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Youth, Technology and Indigenous Language Revitalization in Indonesia

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Youth, Technology and Indigenous Language Revitalization in Indonesia Youth, Technology and Indigenous Language Revitalization in Indonesia Item Type text; Electronic Dissertation Authors Putra, Kristian Adi Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 19:51:25 Link to Item http://hdl.handle.net/10150/630210 YOUTH, TECHNOLOGY AND INDIGENOUS LANGUAGE REVITALIZATION IN INDONESIA by Kristian Adi Putra ______________________________ Copyright © Kristian Adi Putra 2018 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2018 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kristian Adi Putra, titled Youth, Technology and Indigenous Language Revitalization in Indonesia and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. -~- ------+-----,T,___~-- ~__ _________ Date: (4 / 30/2018) Leisy T Wyman - -~---~· ~S:;;;,#--,'-L-~~--~- -------Date: (4/30/2018) 7 Jonath:2:inhardt ---12Mij-~-'-+--~4---IF-'~~~~~"____________ Date: (4 / 30 I 2018) Perry Gilmore Final approval and acceptance of this dissertation is contingent upon the candidate' s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. T ~ ate• (4/30/2018) Dissertation Director: Leisy T. Wyman 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Kristian Adi Putra 4 ACKNOWLEDGEMENTS My academic journey in the Second Language Acquisition and Teaching (SLAT) PhD program at the University of Arizona would not have been possible without the Indonesian Education Scholarship from the Indonesian Endowment Fund for Education. I am especially indebted to the chair of my dissertation advisor and my role model in academia, Dr. Leisy Wyman, whose teaching and works have been the biggest inspiration for my academic career and the projects in this dissertation. Her advice, encouragement, patience and enthusiasm for my research and career have made the completion of this dissertation possible. I also would like to thank my other committee members, Dr. Jonathon Reinhardt and Dr. Perry Gilmore, for their valuable feedback on this dissertation. I am grateful to have Dr. Reinhardt as the advisor of my M.A. capstone project, as I had an opportunity to interact with him on a regular basis. Without doubt, his expertise on technology in second or foreign language learning and teaching has influenced me to develop expertise in the field. Dr. Gilmore has also been an inspiring figure for me. I wrote the very first draft of this study in her class. She encouraged me to do a pilot study and make it the focus of my dissertation. I am also extremely thankful to all the participants of this study, particularly the Malay community in Tanjungpinang, Riau Islands, Lampung community in Bandar Lampung, Lampung, and Makassar community in Takallar, South Sulawesi, whose voices can be found within. I also would like to thank Sekolah Darma Bangsa in Bandar Lampung for letting me conduct several studies at the school, students in Columbus, Mozart and Shakespeare who always welcomed me so warmly, Ms. Mega Hasra and Mr. Hazizi Ibn Khaliq for their help in conducting the study, and the eight language activists involved in the study for their dedication in inspiring the students inside and outside the classroom. Since the beginning of my graduate studies at the University of Arizona, I have been blessed with many good friends on and off campus. I would like to thank my classmates in CESL, ELL and SLAT program, particularly Sichon Koowuttayakorn, all members of Indonesian Students Association at the University of Arizona and my best friends, Dion Efrijum Ginanto, Taufik Mulyadin, Muhammad Jufriyanto, Pak Dedi Priadi and Ustadz Aria Novianto. I also give thanks to Indonesian community in Tucson, especially Ibu Fatimah Zaki, whom I always regard as my mother in Tucson, and her family. The Indonesian community in Tucson really helped make my transition easier and made me feel that Tucson has become my real second home. Last but not least, nobody has been more important to me in the pursuit of this degree than my family, especially my mother, Pamuji Astuti, my father, Lilik Agustono, my wife, Azma Zatin Septiarani, and my son, Zayn Habibie Adhyasta. As the only child in my family, I understand how hard it has been for my parents to let me live far away from them for the last six years. Their prayers are what make it easier and possible. I also have been extremely blessed with the endless support and love from my wife and the joy of being a parent for our son. 5 DEDICATION for Bapak, Lilik Agustono, & Ibu, Pamuji Astuti, for my wife, Azma Zatin Septiarani, and my son, Zayn Habibie Adhyasta, for all Indigenous language activists in Indonesia. 6 TABLE OF CONTENTS ABSTRACT ……………………………………………………………………… 7 CHAPTER 1: INTRODUCTION …………………………………...…………… 8 1.1. The State of Multilingualism in Indonesia …………………...…………… 15 1.2. The Cases of Indigenous Language Shift and Endangerment in Indonesia . 19 1.3. Chapter Overview ……………………………………………………….… 24 CHAPTER 2: “I HAVE LEARNED THE LANGUAGE FOR 9 YEARS, BUT I STILL CAN’T SPEAK IT!”: LESSONS LEARNED FROM LAMPUNG LANGUAGE REVITALIZATION PROGRAM IN EDUCATIONAL SETTINGS ……………………………………………………………………….. 35 CHAPTER 3: TECHNOLOGY AND INDIGENOUS YOUTH LANGUAGE ACTIVISM IN INDONESIA ………………………………………………...….. 91 CHAPTER 4: INDIGENOUS YOUTH LANGUAGE LEARNING, USE AND ACTIVISM THROUGH SOCIAL MEDIA: INSIGHTS FROM A LAMPUNG LANGUAGE CLASSROOM IN BANDAR LAMPUNG, INDONESIA ……..... 144 CHAPTER 5: CONCLUSION …………..…………………………………….… 212 5.1. Voices from the Participants in the Three Studies …………..……………. 218 5.2. Implications ……………..…………...…………………………..………. 223 APPENDICES ……………………………………….…………………............... 233 GENERAL BIBLIOGRAPHY …………………………...……………………… 248 7 ABSTRACT The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. At the same time, the study also documented multiple existing and potential resources for language revitalization and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I used quantitative data from sociolinguistic surveys, writing and speaking tests, and qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three
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