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Regional Language Learning in Regional Multilingual Classes: Problems and Handling

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Regional Language Learning in Regional Multilingual Classes: Problems and Handling Universal Journal of Educational Research 8(11): 5299-5304, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081130 Regional Language Learning in Regional Multilingual Classes: Problems and Handling Abdul Kadir1, Aziz Thaba2,*, Munirah3, Sitti Aida Azis3, Rukayah4 1Cokroaminoto College of Teacher Training and Education of Pinrang, Indonesia 2Lembaga Swadaya Penelitian dan Pengembangan Pendidikan (LSP3) Matutu, Indonesia 3Muhammadiyah University of Makassar, Indonesia 4State University of Makassar, Indonesia Received July 12, 2020; Revised August 14, 2020; Accepted September 17, 2020 Cite This Paper in the following Citation Styles (a): [1] Abdul Kadir, Aziz Thaba, Munirah, Sitti Aida Azis, Rukayah , "Regional Language Learning in Regional Multilingual Classes: Problems and Handling," Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5299 - 5304, 2020. DOI: 10.13189/ujer.2020.081130. (b): Abdul Kadir, Aziz Thaba, Munirah, Sitti Aida Azis, Rukayah (2020). Regional Language Learning in Regional Multilingual Classes: Problems and Handling. Universal Journal of Educational Research, 8(11), 5299 - 5304. DOI: 10.13189/ujer.2020.081130. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Local languages are a part of the national understanding and perceptions in teaching on classroom education curriculum that is taught in schools. In its dynamics and diversity, designing learning classroom process, the curriculum of local language teaching and management with balanced interactions, integrating learning still faces various problems that hinder achieving learning processes between students using a collaborative the intended goals. One of the problems is the multicultural model, and designing a balanced evaluation. classroom. Teaching one particular local language in a multicultural classroom (Buginese, Javanese, Torajan, Keywords Teaching, Local Languages, Multicultural Makassarese, Mandarese, Bimanese, etc.) means dealing Classes, Learning Difficulties with several different local languages because different cultures will certainly have different local languages. The design of this research was a case study using a qualitative approach to understand the problems of language teaching 1 . Introduction in multicultural classrooms and formulate solutions for handling them. The results showed that, in this case, local A local language is a form of Indonesian cultural wealth language teaching and learning encountered various that should be preserved. This is because the onslaught of problems. The case study on the teaching of Makassarese foreign cultures is increasingly powerful and capable of language as a local language in Gowa, South Sulawesi at degrading the existence of the local language. One of the the primary school level indicated that it faced various most appropriate ways to maintain the existence of the problems in terms of process and goal achievement due to local language is through education (local language multicultural classroom conditions. The problems are teaching in schools) [1]. Even though it is considered as the included as follows. Firstly, the learning process does not most appropriate strategy, local language teaching in go well due to limited classroom interactions. Secondly, schools still faces various challenges. Kern explained that the domination of the learning process occurs in the all teaching process (in a classroom) can certainly have a classroom by students with a culture that is in line with the problem, especially in language teaching [2]. It means local language being taught. Thirdly, the evaluation there is no single teaching action that does not find process is not balanced so that it creates an imbalance in the obstacles or problems in the process or its results. However, description of students’ learning development. Based on Kern argued that each of these challenges can be overcome these problems, the solution is by strengthening teachers’ with certain strategies from the person handling the 5300 Regional Language Learning in Regional Multilingual Classes: Problems and Handling teaching and learning process. The same thing was also students while learning are essentially the result of the urged by Smit, Gijsel, Hotze, & Bakker [3]. They are in stimulus they get [5]. The better the given stimulus is, the line with Kern’s view that the local language teaching in better the gained response will be. Stimulus in a learning Indonesia is also faced with various problems. One of them process varies greatly starting from teaching materials, is a problem due to pluralism or multicultural conditions in media, methods, teaching models, and interactions and the classroom. Shee stated that teaching certain languages communication between teachers and students. Moreover, in multilingual classes is very difficult to do because the interaction between students is also part of the stimulus. various potential problems will arise if they are not In concerning the stimuli, a good classroom management accompanied by the ability to handle the classroom well design is also part of the learning motivation for students [4]. that can stimulate them to learn better. Through this paper, a case of Makassarese language Learning a language as a stimulus-response process can teaching and learning in elementary schools, especially in be observed from learners’ language behavior. The Gowa, South Sulawesi, is deliberately disclosed to learning process must be designed as a form of experience understand the problems arising from multicultural that occurs naturally. It also must be done conditions and concepts that can be used to address these programmatically and in various stages. The most problems. Understanding the problems and efforts to important thing is that language teaching must be able to handle them is very urgent for the world of education in give the value of importance to learners in what they are Indonesia because the orientation is on the progress of learning so that it will reinforce them during the learning education and the preservation of local languages as the process. nation’s cultural wealth. 2.2. Language Learning Success Traditionally, the success of language learning is seen 2. Literature Review from the values obtained by learners. Here, the learning Several theories such as; 2.1) learning a language; 2.2) process is not a consideration for teachers in assessing language learning success; and c) multicultural classes in learning success. Meanwhile, in modern transformative language teaching. Serve as a reference for reviewing views, the success of language learning is a complex research findings. The following is the explanation. component. It is not only the value obtained. The whole series of processes that learners go through in the process of learning are indicators that can be used as benchmarks to 2.1. Learn a Language assess learning success [11]. The success of learning a Learning is essentially a mental process that leads language is determined by various factors, both those humans to a certain meaning for themselves and their originating from within the learner (such as motivation and environment. It is also a cognitive process carried out by a interest in learning) and those originating outside the person consciously and planned so that they transform learner (such as the environment) [6], [8]. from not knowing to know and from not understanding to Teaching a language in a certain class will never be understand [5]–[7]. As a process, learning is influenced by separated from problems [2]. This is because teaching a various factors, both those originating from within the language in one class means facing various heads (IQ) and learner and those originating outside the learner, i.e. different characters. Some learners have IQ and learning character that support the learning process well. However, environment [6], [8]. One of the environmental aspects that some of them have IQ and learning characters that require are often discussed regarding learning success is the special treatment. This kind of dynamic is a challenge and classroom environment. Classroom in the traditional view hard work that a teacher must go through. The hope is one. is a place where learners receive knowledge from their It is how each student can learn well and get good results teachers. Meanwhile, from a transformative perspective, without having to give unequal treatment due to differences the classroom is considered more flexible. It is not only a in IQ and learning character [1], [12], [13]. place for learners to receive knowledge from their teachers but more broadly as a vehicle for students to express themselves in the learning process [9], [10]. Therefore, to 2.3. Multicultural Classes in Language Teaching succeed in a learning process and achieve effective goals, it Indonesia as a pluralistic country with a high level of is very important to design good classroom management. It cultural mobility provides a new color and dynamic in the is a classroom that can facilitate students to learn [8]. The world of education. For example, a classroom can consist classroom is not just a rectangular space but all the aspects of various cultures (Buginese, Mandarese, Balinese, are involved in it. Furthermore, students and teachers are Javanese, Sundanese, etc.) with their respective mother also parts of the classroom ecosystem. tongue (L1). Cultural diversity
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