kwitang. 7. Pelita library needs to enforce (2016). Sejarah GKI Kwitang. publications of its new collections. Retrieved from One of the reasons of why it is http://gkikwitang.or.id/tentang- important is so that the library’s kami/sejarah-gki-kwitang.html. new collections do not go for waste, Mei 23, 2016. but they can be immediately used by Gorman, G.E. & Clayton, Peter. (2005). the library users, thus benefiting Qualitative Research for the them. New collections will have no Information Professional: A use if they are not promoted Practical Handbook. 2nd Edition. immediately and are merely left in London: Facet Publishing the library display. Gunton, Lyndelle. (2013). Religious information literacy: using References information to learn in church community. The Australian Arikunto, Suharsini. (2007). Prosedur Library Journal. 60:2, 155-164, Penelitian: Suatu Pendekatan DOI:10.1080/00049670.2011.107 Praktek. Jakarta: Rineka Cipta. 22587. Januari 16, 2016. Retrieved Badan Pekerja Majelis Sinode GKI. from (2003). Tata Gereja: Gereja Kristen http://eprints.qut.edu.au/41943/ Indonesia. Jakarta: Badan Pekerja Hedley, L.M. (2011). Churches as Majelis Sinode GKI communities of practice and the Businaro, Charles. (2011). Church place of libraries in information library space, furnishings, and sharing. Unpublished master’s interior design. Tennessee: thesis for Master of Information Convention Press. Studies, Victoria University of Church Library St. Paul’s Lutheran Wellington, New Zealand.Januari Muskego, USA. Februari 13, 2016. 16, 2016. Retrieved from Retrieved from http://www.lifeway.com/Article/C http://www.stpaulmuskego.org/ab hurch-library-ministry-one- out/our-facilities/church-library/ church-library-making-a-different- Creswell, John W. (1998). Qualitative world Inquiry and Research Design: Herdiansyah.(2011). Metodologi Choosing Among Five Tradition. Penelitian Kualitatif. Jakarta: Sage Publications, Inc.: California. SalembaHumanika.
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IFLA. (2001). The public library http://www.satuharapan.com/read- service: IFLA/UNESCO detail/read/andar-ismail- guidelines for development. perpustakaan-dan-toko-buku-di- Munchen: Saur gereja-tingkatkan-minat-baca Irawan, Prasetya. (2007). Penelitian Reitz, Joan M. (2004). Online Kualitatif dan Kuantitatif untuk Dictionary for Library and Ilmu-Ilmu Sosial. Depok: Information Science. Retrieved on Departemen Ilmu Administrasi February, 18th 2016 from FISIP UI http://www.abcclio.com/ODLIS/o Koentjadinigrat. (1990). Metode- dlis_c.aspx metode Penelitian Masyarakat. RUSA. (2016). Interlibrary Loan Code Jakarta: Gramedia Pustaka Utama for the United States. USA: RUSA. Lasa, H. S. (2009). Kamus Kepustakaan Retrieved from Indonesia. Yogyakarta: Pustaka http://www.ala.org/rusa/resources/ Book Publisher guidelines/interlibraryloancode Lam, Tsz-ki. (2005). Developing Setshwane, Connie M., Oats, Lillian. creativity and problem solving (2015). Cultural Preservation through story telling for preschool Through Public Libraries: children in Hongkong: University Lessons from Kanye Public of Hongkong Library. Juli 18, 2016. Retrieved Lee's Summit Baptist Temple. from: (ca.2013). Juni 24, 2016. Retrieved http://www.ifla.org/files/assets/ref from erence-and-information-services/ http://lsbt.org/lsbt/ministries/adult- publications/003-setshwane-en.pdf sunday-school/what-is-sunday- Sulistyo-Basuki.(1991). Pengantar Ilmu school/ Perpustakaan. Jakarta: Gramedia Maynard, Morlee. (ca.2010). Create a Pustaka Utama great library ministry. ______. (2006). Metode Birmingham: New Hope Publisher Penelitian. Jakarta: PT Wedatama Newton, LaVose. (1979). Church Widya Sastra library handbook. 4th ed. Portland: Towns, Elmer L., and Barber, Cyril J. Multnomah Press (1971).Successful Church Orthodoxphotos. Retrieved from Libraries. Michigan: Baker Book http://www.orthodoxphotos.com/r House eadings/temple/meaning.shtml Juni 14, 2016. Perpustakaan Nasional. (2011). Pedoman Umum Penyelenggaraan Perpustakaan Rumah Ibadah. Jakarta: Perpustakaan Nasional. Pickard, Alison Jane. (2007). Research methods in information. London: Facet Publishing Powell, Ronald R. (2004). Basic research methods for librarians. London: Libraries Unlimited Prasasta. (2011). Satu Harapan. Januari 16, 2016. Retrieved from
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THE NEED FOR LIBRARIES TO PRESERVE SCHOOL BOOKS PRODUCED BY BRITISH AND DUTCH COLONIAL GOVERNMENTS
Dr. Lim Peng Han
PhD candidate designate Sport Centre, University of Malaya
Abstract
During Dutch and British colonial rule in the Netherlands East Indies and British Malaya the Department of Education and Education and Worship and the Department of Education was established in 1867 and 1872 respectively. The Dutch publishing houses had the exclusive rights to print and published school books for mass education in the NEI. The Government Malay Press was set up from 1885 to 1899 to print and publish Malay school books. The British government subscribed to the nineteenth and early twentieth century Malay newspapers to be used in Malay schools due to the shortage of school books. Balai Pustaka was set up in 1908 to provide reading materials for the schooling and illiterate population. It was a 270 strong integrated organization with editorial offices, printing plants and a book distribution for more than 2,000 village libraries spread across the archipelago. In 1924 Translation Bureau was shifted to the Sultan Idris Training College to produce the Malay School Series and the Malay Home Library Series for the Malay schools and school libraries. However, due to the lack of books, many books were imported from the NEI. The author advocates that the National Libraries of Singapore, Malaysia and Indonesia, including the academic libraries should collaborate and conserve and preserve these real or imagine intellectual and cultural heritage to create a strong library and research community to start this lifelong study of these materials and aspects in the production of knowledge by colonial governments.
Keywords: conservation, preservation, collection development, heritage, rare books, digital format, Malay schools
Introduction include physical preservation, cataloguing and microfilm the There were many preservation and materials (Abhakorn, 1997; Dean, conservation projects of palm leaves 1990; Dean 1997). Since 2005 the U. and manuscripts in mainland S. Department of Education began to Southeast Asia after the Second fund the Southeast Asia digital World War. The main methods library, enabling manuscripts to be
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digitalised (Phan, 2013). In 2013 the Indies from 1600 to 1800 for trade. British Library initiated a five-year The Company failed to survived and project to digitize its collection of was taken over by the Dutch Malay manuscripts, together with the government in 1800 (Furnivall, 1944, early maps of Singapore to make them p. 52). The British East India available online (Carter, 2013). Company (EIC) occupied Penang in However, it is important to 1786. By 1826 the EIC took control of consider the conservation, Malacca and Singapore to form the preservation and digitalization of Penang Presidency. The three nineteenth and early twentieth century settlements were amalgamated to school books that were produced form the Straits Settlements (Mills, during Dutch and British rule as they 1925). In 1867 the administration of were an important part of the printing, the Settlements was transferred from publishing and cultural heritage of the India to the Colonial Office in Malay Archipelago that are presently London. An Education Department scattered in the major national was set up in 1872 to improve and libraries and academic libraries in expand Malay secular schools and Singapore, Malaysia, Indonesia as support English schools (Wong & well as Europe. Gwee, 1980, p. 11). The objective of this paper is to The provision of free elementary firstly, provide a brief historical Malay schools was a four-year course account of early printing and to enable children to read and write in publishing of the early nineteenth and jawi (Arabic script) and rumi early twentieth century school books. (Romanised Malay). In addition, the Secondly, it gives an account of a four simple rules of arithmetic were recent preliminary research to find out taught, including elementary the availability of some of these books geography. In the girls’ schools and provides suggestions to conserve, Romanised Malay was not taught, but preserve and digitalize these materials the girls learn to sew and knit (Elcum, as a collective endeavour with the 1968, pp. 140 – 144). The lack of National Libraries and academic Malay school book printers and libraries in Singapore, Malaysia and publishers led the Government to set Indonesia. Thirdly, this paper up a Malay Government Press in 1885 attempts to identify the possible gaps to print and publish Malay school in the study of early nineteenth and books (Proudfoot, 1993, p. 593). The twentieth century school books in the shortage of Malay school books NEI and British Malaya and provide resulted in the Straits government opportunities for academics and subscribing to two Malay vernacular researchers to assess ways to continue newspapers, Jawi Peranakan (1876 – or enlarge this field of study. 1895) and Sekola Melayu (1888 – 1893), both published in jawi to be Nineteenth century school books used in schools for “reading” and vernacular newspapers used in (Jacobson, 1889, p. 216). In 1894 out schools of 24 Malay school books produced in The United Dutch East India Singapore, 19 or 73 per cent were Company (Verenigde Oostindische either printed or published by the Compagnie or VOC), established in Press (Isemonger, 1894, p. 43; See 1602, began to colonize the East Appendix A for the list of books).
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However, the Press “was found to be lack of information published in the working at the cost exceeding the English language. market value of the work done and In 1930 97 per cent of the NEI’s discontinued in 1899” (Wilkinson, total 60.7 million population were 1900, p. 136). classified as natives. Among the In 1855 Government in the native population, 47 per cent were Netherlands instructed the Governor- Javanese, 14 per cent, Sundanese, 7 General of the Netherlands East Indies per cent Madurese, 3 per cent (NEI) to improve and extend for both Minangkabau, 2 per cent Bugis and Dutch and native population. The another two per cent, Batak. The other Department of Education and less than two per cent were Balinese, Worship was established in 1867, Malay, Bandjarese, Achinese and indicating the Government’s Dyak (Hart, 1940, pp. 7 -9). acceptance of responsibility for education (Hutasoit, 1959, pp. 19 – The centralised production and 22). The Dutch policy of providing distribution of vernacular school mass education began in 1907 books and school libraries in the (Vandenbosch, 1942, pp. 201 – 204). early twentieth century Governor-General van Heutz Missionary William Shellabear suggested that schools for the masses (1862 – 1947) founded the Amelia providing elementary education Bishop Press in Singapore in 1890. It (reading, writing and arithmetic), was later known as the American should be maintained by the people Mission Press (Hunt, 1996, pp. 19 – themselves and not by the 21). In 1896 the British formed the Government. Several Residents in Federated Malay States (FMS) Java were commissioned to establish consisting of Perak, Selangor, Negri village schools in their territories, to Sembilan and Pahang by appointing provide education for six to nine year Residents in each state as advisors olds. The Government gave support in (Khoo, 2001, pp. 80 – 81). A Director the form of subsidies and the of Education was appointed in 1906 to provision of educational materials be responsible for education in the (Hutasoit, 1959, p. 17). The Settlements and FMS (Winstedt, vernacular was used as the medium of 1923, pp. 4 -6), the same year the instruction. But there were so many American Mission Press changed its languages and dialects that it was not name to the Methodist Publishing always possible to prepare teachers House (MPH) (Proudfoot, 1993, p. and textbooks for the relatively few 615). When R. J. Wilkinson was people who may speak a certain appointed the Federal Inspector of language. In that case Malay, the Schools (1903 – 1906), he started a lingua franca of the archipelago, was new publishing project entitled the used as the medium of instruction Malay Literature Series (MLS) which (Schrieke, 1938, pp. 18 – 21). The consisted of popular folk tales and publishing of school books was held romances, designed for use in schools in the “joint power of the Dutch and village libraries (Stevenson, 1975, publishing houses” (Teeuw, 1972, p. pp. 103 – 106). Wilkinson 120). However, very little are known commissioned MPH to published the about these books probably due to the first MLS title, Kitab Gemala Hikmat
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(The Gem of Wisdom) (Hunt, 1993, p. 8 Hikayat A. J. Sturrock 1961 Malim & R. O. [2nd ed.] 57). Deman 1908 Winstedt, ed. In 1909 the other four states, 9 Sejarah W. G. 1961 Terengganu, Kelantan, Kedah and Melayu Shellabear, [9th ed.] Perlis, were transferred from Siamese 1910, 1915 ed. 10 Hikayat Raja Pawang Ana; 1960 to British suzerainty. Johore, one of Muda 1914 R. O. the five Unfederated Malay States Winstedt, ed. (UMS), had a British advisor in 1914 11 Hikayat Pawang Ana 1960 Anggun Che (Mills, 1942, pp. 27 – 28). In the same Tunggal year the Straits Settlements, FMS and 1914 UMS, formed British Malaya 12 R. J. 1961 Pantun Melayu, Wilkinson & [4th ed.] (Carrington, 1956, p. 3). A new post 1914. R. O. of Assistant Director for Malay Winstedt, education was created in 1916 eds. 13 Hikayat O. T. Dussek, 1932 (Winstedt, 1923, p. 5). From the years Pelanduk ed. 1906 to 1920 MPH published all 16 1915 titles of the MLS as shown in Table 1 14 Teka-Teki O. T. Dussek, NA 1918 ed. (Proudfoot, 1993, p. 615). 15 Misa Melayu R. O. NA 1919 Winstedt, ed. Table 1: Malay Literature Series (1906-1920) 16 Bayan R. O. 1960 and last known edition by MPH Budiman Winstedt, ed. No. Title Author Last 1920 imprint Sources: Proudfoot, 1993, p. 615. by The Committee of Popular MPH* 1 Kitab Sulaiman 1960 Literature or Balai Pustaka was set up Gemala Mohammed in the NEI in 1908, one year after the Hikmat 1906, Nur introduction of the three years’ village 1907, 1918 2 Kesah Abdullah 1965 school to provide and promote the Pelayaran Abdul Kadir spread of reading materials in several Abdullah Munshi languages. The books were to 1907, 1909, 1913, 1915 supplement the formal aspects of 3 Hikayat Shellabear, 1950 education and to carry on the process Hang Tuah W. G., ed of after active schooling had stopped 1908-09, (Drewes, 1981, p. 97). Balai Pustaka, 1913-16, 1917 established as a social institution, 4 Hikayat Abdullah 1949 printed chiefly three languages, Abdullah Abdul Kadir Malay, Javanese and Sudanese 1907-08, Munshi 1913-16, (Hidding, 1938, p. 186). The Bureau 1917 began with publishing adaptations of 5 Hikayat A. J. Sturrock 1961 the Old Javanese and Malaysian Awang & R. O. [4th ed.] Sulung Winstedt, classics and Indonesian folklore. Merah Muda eds. Western books were translated or 1907, 1914 rewritten against a local background. 6 Cerita A. J. Sturrock 1959 Jenaka 1908, & R. O. Furthermore, Indonesians were 1914, 1917 Winstedt, induced to write stories, novels and eds. children’s stories by offering money 7 Hikayat A. J. Sturrock 1960 Malim Dewa & R. O. for accepted manuscripts 1908 Winstedt, ed. (Vandenbosch, 1942, p. 213). The Bureau also regularly published large
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number of small booklets on medicine can go to continuation schools which and hygiene, guides for servants, first began as an experiment in 1915, pamphlets on the co-operative consisting of the fourth to six grades movement, credit, agriculture, trade, (Subandrio, 1949, p. 566). In 1938 cattle breeding and industry (Hidding, there were 2,571 continuation 1938, p. 191). Fine, copiously schools, of which 211 were for girls. illustrated magazines appeared twice Out of the total enrolment of 230,634, a week. The most popular of all, 50,579 or 22 per cent were girls Volksalmanak [The People’s (Parry, 1945, p. 106). Almanac], containing more than 300 In October 1922 Sultan Idris pages, was published annually with a Training College (SITC) to train print run of 100,000 copies (Teeuw, Malay male school teachers was 1972, p. 113). established in Tanjong Malim, Perak, In 1910 an official move was with the amalgamation of the Malay made to establish an extensive public College in Malacca (1900 – 1922) and library system for the indigenous the Malay Teachers’ College at population. The Commissie voor de Matang, Perak (Wong & Ee, 1971, p. Volklectuur (Commission for Popular 17). The establishment of the Malay Reading) provided its libraries called Translation Bureau took place under (Taman Pustaka) with books and O. T. Dussek, principle of the College. journals to villages and second-class In 1925 the Bureau was reorganised schools in Java, Madura and other and given a new name, Pejabat parts of the archipelago. None of the Karang-Mengarang (Office for the Taman Pustaka was ever placed in a Publication and Printing of School library building of its own. Rather, Texts). However, the Colonial Office books were placed in a 3 X 3-metre reports referred to it only as the cupboard in one of the classrooms Translation Bureau (Md Sidin Ahmad which contained all the books that Ishak, 1992, p. 197). The functions of could be borrowed during fixed the Bureau were: lending hours for a small fee. One a. Writing, translating and editing of single book would reach at least 10 to educational publications and 15 people by way of being lent out or arranging them for publication. read to relatives, neighbours and b. Writing, translating and editing of friends (Jedamski, 1998, pp. 86 – 87). modern novels and arranging Between 1918 and 1926 fully 2,500 them for publication. public libraries in towns and villages c. Translation of other Government were set up throughout the huge Departments. archipelago that became present day Indonesian (Fitzpatrick, 2008, p. 270). d. Training of probationary By 1927 Balai Pustaka became a full- translators (Yazid Ahmad, 1931, fledge organization with an editorial p. 134). and translation department, a library Throughout the years 1925 to department and printing plant (Teeuw, 1938, the maximum number of 1972, pp. 111 – 113). editorial staff was nine in 1930 During the years 1930 to 1935 (Winstedt, 1931, p. 762). From the schooling for the masses was years 1924 to 1941, 48 titles of the reorganised where pupils who Malay School Series (MSS) text book finished the three-year village schools manuscripts were published and 40
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titles of the Malay Home Library Table 2: Comparing nineteenth century and Series (MHLS), were all published in twentieth century newspapers used in Malay schools. jawi (Lie, 1968, p. 12). The school Title Frequen Scrip Date¹ Print books include history, geography, cy¹ t¹ run² hygiene, elementary mathematics, (Year) JAWI Weekly Jawi¹ 1876 300² cookery, basketry, physical training, PERA ¹ - 95¹ (1887) scouting, garden work, drawing, NAKA reading books, grammar and N composition. The MHLS were Sekola Weekly Jawi¹ 1888 400² translations of Western novels like Melayu ¹ - 93¹ (1888) Adventures of Sherlock Holmes, Utusan Three Jawi 1907 550² Arabian Nights and Treasure Island Melayu* times and – 15; (1908) per Rumi 1915 (Yazid Ahmad, 1931, pp. 135 – 136). week ¹ – 21¹ Balai Pustaka began to publish Malay and books in 1919. From 1926 to 1938 daily from 232 new Malay books and 147 1915¹ reprints were published by the Bureau Lembaga Daily¹ Jawi¹ 1914 500² (Zubiadah Isa, 1972). Therefore, the Melayu^ - (1914) Malays have little modern reading 1931¹ Notes: *Owned by the Singapore Free Press; matter of their own, and to make up ^Malay edition of Malaya Tribute. for this deficiency they buy heavily Sources: ¹Lim 1992, pp. 6-7 & pp. 10-11; ² from the NEI, with the result that Proudfoot 1985, pp. 4-5. British Malaya was flooded with In 1931 32 per cent of the imported publications which were population in the Settlements were frequently unsuitable in style and Malaysians, 39 per cent in the FMS never adapted to local needs (Yazid were Malaysians and 75 per cent in Ahmad, 1931, pp. 135 – 136). the UMS were Malaysians (Vlieland, Due to insufficient textbooks 1932, pp. 120 – 121). Fifty-five per (Firmstone, 1918, p. 132), the cent of Malay boys age 5 to 14 were government used the Malay language enrolled in Malay boys’ schools in the newspapers, Utusan Melayu (1907 – Straits Settlements, 43 per cent in the 1921) (Elcum, 1910, p. 421) and FMS and 23 per cent in the UMS. Lembaga Melayu (1914 – 1931), as a There was a total of 907 Malay boys’ teaching medium in Malay schools in schools in British Malaya (Lim, 2010, British Malaya. They were part of the p. 6). Although practically every reading lists in jawi and rumi for school had a small library (Linehan, Standard V and Standard VI 1939, pp. 38-39) there were only 19 (Education Department, 1937, pp. 12 reference books from the MSS and 11 – 13). The Lembaga Melayu was lending titles from the MHLS as delivered daily to all schools which published in the Education Code 1936 had a regular postal delivery. This was (Education Department, 1937; an improvement upon the old system Appendix B). In contrast the NEI had whereby bundles of papers were a list of 328 titles for its Malay school received from the local education libraries as shown in Table 3 office at weekly, and at times (Sulistyo-Basuki, 1998, p. 60). monthly, intervals (Shelley, 1926, p. 220) as shown in Table 2 below.
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Table: 3 Comparing the quantity of books in Ahmad Ishak, 1998, pp. 412 – 413). school libraries in British Malaya and the There was widespread destruction of Netherlands East Indies British Netherlands East Indies² official documents all over Malaya. Malaya¹ The large-scale destruction was Recomme Javan Sudan Madur Malay mainly due to the lack of elementary nded ese ese ese (Mela books for VO Volksb yu) consideration of the value of archives school LKS iblioth Volksb and records by lower-ranking officers Volksb libraries in BIB eek iblioth iblioth in the JMA (Verhoeven, 1964, p. 11). the SS and LIO eek eek FMS as THE After the war most school were left published EK vacant with furniture destroyed and in books and libraries looted (Frisby, Education Code 1936 1946, p. 139). 19 titles 417 291 67 Not Rationale for the preservation and for titles titles titles Applic conservation of early school books Reference in in in able At the moment, there is no Library Javan Sunda Madur ese nese ese National Library or any other types of 11 titles 282 282 282 328 library in Singapore, Malaysia and for titles titles titles titles Indonesia that have taken a conscious Lending in in in in Library Mala Malay Malay Malay effort to collect, conserve and y preserve the full collection of the 30 titles 697 573 349 328 nineteenth and early twentieth school (total) titles titles titles titles (total) (total) (total) (total) books produced by the colonial Sources: ¹ Education Department, 1937, pp. government of NEI and British 16-17; ² Sulistyo-Basuki, 1998, p. 60. Malaya. Lim & Janaki (2015) did a In 1931 only 6.8 per cent of Malay survey to find out the location of 50 girls age 5 to 14 years were enrolled titles of the MSS in the National in Malay girls’ schools in the Straits Library of Singapore and academic Settlements and 11.2 per cent of libraries in Singapore and Malaysia. Malay girls of the same age group Fourteen or 28 per cent of titles cannot went to Malay girls’ school in the be located as shown in Table 4 FMS. However, there were no school although they may be in the collection libraries in Malay girls’ schools (Lim, of the major libraries in England and 2010). Europe. The University of Malaya’s However, during the Japanese Zaba Library has the largest collection occupation of Southeast Asia all of the MSS with 19 titles. school libraries in the NEI were Table 4: Number of Malay School Series (MSS) destroyed (Sulistyo-Basuki, 1998, titles in the various libraries’ holdings 55). Balai Pustaka was converted into Location Quantity a text book publisher (Kimman, 1981, (titles) pp. 89 – 90), printing Nippon-go 1. University of Malaya 19 (38 %) Library (Japanese language) books for use 2. Universiti Pendidikan 1 (2 %) throughout Java (Anon, 1942, p. 3). In Sultan Idris (UPSI) British Malaya, the Japanese Military Library Administration (JMA) confiscated all 3. National Library, 14 (28 %) Singapore printing machinery and printing paper 4. Dewan Bahasa dan 2 (4 %) for propaganda purposes. During the Pustaka (DBP) Library years 1942 to 1945 only 19 Malay 5. Number of titles cannot 14 (28 %) be located books were published (Md Sidin Total 50 (100 %)
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Source: Lim & Janaki, 2015, p. 4. purposes as in the case of Since 2013 the National Library of British Malaya (Table 2). Singapore embark upon an ongoing 1.3 Early twentieth century Malay project to digitalise Malay school books (Table 4) with manuscripts and rare books and made school books produced by them available online. However, there are no known plans to do the full Dutch publishers. collection of nine and early twentieth 1.4 The reading books of the century vernacular school books and MHLS with those produced by reading books produced by the Balai Puataka. colonial governments from the NEI 2. Except for one known published and British Malaya. The researcher research (Naoki, 2001), very little would like to suggest that the relevant detailed textual analysis of these National Libraries and academic in school and reading books. Singapore, Malaysia and Indonesia to 3. A wide range of research topics on collaborate to collect, conserve, authorship, book design, preserve and digitalise the full list of illustrations, printing technology, these publications as part of the real linguistics and grammar can be and imagined cultural and intellectual conducted to enable us to know heritage of the Malay World. these publications better. Conclusion 4. The researcher hopes that this proposed project can lead to The role of libraries in building extend the research and lead to strong community and collaborate identifying a wider collection of with the conservation, preservation archival materials, rare and digitalization of the nineteenth photographs, old maps and other and early twentieth century school teaching and learning aids and publications produced by the colonial artefacts and build a specialized governments of the NEI and British permanent library, archive and Malaya will facilitate more ongoing museum dedicated to researching wider and in-depth research in the Dutch and British colonial school following areas: systems. 1. Researchers are able to make comparative studies of the Therefore, the collection, publications produced in the NEI preservation and conservation of the and British Malaya in the nineteenth and early twentieth century following areas: school publications will provide 1.1 Nineteenth century school access for communities of librarians books of British Malay and researchers a study (Appendix A) with the NEI. comprehensively wide variety of teaching and learning materials, 1.2 Whether nineteenth and early methods and tools during the Dutch twentieth century vernacular and British colonial period that we indigenous newspapers know very little at the moment. published in the NEI were used for teaching and learning
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References Settlements. In Board of Education, (Ed.), Special reports Abhakorn, R. (1997). Towards a on educational subjects, Vol 14 collective memory of mainland (pp. 133 – 169). London: Dawsons Southeast Asia: Field preservation of Pall Mall. of traditional manuscripts in Firmstone, H. W. (1918). Straits Thailand, Laos and Myanmar. Settlements annual report on IFLA Journal, 23 (2), 107 – 111. education for the year 1917. Anonymous. (1942, June 17). New Singapore: Government Printing Nippon-go text books for Java. Press. Syonan Times, 3. Fitpatrick, E. B. (2008). The public Carrington, C. E. (1956). Singapore library as instrument of and Malaya. London: Royal colonialism: The case of the of the Institute of International Affairs. Netherlands East Indies. Libraries Carter, A. (2013). British Library to and the Cultural Record, 43 (3), partner with National Library of 270 – 285. Singapore to digitalize Malay Frisby, A. W. (1946). Progress in manuscripts. Press Release, rehabilitation of schools, August 19. Department of Education, Malay Dean, J. F. (1990). The preservation Peninsula and Singapore. In of books and manuscripts in Department of Education (Ed.), Cambodia. American Archivist, Education in Malaya: Being 53 (2), 282 – 293. articles reprinted from “Oversea Dean, J. F. (1997). The preservation Education,” 1930 to 1942 and and conservation needs of the 1946 (pp. 139 – 142). Kuala upper regions of Southeast Asia. Lumpur: Government Printing Libri, 47 (3), 124 – 138. Office. Drewes, G. W. J. (1981). Balai Furnivall, J. S. (1944). Netherlands Pustaka and its antecedents. In N. India: A study of plural society. Philips & K. Anwar (Eds.), Cambridge: Cambridge Papers on Indonesian languages University Press. and literatures (pp. 97 – 104). Hart, H. M. J., ed. (1940). Pocket London: SOAS, University of edition of the statistical abstract of London. the Netherlands East Indies. Education Department. (1937). Batavia: Central Bureau of Education Code, Part V: Statistics, Department of Regulations for Malay vernacular Economic Affairs. education in the Straits Hidding, K. A. H. (1938). The Bureau Settlements and Federated Malay of Popular Literature. Bulletin of States, 2 ed. Singapore: the Colonial Institute of Government Printing Office. Amsterdam, 1 (3), 185 – 914. Elcum, J. B. (1910). Annual report on Hunt, R. (1993). The life of William education in the Straits Shellabear. Journal of the Settlements for the year 1909. Malaysian Branch of the Royal Singapore: Government Printing Asiatic Society, 66 (2), 37 – 72. Office. Hunt, R. (1996). William Shellabear: Elcum, J. B. (1968). The system of A biography. Kuala Lumpur: education in the Straits University of Malaya Press.
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Hutasoit, M. (1959). Compulsory Southeast Asian Librarians education in Indonesia. Paris: (CONSAL): Proceedings (pp. Unesco. 610-618). Bangkok: National Isemonger, E. E. et. al. (1894). Report Library of Thailand and Thailand of a committee to enquire into the Library Association. system of vernacular education in Lim, P. P. H. (1992). Singapore, the Colony. Singapore: Malaysia and Brunei newspapers: Government Printing Office. An international union list. Jacobson, R. C. (1889). Straits Revised and enlarged ed. Settlements annual report on Singapore: Institute of Southeast education for the year 1888. Asian Studies. Singapore: Government Printing Linehan, W. 1939. Annual report on Press. education in the Straits Jedamski, D. (1998). The Settlements and Federated Malay establishment of libraries. In J. States for the year 1938. McGlynn (Ed.), Indonesian Singapore: Government Printing heritage: language and literature Office. (pp. 118 – 119). Singapore: Md Sidin Ahmad Ishak. (1992). Archipelago Press. Malay book publishing and Khoo, K. K. (2001). The formation of printing in Malaya and Singapore, the Federated Malay States. In B. 1807 – 1949. Unpublished K. Cheah (Ed.), The encyclopedia doctoral dissertation, University of Malaysia: Early modern history of Stirling, Scotland. (pp. 80 – 81). Singapore: Mills, L. A. (1925). British Malaya, Archipelago Press. Part 1: Penang, 1786 - 1830. Kimman, E. (1981). Indonesian Journal of the Malayan Branch of publishing: Organization in a the Royal Asiatic Society, 3 (2), 18 langganan society. Baarn: – 48. Hollandia. Mills, L. A. (1942). British rule in Lie, T. S. (1968). A bird’s eye view of Eastern Asia: A study of the development of modern Malay contemporary government and literature. Review of Indonesian economic development in Malaya and Malay Affairs, 2 (2), 11 – 27. and Hong Kong. London: Lim, P. H. (2010). The development Humphrey Milford. of Malay boys’ schools and girls’ Naoki, S. (2001). The Malay World in schools and school libraries in the textbooks: The transmission of Federated Malay States and the knowledge in British Malaya. Unfederated Malay States during Southeast Asian Studies, 39 (2), indirect British rule, 1874 – 1941. 188 – 205. Jurnal PPM, 4, 1 -24. Parry, R. E. (1945). Primary Lim, P. H. & Janaki, S. (2015). vernacular education in the Dutch Collecting, organizing and East Indies. Oversea Education, digitalizing to conserve and 16 (3), 103 – 107. preserve the Malay School Series: Phan, H. (2013). International Issues and challenges for collaboration in library sustainable library co-operation. digitalization: Experiences from In CONSAL XVI Committee, the Southeast Asia digital library (Ed.), The 16th Congress of project. Journal of Electronic
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Resources Librarianship, 25 (4), policy in the Netherlands-Indies 316 – 321. 1900 – 1940]. Groningen: J. B. Proudfoot, I. (1985). Pre-war Wolters. periodicals: Notes to Roff’s Vandenbosch, A. (1942). The Dutch bibliography drawn from East Indies: Its Government, government gazettes. Kekal problems and politics. Berkeley: Abadi, 4 (4), 1 – 28. University of California Press. Proudfoot, I. (1993). Early Malay Verhoeven, F. R. J. (1964). The lost printed books: A provisional archives of Dutch Malacca, 1641 account of materials published in – 1824. Journal of the Malaysian the Singapore – Malaysia area up Branch of the Royal Asiatic to 1920, noting holdings in major Society, 37 (2), 11 – 27. public collections. Kuala Lumpur: Vlieland, C. A. (1932). British Academy of Malay Studies and Malaya: A report on the 1931 The Library, University of census Malaya. Wilkinson, R. J. (1900). Annual Schrieke, B. J. O. (1938). The report on education in the Straits educational system in the Settlements for the year 1899. Netherland East Indies. Bulletin of Singapore: Government Printing the Colonial Institute of Office. Amsterdam, 2 (1), 14 – 24. Winstedt, R. O. (1923). Education in Shelley, M. B. (1926). Straits Malaya. Singapore: Fraser & Settlements annual report on Neave. education for the year 1925. Winstedt, R. O. (1931). Straits Singapore: Government Printing Settlements annual report on Press. education for the year 1930. Stevenson, R. (1975). Cultivators and Singapore: Government Printing administrators: British Press. educational policy towards the Wong, F. H. K. & Ee, T. H. (1971). Malays, 1875 – 1906. Kuala Education in Malaysia. Kuala Lumpur: Oxford University Press. Lumpur: Heinemann Educational Subandrio, H. (1949). Indonesian Books (Asia) Ltd. aspirations. In G. B. Jeffrey, et al Wong, F. H. K. & Gwee, Y. H. (1980). (Eds.), The year book of education Official reports on education: (pp. 566 – 574). London: Evans Straits Settlements and the Brothers Limited. Federated Malay States, 1870 – Sulistyo-Basuki, L. (1998). The rise 1939. Singapore: Pan Pacific and fall of libraries in pre-war Books Distributors Pte Ltd. Indonesia. Library History, 14, 55 Yazid Ahmad. (1931). The production – 64. of school books and literature in Teeuw, A. (1972). The impact of Malaya. Oversea Education, 2 (3), Balai Pustaka on modern 133 – 136. Indonesian literature. Bulletin of Zubiadah Isa. (1972). Printing and the School of Oriental and African publishing in Indonesia. Studies, 35 (1), 111 – 127. Unpublished doctoral dissertation, Van Der Wal, S. L. (1963). Het Graduate Library School, Indiana Onderwijsbelleid in Netherlands- University. Indie 1900 – 1940 [Education
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Appendix A List of 24 Malay school books used in Malay vernacular schools in 1894 No. Title ¹ Printer ² 1. Malay Book No. I Unable to locate 2. Malay Book No. II (Pohon Pelajaran) Government Malay Press (1887) 3. Malay Book No. III (Jalan Kepandaian) Government Malay Press (1890) Government Malay Press (1885, 1891, 1892) 4. Malay History (Hikayat Tanah Melayu) 5. Malay Elementary Arithmetic (Ilmu Kira-Kira) Government Malay Press (1898) 6. Malay Geography (Hikayat Dunia) Government Malay Press (1894) 7. Malay Table Book (Hitung Cabut) Government Malay Press (1890, 1893) 8.a. Natural Philosophy (Elmu Bintang, Part I) Government Malay Press (1890) 8.b. Elmu Bintang, Part II Government Malay Press (1891) 9. Sanitary Primer (Urip Waras) Government Malay Press (1891) 10. Agriculture (Ilmu Peladang) Government Malay Press (1892) 11. Physiology (Kejadian Selerah Anggota) Government Malay Press (1891) 12.a. Hikayat Abdullah, Part I Government Malay Press (1888, 1890, 1894, 1897) 12.b. Hikayat Abdullah, Part II Government Malay Press (1889, 1890, 1894, 1898) 13. HIKAYAT JAHEDIN Government Malay Press (1888) 14. Arabian Nights (Alf-laila-wa-laila, in 4 parts) Thomas Trusty (1891-1893) 15. Galila Deminah Government Malay Press (1887, 1897) 16. Hikayat Miskin Thomas Trusty (1886, 1888, 1894) 17. Pelayaran Abdullah Government Malay Press (1891, 1893) 18. Hikayat Bakhtiar Government Malay Press (1889) 19. Pemimpin Johor Mohd Haji Amin (1895) 20. Malay Book No. II, Romanised Kelly & Walsh (1899) 21. Robinson Crusoe Government Malay Press (1893) 22. Howell’s Arithmetic (Ilmu Kira-Kira Howell) Government Malay Press (1892) 23. Key to Howell’s Arithmetic (Jawab Ilmu Kira-Kira) Government Malay Press (1893) 24. Duabelas Cherita, (Romanised) Government Malay Press (1893) Sources: ¹Isemonger, 1894, p. 43; ² Proudfoot, 1993.
Appendix B Recommended books for reference and lending sections of Malay school libraries Reference section Lending section Sejarah Alam Melayu Part I Sang Maharaja Singa Sejarah Alam Melayu Part II Hikayat Taman Ajaib Sejarah Alam Melayu Part III Cherita-cherita Duka Shakespeare Sejarah Alam Melayu Part IV Pelayaran Gulliver Ilmu Bahasa Melayu Part I Sang Lomeri Ilmu Bahasa Melayu Part II Cherita-cherita Sherlock Holmes Kitab Latehan Tuboh Part I Pulau Emas Kitab Latehan Tuboh Part II Cherita-cherita Suka Shakespeare Kitab Ilmu Geometry Permata Kali Ilmu Alam Asia Cherita Chendera Lela Ilmu Alam Jajahan British Cherita Aladin Ilmu Alam Eropah Ilmu Alam America Ilmu Alam Africa Kitab Ilmu Kesihatan Part I Kitab Ilmu Kesihatan Part II Ilmu Bumi Ilmu Pengakap Kitab Kumpulan Nama
Source: Education Department, 1937, pp. 16 – 17.
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CAPACITY BUILDING FOR COMMUNITY-BASED LITERACY MOVEMENT: A CASE STUDY AT THE TBM SUDUT BACA SOREANG
Andri Yanto, Saleha Rodiah, Elnovani Lusiana
Universitas Padjadjaran, Bandung, Indonesia
[email protected]; [email protected]; [email protected]
Abstract
This article discusses the findings of a qualitative research using a case study approach in Taman Bacaan Masyarakat (TBM) Sudut Baca Soreang (SBS.) TBM as part of the literacy movement began to develop into a literacy movement that comes from the movement of communities in a particular location which basically giving access learning resource for the community. The purpose of this study was to determine the form of capacity building developed by SBS. Data consists of interviews, observation and documentation. The main target is the model of capacity building in community-based literacy movements with the aim to provide input for decision-makers in government or as a reference for other communities in building the literacy movement in a community. The results showed that capacity building has the potential to make a positive impact on management and community development. The results also yielded several implications for community-based libraries, including how their services could be improved to have even greater impact on the communities they serve and how the volunteers empower themselves and in turn empower communities
Keywords: capacity building, literacy movement, community-based libraries
Introduction the proliferation of library community began in 2001 with the title taman Children's Reading public (TBM) bacaan (reading gardens). is now growing very rapidly in the One TBM rapidly growing in West community through a variety of Java region is TBM Sudut Baca literacy activities they do. TBM as part Soreang (SBS) is committed to expand of the current literacy movement not access to information and open public only became the domain of the participation in the growth of the Government through the development culture read initiated the Soreang or conducting different types of Reading Movement (Gerakan Soreang libraries. TBM is one part of a larger Membaca!) (GSM!) the form of library community. According to movement of Bandung Regency Håklev (2010) in research argue that Reading movement (Gerakan
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Kabupaten Bandung Membaca) managers to improve performance (Kabaca!) (Cayaraya & Riani, 2012, p. TBM staffs in addition to capacity 1). TBM SBS is one of the building organization (organizational independent community library. SBS management) as well as the also has activities to improve the networking capacity of the TBM. quality of life of the community with a Therefore, through research need to be variety of activities that are carried out examined further on the model of so that it is able to create standalone capacity building at the independent citizens such as the improvement of community library on TBM SBS. the skills of its members so that it can improve the quality of their life Literature Review through their entrepreneurial ability with skills. Capacity development (or capacity Community-based literacy move- building) according to Otoo, ment in the independent community Agapitova, & Behrens (2009) is the library has not fully examined aspects availability of resources and the of human resource development as a efficiency and effectiveness with determinant of the literacy movement which societies deploy those resources TBM as well as increasing the capacity to identify and pursue their of the organization. Also note that the development goals on a sustainable founder of TBM SBS Agus Munawar basis. From the UNDP’s perspective, argues that ''a diverse range of creative it is the ability of individuals and activities, rekreatif, organized a TBM, organizations or units to perform not behind him regardless of the functions effectively, efficient-ly, or willingness of a group of people sustainably. Alternatively, it can refer (volunteers) who are willing to make to the people, institutions, and sacrifices”. (Anggadhitya & Dinar, practices that enable a country to 2014). achieve its development objectives. The success of the literacy Capacity has both human and movement can be seen from the level institutional dimensions with the of volunteer activity in moving following components: literacy on a TBM. Literacy activity on • skilled human resources SBS rely heavily once with the • leadership and vision willingness of volunteers to perform • viable institutions various actions have been scheduled • financial and material on the SBS program with resources and monthly/yearly. The volunteer • effective work practices, movement is spearheading in the including systems, procedures various activities conducted in moving and appropriate incentives. the activities of literacy. (Ogunsola, 2011) The one that became the focus of A library can be the initiator attention of SBS is the existence of capacity building and became the resources both as a Manager and as a implementing capacity building volunteer who became the backbone activities. According Panda, Swain & of the literacy activities organiser at Jena (2009) library as a community the TBM. One of the deciding factors connector is rightly regarded as the in the development of an organization capacity building initiator. Initiation is how awareness, capacity and quality of capacity of any set up can take its
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fuel from library. It can accommodate work and motivation-motivation of the community meetings, discussions, work of the individual in the forums, and events and activities as a Organization; 2. The level of the catalyst for community building. Organization, such as organizational Noah & Brickman (2004) argue structure, procedures and mechanisms that phrase capacity building in library work, the decision-making process in field means any service or activity that the Organization, regulation and strengthens or supports the ability of infrastructure, relationships and libraries to provide high quality, network of organizations; 3. The level accessible, and sustainable services to of the system, such as the framework- their communities. In order to related regulations, policies and basic understand capacity building, it is conditions that support the attainment important to specify what we mean by of certain policies brought. capacity in the context of libraries. However, there are several factors Kalida further explains that the that can affect the success of capacity library manager not only focus to building, as stated management the management of the by Soeprapto (2006) among others: collection of the library, but also on the 1. Collective commitments strengthening of the institutional basis 2. Leadership Conducive and development (capacity building), 3. Regulatory Reform creative sued Manager in creating the 4. Institutional Reform event how the techniques and strategies to increase interest in Methodology present society to the library. (2015, p. 13). One of the main purposes of Research methods used in this TBM's presence is an increase in the research is qualitative case study capacity of a person and the TBM approach. Determinant of a case study becoming a means for someone to is the willingness of researchers to become a lifelong learner. Lifelong specifically disclose problems that are learning is an important component of associated with a single entity, with capacity building and is essential to the specific context of the existence of community development. Library the entity. (Pendit, 2003, p. 252). programs and services help to nurture Entities in this research is TBM Sudut a love of reading and learning and can Baca Soreang (SBS). The case study influence a person's desire for lifelong approach is a suitable strategy when learning. Libraries help people clarify the subject matter of a question of their information needs and develop research with regard to how and why, skills to search for information. when researchers have little chance to Information literacy skills do not come control the events that will be naturally to many people and the investigated and his research focus lies library can play a role in developing on contemporary phenomena (present) capacity. (Asu & Clendening, 2007) in real life (Yin, 2008, p. 1) According to Soeprapto (2003, p. According to a case study of 14), in the development of capacity Cavaya in Pendit (2003) in terms of building there are three levels, among research objectives are intended to other things: 1. The Individual Level, reveal in detail a phenomenon and such as the potential-potential develop a new theory or tend to use individuals, individual skills, grouping qualitative research methods. The
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typology used in "single case" or a Trustees and volunteers based on single case where the only focus to potential and skills they have, besides community-based literacy movement the direction of SBS also mapping the in the TBM SBS (p. 256) various capabilities of the volunteers Sample in qualitative research is to make the grouping work to help the not a named respondent, but as a management of the Organization of resource, or a participant, the the SBS. Increasing the capacity informant, friends and teachers in of each individual that is in the SBS is research (Sugiono, 2009, p. 216). In also based on the results of interviews this study the retrieval of data sources with the founders of SBS and the used purposive, i.e., with a particular volunteers about their motivation to consideration, for example the person join the SBS. deemed most know about the literacy The literacy movement made by movement in SBS. In the process of SBS the majority done by daily as well determining the informant, how the as volunteers that are in the SBS with amount is not determined in advance, a variety of activities that are largely but upon consideration of information. community-based. Form activity The informant is selected by purposive motion driven by SBS literacy based on dependencies with the volunteers as well as the spearhead in literacy movement in the SBS ranging implementing various activities has from pioneer, managers, volunteers been organized every week/month/ and other stakeholders. yearly with one volunteer as To get a credible data validation, responsible activity. Besides SBS also researchers using the technique of conduct coaching to prospective triangulation. Triangulation in testing volunteers who built the potential for the credibility of data interpreted as being a volunteer in SBS. The target checking of data from many different objectives of the literacy movement sources in many different ways and SBS is a youth (including children), different time. According to Lexy A. women and Small Medium Moleong in Metode Penelitian Enterprises (SMEs) as well as existing Kualitatif, triangulation is a technique students around Go starting from checks the validity of the data that different levels of education. utilizes something else outside of that Active in volunteer activities of data for the purposes of checking or SBS many institutional strengthening comparison against that data. programs get (capacity building) (Moleong, 2007, p. 330). Further through a variety of training made by Pickard (2013) stated that SBS, SBS partners as well as from triangulation within a case study can other organizations from both the be achieved by using multiple data private as well as Government. collection techniques or multiple Volunteers are there in SBS, as well as sources of evidence, or very the doubles became Superintendent in commonly both. SBS still felt a bit weighed down big name Agus Munawar as founder of Result SBS currently has done a regeneration in the SBS and the most activity he did Capacity building at the level of not do with SBS. Founder of SBS until individual SBS TBM through now continue to make reinforcement improved capacity of each of the
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to the SBS Manager according to the writing, and in fact the strategic vision and mission of the SBS. decision-making process still heavily SBS also makes improvements to dependent the figure of the founder of the visitor and Manager skills SBS SBS. But the partnership, SBS really through sharing program that has been stood out especially the activities designed before. Based on the results of the network with external parties of the documentation shows the (government, private sector and non- activity that is on SBS like training profit organization) ICT and the provision of computer It is also done as a reinforcement facilities as a medium of learning of the strengthening of financial and makes one of its members became a infrastructure that exist in the SBS young entrepreneur for cutting sticker. through fundrising through grants, It is also recognized by the founders of sponsorships, and other resources on a SBS in the FGD activities, that: voluntary basis to individuals, private ... Members who read the as well as government agenciesand book that utilizes the facilities other community organizations. here his life much better. (AM) Fundrising activities in the activity of (… anggota yang sponsorship for some of the activities membaca buku yang created by SBS. As part of memanfaatkan fasilitas disini strengthening the capacity of financial hidupnya jauh lebih baik karena strengthening, not just solely memang itu hal yang yang utama. voluntary contributions or collection (AM)) in the form of funding, but also Besides strengthening the capacity provide other resources in the form of of institutions through other granting supply knowledge and skills partnerships undertaken by SBS, with as well as advice and other a wide range of activities in order to infrastructure that can support the increase the capabilities of human activities of the existing literacy resources and the management of the movement in SBS. organization. Institutional capacity While at the level of the system, building is widely done through the SBS has been registered as a non- partnerships with colleges such as SBS profit institution under the Soreang through various training activities and Membaca Membangun Foundation. community services conducted the The whole procedure starting from the academic library science student rules and policies related to volunteers and served as Fikom in the TBM in particular as well as the delivering science to transfer the field of libraries in processing of collections that are on General. SBS always tries to follow the SBS; with other community the development of regulations and organizations such as with the Coca policies that existed in Indonesia. Cola Foundation through the program Perpuseru; or with other government Conclusion institutions. At the level of institutions, the The results showed that capacity organizational structure has been building has the potential to make a created by SBS, just that the positive impact on management and procedures and mechanisms that exist community development. The results in the SBS has not been made in also yielded several implications for
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community-based libraries, including Ogunsola, L. A. (2011). Libraries as how their services could be improved tools for capacity building in to have even greater impact on the developing countries. Library communities they serve and how the Philosophy and Practice, , 1-8. volunteers empower themselves and in Retrieved from turn empower communities. http://search.proquest.com/docvie References w/1231279060?accountid=48290 Otoo, S. K. E.; Agapitova, N. & Anggadhitya, R. & Dinar, A. (2014). Behrens, J.. 2009. The capacity Relawan bidik celah: Cerita Seru development results framework : a Sudut Baca Soreang. strategic and results-oriented Soreang: SBS Publishing. approach to learning for capacity Asu, M., & Clendening, L. (2007). It development. World Bank takes a library to raise a Institute. Washington, D.C. : community.Partnership : The World Bank Group. Canadian Journal of Library and http://documents.worldbank.org/c Information Practice and urated/en/482971468188374127/ Research, 2(2), 1-16. The- capacity-development- Retrieved from results-framework-a-strategic- http://search.proquest.com/docvie and-results-oriented- w/235906929?accountid=48290 approach-to-learning-for- Håklev, S. (2010). Factors that capacity-development Contributed to the Community Panda, B. P., Swain, D. K. & Jena, K. Library Movement in Indonesia. L.. (2009). Capacity Building and Libri: International Journal Of Restructuring of Libraries and Libraries & Information Services, Information Centers: a Spotlight., 60(1), 15-26. doi:10.1515/libr. 2009 . In ICSSR National Seminar 2010.002 on Capacity Building for Library Håklev, S. (2010). Community Professionals in Digital Libraries in Indonesia: a Survey of Environment, 20-21 September Government- Supported and 2009. (Unpublished) [Conference Independent Reading Gardens. paper] Library Philosophy and Practice, Pendit, P. L. (2003). Penelitian Ilmu Annual Volume 2010. Sumber: Perpustakaan dan Informasi: Suatu http://unllib.unl.edu/LPP/haklev.p Pengantar Diskusi Epistemologi df (2 Mei 2015) dan Metodologi. Jakarta: JIP-FSUI Kalida, M. (2015). Capacity building Pickard, A. J. (2013). Research perpustakaan, Yogyakarta: Methods in Information. 2nd ed. Aswaja Pressindo. London: Facet. Moleong, L. (2007). Metodologi Riani, D. & Cayaraya, S. (2012). Penelitian Kualitatif. Edisi Revisi. Sudut Baca Soreang: dari Bandung: Remaja Rosdakarya Kabupaten Bandung untuk Noah, C., & Brickman, A. (2004, Indonesia. Soreang: SBS Mar). Capacity building for Publishing. libraries. Public Libraries,43, 102- Soeprapto, H. R. R. (2006). 107. Retrieved from Pengembangan Kapasitas http://search.proquest.com/docvie Pemerintah Daerah Menuju Good w/217459631?accountid=48290 Governance. Jurnal Ilmiah
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Administrasi Publik FIA UNIBRAW, Malang, Volume IV (1), 20. Soeprapto, H. R. R. (2003) Pengembangan Kapasitas Pemerintah Daerah Menuju Good Government. Pidato Pengukuhan Guru Besar dalam Ilmu Administrasi Pembangunan pada Fakultas Ilmu Administrasi Universitas Brawijaya. Sugiono (2009). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta Yin, R. K. (2008). Studi Kasus: Desain dan Metode. Jakarta: Raja Grafindo Persada
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JURNAL ILMU INFORMASI, PERPUSTAKAAN, DAN KEARSIPAN - VOLUME 19, NOMOR 1, APRIL 2017
IJAKARTA: NETWORKING THE POWER USERS AND LIBRARIES
Asyrafinafilah Hasanawi
Undergraduate Student of Regional and Urban Planning, School of Architecture, Planning and Policy Development, Institut Teknologi Bandung, Indonesia
Abstract
Online social networks are powerful web 2.0 applications those having high reach and collaborative content creation potentials. New generation libraries are experimenting with them to reach out their users where they are and to increase own visibility under the realm of Library 2.0. “iJakarta” is one such social networking platform where everyone can create his/her social network. Many people use iJakarta application as their members’ live and interactive online meeting places. The iJakarta combines components of a website, a virtual library, note, chat and social networking all in one easy to set up domain. The network creators of the iJakarta are given with some but essential authorities to control the content and data flow. They can manage the members, change the appearance, decide which e-book post, image, multimedia to be published, etc. Libraries can harness the power of iJakarta as the means to publicize, promote, interact, evaluate, share, collaborate, giving personal space and grow with the expanding online user bases. The paper tries to find out the pertinence of online social networks as effective library tools, taking a iJakarta as an example.
Keywords: iJakarta, Social Networking, Library 2.0, Virtual Library, Participatory Planning
Introduction or communicate also share information through social media. Preliminary From ancient times until now very Currently, the growth of digital has much change. Whether those changes changed the way a person in life. The happen sooner or later, no such thing as development of highly sophisticated change. So is the man who created the technology has made big changes for appearance, character, personality, and the entire life of the world. Advances in customs are different, it would have to information technology are all-digital change. In human evolution a lot of brings people into the business world changes that can be seen within a few revolutionary, why? Because of the hundred years. Both the brain perceived easier, cheaper, practical, development, changes in height, as well dynamic communication and as changes in the culture of reading. information. Digital information is now Beginning with a reading above the widely used as to provide useful content rock media around 2400-2200 BC
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called hieroglyphics to technological Scope of Research change on the media read the paper Digital growth very quickly makes around 500 AD called manuscripts, to Jakarta as the capital city at the same changes in technology can now read time most connected in the world. through the e-book. Of eBook According to Social Bakers source 2013 technology is then developed blend Forbes (Digital in Numbers Indonesia between reading and socializing with Compilation Presentation), Jakarta application-based social media iJakarta. ranked second in the world for The growth of digital users cannot Facebook users of 7.4 million users. be separated from the role of the Meanwhile, Facebook users is highest younger generation. According to the Bangkok by 8.7 million users. For the survey Brenner, 2013; Brenner & highest twitter users are Jakarta, tweet Smith, 2013; The Pew Internet Project world at 2.4%, followed by Tokyo by found Internet users, social media and 2.3%, 2.0% and London. Digital growth mobile technology is the largest youth that create opportunities to utilize the generation. Age 18-29 years about 98% internet and social media users is very of internet users and 89% of social high and is followed by the media users. Meanwhile, for access via development of mobile technology or mobile around 69%. application. The scope of research is Growth Net Generation or iJakarta as an application. commonly called the Gen Y are very Figure 1. The slide bars of iJakarta rapidly lead to the development of a application digital library in the era of information revolution now it has become a necessity. Rahma Sugiharti (2010) defines, Net Generation as a group of teenagers who grew up in the middle of the sophistication of technology and internet developments. They are creating a new social space, one can Source: interact with others without being http://cdn.smartcity.jakarta.go.id/images/blog/ limited space and time. Not only limited to that, the Net Generation is also form Objective and Benefits a community in cyberspace is The purpose and benefits of this commonly called the online fandom. research is to identify Jakarta as a new The growth of digital users in generation of libraries to do Networking Indonesia was increased from year to the Power Users and Libraries. The year. According to sources e-Marketer applications of web 2.0 tools in libraries 2013 for Internet users in Indonesia in are turning innovative day by day and 2014 around 83.8 million, whereas in social networks are no exceptions. The 2015 increased to 93.4 million. For the feasible and custom made features largest age demographic of internet provided by a iJakarta serve the needs users according to sources APJII, of a library in the creation of its own Profile Internet Indonesia, in December online communities. These networks 2012 at the age of 18-24 are 43% and depict the basic characters of a library most users are male 51.5%; while 2.0 component such as user generated women amounted to 48.5%. content, socializing, sharing, collabo-
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ration and live interaction. Primarily Methodology iJakarta can be used as: i) a tool to network library with The methodology in this research is the users: library administered descriptive analysis of both quantitative online user communities. and qualitative towards iJakarta ii) a library promotional and application services to users, libraries, publicity medium: the virtual publishers, schools, and institutions bulletin board of the library. which is collaborate with the founder of iii) an e-mail communication: iJakarta application. The research used information can be passed to the variety of supporting information based users quickly through their on the methods of literary study were messegge or ids. obtained through various sources, such iv) a library evaluation tool: the as a book supporting the iJakarta, online discussion on the iJakarta can be journals that explore the topic of the used to collect user feedback on utilization of iJakarta and several library resources and services. websites that provide information on v) an online personal space for the the use of iJakarta. Based on library users: the user designed information from various sources made profile page act as personal parsed discussion of the evaluation of spaces where they can express the application of iJakarta and then will themselves through text, images be made conclusions and suggestions multimedia and invite other for future development. members of the community. vi) a collaborative sharing and Theoretical Basis learning platform: the internal groups created on the network The Definition of Digital Library around topics or issues facilitate Presidential Decree No. 11/ 2016 sharing and forging of ideas and reveals that the digital library is one of assist collaborative learning the means of preservation of library practices. materials as a result of culture and has vii) an user generated knowledge function as a source of information on base system: the content created science, technology and culture in the and transmitted by the network context of the intellectual life of the members enriches the total nation and improve the implementation knowledge base of the library. of national development. From the definition, we can conclude that the Figure 2. Interaction among members on Library Digital is an organization in iJakarta charge of gathering information for library’s users. Organization is a group of people who is responsible for organizing and controlling the library. (Rohanda, 2000). Herlandi (Herlandi, 2009) revealed that Digital is depiction of a state number consisting of the digits 0 and 1 or off and on. All computer systems use Source: https://id.techinasia.com/aplikasi- perpustakaan-digital-ijakarta-milik-pemda-dki digital system as its database. According to the Digital Library
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Federation, the digital library is a The Process of Digital Library library that has the books collection is Digitizing process there are three mostly in the form of digital format and main stages in the Digital Library by can be accessed by computer. Digital (Suryandari, 2007) as follows: Library is very different from other • Scanning types of libraries. All contents in Digital The process of changing the Libraries saved in a server computer document in the form of print that can be placed in local and distant media in the form of digital files location, but can be accessed quickly • Editing and easily via computer networks The process in the manage digital (Susan, 2004). files on a computer in a way given a password, watermark, footnotes, The Importance of Digital Library tables of contents, hyperlinks, and The increasing number of so on. Policies on matters opportunities for the development of whatever, that need to be edited information technology along with the and protected within the file library being cheap and easy to adapted to the policies established implement. In the face of demands of in the library. Optical Character people to get more future information Recognition process is categorized become a necessity in the information into the editing process; Optical technology applied in Indonesia. character recognition is the process Library is an institution of of converting an image into text. educational, informative, preservative Example: scan the abstract page and recreation for the masses, and in thesis, the pdf file will be generated order to educate the community, the in the form of images, which need for developed Digital Library, means that file cannot be processed assisted by the information technology with a word processing program. of the present and the future of the • Uploading coming information from all of the The process of entering documents connections that can be accessed by into the Digital Library. Files that various parties in need and where else. input including title page until With digitalism facilitation of library, attachments that have been the collections that exist can be read by changed through the editing a wider community in Indonesia, and in process. the international (Billy, 2009). Discussion Figure 3. Application of iJakarta
Implementation of iJakarta as an Application The amount of internet users in Indonesia, especially in Jakarta should be viewed as a potential that can be
utilized optimally to form a cyber- society in an effort to increase public Source: https://ijakarta.id/ interest in reading. Accordingly, in early 2015, BPAD Jakarta, at the initiative of Governor of DKI Jakarta,
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build a social media-based digital • Figures, expected to community library that is named "iJakarta". leaders who want to donate books iJakarta, is the application of digital reading material for this to be lent library with collection of thousands of to others through iJakarta, and digital books, equipped with medium to others. read digital books (e-book-reader) and Features of iJakarta social media features to socialize fellow The main feature is a collection readers, can be accessed through iJakarta, ePustaka Feeds, Shelf, and various types of hardware (multi Notification, as well as features and device) and software (multi-platform), other support services to run iJakarta such as android iOS, and Windows, and comfortable. either online (online) or offline. It is a collection of pages that An application that is built must contain a collection of eBooks that is a have a strong concept in order to collection of all ePustaka in iJakarta, provide benefits to the user, not the through the collection of user can view exception iJakarta, a combination of detailed metadata contains various several platforms and features in a information about the book, ranging single application be authorized from the synopsis, author, publisher, iJakarta as a media to increase interest number of collections, the number of in reading and writing at the same users that have been borrowed. Users sociable fellow users to form also can borrow books through the communities’ bibliophile strong, media that have been provided when Finally, it can affect the generation of clicking the "Borrow the book", it will digital users to read and write a book. be redirected ePustaka that has the book iJakarta developed with the concept collection. of digital libraries open "Open Digital ePustaka is a collection of digital Library", meaning that all parties can libraries in iJakarta, developed with the have a digital library called "ePustaka" concept is open to anyone who wishes in iJakarta, all have content that can be owned digital books donated its IPR for published and lent by the ePustaka publication and lent to users free of members, of course, with terms and charge, to become a member first. The conditions that apply. Therefore, in application comes with a dashboard that iJakarta ePustaka divided according to digital book readers (eBooks) are able their respective categories, such as to interact between users such as ePustaka: chatting, following-follower, • Embassies, expected embassies of recommendations and others. eBooks friendly countries in Jakarta will that can be borrowed through iJakarta utilize iJakarta to spread the good with a lifetime membership that can be books of the country. set, the number of books borrowed can • Office, SKPD, and UKPD be restricted, and the term of borrowing expected that all agencies in books can also be determined. If the Jakarta neighborhood has its own loan period runs out, the book will library. return to ePustaka, cannot be read • Elementary school, junior high, unless the borrowing back (auto return). high school, colleges want to take Home Feeds main page that lists all advantage iJakarta to make the activities connected iJakarta ePustaka. members for friendship when reading the same book. Through Feed and
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Notifications, inter-user information by Google Form and filled by the can be easily sent and read, including sample of users of iJakarta or have been information disseminated relates used iJakarta application before survey. Jakarta government regulatory The analysis carried out. The main program, and calls. Because iJakarta findings are given below. created as a means of communication and information through books and 1. From where the user got social media. information about iJakarta? Features social media is a must for Table 1. Primary information source on any digital ecosystem in order to iJakarta establish and bring the user community Main Source Percentage Friends 18.60% via the chats, following / follower, book Teachers 16.30% recommendations, share, review, and Internet 53.50% comment. Craze digital users with Library 23.30% social media features make iJakarta Newsletter 9.30% more attractive because it can be read Total 100.00% without having to lose the opportunity Source: Result of analysis of online to socialize with friends or friends. questionnaire (Google Form), 2016 iJakarta expected to attract the younger The major source of information generation of digital users to read books about the network was internet. through the application iJakarta. 2. Frequency of visit Admin report is a special page Table 2. Frequency of visit which can be accessed by the manager Frequency Percentage ePustaka in iJakarta to view the data Daily 27.90% Once in two days 14.00% relating to ePustaka they have. The data Once in four days 16.30% can be viewed includes statistics Once in a week 34.90% borrowing books (books available, Once in a month 7.00% borrowed, and percentage), statistics for Total 100.00% daily / weekly / monthly, admin panel Source: Result of analysis of online (registration of members, a list of new questionnaire (Google Form), 2016 books, adding categories, settings, and The most frequency of visit was once inbox). in a week. In iJakarta, individuals, institutions/ 3. What the users normally do when agencies, communities, social groups, using the application? not only can act as the user of Table 3. User behavior applicatin, but it can also be a filler/ User behavior Percentage content provider via self-published. Read e-book (from e-Pustaka) 67.40% Through the concept of the Visit other member’s or 34.90% development of this kind is expected to publisher profile page feature a digital library iJakarta future Communicate with other 25.60% will be growing rapidly, both in terms members (message, comments, of its content and the share, etc.) Visit publisher (ePustaka) and 30.20% interact with members Evaluation of iJakarta Make books donation 20.90% An online user survey was Just surf 27.90% conducted to measure the effeciveness Total 100.00% of iJakarta as an application of digital Source: Result of analysis of online library service. Questionnaire was made questionnaire (Google Form), 2016
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The table shows the high participation 8. Rating iJakarta as a services and levels of users in discussion and the application to network the users with eagerness to interact with other library members on network. Table 7. Rating iJakarta 4. User perspectives about the network User behavior Percentage Do the users feel that through iJakarta Excellent 47.30% they become more connected to books, Very good 36.60% reading, libraries, and good publishers? Good 14.60% (See table 3) Satisfactory/ needs 2.40% More than 67% of the sample of users improvement think that the application serves the Total 100.00% purpose of connecting the users with the Source: Result of analysis of online library. questionnaire (Google Form), 2016 5. iJakarta and reading and writing The analysis of data clearly showed the habit effectiveness of iJakarta as a digital Do the users think that the application libraries services to cater the helps them to develop reading habit, expectations of net generation users interst towards books, libraries, and (digital natives). good publishers? Table 4. Promoting reading and writing Limitation of the Study habit The number of existing library users The Answer Percentage joined the iJakarta is less when compared to Yes 92.70% the actual physical users of the library. The No 7.30% internet accessibility of the user population Total 100.00% remains a problem. Source: Result of analysis of online questionnaire (Google Form), 2016 Conclusion
6. ‘Feed’ alert service Table 5. Feed alerts iJakarta can be explored and added The Answer Percentage as digital libraries service tool to reach Helpful 92.50% out the new generation users and the Not so helpful 7.50% internet/ social media users. This Total 100.00% application can work as an user shared Source: Result of analysis of online collaborative web 2.0 environment questionnaire (Google Form), 2016 where library holds the control key and 7. Recommending/ inviting others to as public participatory planning to make join iJakarta larger size of library environment. Table 6. Recommending iJakarta iJakarta can be used in libraries as a User behavior Percentage Recommends 67.40% publicity and communication medium, No 2.30% a platform for networking, sharing and Sometimes 30.20% collaboration, an online personal space Total 100.00% for users, a library evaluation tool and Source: Result of analysis of online an user generated and active knowledge questionnaire (Google Form), 2016 base. The power of networking of The data shows the worthiness of the iJakarta users ie., users and library application as a libary tool which strengthens each other and creates new publicizes the resources and services of avenues for a more open, user friendly, the library and promotes book, reading, social and dynamic interface where the writing, and good publishers. A large wisdom of the users meet and enrich the number of sample of users iJakarta like to recommend the application to others. existing knowledge system of the
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library. The study conducted with https://id.techinasia.com/aplikasi- iJakarta gives ample evidences in this perpustakaan-digital-ijakarta-milik- direction and presents numerous pemda-dki possibilities before libraries. McCray, A.T. & Gallagher, M. E., Principles For Digital Library References Development Communication of the CM, Journal. Vol.44. No. 5, Buchanan, George, et al. (2008). Digital 2002. Libraries: Universal dan Ubiquitos Social Baker 2013, Forbes (Digital In Access to Information. Germany: Numbers Indonesia Compilation Springer-Verlag Berlin Heidenberg. Presentation). We Are Social SG Carpenter, L.; Shaw, S.; Prescott, A. & JAN 2014, Social, Digital, & Lang, B., Developing the Digital Mobile Worldwide. Library, Towards the Digital www.emarketer.com Library. The British Library, London, 1998. Eriksson, H-E. & Penker M., Business Modelling with UML. John Willey & Sons Inc, New York, 2000.
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Pedoman Penulisan Artikel Jurnal Ilmu Informasi, Perpustakaan, dan Kearsipan
Berikut merupakan kelengakan untuk format penulisan Jurnal llmu lnformasi, Perpustakaan, dan Kearsipan yang terstruktur mulai dari awal, berupa judul artikel hingga cara penulisan daftar acuan di akhir tulisan.
1. Format tulisan dalam Microsoft Word Times New Roman.
2. JUDUL ARTIKEL ( all caps, 14 point, bold, centered ) (kosong satu spasi tunggal) Nama Penulis, gelar (12pt) (kosong satu spasi tunggal) Nama Program Studi, Fakultas, Nama Universitas, Alamat Kota, Kode pos atau (10pt) Nama Lembaga, Alamat Kota, Kode Pos (10pt) (kosong satu spasi tunggal) E-mail: [email protected] (10pt, italic) (kosong dua spasi tunggal)
3. Abstrak (12pt, bold) (kosong satu spasi tunggal) Abstrak harus dibuat dalam bahasa Indonesia dan dalam bahasa Inggris. Abstrak Bahasa Indonesia ditulis terlebih dahulu lalu diikuti abstrak dalam bahasa lnggris. Jenis huruf yang digunakan Times New Roman, ukuran 10 pt, spasi tunggal. Abstrak sebaiknya meringkas isi yang mencakup tujuan penelitian, metode penel itian, serta hasil analisis yang disampaikan tidak lebih dari 250 kata.
(kosong satu spasi tunggal) 4. Kata Kunci : Maksimum 5 kata kunci ditulis dalam Bahasa Indonesia dan Bahasa Jnggris . (10 pt italic) (kosong dua spasi tunggal)
Abstract {12 pt, bold) Key words: (10 pt italic) (kosong tiga spasi tunggal)
5. Bentuk Naskah -Judul -Nama Penulis Pedoman Penulisan Jurnal -Disertai afiliasi (alamat institusi, bila sudah bekerja di institusi atau organisasi/misalnya bisa ditulis pemerhati ilmu perpustakaan dan informasi dst . .. Iihat contoh) -alamat email - Abstrak (bahasa Tnggris dan bahasa Indonesia) dan kata kunci -Pendahuluan (12 pt, bold) (satu spasi tunggal kosong) yang mencakup latar belakang, permasalahan, tujuan penelitian, tinjauan literatur dan studi sebelumnya, -Metode Penelitian (satu spasi tunggal kosong) rnencakup partisipan penelitian, metode pengumpulan data, dan proses pengumpulan data -Analisis dan Interpretasi Data (satu spasi tunggal kosong) -Kesimpulan (satu spasi tunggal kosong) -Daftar Acuan (mengikuti format APA (American Psychological Association) (satu spasi tunggal kosong) -Lampiran (satu spasi tunggal kosong) 6. Jumlah halaman 10 -15, termasuk abstrak dan daftar acuan dan lampiran 7. Format tulisan dalam Microsoft Word (*.doc) dengan format dua (2) kolom 8. Naskah yang sudah masuk akan diseleksi untuk diterbitkan di jurnal DIPI (penerbitan di jurnal DIPI dipilih berdasarkan kesesuaian topik yang akan diterbikan) oleh Dewan Redaksi dan bila diperlukan akan dilakukan penyempurnaan tanpa mengubah isi naskah 9. Batas akhir pengiriman naskah paling lambat untuk semester ganap adalah 2 minggu setelah sidang. 10. Artikel dikirim ke www.jipi-ui.web.id dengan aplikasi Jurnal Online. 11. Biografi singkat penulis dalam file yang berbeda
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