SILK 2016

SYMPOSIUM OF INTERNATIONAL LANGUAGES & KNOWLEDGE 2016

“UNITY THROUGH DIVERSITY”

LANGUAGE, COMMUNICATION AND INNOVATION IN MULTICULTURAL CONTEXTS

June 10–12, 2016

Rajamangala UniversityOrganizer: of Technology Srivijaya

WalailakCo-organizers: University Universiti Malaysia Perlis

PROCEEDINGS SYMPOSIUM OF INTERNATIONAL LANGUAGES & KNOWLEDGE (SILK) 2016

Organized by Rajamangala University of Technology Srivijaya (RMUTSV), Co–organized by Universiti Malaysia Perlis (UniMAP), and Walailak University (WU). Editor: Asst. Prof. Dr. Kantarin Rugsakorn

Editorial Board: Prof. Dr. Harshita Aini Haroon, Universiti Malaysia Perlis Assoc. Prof. Tassanee Kirisri, Rajamangala University of Technology Srivijaya Asst. Prof. Dr. Anchalee Chayanuvat, Walailak University Asst. Prof. Kantarin Rugsakorn , Rajamangala University of Technology Srivijaya Dr. Wararat Whanchit, Walailak University

Production Team: Anggi Oktaviani Juthatip Lim Suchada Boontho Yurieke Nadiya Vunnice Isgayadilla Pattraporn Siriwong

Cover designer: Chanatip Leenin Published by Rajamangala University of Technology Srivijaya Printed at Numpol 2508 Publisher, Had Yai, Songkhla, Thailand © Copyright 2016, Rajamangala University of Technology Srivijaya, All right reserved Contact: Rajamangala University of Technology Srivijaya 1 rachdamnern-nog Rd. Muang, Songkhla, Thailand 90000 Tel +6674 312 142 , Fax. + 6674 317 142

REVIEWERS Internal Reviewers Prof. Harshita Aini Haroon, Ph.D. Universiti Malaysia Perlis Assoc. Prof. Tassanee Kirisri Rajamangala University of Technology Srivijaya Asst. Prof. Anchalee Chayanuvat, Ed.D. Walailak University Asst. Prof. Kantarin Rugsakorn , Ed.D. Rajamangala University of Technology Srivijaya Leelawan Surachit Rajamangala University of Technology Srivijaya Martin Jones Rajamangala University of Technology Srivijaya Metas Panich Rajamangala University of Technology Srivijaya Michelle Juaban Rajamangala University of Technology Srivijaya Neil Cuthbertson Rajamangala University of Technology Srivijaya Ryan Dominguez Rajamangala University of Technology Srivijaya Shafiq Hizwari Md Hasim Universiti Malaysia Perlis Shamini Abdullah Universiti Malaysia Perlis Wararat Whanchit, Ph.D. Walailak University

External Reviewers Asst. Prof. Montha Jatupot, Ph.D. Prince of Songkhla University Asst. Prof. Saiwaroon Chumpavan, Ph.D. Srinakharinwirot University Major Rashane Meesri, Ph.D. Chulalongkorn University Jenny Barnett, Ph.D. University of South Australia John Walsh, Ph.D. University of Adelaide Leechai Panyawong-ngam, Ph.D. Rajamangala University of Technology Krungthep Ngoc Ba Doan, Ed.D. University of South Australia Rinjani Bonavidi, Ed.D. Universitas Muhammadiyah Malang Toan Pham, Ph.D. University of South Australia

PREFACE On behalf of Rajamangala University of Technology Srivijaya (RMUTSV), it gives us the greatest privilege to be the host of the 3rd Symposium of International Languages and Knowledge 2016 (SILK 2016) at RMUTSV, Songkhla, Thailand.

The main purpose of SILK 2016 is to be a platform that brings together academics, researchers, professionals and students, whose interests are in languages, education pedagogy and creativity. It also promotes the value of knowledge sharing and networking among presenters and participants. In addition, the meeting among us in this symposium is expected to pave the way to academic cooperation and collaboration, particularly within the three university parties and among the ASEAN countries.

With the fundamental concept in constructing unity through diversity among the people from various nations, SILK 2016 has maintained the theme of “Unity through Diversity: Language, Communication and Innovation in Multicultural Contexts”. SILK 2016 will be a great opportunity and a platform for researchers, academia, language teachers and students to share experience and knowledge on the nature and nurture of English, Malay, Chinese, and ASEAN languages teaching and learning. Hence, the academic papers presented in SILK 2016 unsurprisingly highlight academic outlines on different language education in multicultural contexts. I do hope that SILK 2016 hosted by Rajamangala University of Technology Srivijaya will attain its goals in bringing unity though our sharing and coming together and be beneficial to the involved participants.

Once again, I would like to specially to thank all participants for their contributions to the symposium proceedings. Many thanks go as well to the SILK 2016 working team from Rajamangala University of Technology Srivijaya. Finally, I would like to gratefully acknowledge the support from Walailak University and Universiti Malaysia Perlis.

Asst. Prof. Ruja Tipwaree

President Rajamangala University of Technology Srivijaya

TABLE OF CONTENTS

Contents Page REVIEWERS I PREFACE ii Teaching Question Words for Adult Leaners by Using the Pictures of Giant

Buildings as a Teaching Media ALI AMRAN……………………………………………………………….. 1 The Use of English and Indonesian in the English Classroom AMANDA PRADHANI YANWAR, ROSNASARI PULUNGAN, and 9 ALAMSYAH HARAHAP………………………………………………….. An Investigation into the Value of Dictation in an English Language Class ANCHALEE CHAYANUVAT…………………………………………….. 15 Incorporating Role Play Activity into A University Speaking Classroom ANGGI OKTAVIANI……………………………………………………… 19 English Language Achievement and Motivation in Language Learning: A Study of

Accouting Major Students at Rattaphum College AREE TEHLAH……………………………………………………………. 23 Indonesian Language Policy: A Review BAMBANG SUWARNO…………………………………………………... 27 Raising Gender Awareness in the Classroom: Teachers Need to Write Stories, Too BAMBANG SUWARNO…………………………………………………... 33 Analyzing The Taming of The Shrew from the textual perspective BI BO……………………………………………………………………….. 39 A Brief Analysis of the Lack of Social Appellation CHEN XIN………………………………………………………………….. 42 Prospects of E-learning Strategies for EFL Teaching and Learning in Malaysia DIPIMA BURAGOHAIN…………………………………………………... 44 Teaching “Academic Integrity” in the Asian University Classroom: On the

Significance of Context(s) and Relationships EDWIN ZEHNER…………………………………………………………... 48 Cartoons as ESL Acquisition Tools for Children FAHAROL ZUBIR, SRI KANDY PUTRI NARU ABDUL HAMID 59 NARU, and NORLIZAWATI GHAZALI………………………………….. Exploring occurrences of ‘one meaning multiple forms’ in translated technical terms HARSHITA AINI HAROON, NOR SUHAILA CHE PA, JUNAINI 63 KASDAN, and ZUHAIRAH IDRUS……………………………………….

Contents Page Using Painting Activities to Promote Speaking Skills INA SURYANI, YUZIANA YASIN, BADRUL HISHAM AHMAD, and 68 ANISAH KASIM…………………………………………………………… Motivation for Reading: What Can Motivate Students to Read? JIRAPORN PARANUWAT………………………………………………... 72 SURE! Pragmatics Can Be Taught in EFL Classroom JIRAYU SONGKHRO……………………………………………………... 76 Romanticizing India: Exploring Colonial Romanticization of the East in Sydney

Owenson’s The Missionary: An Indian Tale KAMKAEO MANEEROT…………………………………………………. 80 Vowel Trancriptions of Thai and English—Some Preliminaries KAMONNATE IADKERT………………………………………………… 87 “It’s kindda thing you should know”: A Corpus-based Approach to Vague

Expressions KAMONTIP KLAIBANMAI………………………………………………. 91 Analysing Interlanguage Errors in L2 Writing: A Case Study of a Thai Learner of

English KANYANAT SAKKANAYOK……………………………………………. 97 Using Mind Maps to Promote Student Vocabulary Learning KITTIYA PHISUTTHANGKOON………………………………………… 102 Problems in English Grammar Usage of Fourth Year English for International Communication Students Rajamangala University of Technology Srivijaya Nakhon Si Thammarat Campus KOMSIT SITIPRAGAN and PATCHAYAPA THONGSAI……………… 107 A Usage of Apology Expression among the Younger Japanese-Natives KU MOHD NABIL BIN KU ISMAIL……………………………………... 111 A study of Chinese Internet Buzzwords in Mainland China from 2007 to 2015 LEELAWON SURACHIT…………………………………………………. 117 Differences in Approaches to Learning: Does Discipline Matter? LIEW KHE LI, KHOR CHING PEY, MASTURAH SABRI, and WANG 125 JING………………………………………………………………………… Promoting Peer-Feedback through Peer Wise: Looking through students’ point of view MASTURAH SABRI, AFIFAH HANANI YUSUF, NAZIFAH 131 HAMIDUN, LIEW KHE LI, and ZALIZA ZUBIR………………………... Analysis of the Current Situation through Chinese Boom and Chinese Promotion with 3TEC in Thailand METAS PANICH…………………………………………………………... 136

Contents Page Influence of Thai Language towards Malay Language (The Perlis Dialect) MOHD SYAMRIL AKLMAR CHEK KASSIM, FAHAROL ZUBIR, and 142 ABDUL RAZAK PANAEMALAE………………………………………… Kajian Sikap Dan Persepsi Pelajar Antarabangsa Terhadap Pembelajaran Bahasa

Melayu MOHD SYAMRIL AKLMAR CHEK KASSIM, FATEN KHALIDA 145 KHALID, and AFIFAH HANANI YUSUF………………………………... Cultural Expression in Communication through Vocative Words of Students at

Dong Thap University NGUYEN VAN XU and PHAM TRONG NHAN…………………………. 148 Analysis on the Pronunciation Constraint in Malay Language among Dyslexic

Children from the View of Phonological Word NORIHA BASIR…………………………………………………………… 155 The Attitude toward “In Country Study” Program in China PAIRIN SRISINTHON……………………………………………………... 161 The Effects of Three Projects on EFL Learners’ Pronunciation Skills PATCHAREE IMSRI………………………………………………………. 166 Patterns of Promoting the English Communicative Competency for the Lower

Secondary Students at the Four Southern Border District Areas, Songkhla PATCHARIN KANGKHA and TENGKU SEPORA TENGKU MAHDI… 173 How Students Express Their Presentation Skill in WU English Presentation Skill

Lab PHITSINEE KOAD………………………………………………………… 177 The Ghosts of Small Things: The Haunting of Traumatic Memory in Arundhati

Roy’s The God of Small Things PUM CHANPOM…………………………………………………………... 181 Vocabulary Learning Strategies and Mobile Application Use among Malaysian

Engineering Students RONGDARA ROCHANAHASADIN……………………………………... 186 A Study of Using Self-access Language Learning Center to Support Language

Learning of Students of Rajamanagala University of Technology Srivijaya SASITORN SUWANPATTAMA, BUCHA NEBBUA, and THITINART 191 KHAMYOD……………………………………………………………….... A Study of Journal Writing in a Malaysian Pre-University EFL Context SHAFIQ HIZWARI MD HASHIM, JASIN ABD HALIM, SRI KANDY 196 PUTRI NARU ABDUL HAMID NARU, and FAHAROL ZUBIR……….. Perceptions of Young Adult Learners towards the Inclusion of a Literature Component in English Language Courses for Tertiary Level Engineering Students in Malaysia SRI KANDY PUTRI NARU and SHAFIQ HIZWARI MD HASHIM……. 200 An Evaluation of Coursebook and Teachers’ and Students’ Opinions on the

Coursebook Used in English 1 Course SUCHADA BUNTHO……………………………………………………… 206 SUCHADA BUNTHO……………………………………………………… 206 Contents Page A Comparison of Simile Translation in ‘The Hobbit’: English and Thai Versions SUPAN THONGSIRI, SASICHA SIRIRAKSA, SIWAPAT 210 SONGSURIYA, and TIDARAT KETNU………………………………….. Drills: Do they benefit tourism students? SUPAWAN TANTASUTTIKUL…………………………………………... 214 A Descriptive Analysis of English Stress Pattern of Words by the Students of the

English Education Study Program, the University of Bengkulu, Indonesia SYAFRIZAL SABARUDDIN and ILDI KURNIAWAN………………….. 217 Effects of EFL Reading Instruction Based on Cultural Knowledge for the 1st year

Industrial Students TAKSURIYA MADSA…………………………………………………….. 222 Investigating Preferred English Language Teacher Characteristics of Malaysians TANA JACLYN LITOWSKI and HARSHITA AINI HAROON…………. 226 Translating Address Terms in Dorkmai Sot’s Phoo Dee THASSANEE THASRABIAB……………………………………………... 231 A Study on the English Proficiency of Senior High School Students in the Lower

Southern Thailand through the CEFR Assessment Test THITIPHONG KETAMON………………………………………………... 238 Assessing Undergraduate Research Paper Writing VIKROM CHANTARANGKUL and JIRAPORN LIAMNIMITR………... 245 The Effects of Using Role-Playing in Hotel Industry Student – Learning Strategy:

A Case Study of Rajamangala University of Technology Srivijaya, Thailand VIMPATTRA MENGCHAUY, and TANAKRIT SUWAN………………. 252 Fostering active learners through real-world tasks: A case study with junior undergraduates learning cultural issues WARARAT WHANCHIT………………………………………………….. 257 Adopting Project-based Language Learning (PBLL) to Teach Undergraduate

Research Course: Does It Work? WITCHULADA CHAITHANEE, MONTIRA KIATTITAWORANUN, 262 and SAWETTACHAT NAKACHAT……………………………………… Integrating Project-Based Learning (PBL) in Teaching Speaking Skills for Foreign

Language Learners into a University Classroom YURIEKE NADIYA RAHMAT…………………………………………… 266 PenggunaanBahasaWhatsappDalamKalanganPelajarUnimap:

SatuAnalisaLinguistik ZALIZA ZUBIR, NAZIFAH HAMIDUN, MASTURAH SABRI, and 270 MOHAMAD ZAKI ABDUL HALIM………………………………………

Indonesian Language Policy: A Review

Bambang Suwarno The Language and Arts Department, Universitas Bengkulu Bengkulu, Indonesia [email protected]

Abstract—Indonesia has been regarded as successful in The Indonesian Founding Fathers elevated the pledge into developing an indigenous official and national language, the a national policy and planning, in which the objective is the Indonesian language. However new challenges arise, namely, promotion of as the state and national language in all domains the need to master English in the age of globalization and the (Halim, 1976). In this context, the 1945 Constitution need to conserve heritage languages. In these matters, the stipulates the following instruction. Indonesian language policy may be less successful, as the mastery of English remains low and the number of heritage Article 36 language speakers is generally decreasing. Therefore, a new Bahasa Negara ialah Bahasa Indonesia [The state perspective may be required in order that the Indonesian people could adequately cultivate English and conserve their language is the Indonesian language]. heritage languages. This would require the understanding of Since then, a concerted effort has been undertaken, from three aspects. The first aspect involves the significance of the central government to regional governments, to establish multilingualism and language ecology. The second aspect deals the Indonesian language as the sole language in public affairs, with the domains of language behavior. The third aspect from administration and education to mass media (Musgrave, concerns some possible areas for the development of heritage 2010). languages and English in the Indonesian language policy, in order to fulfill the stipulation of the Constitution. The The undertaking has been a success story (Lauder, 2008; conclusion is that, in order to stem the deterioration of heritage Paauw, 2009). After six decades of independence the use of languages and to cultivate fluency in English, the Indonesian the Indonesian language is well-established and the language policy might need a comprehensive review. It is Indonesian language has often been cited as an example of recommended that a critical review is performed on existing success in language planning (Moeliono, 1986). The rise of regulations, pertaining to language matters, at the national as Indonesian language, from a small regional language to a well as regional levels. modernized language that is widely spoken in Indonesia, has also been hailed as a great political and linguistic triumph Keywords- Indonesian language (Kaplan and Baldauf, 2003). I. INTRODUCTION However, against the backdrop of this situation, there is a Indonesia is a multilingual country. With more than seven somber note in that while the promotion of the national and hundred heritage languages spoken by the indigenous official language has been a great success, there is evidence population (Ethnologue, 2016), there is a need for developing that the heritage languages are deteriorating and that the a lingua franca for the whole country. In this respect, development of English language has not been satisfactory. Indonesia belongs to few countries that manage to select In this respect, it is necessary to examine the language indigenous languages for their national and official situation in Indonesia. languages. The country managed to develop the indigenous Since then, a concerted effort has been undertaken, from Malay language into Bahasa Indonesia (the Indonesian the central government to regional governments, to establish language), the national and official language of the Republic the Indonesian language as the sole language in public affairs, of Indonesia, just as Tanzania managed to develop Swahili from administration and education to mass media (Musgrave, into its national and official language. 2010). The Indonesian accomplishment might be more The undertaking has been a success story (Lauder, 2008; remarkable, considering that a number of countries failed to Paauw, 2009). After six decades of independence the use of develop their indigenous language even long after the Indonesian language is well-established and the independence. Yet, in Indonesia, the decision to adopt the Indonesian language has often been cited as an example of Indonesian language was already made on 28th October, success in language planning (Moeliono, 1986). The rise of 1928, nearly two decades before independence, when the Indonesian language, from a small regional language to a youth delegates from various regions of the then Nederland’s modernized language that is widely spoken in Indonesia, has Indie declared a solemn pledge, Soempah Pemoeda (the also been hailed as a great political and linguistic triumph Youth Pledge), which, among others, declared that the (Kaplan and Baldauf, 2003). Indonesian language was to be the language of unification for the future Republic of Indonesia (Montolalu and Suryadinata, However, against the backdrop of this situation, there is a 2007). somber note in that while the promotion of the national and official language has been a great success, there is evidence that the heritage languages are deteriorating and that the

Symposium of International Languages and Knowledge 2016 27 Rajamangala University of Technology Srivijaya, Thailand

Symposium of International Languages and Knowledge 2016 27 Rajamangala University of Technology Srivijaya, Thailand development of English language has not been satisfactory. decline, in number of users and attitude, indeed takes place In this respect, it is necessary to examine the language in heritage languages (Alip, 1993; Hardjatmo and Aruan, in situation in Indonesia. Sumarsono & Partana, 2000; Gunarwan, 2001; Yadnya, 2003; Kurniasih, 2006; Mardikantoro, 2007; Basri, 2008; II. THE LANGUAGE SITUATION IN INDONESIA Subroto et al., 2008). Multilingualism used to be the norm in Indonesia, even in The findings confirm to what Crystal (2000) areas where one language dominated (Musgrave, 2010). describes as symptoms of language decline, in which young Formerly, the Indonesian language was used solely in some people find that their heritage languages are less relevant to formal domains (in education, workplace, government their new needs, that parents and children feel ashamed to administration), predominantly in other formal domains (in use the heritage languages, and that parents use the heritage religion and national and regional mass media), and languages increasingly less to their children or in front of complimentarily in informal domains (e.g., in the their children. community where people spoke with fellow Indonesians Probably the following excerpt from Kurniasih from other ethnic groups). Heritage languages were used in (2006) may eloquently summarize the seriousness of the limited manner in few formal domains (in the three first situation. Kurniasih conducted an exploration in on the use years of primary education and regional mass media) and of Javanese language in Yogyakarta. It is to be noted that the exclusively in informal domains (in the family and Javanese language is the heritage language with the largest community of the same ethnic group). English was used in speakers in Indonesia. In fact, with more than 80 millions of limited manner in few formal domains (education, mass speakers, it belongs to one of the largest heritage languages media, and communication with foreigners). There were in the world (Ethnologue, 2016). Furthermore, Yogyakarta is separate but complimentary functions for the Indonesian considered as one of two centers of the Javanese language language, the heritage languages, and English. and culture (the other being Surakarta). It is also to be noted However, the language constellation has drastically that heritage language is often referred as the mother tongue. changed. The Indonesian language has become the dominant However, Kurniasih (2006) found that fewer language in all levels of governments and in printed as well mothers than fathers speak the Javanese language with their as electronic mass media. It is the sole language for children, and this situation is more pronounced among the communication among people from different ethnic middle class mothers. For example, she found that on languages. It is the H language and holds a high prestige. parental choice for the language at home, among the middle By contrast, the use of heritage languages is class parents, 88% of the mothers and 39% of the fathers use receding. Due to its restricted use in public domains and the only the Indonesian language, and 0% of neither parents use fact that they are mostly used in traditional or rural only the Javanese language. Among working parents, the situations, they lack prestige and constitute the L language. situation slightly improve with respect to the Javanese As their vocabulary is restricted with respect to science and language, i.e., 0% of them use only the Indonesian language technology, people may find them increasingly difficult to to their children. Even here, only a minority of the mothers use in various significant needs. (19%) use only the Javanese language, as compared to 60% Although there are views that Indonesian heritage on the part of the fathers. languages are generally safe (e.g., Nababan, 1991), The magnitude of the problem would be obvious especially those in western Indonesia (Musgrave, 2010), once it is realized that in the heartland of Javanese language, there are indications that the situation might be more critical. one of the largest heritage languages in the world, the mother In 1976, a conference on heritage languages expressed a tongue is slowly abandoned by the mothers, which, in turn, deep concern that heritage languages were losing prestige, disrupt the intergenerational transmission of the heritage that some declined so much and might be dying out, and that language, a major component in the conservation of heritage functions that had been served by heritage languages were language. If this could happen to the largest heritage increasingly taken over by the Indonesian language (Balai language in Indonesia, then one may surmise what the Penelitian Bahasa Yogyakarta, 1975). There is also a situations could be for other heritage languages. concern that the shift among Indonesian heritage languages While the heritage languages are in a depressed took place as they could not compete with the Indonesian situation, English has not fared better. As a foreign language, language (Gunarwan, 2006). it is little used in public and community domains and not The concern seems justified, as data from used in the family domain. As a consequence, there are very Montolalu and Suryadinata (2007) revealed a decline in the little input, opportunities for communication, and use of Indonesian heritage languages. For example, in the inducement for social integration, whereas they constitute span of two decades (from 1980 to 2000), the Javanese important factors for acquisition (Klein, 1986). English is language speakers went down from 44.44% to 34.70%, mainly cultivated through education. However, the general while the Sundanese language speakers decreased from consensus is that the teaching of English in Indonesian 15.06% to 13.86%. This decrease is in contrast to the rise of schools is not successful (Bautista and Gonzales, 2006). For the speakers of Bahasa Indonesia, who grew from 11.93% to example, Quinn, as quoted in Lowenberg (1991), found that 34.00%, a threefold increase, during the same period. high school graduates in Indonesia, after 6 years of English Several studies and observation confirm that a general

Symposium of International Languages and Knowledge 2016 28 Rajamangala University of Technology Srivijaya, Thailand

Symposium of International Languages and Knowledge 2016 28 Rajamangala University of Technology Srivijaya, Thailand instruction, had an average reading vocabulary of l000 the two languages are used alternately according to important words, far below the target in the national curriculum of a functions in the speakers’ lives. Finally it is replacive (aB), in 4000-word receptive vocabulary. He also found that only 5% which A has become only a language used marginally while could read simple books in English. In short, the English B fulfills all important functions. standard of Indonesian students was generally low In Indonesian situation, there are indications that the (Montolalu and Suryadinata, 2007). language situation leads to replacive bilingualism. In the first In summary, the present Indonesian language decades following independence, the constellation between situation is largely monolingual, as a result of a policy that heritage languages (H) and the Indonesian language (I) was has emphasized the Indonesian language but often ignored Hi (heritage languages dominant, the Indonesian language heritage languages and foreign languages (Montolalu and subordinate). In the subsequent decades, the situation was HI Suryadinata, 2007). Mulhauser (1996) even predicts that the (heritage languages and the Indonesian language equal; the present multilingual situation is transitional and, within two heritage languages function in family and community generations onwards, it may lead to monolingualism in the domains; the Indonesian language functions in other public Indonesian language. In order to understand how this domains). Recently the situation changes to hI (heritage situation comes to pass, it is necessary to understand languages subordinate; the Indonesian language dominant). multilingualism and language ecology. Formerly, the Indonesian language is the language with status, while the heritage languages are the languages with III. MULTILINGUALISM, DIGLOSSIA, AND LANGUAGE intimacy. However, in recent years, the Indonesian language ECOLOGY THE LANGUAGE SITUATION IN INDONESIA has become the language of intimacy as well, even in the family. Thus, the demise of heritage languages occurs According to Fishman (1972a), bilingualism refers to because the traditional domains in which they were formerly individual while diglossia refers to society. Bilingualism is used, i.e., family and community, have been progressively the situation in which an individual employs two or more taken by the Indonesian language. In these situations, English languages for communication, while diglossia is the situation is peripheral, as it is used in a very limited manner, i.e., in in which a society recognizes two or more languages for some mass media, education and in communication with communication. Multilingualism is often used as another foreigners. term for bilingualism. In order to revise the situation for the heritage Fishman (1972a) further asserts that in a diglossic languages, Crystal (2000) emphasizes the importance of situation, the use of different linguistic codes could only be bilingualism/multilingualism and positive attitude for stable if a code serves different functions than those served heritage languages. He asserts that bilingualism facilitates co- by another code. In other words, a diglossic situation could existence among several languages, because their functions only be maintained if a set of behaviors, attitudes, and values are different. The dominant language facilitates outward are expressed in one language while another set of behaviors, movement from the heritage community, new standards of attitudes, and values are supported by another. In this living, and new quality of life. By contrast, heritage constellation, both sets are accepted as legitimate, separate, languages enable their speakers to express their identity as and complementary. members of their community, foster family ties, maintain Such a constellation requires a supportive language social relationships and preserve historical links. environment and ecology. According to Haugen (1972), On the other hand, the continuing meager cultivation of “Language ecology may be defined as the study of English takes place because its cultivation depends mostly in interactions between a language and its environment” the classroom, with very limited time for practice. Outside the (p.325). The environment is the society that uses the classroom there is very little incentive to use the language language. He further states that language exists in the minds among community members, as there is very little use of the of its users and that it only functions in relating these users to language in any domain. one another and to nature. Thus, an aspect of the ecology is psychological, namely, its interaction with other languages in Therefore, if the heritage languages are to be maintained the minds of multilingual speakers. Another aspect of the and English is to be cultivated, provision for their uses need ecology is sociological, namely, its interaction with the to be accorded in various domains. In the case of heritage society who use it as a medium of communication. languages, there is also a need for the return of their traditional domains (community and family). In order to Haugen (1972) maintains that, within these properly discuss this aspect, a review of the concept of interactions, the multilingualism could be stable or domain is necessary. transitional. When a speech community that use language A come in contact with dominant language B, successive IV. DOMAINS OF LANGUAGE BEHAVIOR changes may occur. Firstly, it might start with monolingual situation A. Then, it might change into bilingual situations Fishman (1972b) gives the following definition of Ab (A dominant, B subordinate), AB (A and B equal), and aB domain. (A subordinate, B dominant). Finally, it might end up with Domain is a socio-cultural construct abstracted from monolingual situation B. The bilingual situations are at first topics of communication, relationships between supplementary (Ab), in which B is occasionally used for communicators, and locales of communication, in accord formal purposes. Then, it is complementary (AB), in which with the institutions of a society and the spheres of

Symposium of International Languages and Knowledge 2016 29 Rajamangala University of Technology Srivijaya, Thailand

Symposium of International Languages and Knowledge 2016 29 Rajamangala University of Technology Srivijaya, Thailand activity of a speech community, in such a way that imposed on a less powerful one (L variety); also, functional individual behavior and social patterns could be registers must be retained, (3) the community of speakers distinguished from each other and yet related to each must be stable or expanding. They stress that without other [p.20]. community support, stable language ecology could not develop and language planning might not bring sustained In short, domain is a higher order abstraction or change. Finally, they warn that the language maintenance summarization, derived from a detailed study of the face-to- should not aim to restore the past; rather, it should transform face interactions in which language choice is embedded. the language to meet the present language needs in important Fishman (1972b) further emphasizes that language language domains. behavior is a reflection of socio-cultural patterning. As a At the heart of language policy and planning is the world result, there is no fixed set of domains that is applicable to all view of whether or not multilingualism is essential. If multilingual settings. In other words, different types of multilingualism is considered essential, then provisions need multilingual speech communities could be analyzed in to be made for the use of non-national languages (English and different domains of language use, whether they are defined heritage languages) in various domains (Suwarno, 2006). By intuitively, theoretically, or empirically. contrast, if it is not considered essential, then provisions for In connection with language research, Fishman (1972b) the use of non-national languages are restricted in various argues that, as a construct, domain originates in the domains. integrative intuition of the researcher. Thus, a researcher has After reviewing various concepts that are related to some discretion in categorizing the domains in his/her study. language policy and planning, attention could now be shifted However, domains basically could be distinguished into to the need for development of Indonesian language policy public domains (e.g., education, governmental administration, for heritage languages and English. workplace and mass media) and private domains (e.g., family and community/neighborhood). VI. THE NEED FOR FURTHER DEVELOPMENT IN Within a territory, whether a country or region, the INDONESIAN LANGUAGE POLICY provision of domains is usually performed through language Humans need to engage in wider communication as well policy and planning and this requires a short review on the as to preserve identity (Widdowson,1982). At present, with nature of language policy and planning. the advent of globalization, Indonesians need to engage in (1) wider, international communication between Indonesian and V. LANGUAGE POLICY AND PLANNING DOMAINS OF foreigners, (2) wider, national communication among various LANGUAGE BEHAVIOR ethnic groups and preservation of identity as Indonesians, and Language policy is a term that is often used in (3) local communication and preserving identity in ethnic combination with language planning. According to Spolsky groups. (2004), language policy denotes language planning by the To attain these goals, Indonesians need to maintain and government. Meanwhile, Cooper (1989) declares that develop the Indonesian language as the national and official language planning refers to deliberate efforts to influence the language, cultivate English as an international language for behavior of others with respects to the acquisition, structure, competitive power in the global age (Naisbitt & Aburdene, or functional allocation of language codes. As the difference 1990; Pekerti, 1998; Toffler, 1990) and maintain heritage between language policy and language planning is not always languages, an obligation that is also recommended by the clear cut, the two terms are often combined to form an United Nations (Mayor and Binde, 2001). umbrella term LPP (language policy and planning). In the face of the decline in Indonesian heritage languages Cooper (1989) declares that LPP could take explicit, and the low mastery of English among Indonesian implicit, or absent forms. It operates in three distinct population, there is a need to develop Indonesian language activities, i.e., status, acquisition, and corpus promotions. policy in the future, in order to fulfill the spirit of Soempah Status promotion consists of establishing a language in Pemuda (The Youth Pledge) and the stipulation of the 1945 domains or institutions, or creating the environment for the Constitution. Thus, further development of language policy is use of a language, or deciding the status of a language (e.g., necessary for heritage languages and English. promoting a language as a national language). Acquisition promotion comprises disseminating a language among With respect to these languages, the 1945 Constitution speakers. Corpus promotion involves improving the language stipulates as follows, structure (e.g., inventing new terms) (Spolsky & Shohamy, 2000). Article 31, Verse 5 A language policy aims to promote or maintain language Pemerintah memajukan ilmu pengetahuan dan teknologi dengan menjunjung tinggi nilai-nilai agama dan (s). Although the policy is usually performed by persatuan bangsa untuk kemajuan peradaban serta governmental agencies, Kaplan and Baldauf (1997) assert that community support is indispensable. In particular, when kesejahteraan umat manusia [The government advances science and technology by upholding the values on dealing with language survival, these conditions are essential, i.e., (1) parents must transmit the language to their children, religion and national unity for the progress of civilization and human welfare]. (2) a more powerful language (H variety) should not be

Symposium of International Languages and Knowledge 2016 30 Rajamangala University of Technology Srivijaya, Thailand

Symposium of International Languages and Knowledge 2016 30 Rajamangala University of Technology Srivijaya, Thailand Article 32, Verse 2 Indonesian language, heritage languages, and English, could exist and develop in harmony. This, in turns, requires the Negara menghormati dan memelihara bahasa daerah expansion of domains for heritage languages and English, sebagai kekayaan budaya nasional [The state respects especially in the public domains for English, and the public and conserves the ethnic languages as a national cultural and private domains for heritage languages. richness]. The expansion of domains for heritage languages and With Article 32, Verse 2, it is obvious that heritage English typically requires the construction of a suitable language conservation is mandatory, and thus adequate language policy, at the national and regional levels. Therefore measures are obligatory, ones that guarantee the survival of thorough reviews for existing rules and regulations, at the the heritage languages among their speakers. With Article 31, national as well as regional levels, are urgently required. If Verse 5, it could be argued that as mastery of English is the reviews show that they are inadequate, some revisions indispensable for the advancement of science and technology, would be recommended. Hopefully, through such effective measures are also required to cultivate the language development, the constitutional mandate could be fulfilled among the population. and Indonesia could achieve a balanced language policy, one In order to cultivate English more adequately, there is a which fosters the atmosphere of multilingualism, prepare the need to consider the possibility of greater use of English in Indonesian for globalization while conserving self-identity various domains, i.e., workplace, education, and mass (globalisasi tanpa kehilangan jati diri). media, both electronic and printed. The enlargement of domains hopefully may lend greater relevance of English in ABOUT THE AUTHOR daily life, which, in turns, may improve people motivation to Bambang Suwarno, PhD, is a lecturer at the Language acquire and learn English. Equally importantly, this condition and Arts Department, Universitas Bengkulu (The University could give a lot of opportunity for practicing English, a key of Bengkulu), Bengkulu, Indonesia. requirement in the learning and acquisition of any language. REFERENCES Similarly, in order to conserve heritage languages more appropriately, there is a need to consider the possibility of General greater use of heritage languages in various domains, i.e.., Alip, F. B. (1993). Social norms and variation in language choice: The case workplace, education, and mass media, both electronic and of English speaking students in Java. Doctor of arts dissertation, State printed. The enlargement of domains hopefully may lend University of New York, Stony Brook. greater relevance of heritage languages in daily life, which, in Basri, H. (2008). 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Symposium of International Languages and Knowledge 2016 32 Rajamangala University of Technology Srivijaya, Thailand