PROCEEDINGS THE 1ST INTERNATIONAL CONFERENCE ON LOCAL LANGUAGES

EMPOWERMENT AND PRESERVATION OF LOCAL LANGUAGES

Editors I Nengah Sudipa Ida Bagus Putra Yadnya Made Budiarsa I Nyoman Darma Putra

Udayana University Denpasar, 23—24 February 2018

“Empowerment and Preservation of Local Languages”

Proceedings The 1st International Seminar on Local Languages

Copyright © 2018 All rights reserved

Editors I Nengah Sudipa Ida Bagus Putra Yadnya Made Budiarsa I Nyoman Darma Putra

Cover Design Espistula Communications Bali

Cover Photo Balinese Offering Cake “Sarad” by Arba Wirawan “Baligrafi” (2016) by I Nyoman Gunarsa, made for Jurnal Kajian Bali (Journal of Bali Studies)

Layout Made Henra Dwikarmawan Sudipa

Publisher Udayana University Press

Organized by Masters and Doctoral Programs of Linguistics Faculty of Arts, Udayana University

in collaboration with Local Languages Researcher Association

ISBN: 978-602-294-262-7 TABLE LIST OF CONTENT

Preface...... iii Message from the Dean of Faculty of Arts, Udayana University...... iv Message from The Rector of Udayana University...... v Table List of Content...... viii

KEYNOTE SPEAKER “HONORIFICS” IN THE USAGE OF PERSONAL PRONOUNS AND TERMS OF ADDRESS IN THE BALI AGA DIALECT Hara Mayuko...... 1

INVITED SPEAKER TOPONYMY AS A CULTURAL RESOURCE AND STRENGTHENING OF IDENTITY: A CASE STUDY ON SUNDANESE COMMUNITY IN SOUTHERN PART OF WEST JAVA Cece Sobarna...... 11

MEDIUM OF MODERNITY: BALINESE LANGUAGE IN THE CONTEMPORARY LITERARY LANDSCAPE I Nyoman Darma Putra...... 19

EMPOWERING PROPOSITIONS OF WISDOM IN PRESERVATION OF LOCAL LANGUAGES F.X. Rahyono...... 29

THE STRUCTURE OF RESULTATIVE CONSTRUCTIONS IN BALINESE I Nyoman Sedeng...... 39

PRESENTER DISTRIBUTION OF BAJO LANGUAGE FONOLOGY IN BAJO ISLAND DISTRICT SAPE DISTRICT BIMA NUSA TENGGARA BARAT Aditya Wardhani...... 47

THE VERB ‘CARRY’ IN BIAK LANGUAGE: A NATURAL SEMANTIC METALANGUAGE ANALYSIS Adolfina Krisifu...... 55

“CAK CUK SURABAYA”: STRATEGY OF STRENGTHENING SURABAYA’S IDENTITY Akhmad Idris, Iga Bagus Lesmana...... 65

vii BALINESE LANGUAGE MAINTENANCE BY YOUNG GENERATION WHO COMES WORSHIPING TO JAGATNATHA TEMPLE WHILE OFFERING CANANG Anak Agung Putri Laksmi Dewi, Ni Wayan Manik Septianiari Putri...... 71

BALINESE LANGUAGE TEACHING LEARNING PROCESS AT ONE EARTH SCHOOL BALI Anak Agung Sagung Shanti Sari Dewi...... 77

MEANING OF VERB “LOOKING” IN BALINESE LANGUAGE: AN APRROACH OF NATURAL SEMANTICS METALANGUAGE Anak Agung Sagung Wid Parbandari...... 83

THE FIRST STEP IS ALWAYS DIFFICULT: THE REVITALIZATION OF KUI LANGUAGE IN SCHOOLS Anggy Denok Sukmawati...... 87

PHONOLOGICAL VARIATION AND LINGUISTIC MAPPING IN GRESIK: A STUDY OF GEOGRAPHICAL DIALECT Anis Zubaidah Assuroiyah, Namira Choirani Fajri...... 93

THE PHONOLOGICAL PROCESS AND RULE OF JAVANESE COASTAL LANGUAGE: GENERATIVE PHONOLOGY APPROACH Apriyani Purwaningsih...... 99

THE ROLE OF BISSU IN MATTOMPANG ARAJANG AS TRADITIONAL CULTURE AND KNOWLEDGE PRESERVATION OF BUGINESE IN BONE Arga Maulana Pasanrangi, Moch. Ricky Ramadhan, Moh. Caesario Nugroho, Ashabul Kahfi Susanto...... 105

SOCIAL DIMENSIONS OF CULTURE IN THE JAVANESE FOLKLORE AS A SOURCE OF CULTURAL EDUCATION AND IDENTITY FOSTERING ON ELEMENTARY SCHOOL STUDENTS Barokah Widuroyekti, Titik Setyowati...... 113

COMPARING THE LEVEL OF BALINESE LANGUAGE ACQUISITION USING THE VOCABULARY LEVEL TEST Denok Lestari, I Wayan Suadnyana...... 121

THE SOCIO-CULTURAL DIMENSIONS OF BALINESE VOCABULARY IN THE INDONESIAN COMPREHENSIVE DICTIONARY Deny Arnos Kwary, Ni Wayan Sartini, Almira Fidela Artha...... 127

viii YOUTH MOVEMENT: A STRATEGY TO PRESERVE LOCAL LANGUAGES Desak Gede Chandra Widayanthi...... 133

THE USE OF BALINESE IN ADVERTISEMENTS AS AN EFFORT OF PRESERVING LOCAL LANGUAGE Desak Putu Eka Pratiwi, I Komang Sulatra, Komang Dian Puspita Candra ...... 137

PERSONAL PRONOUNS IN PONTIANAK MALAY Dewi Ismu Purwaningsih ...... 143

UTILIZATION OF PICTORIAL ILLUSTRATION FOR KOMERING-INDONESIAN DICTIONARY Dita Dewi Palupi ...... 149

SUNDANESE CULTURE AND LANGUAGE IN MANAQIB ACTIVITIES BY JAMAAH PESANTREN SURYALAYA-TASIKMALAYA Djarlis Gunawan ...... 155

THE KNOWLEDGE CREATION PROCESS OF TAMBO IN MINANGKABAU Febriyanto, Tamara Adriani Salim 161

INNOVATION IN CENK BLONK PERFORMANCE: A STRATEGY OF EMPOWERING LOCAL LANGUAGE THROUGH BALINESE SHADOW PUPPET Gede Yoga Kharisma Pradana ...... 173

ENVIRONMENTAL DAMAGE IN SONG LYRICS SETARA BETARA (SAME AS GOD) AND GUNUNG NENTEN TONG SAMPAH (MOUNTAIN IS NOT A RUBBISH BIN) BY SEVEN CEBLOCK Gusti Agung Ayu Kesuma Wardhani ...... 183

THE USE OF WORD “WATER” IN INDONESIAN AND BALINESE PROVERBS: AN APPROACH OF SEMANTICS COGNITIVE I Gde Pasek Kamajaya, Ni Made Bulan Dwigitta Prativi ...... 191

INTEGRATION OF CHARACTER EDUCATION VALUES IN BALINESE SHORT STORY “KUTANG SAYANG GEMEL MADUI” I Gde Nyana Kesuma ...... 197

BALINESE COMICS: AN EFFORT TO SUSTAIN AND ENFORCE THE BALINESE LANGUAGE AMONG CHILDREN IN BALI I Gede Gita Purnama A.P...... 203

ix LOANWORD PHONOLOGY IN TRANSLATING BALINESE CULTURAL TERMS INTO JAPANESE WITH REFERENCE TO JTB PUBLISHING BOOK ON BALI ISLAND I Gede Oeinada ...... 209

KARMAPHALA IN AKUTAGAWA RYUNOSUKE’S SHORT STORY ENTITLED HELL SCREEN I Gusti Agung Ayu Made Dianti Putri ...... 215

HIDDEN MESSAGE IN SIAP SELEM I Gusti Ayu Gde Sosiowati, I Made Rajeg...... 221

EMPOWERING LOCAL BALINESE TERMS TO INTERNATIONAL COMMUNITY WITH DESCRIPTIVE UNDERSTANDING I Gusti Ngurah Parthama ...... 227

THE SYNTACTIC BEHAVIOR OF PERSONAL PRONOUN IN NUSA PENIDA DIALECT I Ketut Darma Laksana ...... 233

INTERACTIVE MULTIMEDIA AS NEW BALINESE LANGUAGE LEARNING FOR ELEMENTARY STUDENTS I Ketut Setiawan, I Nyoman Jayanegara ...... 239

THE APPLICATION OF METAFUNCTIONS IN BALINESE LANGUAGE OF SATUA BALI “I BELOG” I Ketut Suardana ...... 245

EXPLORING THE SOCIAL RULES BEHIND THE USE OF BALINESE COURTEOUS EXPRESSIONS: A SOCIAL APPROACH I Ketut Warta ...... 251

A DESCRIPTIVE STUDY OF MORPHOPHONEMIC PROCESSES OF THE BALINESE DIALECT OF NUSA PENIDA I Nyoman Adi Jaya Putra ...... 259

MOTIVATION STRENGTHENING IDENTITY THROUGH BALINESE SCRIPT IN TATTOO MEDIA I Nyoman Anom Fajaraditya Setiawan, Putu Satria Udyana Putra ...... 265

MARATHI LOCATIVE CONSTRUCTIONS: A PRELIMINARY STUDY I Nyoman Aryawibawa ...... 271

x THE LINGUISTIC LANDSCAPE OF BALI: THE CASE OF THE TRADITIONAL YOUTH ORGANIZATIONS OF SEKEHA TERUNA I Nyoman Tri Ediwan ...... 277

AN ECOLINGUISTIC PERSPECTIVE REGARDING TOPONYMS IN GIANYAR SUB-DISTRICT, BALI I Putu Gede Hendra Raharja ...... 283

AN ANALYSIS OF DERIVATIONAL AND INFLECTIONAL MORPHEME IN NUSA PENIDA DIALECT I Wayan Agus Anggayana, I Ketut Mantra ...... 289

INDONESIAN DEFAMATION CASES UNDER POLICE INVESTIGATION: A FORENSIC LINGUISTICS STUDY I Wayan Pastika ...... 299

SYNCHRONIC GRAMMATICALIZATION AS FOUND IN THE BALINESE SERIAL VERBS I Wayan Sidha Karya ...... 309

VERBAL ABUSE OF CURSING IN BALINESE MYTHS I Wayan Simpen, Ni Made Dhanawaty ...... 315

THE SEMANTIC STRUCTURES OF DOING TYPES OF ACTION VERBS IN BALINESE LANGUAGE Ida Ayu Agung Ekasriadi ...... 321

THE EQUIVALENCE OF BALINESE FIGURATIVE EXPRESSIONS INTO ENGLISH Ida Ayu Made Puspani, Yana Qomariana ...... 329

STRATIFICATION PERSPECTIVE OF CATUR WANGSA IN TUTUR CANDRA BHERAWA: A STUDY OF SOCIOLOGY OF LITERATURE Ida Bagus Made Wisnu Parta ...... 338

RESHAPING THE PARADIGMN OF FOREIGN LANGUAGE LEARNING TO HARMONIZE LOCAL LANGUAGE MAINTENANCE Ida Bagus Putra Yadnya ...... 341

WAYANG FOR THE PRESERVATION OF AND CULTURE AN ANALYSIS OF MAHABHARATA EPISODE’S GATUTKACA GUGUR (THE FALL OF GATUTKACA) Indrawati, Sri Samiati Tarjana, Joko Nurkamto ...... 347

xi RELATIONSHIP OF SASAK AND SAMAWA LANGUAGES: DIACHRONIC STUDY IN THE LANGUAGE KINDSHIP OF AN ETHNIC GROUP IN INDONESIA Irma Setiawan ...... 355

PHONOLOGICAL INTERFERENCE OF BUGINESE INTO INDONESIAN BY BUGIS SPEAKERS IN CENTRAL SULAWESI (A TRANSFORMATIONAL-GENERATIVE PHONOLOGY STUDY) Jaya ...... 363

STYLISTIC-GRAMMATICAL CONSTRUCTIONS AND CULTURAL-MEANINGS IN MINANGKABAUNESE Jufrizal ...... 373

LEARNING STRATEGY OF BALINESE LANGUAGES BY USING CONTENT IN NEW MEDIA Kadek Ayu Ariningsih, I Nyoman Widhi Adnyana ...... 383

BALINESE CULTURAL TERMS IN ENGLISH MEDIA TOURISM PROMOTION PUBLISHED BY DENPASAR TOURISM OFFICE Kadek Ayu Ekasani, Ni Luh Supartini ...... 387

THE EXISTENCE OF BALINESE LANGUAGE IN TRANSMIGRATION AREA OF LAMPUNG PROVINCE Kadek Feni Aryati, I Putu Agus Endra Susanta ...... 397

ENRICHING AND NOT SIMPLY COMPETING: BALINESE LANGUAGE IN CONVERSATIONAL INTERACTION IN BALI Kadek Ratih Dwi Oktarini ...... 405

REDUPLICATION PROCESS OF BALINESE LANGUAGE IN MEN BRAYUT STORY Ketut Riana, Putu Evi Wahyu Citrawati, Gede Eka Wahyu ...... 415

CONSERVATIVE OR PROGRESSIVE (THE EXISTENCE OF JAVANESE LANGUAGE) Krisna Pebryawan ...... 421

HUMOR IN DOU MAMPINGA SA UMA-UMA ON MPAMA MBOJO: A RESEARCH OF PSYCHOLOGY LITERATURE AND ANECDOTAL TEXT OF INDONESIAN LEARNING K13 Kurniawan, Solihin ...... 427

COMMISSIVE IN BATAK KARO Laili Mahmudah ...... 435

xii LOSS AND GAIN OF INFORMATION OF THE CULTURAL TERMS IN THE SHORT STORY SEEKOR AYAM PANGGANG AND A ROAST CHICKEN IN RELATION TO THE TARGET LANGUAGE READER’S UNDERSTANDING Lina Pratica Wijaya ...... 441

PROMOTING THE LOST VOCABULARIES OF LOCAL LANGUAGES TO REVITALIZE THE DEVELOPMENT OF INDONESIAN LANGUAGE Lis Setiawati ...... 447

THE LEXICONS OF VERB ‘FALING” IN SUNDANESE LANGUAGE: NATURAL SEMANTIC METALANGUAGE APPROACH Luh Gde Inten Purnama Sari Setiawan, Ni Putu Yunita Dewi ...... 455

GEGURITAN KAPIPARWA: CHARACTER AND LANGUAGE ANALYSIS 461 Luh Putu Puspawati, I Made Suastika ......

SECOND LANGUAGE ACQUISITION ON CHILDREN MIXED MARRIED BETWEEN JAVANESE AND BALINESE Luh Putu Ratnayanti Sukma ...... 467

‘LIR ILIR” PRAGMATIC ANALYSIS Lukia Zuraida ...... 473

LOCAL BEING WITHOUT NATIONAL: LINGUISTIC DILEMMA IN GILI KETAPANG PROBOLINGGO, Lukiyati Ningsih, Khadijah Aufadina ...... 479

LOCAL LANGUAGE CONTENT IMPROVEMENT PROGRAM THROUGH THE MEDIA INFORMATION (LONG-COM PROGRAM) TO CHANGE SOCIETY’S PERSPECTIVE OF LOCAL LANGUAGE IN INDONESIA M. Izzudin Ma’ruf ...... 483

THE USE OF LINGUISTIC POLITENESS AND METAPHOR AMONG SASAK SPEAKERS IN RELIGIOUS SETTINGS Mahyuni, M. Amin, Arifuddin, Ahmad Junaidi ...... 489

CULTURAL MEMORY FOR THE SUSTAINABILITY OF SU’I UVI IN NGADHA FLORES Maria Matildis Banda ...... 505

xiii THE EXISTENCE OF DOLANAN SONG IN KINDERGARTEN AS A STRATEGY TO EMPOWER THE JAVANESE LANGUAGE : A CASE STUDY OF ROUDLOTUL ULUM KINDERGARTEN, MOJOKERTO Marta Widyawati, Dwika Muzakky Anan Taturia ...... 511

STRENGTHENING JAVANESE LANGUAGE ACCENT: A CASE STUDY TOWARD VIDEO BLOG BAYU SKAK ON YOUTUBE Mia Maulana Sarif ...... 517

REVEALING THE CULTURAL FEATURES OF PAPUAN MALAY LANGUAGE Monika Gultom ...... 523

GRAMMATICAL EQUIVALENCE IN THE ARABIC-JAVANESE TRANSLATION: THE EXPLORATION OF DIVERSITY IN GRAMMATICAL CATEGORIES ACROSS LANGUAGES Muhammad Yunus Anis ...... 529

THE EFFECTIVENESS OF SOCIAL MEDIA IN INFLUENCING BALINESE PEOPLE USE LOCAL LANGUAGE (BALINESE LANGUAGE) Ni Luh Made Dwi Ari Septiani ...... 537

CONSTITUENT MERGING OF SIMPLE CLAUSES IN BALINESE Ni Luh Ketut Mas Indrawati ...... 539

THE USE OF NUSA PENIDA BALINESE PHONEME /h/ (A CASE STUDY OF NUSA PENIDA PEOPLE WHO LIVE IN DENPASAR) Ni Made Ayu Widiastuti ...... 547

HOW ANIMALS PERSONIFICATION ACCOMPLISHED IN CHILDREN’S STORY Ni Wayan Sukarini ...... 555

LINGUISTIC IDEOLOGY AND MULTI-IDENTITY (RE)CONSTRUCTION:A CASE STUDY OF THE MANGGARAI-FLORES DIASPORA IN BALI Ni Wayan Sumitri, I Wayan Arka...... 561

TOGA DANCE IN SIGUNTUR KINGDOM CULTURE AS MALAY HISTORICAL RELICS TO STRENGTHEN MINANGKABAU IDENTITY Nidya Fitri, Dewa Ayu Widiasri ...... 569

YAWII: A VERB OF MOTION TOWARD GOAL AND MOTION AWAY FROM SOURCE IN MEE Niko Kobepa...... 577

xiv LANGUAGES PRESERVATION IN CEPUNG: ORAL TRADITION, COLLABORATION­ OF SASAK AND BALI COMMUNITY ON LOMBOK ISLAND Nining Nur Alaini ...... 583

EXPLORATION ON VERB ‘BAHA’ IN PAKKADO, MANDAR, INDONESIA: A STUDY OF NATURAL SEMANTIC METALANGUAGE Nirwan ...... 589

CULTURAL VALUES IN TRADITIONAL EXPRESSION OF SASAK TRADITIONAL INTERCOURSE Niswatul Hasanah, Malihah Hafiz ...... 597

RECIPIENT ROLE IN BALINESE GIVING VERB CONSTRUCTIONS Nyoman Sujaya ...... 605

ADJECTIVES IN LUBUKLINGGAU DIALECT OF PALEMBANG MALAY LANGUAGE AND ENGLISH THROUGH MORPHOLOGY AND SYNTAX ANALYSIS Oktaria Hasiyana ...... 613

A RITUAL TO COMMUNICATE WITH GOD OF THAI-KHMER GROUP: A CASE STUDY OF JOAL MAMAUD RITUAL, MUANG DISTRICT, SURIN PROVINCE, THAILAND Phra Dhammamolee, Yasothara Siripaprapãgon, Suthat Pratoomkaew, Thittayawadee Intarangkul, Suriya Klangrit, Samroeng Intayung ...... 623

JAVA ENCYCLOPEDIA BASED ON JAVANESE LOCAL KNOWLEDGE FOR MILENIAL GENERATION Prembayun Miji Lestari, Retno Purnama Irawati, Mujimin ...... 629

INSIGHT OF DIGITAL FOLKLORE IN RELATION TO EDUCATION Putu Irmayanti Wiyasa ...... 635

CONTRASTIF ANALYSIS BALI AND MANDARIN LANGUAGES PRONUNCIATION Putu Prinda D`amour Nisa ...... 641

STRENGHTENING AND DEVELOPING LOCAL LANGUAGE LITERATION THROUGH LOCAL CONTENT CURRICULUM OF PRIMARY SCHOOL: SYSTEMIC-FUNCTIONAL LINGUISTIC PERSPECTIVE Putu Sutama, Maria Arina Luardini, Natalina Asi ...... 647

FIGURATIVE LANGUAGE IN BALINESE PROVERBS WITH THE LEXICON OF FAUNAS Putu Zalsa Swandari Putri, Ni Made Mitha Suandari ...... 655

xv EXISTENCE OF LOCAL LANGUAGES IN THE VARIOUS GENRE OF POPULAR MUSIC IN INDONESIA Ranti Rachmawanti ...... 661

BANYUMAS JAVANESE DIALECT LANGUAGE IN THE TRADITIONAL CEREMONY OF BANYUMAS COMMUNITY MARRIAGE Ratih Kusumastuti ...... 667

THE EFFORTS TO MAINTAIN THE MOTHER TONGUE IN BEKASI Ratu Badriyah ...... 673

THE POWER OF BATAK TRADITIONAL SONG IN REPRESENTING LIVING VALUES Romaida Lubis ...... 679

TERMS OF ADDRESS IN THE BELITUNG ISLAND SOCIETY: A SOCIOLINGUISTIC APPROACH Sandy Nugraha 687

LINGUISTIC LANDSCAPE OF OUTDOOR SIGNS IN CUSTOMARY VILAGE OF TEGALTAMU, GIANYAR Sang Ayu Isnu Maharani ...... 693

LANGUAGE ATTITUDES AND LANGUAGE USE A GROUP OF PEOPLE TOWARDS LOCAL LANGUAGES IN THE RELATION TO ETHNIC IDENTITY Satyawati ...... 669

AGROLINGUISTIC ISSUES, AGRICULTURAL LEXICONS AND MUSEUM NAGARI IN WEST SUMATRA Sawirman ...... 703

METAPHORS USAGE IN THE MARRIAGE PROPOSAL RITUAL IN MANGGARAI, EAST INDONESIA Sebastianus Menggo ...... 709

PERCEIVED ADDRESS TERMS IN PM BY PAPUAN AND NON PAPUAN SPEAKERS: A PRELIMINARY STUDY Servo P. Kocu ...... 715

PHAHYA : WORD EFFECTS TO E-SARN PEOPLE’S LIFE Sowit Bamrungphak ...... 721

xvi LANGUAGE OF THE BAWEAN ISLANDERS: CULTURAL CHARACTERISTICS IN SPEECH LEVELS Sri Wiryanti Budi Utami ...... 727

ANCIENT LANGUAGE IN SACRED RITUAL OF BUDDHIST THAI-KHMER PEOPLE IN MUANG DISTRICT, SURIN PROVINCE, THAILAND Suthat. Pratoomkaew, PhraRajdhammasansudhi Teerangku, Phramaha Khuntong Khemasiri, Phramaha Tongchai Thammathawee, Yasothara Siripaprapãgon ...... 733

FIRST PERSON POSSESSIVE CONSTRUCTION IN MADURESE LANGUAGE Tunggul Puji Lestari, Dwita Laksmita Rachmawati ...... 739

THE DERIVATED CLAUSE STRUCTURES IN KAILI LANGUAGE, DIALECT RAI Ulinsa, Yunidar ...... 747

THE FORMATION OF IDIOM IN BIMA LANGUAGE: PERSPECTIVE MORPHOLOGY SYSTEM Umar ...... 755

ORAL PROFICIENCY IN TAMIL LANGUAGE: AN ISSUE IN MAINTAINING TAMIL LANGUAGE Vijay Khana ...... 761

THE MAINTAINED USE OF JAVANESE LANGUAGE IN SURABAYA URBAN SOCIETY Wahyu Sekti Wijaya ...... 767

IDENTIFIYING SENTANI CHILDREN’S DIFFICULTIES IN LEARNING THEIR LOCAL LANGUAGE Wigati Yektiningtyas ...... 773

BOL : THE RITUAL AND ART OF DETECTING THE CAUSE OF ILLNESS IN KHMER PEOPLE SURIN PROVINCE,THAILAND Wan Suwanpong, Prayoon Saengsai, Yasothara Siripaprapãgon, Karisandh Sengmas, Somkid Sukjit, Suriya Klangrit ...... 781

ANCIENT SACRED LANGUAGE PRESENTED IN GALMORE RITUAL OF BUDDHIST THAI-KUI PEOPLE IN SURIN PROVINCE OF THAILAND Yasothara Siripaprapãgon, Wan Suwanpong, PhraKan KantaDharmmo, Suriya Klangrit, Samroeng Intayung ...... 787

xvii “PHAYAR” A LANGUAGE THAT REFLECTS THE DOCTRINE IN THE LIFE OF THAI-KUY ETHNIC GROUP IN SURIN PROVINCE OF THAILAND Yasothara Siripaprapãgon, Prayoon Saengsai, Wan Suwanpong, Suriya Klangrit, Samroeng Intayung ...... 793

KIEH IN MINANGKABAU’S TAMBO Yendra ...... 797

xviii SOCIAL DIMENSIONS OF CULTURE IN THE JAVANESE FOLKLORE AS A SOURCE OF CULTURAL EDUCATION AND IDENTITY FOSTERING ON ELEMENTARY SCHOOL STUDENTS

Barokah Widuroyekti; Titik Setyowati Universitas Terbuka [email protected]; [email protected]

Abstract The digital era and globalization have the potential to eliminate the cultural barriers between one nation of culture and other nation’s culture. In the Indonesian context, ethnic diversity with diverse cultures will be more and more vague and will be then replaced by global culture. This condition can affect the identity lost of the nation. Folklore contains messages and local cultural values that can foster the nation’s cultural values. Efforts to built up local culture as a strengthening of the identity of the nation can be done through education, especially at the elementary school level. The purpose of this study is to explain the social-cultural dimension in Javanese folklore as a learning material in elementary school. The method used is qualitative method. The data in this research are Javanese folklore titled “Rara Anteng and Jaka Seger” and The Elementary School 2013 curriculum document. Researchers is the main instrument of the research (human instrument) by doing direct reading activity, carefully and accurately to the folklore literature text and curriculum document .Data were analyzed by descriptive technique with sociological approach. The research findings showed that the sociocultural dimensions of the story illustrates the richness of spiritual values ​​in relation to God, the culture of mutual cooperation, patriotic spirit, responsibility, love, obedience to norms, and culture related to the natural environment. The socio-cultural dimension can be a material of strengthening national identity through integrative thematic learning in elementary schools.

Key Words: social dimension of culture, folklore, the national identity fostering

I. INTRODUCTION Nowadays is a digital era. It feels that the world has no boundaries, no barrier between regions and even between countries. The world seems to be united and there is no distance because it has been connected with the media of information and communication technology. Any kind of information can be obtained anytime, anywhere, and by anyone, both adults and children. The development of communication and information technology (ICT) provides many conveniences with various benefits. In this situation, negative excesses for children are also undeniable. One impact in the world of child education is the fact of the widespread use of gadgets among children. Various games available in gadget apps seen to be more attractive to children than reading a book. Folklore that grows and develops in society today has shifted its position due to the fact children can their favourites stories from foreign countries by translations the story. This has can the potential to change the cultural values of the Indonesian people. It is possible, by

113 Proceedings The 1st International Seminar on Local Languages reading stories from a foreign culture, the child will internalize the values of a foreign culture that may be opposed to local values derived from its own culture and environment. It is no exaggeration to say it can be the causes of identity lost as Indonesian nation. On the other side, folklore sourced from various regions in Indonesia is a wealth of Indonesian nation that consists of various ethnic groups. Folklore is a mirror as a means of expressing the mind, attitude, and culture of society. The contents of folklore show spiritual wealth in the form of cultural values and lifelong life guidelines of either man as a person or person in relation to God (Seli, 1996). In addition to the values and norms that become guideliness in society, folklore also contains the social knowledge and traditional knowledge that people used in the past in order to sustain their life (Ratna, 2011). To anticipate the identity lost in the next generation of the nation, it is necessary to strengthen the identity of this nation systematically through education. Through appreciation of folklore that comes from the culture of the community, children are introduced and embedded local values that are sourced and developed in their environment. The story of the people whose story is spoken by past generations until next generation continously is categorized an oral literature (Sularso, R. in Nasrullah, F. et al., 2012). Among the weaknesses of oral literature is the lack of sustainability of the speaker for various reasons. One of them, because of the limitations of human memory and speaking in accordance with the sequence of stories, or even pronunciation. Efforts to revitalize and reconstruct folklore can be done by exploring the meaning and message in folklore. Cultural values ​​that exist in folklore contain conceptions that live in the minds of society as a value system that is very valuable in the society life. A system of cultural values ​​serves as the ultimate guide to the order of human life. Human behavior systems, such as rules, laws, and norms are guided by the cultural value system (Koentjaraningrat, 2000). The values ​​and cultural systems of society in the past are reflected in the folklore, which is conveyed through speeches from generation to generation. Therefore, folklore needs to be preserved so that the Indonesian cultural values ​​essence can still be used. Nowadays, when the speech culture begins to be left, revitalization of folklore can be done through formal education. Written document folklore can be used as a learning material for the fostering of national identity in Elementary School. Nowadays literary learning process, there is still tendency in emphasizing on teaching knowledge about literature. In school, students are generally taught to analyze and interpret the text. Students are not asked to interpret things outside the text or to respond to stories according to their own version. The emphasis is on obtaining information and finding the meaning of the “right” story. Rosenblat (in Zarrillo & Cox, 1993) argues that teachers need to support the child’s active role in building the meaning of the text he reads. Themain responsibility of teachers in this case is to foster a child’s aesthetic attitude when readstext. In reality, however, this teaching technique is largely ignored in most schools. Reading folklore is one of the important activities to support the efforts of building nation identity among children. In this context, the ideal reading text for children is a reading that has education and humanity from its own culture and wisdom (Muslich, 2009). Literature is believed to have a significant influence in child development. It gives pleasure, develops imagination,

114 Bali, 23-24 February 2018 Empowerment and Preservation of Local Languages gives new experiences, gives understanding to human habits, and introduces the universality of experience (Huck, 1993). Therefore, the recognition and appreciation of literature for children is still a crucial thing in an effort to strengthen the nation children personality. Folklore is a form of oral literature that can be used by reading a material in school learning. In folklore many messages of noble values of the Indonesian nation can filter foreign cultural influences that are not in accordance with the culture of the Indonesian nation. Therefore, Javanese folklore needs to be revitalized and become a learning material for fostering of national identity since the elementary school. In addition, the revitalization of Javanese folklore is also an attempt to maintain the existence of Javanese culture as part of Indonesian culture. The question of this research is how the socio-cultural dimension in Javanese folklore as a matter of cultural education and the strengthening of national identity in elementary school. The paper aims to describe the socio-cultural aspects of Javanese folklore as a material for fostering of national identity in primary schools.

II. METHOD This type of research is literature review research. The method used in this research is qualitative method with sociological approach. Qualitative research is appropriate for the study concerned with culture and values issues. The sociological approach derives from the assumption that literature is a reflection of people’s lives. Literary works receive influence from the community and at the same time can give influence to society (Semi, A. 1990). The data in this study are Javanese folklore, the story titled “Rara Anteng and Jaka Seger” and Elementary School 2013 curriculum documents. The data source in this research is the text document of Folklore titled “Rara Anteng and Jaka Seger”, a legend story from East Java. The object of the research is the story text which has been documented in writing in Nusantara Folklore (Ceritarakyatnusantara.com). The data were collected by recording-read technique by the researchers. In this technique, the researcher is the main instrument of research (human instrument) by conducting direct reading activity, careful, and accurate to the folklore literary text and curriculum document as well as Elementary School learning material relating to foster national identity. The data were analyzed by content analysis technique by the researcher with the following steps: (1) identify the socio-cultural aspects of the story; (2) to identify competencies and materials for fostering of national identity in the Elementary School curriculum; (3) describe socio-cultural values in folklore as a thematic learning material with a focus on Indonesian language subjects.

III. FINDINGS AND DISCUSSION The results of research on literary texts on texts of the Javanese Folklore “Rara Anteng and Jaka Seger” have found findings in the form of socio-cultural aspects. The story has socio- cultural aspects that reflect the values that come and live in the community where the folklore is developed. This story is a legend comes from East Java, Indonesia. The story is a legend tells about the romance of Jaka Seger and Rara Anteng. This story explains the origin of and

ISBN: 978-602-294-262-7 115 Proceedings The 1st International Seminar on Local Languages

Mount Batok, as well as the name of the Tengger tribe, a tribe who live around Mount Bromo. For the Tengger tribe, Mount Bromo is a sacred mountain. That is why, every year, every full moon on the 10th month of the saka year, the Tengger tribe perform a ceremony known as Yadnya Kasada. The ceremony is believed come from the legend of Jaka Seger and Rara Anteng. The crater of Mount Bromo is now becoming an interesting tourist attraction in East Java.

a. Cultural Education and National Identity Fostering in the Elementary School 2013 Curriculum Culture is a way of life that grows, and is owned by a group of people, and passed down from generation to generation. Culture is defined as the whole system of thinking, values, morals, norms, and beliefs that come from human interaction with each other and their natural environment. Cultural education and nation character is interpreted as an education that develops the cultural values ​ and character of the nation to learners so they have the value and character as a identity of themselves. Hopefully they can apply these values ​​in their life, as members of society, and citizens. These values are aiming to help students to be come religious, nationalist, productive and creative person (Kemdikbud, 2010). The Indonesian nation which consist various tribes lives in a multicultural environment. Various values ​​and cultural systems that grow in the community is a cultural wealth and become the Indonesian nationidentityfostering. Socio-cultural education is an effort to prepare individuals to live harmoniously in a plural society. This aspect of education rejects the view that schools will eliminate socio- cultural differences. The essence of socio-cultural education is to study humanitarian patterns and their social, cultural, economic, and politics. Socio-cultural education states that schools should be oriented towards the enrichment of socio-cultural learners and the inheritance socio-cultural values through programs that are based on the preservation and development of social culture in the environment. Socio-cultural education is based on democratic values for the preservation of socio-cultural pluralism and for interdependence continously. In the Elementary School 2013 curriculum review, cultural education and character of the nation is performed through the values or virtues education that form the basis of the culture and character of the nation. Cultural education and character of the Indonesian nation is derived from the view of life or ideology of the Indonesian nation, religion, culture, and values in the formulation of national education objectives. Based on these four sources of values, the values identified as cultural education materials are: religious, honest, tolerant, disciplined, hard work, creative, independent, curiosity, spirit of nationalism, love of the country, respect for achievement, friendship / communicative, love peace, like to read, environmental care, social care, and responsible. These values are not taught as the subject but are developed through a learning process designed to enable students to be actively involved and fun (Kemdikbud, 2010). Learning materials inElementary School are directed to achieve competency targets, including 4 Core Competencies: religious attitudes (Core Competencies 1), social attitudes (Core Competence 2), knowledge (Core Competence 3), and application of knowledge (Core

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Competence 4). These four core competency groups are detailed in Basic Competencies that must be achieved through integrative learning events. Basic competence is the competence of each subject derived from the Core Competency. Basic Competence is the content or competence consisting of attitudes, skills, and knowledge that must be mastered by learners. Competence is developed by noticing characteristics of learners, initial ability, and subject characteristics. The subjects are open content. Concerning the material of national identity strengthening can be developed from the basic competence of several subjects in an integrative manner. Based on the results of the identification of the Elementary School 2013 Curriculum, among Basic Competencies asa basis for the development of materials for the fostering of national identity in the 5th class Elementary School , described as follows.

Basic Competence in Indonesian 5thClass Elementary School 1) Basic Competence 3.5 Explores information from historical narrative story texts on the values ​​of Islamic kingdom development in Indonesia with the help of teachers and friends in spoken and written Indonesian by selecting and sorting out standard vocabulary. 2) Basic Competence 4.5 Processing and presenting historical narrative story texts on the values ​​of Islamic kingdom development in Indonesia independently in spoken and written Indonesian by selecting and sorting out standard vocabulary. Basic Competencies in KDP 5thClass Elementary School subjects 1) Basic Competence 3.3 Understand the social, cultural, and economic diversity within the Bhineka Tunggal Ika framework in home, school and community environment. 2) Basic Competence 4.3 Assist the community in implementing an activity in the home, school, and community environment without make difference of religion, ethnicity, and socio-economy. Basic Competence in the subjects of Social Science Class 5thClass Elementary School 1) Basic Competence 3.5 Understanding Indonesian people in the forms and the naturedynamicsinteraction with the natural, social, cultural and economic environment 2) Basic Competence 4.5 Telling in writing the results of a study on Indonesian human activities in the dynamics interaction with the natural, social, cultural, and economic environment. Basic Competence in the subjects of Cultural Art and Class 5thClass Elementary School 1) Basic Competence 3.5 Understanding the elements of regional culture in the local language. 2) Basic Competence 4.5 Singing in groups of children songs with vocalmusic accompaniment that is suitable with their folksong

Teachers can creatively select material, use of media, and strategies by utilizing story material that contains the socio-cultural dimensions of the region in accordance with the competencies to be achieved. Selection of materials, media, learning strategies are expected to produce impact accompaniment in building behavior, attitude, insight, and awareness so it can grow and foster national identity. Thus, learning outcomes are expected to form a caring attitude to participate in maintaining the integrity of the Unity State of the Republic of Indonesia (NKRI) and the Indonesian people can have noble character, civilized, and dignified.

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b. Social-Cultural Dimension in Javanese Folklore as a Learning Material for National Identity Fostering in Elementary School Selection of learning materials for the national identity fostering need to be started with the process of identification of Core Competencies and Basic Competencies in the Elementary School 2013 Curriculum. Determination of Basic Competencies is the basis of planning and implementation of learning activities that are designed integratively. In the concept of integrative learning, the term of learning material is not limited only to material in the form of text reading. What is called matter can be the reality of objects, events, sounds of discourse reading through tape recorders, word cards, images, and so on (Norton, 1994). Therefore, in accordance with the characteristics of subjects whose content is open then the selection of learning materials can refer to various things that can potentially be a source / material / media learning to gain experience of learning / understanding, skills, values, and certains attitudes. Referring to the examples of Core Competencies and Basic Competencies 5thclass Elementary School and the formulation of specific objectives aiming at national identity fostering, the chosen theme is Proud to be Indonesian. So the teaching materials prepared by teachers can be (1) the text of the discourse of Rara Anteng and Jaka Seger, (2) socio-cultural values in Tenggerese traditional ceremonies, (3) moral messages of Rara Anteng and Jaka Seger folklore. The material can be equipped with pictures, such as pictures of Tenggerese customs, mountains and Bromo crater. The values contained in folklore can be a learning material related to the attitudes and character building. Folklore not only reflects the socio-cultural values of ancient society but can also be a means to deliver those values to the society at present because stories of one generation are inherited from the previous generation (Nurgiantara, 2005). The socio-cultural dimensions of Rara Anteng and Jaka Seger’s folklore can be referenced from the attitude, behavior, or speech revealed by the story’s character. The results of the analysis on the social cultural dimension in the story are described as follows.

1) The cultural values that describe the relationship between man and God are reflected in the attitude of the story character (Rara Anteng and Jaka Seger) who sincerely accept the fate of God when they didn’t have a child yet and they keep praying to God to be blessed with the child. They were confident in their praying and vowing that they will sacrifice one of their children if God gives them 25 children. Sincere attitude and obedience to God manifested in obedience to keep his vow and make one of their beloved children as an offering in the crater of Bromo. The belief in the existence of God and the forces outside of the human self, as well as the absolute obedience to God is illustrated from the offering ceremony to the ruler of Mount Bromo (the representation of God for Hindu) performed on every 10th of the month of Kasada in the crater of Bromo. The cultural values in this story need to be instilled to shape the religious character of the nation’s generation. 2) The cultural values reflected in human relationships with others in the story illustrate the attitude of mutual cooperation in the face of difficulty of life. Culture of mutual cooperation illustrated when Rara Anteng organise her family and neighbors to stop the efforts of Kyai Bima (giant) to finish in making the lake on the mountain Bromo. The women were sounding mortar (place for pounding rice) and the men were burning hay so that created the atmosphere of the morning. Cooperation in facing difficulties is a cultural valuein the story that needs to be instilled to the students to have some good character building such as togetherness attitude, solidarity, kinship, and a sense of shared responsibility as

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the identity of the Indonesian nation. This can be a preventive effort for the growth of individualistic living culture in the people lives in the modern life. 3) The value of willingness to sacrifice for the common interest rather than personal interests and groups depicted from the character of the story that is Dewa Kusuma, ie when his father (Jaka Seger) tells his dream to accomplish what he has been vowed to give one of his children as an offering. Dewa Kusuma sacrifice himselfto be an offering to the crater of Bromo. This attitude reflects the attitude of heroism, willing to sacrifice, and the form of his love to parents and relatives for the safety of family and society. This patriotic and loving attitude needs to be instilled to form a sense of social solidarity and to prevent individualistic. 4) Cultural values in the attitude of life as a person that is a modest life attitude reflected from the character of the story described as a former King of who willingly left his country and settled in a village It is reflection of a simple attitude of life. Although the character of the story is a former King of Majapahit, but his life is simple as ordinary people. A simple lifestyle attitude of life becomes example to the modern era that tends to be materialistic and hedonistic. 5) The cultural value in relation to nature is reflected in the Kasada ceremonial culture in Tenggerese society. Kasada ceremony conducted every 10th of the month Kasada is a unique and mystical ritual. It is a cultural richness of the Indonesian archipelago that needs to be preserved. Tengger community compliance to carry out ritual offerings to the crater of Bromo is a reflection of the belief in the forces of nature that can be interpreted as a representation of God. Through the interpretation of the tradition of a particular region or tribe through folklore, students will recognize and appreciate the cultural diversity of the nation and they can be proud to be Indonesian. 6) Cultural values in relation to the social environment can be learned from the myths of Tenggerese origin, the Batok mountain and Bromo crater. This folktale is a story coming from the human imagination of everyday life. Because it is a human delusion, it must not be contrasted with history or reality. Levi-Strauss defines myth as an expression of unconscious society’s desire, which is a bit inconsistent, inconsistent with everyday reality (Ahimsa-Putra, 2001). Exploring of the contents of this story can be used to introduce students about the wealth and natural beauty of Indonesia that can foster a sense of pride and love of the country.

Through folklore, awareness and insight into the cultural diversity of the nation will be internalized in the students. As an important factor in the formation of national identity and culture, folklore needs to be explored, developed and socialized, especially for multicultural Indonesian who need a universal symbol to maintain an integrated social system (Al Mudra, 2008). Through story appreciation activities, students are involved in learning events to understand Indonesia’s multicultural nation. This is one of the strategies for national identity fostering and is expected to be the basis for the national personality and character building. Introduction of ethics, civilization, norms, and values ​​is not enough to be conveyed only with words or knowledge information but rather through the internal process and the active involvement in authentic activities. Through the process learn the meaning and retelling of folklore it is hoped that process of inheritance of noble values ​​in the story will expected can increase love of our own culture.

IV. CONCLUSION Based on the results of the analysis of Rara Anteng and Jaka Seger folklore, the socio- cultural dimension of the story can be developed as learning materials including: (1) sincere

ISBN: 978-602-294-262-7 119 Proceedings The 1st International Seminar on Local Languages acceptance of God’s destiny, (2) the culture of mutual cooperation, (3) the willingness to sacrifice for the society , (4) simple life, (5) obedience and loyal to norms and customs in society, (6) appreciation of cultural diversity and preserving nature and environment. The socio-cultural dimension of the story can be used as a learning material for national identity fostering in elementary schools by noting applicable curriculum. The selection and development of materials starts from the identification of Basic Competencies in particular subjects and classes in the Elementary School 2013 Curriculum. The learning materials as well as those competencies form the basis for the development of lesson plans. In accordance with the Elementary School 2013 Curriculum, the materials of national identity fostering can be packaged in the elementary school subjects in integrative thematic. National identity fostering through stories can be packaged in meaningful learning events through story appreciation activities followed by authentic tasks.

REFERENCES

Ahimsa-Putra, Heddy Shri. 2001. Strukturalisme Levi-Strauss: Mitos dan Karya Sastra. Yogyakarta: Galang Press. Al Mudra, Mahyudin. 2008. Mewariskan Cerita Rakyat Nusantara di Tengah Pluralisme Budaya. Makalah disampaikan pada Seminar Internasional “Tradisi Lisan sebagai Kekuatan Kultural Membangun Peradaban” diselenggarakan oleh Asosiasi Tradisi Lisan (ATL) Pusat, Wakatobi, Sulawesi Tenggara, 1-3 Desember 2008.http://ceritarakyatnusantara. com/id/article/1-mewarsikan-cerita-rakyat-nusantara-di-tengah-pluralisme-budaya# Dinduh pada 10 Januari 2017. Cox, C. & Zarillo, J. 1993.Teaching Reading with Literature.New York: Merril, an Imprint of Macmillan Publishing Company. Huck, Charlotte S. 1993.Children’s Literature in the Elementary School. Fifth Edition.Forth Worth, TX: Harcourt Brace. Kemdikbud.2010. Pengembangan Pendidikan Budaya dan Karakter Bangsa. Jakarta: Badan Penelitian dan Pengembangan Pusat Kurikulum. Kemdikbud. 2013. Kurikulum 2013 Kompetensi Dasar Sekolah Dasar (SD)/Madrasah Ibtidaiyah (MI). Jakarta: Badan Penelitian dan Pengembangan. Koentjaraningrat.2000. Kebudayaan Mentalitas dan Pembangunan. Jakarta: Gramedia. Muslich, M. 2009. Pengembangan Model Bacaan Anak Berbasis Nilai-nilai Kearifan Lokal. http://forgubindo.blogspot.com/2009/09/pengembangan-model-bacaan-anak- berbasis_22.html, diunduh pada 27 Desember 2017. Nasrullah, F. dkk.2012. Jombangana Jurnal Sastra dan Budaya.Edisi 4, Juni 2012. Jombang: Komite Sastra Dewan Kesenian Jombang. Norton, D.E., dan Norton, S. 1994. Language Art Activities. New York: Macmillan College Publishing Company. Nurgiantara, Burhan. 2005. Sastra Anak: Pengantar Pemahaman Dunia Anak. Yogyakarta: Gadjah Mada University Press. Ratna, N.K. 2011.Estetika Sastra dan Budaya. Yogyakarta: Pustaka Pelajar. Samsuni.2009. Cerita Rakyat Nusantara Merajut Kearifan Menjemput Zaman. Jaka Seger dan Rara Anteng. Yogyakarta: Balai Kajian dan Budaya Melayu. http://ceritarakyatnusantara. com/id/folklore/196-Jaka-Seger-dan-Rara-Anteng#Diunduh pada 1 Januari 2018. Seli, S. 1996. Struktur, Fungsi, dan Nilai Budaya dalam Cerita Rakyat Kanayatn. Tesis Magister pada PPs IKIP Bandung.Tidak diterbitkan. Semi, A. 1990.Metode Penelitian Sastra. Bandung: Angkasa Bandung.

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