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How to cite this article: Saputra, E., & Saputra, A. (2020). A New Language Policy for Indonesia. Linguists :
Journal Of Linguistics and Language Teaching, 6(1), 18-35. doi:http://dx.doi.org/10.29300/ling.v6i1.2969/
18
Vol. (6), No. (1); 2020
ISSN : 2355-2069 (Print)
ISSN : 2656-5765 (Online)
Published by IAIN Bengkulu
A NEW LANGUAGE POLICY FOR INDONESIA
EKO SAPUTRA1, ANDRI SAPUTRA2
University of Prof. Dr. Hazairin, S.H.1
IAIN Bengkulu2
Ekosaputra17022019@gmail.com1, andrisaputra@iainbengkulu.ac.id2
DOI : http://dx.doi.org/10.29300/ling.v6i1.2969
Received April 2020 Accepted: May 2020 Published: July 2020
Abstract
Indonesia is the house of multicultural ethnic groups with more than 700 individual vernacular languages. This
diversity puts Indonesia into both strategic and a vulnerable condition. It is strategic because the culture-rich
Indonesia can commodify the diversity for the benefits of the people, however, it is also vulnerable as it can pose
serious threats to the existence of the nation. For several decades, Indonesia has given attention to the language
policy. Yet, the implementation still needs appropriate modification for the improvement. Objective of the
paper: This paper is written on the purpose of giving a new form of language policy to be implemented in
Indonesia. Theoretical Framework: A scheme of language policy is proposed for educational setting in
Indonesia. Justification: Some arguments are also provided to provide a strong justification for the necessity of
implementation of the policy. Conclusion: 1. It is imperative to have a language policy that can promote unity
and prevent any potential separatism, provide a sense of belonging to the nations and ethnic culture in terms of
nationalism, and open access to knowledge enhancement and the global world. 2. It is also important to have
qualified and committing teachers to the implementation of language policy. If both points are present, the
benefits of language policy can obviously be obtained.
Keywords: Language policy, vernacular, lingua franca
INTRODUCTION
Language is one of the precious assets that human beings have. Indonesia is the place
where this type of asset is abundant and various. At least, there are more than 700 individual
languages used as vernaculars that can be counted in this country (Gordon, 2014). This
intangible asset can be either a strength or weakness that Indonesia has. If perfectly managed,
this asset can be something that Indonesian should be proud of, diversity. Otherwise, if poorly
managed and not devoting serious attention, it can be a serious threat that can not only harm
but also destroy the nation.
Since successfully gaining its independence in 1945, Indonesia has tried its best to deal
with the language policy issue. Suryanto, Suparno and Herawati (2019) argue that Indonesia
has been having a periodically renewed language political concept that is put into a practice. In
other words, language policy has been consistently created and implemented based on the
situation and condition at respective moments. However, problems are still found there and can
still be a potential threat. It ranges from the inevitable decline of vernaculars (Musgrave, 2014)
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and an inconsistent act of language teachers to the demand of language policy mandated by the
government. While the government asks them to use the communicative approach for English
teaching, the teachers still focus on teaching explicit grammar instructions (Murniati &
Riyandari, 2016). What is expected from the English language policy is not yet achieved.
What Indonesia has seriously prioritized is to make all of the citizens able to utilize
English as a means of communication. The ratification of the Association of South East Asian
Nations (ASEAN) community in 2015, has opened a new level of economic interaction among
its members. Since English is the ASEAN de facto lingua franca (Kirkpatrick, 2007), mastering
it to the level of being able to communicate is undeniably essential. Then, it will only happen
if the teachers can implement the communicative approach that the government demands.
Otherwise, Indonesia will not be able to gain much from the ratification.
This paper tries to offer a theoretical perspective of language policy that can address
the previously mentioned issues that Indonesia encounters. I divide them into three segments.
The first one, I would start with the explanation of several current issues related to the language
policy in Indonesia. After that, I would propose a language policy plan that can address the
issues mentioned before. Lastly, I would provide some justifications as a means to support the
implementation of the policy.
LANGUAGE POLICY & EDUCATION
Some scholars have proposed definitions of language policy. According to Rubin &
Jernudd (1971) Language Policy is “decision making about language” (p. 2). This definition is
very broad and not much information can be gained especially in terms of language policy.
Weinstein (1980) defines language policy as “A government authorized long term sustained
and conscious effort to alter a language itself or to change a language functions in a society to
solve communication problem” (p. 3). For this definition, a clearer picture regarding language
policy is at least provided than the previous one of which three important aspects of information
can be noted. First, it is the domain of government that makes and runs a language policy.
Second, language policy is made as a response to solve the communication problems that
appear in society. Third, this requires a quite long time before we could see the impact. Another
one is from Ager (2001) who defines Language policy as “official planning, carried out by
those in political authority” (p. 5). Usually, regardless of any political system a country has,
people who are elected and serve in governmental positions such as presidents, governors,
mayors are also at the stage of political interest. Acting as the government, those people who
sit in power are chosen by their voters because they could best represent the interest of their
constituents. The policy that they make usually come out from the act of serving their voters in
other words as the product of political interest. Therefore, the policy that they create will also
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20
be likely to carry the interest of the group that they represent. Then, it is acceptable to say
“language policy is not neutral” (Shohamy, 2006, p. 78).
In terms of education, it is an integral part of language policy. Although Shohamy
(2006) argues that language policy in education is the form of imposition and manipulation of
language policy set by the authority to turn ideology into practicality, it is also the place where
government officers either apply or design the policy. It is the scholars whom to consult when
designing a language policy or running a language policy. For example, Jaffe (2011) claims
that the revival of Corsian French language cannot be separated from the role of language
policy in education. For almost 30 Corsian French language had been absent from school, but
after it was mandated to be taught in schools, the number of bilingual students increased. This
phenomenon can be considered as an implication of how language education policy plays a
significant role in reviving a language back to life even with the one that is almost (if not) dead.
LANGUAGE POLICY, EDUCATION, AND VULNERABLE THREAT OF
DIVERSITY IN INDONESIA
Government Policy About Language
Indonesia, a country with a population of over 250 million people is one of the most
diverse populating countries in the world. There, at least, are 719 languages (Gordon, 2014),
considered as vernaculars, widely used by multi-ethnic groups spread among 17.504 islands
(Statistik, 2013). Based on its constitution in 1945, this country declares that Indonesian
language or ‘Bahasa’ as the national language (See Indonesia, 2002). As a consequence,
Bahasa is widely used as the medium of communication in government domains such as
official ceremonies and documents. On the other hand, the constitution also acknowledges the
status of vernacular languages by respecting and preserving it as part of Indonesian cultures.
This declaration also gives a serial implicatures to education policy. The government
of Indonesia even articulates its language policy in the Constitution No. 20 National Education
System 2003. It is stated that 1) Indonesian language (Bahasa) is used as the medium of
instruction; 2) Vernaculars can be used as the medium of instruction in the early stage of
education when needed for the specific knowledge transfer ; 3) Foreign language(s) can be
used as the medium of instruction in more specific circumstances such as for supporting the
learners’ foreign language skills (Nasional, 2003). Each of the points is created for several
possible reasons.
For the first point, it can be inferred that the final goal of education in Indonesia in
terms of language skills is to get the people to be skillful in acquiring and using Bahasa for
formal settings as Lopes (1998) argues that education is the best alternative place for language
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promotion. As most Indonesians start their life by studying in educational institutions, all of
them are expected to be Bahasa competent speakers when they have finished their educations.
The second one, a classical and still relevant reason for giving space to vernaculars in the
education domain is because Bahasa is not Indonesians’ first language (Nababan, 1991). It is
imperative to nationalize Indonesian people by promoting one national language which is
Bahasa in their educational domain. However, since the first language of Indonesian people are
vernaculars, special but limited space is allocated for them within the curriculum. Yet, the use
of vernaculars is only on the early stage which is year one and two of elementary education
(see Nasional, 2003, p. 27). Third, the government also promotes foreign language subject in
education and serve it as the medium of instruction at specific circumstances because it is an
important asset in this globalization era. English as a foreign language has been one of the
compulsory subjects in the national examination for Primary (Junior High school) and
secondary level.
Current Educational Issues
However, on the practical level, the education situation in Indonesia does not run as
ideal as what is planned. The result of the study from the Program of International Students
Assessment (PISA) showed that Indonesian people's literacy is still low. Among 65 countries
with low literacy levels, Indonesia is in the 10 lowest position (see Kebudayaan, 2012). There
can be many factors influencing this unsatisfying result. One among the strongest ones is that
there is a link between low level of students’ achievements and teachers’ qualification (Akiba,
LeTendre, and Scribner, 2007). Learners gain knowledge and skill from the teachers. If the
teachers in charge of teaching the students do not have the quality that is required, the
knowledge and skills taught might not be transferred well to the students.
Furthermore, sometimes the change in the structure of the ministry of education also
gives inconsistent acts towards the language policy in education. Under the new national
education curriculum 2013, the government surprisingly abolishes English subject in the
elementary school level. At one level government might think that elementary level shall be
prioritized for mastering Bahasa, but on the other hand, it can obviously screw the curriculum
structure for English teaching. English materials are knowingly designed as related from
elementary to senior high school level.
In responding to these two problems, the government has made a serious attempt. For
example, the enactment of The Decree of Minister of National Education Republic of Indonesia
No. 16/2007 on Standards of Teachers’ Academic Qualification and Competence and Chapter
29 of The Government Law of Republic Indonesia No. 20/2005 On National Standard on
Education (Departemen Pendidikan Nasional, 2007). As a result, teachers intending to teach at
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elementary to senior high school level are required to have at least a bachelor degree certificate
or those with a similar level (Hendarti, 2012). Therefore, if a person wants to be an elementary
school teacher, they must have at least sufficient-teaching qualifications in both practical and
theoretical levels. This can be pursued by studying in the formal education.
However, for the abolition of the English subject in elementary school, there seems to
be not enough attention. If the students are taught English when they enter junior high school,
then a series of curriculum modification has to be done. If the basic English used to be taught
at the elementary one, now it shall be started at the level of junior high school.
Separatism Issues
Being one of the most diverse ethnic country in the world, Indonesia is very prone to
the emergence of separatist movements. At least, there are three major separatist movements
recorded in the Indonesian history. Some of them are still actively consolidating power in the
form of an underground movement. First is Indonesia's’ free Aceh Movement (GAM) led by
Teungku Daud Beureueh (1899-1987). He declared to fight against Indonesia's legitimate
government demanding the separation of Aceh from Indonesia and insisting on the new form
of Acehnese Islamic State on 4 December 1976 (Al Qurtuby, 2015). Indonesian Government
had as at least to deploy two times of emergency status in 1980 (Rüland & Manea, 2013) and
2005 (Qurtuby, 2015). The bloody 30-year-old conflict finally resolved through Helsinki peace
agreement in 2005 in which Aceh is granted as special autonomy to incorporate Islamic Sharia
Law into its province under the Indonesian republic. However, no one can give a warranty that
the agreement has completely exterminated the movement.
Second, the separatist movement of the ‘Free Papua Movement’ (‘Organisasi Papua
Merdeka-OPM). Formed in 1965 with the key leaders Seth Rumkorem a former officer of the
Indonesian army and Jacob Prai, it began to spread terrors to locals and souldiers and police
and demand the freedom of West Papua from Indonesia (Webb-Gannon, 2014). Elicited by the
feeling of unfair treatment from the central government of Indonesia, this movement demands
compensation for environmental damages, a halt to logging and independence for the region
(McDonald and Lemko, 2001). Although, Papua has been given a special autonomy and budget
allocated for enhancing its area, the issue of OPM is never really solved. Once in a while, a
case of gun firing by unknown people believed as the underground followers of this movement
cause death casualties of Indonesian military personnel or locals that they perceive as the
enemy.
Third, the former totalitarian regime of president Suharto who had ruled as Indonesia's
president for almost 32 years before forced to step down by massive demonstration in 1998.
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Vol. 6, No. 1, July 2020 23
He is believed to be responsible for the formation of separatism movement in Maluku
‘Republic of South Maluku’ (Republik Maluku Selatan-RMS). His policy that transmigrated
people from the over-crowded population in Java island to Maluku had created not only ethnic
but also religious tension. Maluku used to be an area with predominantly populated Christians
drastically changed to 51% Muslims and 49% Christians (McDonald & Lemco, 2001). His
policy had made the number of Muslim population outweigh the number of Christian
population. Ethnic conflict broke and at least 5000 people from both Muslims and Christian
groups were killed (Goss, 2000).
All of the examples above are only some of several long stories of separatist movements
in Indonesia. Even though the conflicts were not primarily triggered by language but it is fair
enough to conclude that, to a certain degree, diversity brings to the severe consequences.
Citizen will always be the disadvantaged party. A new policy that can solve this problem is
very needed. A policy that is not only able to recover the situation but also preemptive any
possibility of a problem in the future. Therefore, I propose a language policy or a medium for
Indonesian people to be able not only to communicate and understand each other better but
also to enhance their educational sector as well.
POLICY MODEL
Current Application of Language policy in Education Domain in Indonesia
In the current condition, Indonesian children will start their formal education from elementary
school. They will normally spend 6 years of studying at this level. Once they enter their first
year of studying in the classroom they will have to master Bahasa as the national language and
Bahasa will always be used as the medium of instruction in the education domain afterward.
Since not all children use Bahasa as their daily communication medium and also their mother
tongue might be different from Bahasa or completely different from Bahasa, it is important to
serve the early learners with their mother tongue or vernaculars at this level. Logically, at least
it will ease them in conveying the teaching and learning process as well as the materials.
However, these services are only given for the first two years (Nasional, 2003, p. 27). After
they entered grade three to six, the students will completely be given Bahasa as their language
of instruction.
(Schema 1: The current language education policy in Indonesia)
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Once they entered Junior high school, they will be introduced to English as a foreign
language. At this level, the government of Indonesia firmly requires the students to at least
know English at the level of theory. Many of the teaching materials and instructions are not
designed for communicative purposes. Before 2020, there was a national examination for
elementary school, junior high school, and senior high school students. English together with
Bahasa was once one of the compulsory national examination subjects for the junior high
school students to pass to continue to senior high school. If they failed in either English or
Bahasa in the national Examination, they would fail to continue to the senior high school level.
They either needed to wait for the next year's examination or took a special program designed
by the government for people who want to get a formal education certificate called paket. Both
of the options were not preferential since they would not be able to apply to good quality senior
high school.
This process will be similar when the students enter Senior High School and University.
They have to pass English in the national Examination to graduate from Senior High School.
In addition, once they want to enter a university there will be Selection Process in the form of
a test. That test also has English subjects to pass no matter what major they want to pursue. If
they want to take Bahasa Major in which they will not study English they will still need to pass
the English National Selection Examination for University.
However, the national examination is no longer used as formal education measurement
in Indonesia. It is replaced by “minimum competency assessment and character surveys”
(CNA, 2020). Unfortunately, it does not mean that the students would be free from their
responsibility of mastering the English language and Bahasa. When they have become
university students, they will have to take TOEFL or test English as a Foreign Language in
order to graduate with the minimum standard. If they can successfully enter a reputable
university, English competency will be needed when working with course works where most
of them will be conducted in English or at least require English reading ability to read English
learning materials. Therefore, a language policy to address this issue is really crucial for the
students to have. Otherwise, the will seriously encounter a language barrier problem in
enhancing their knowledge and skills. Therefore, a good language modified language policy is
needed.
The Proposed Model of New Language Education Policy
In general, one might find that the policy I propose is not different from what currently
has been applied in Indonesia. However, if he wants to pay more attention to the details, he
will find that the policy has three distinguished main aspects. The first one, this policy provides
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Vol. 6, No. 1, July 2020 25
language adjustment when the students are introduced to a new language to acquire. The second
one, there is a requirement for both the teacher and students to use the target languages both
spoken and written. Third, languages are not only understood as a medium of communication
but also more specifically as a medium of acquiring knowledge.
Starting from the first one, the elementary school. Here, the students will be given the
flexibility to speak either their vernaculars or Bahasa. The teachers will be those who are
qualified with both the skill of the vernacular and Bahasa. To support the learning process the
students will also be provided bilingual books that are written in Bahasa and Vernacular
language depending on the student needs. In this level, vernaculars are actively used to
accompany the process of Bahasa acquisition. Unlike the current policy, this proposed policy
will incorporate vernacular until the students graduate the elementary school.
(Schema 2: The proposed model for language education policy in Indonesia)
Once they enter Junior High School, the medium of language instruction will only be
given in the national language which is Bahasa. At this level, Bahasa is used to mainly facilitate
the teaching and learning process. The students will be introduced to English but only as a
subject of English as Foreign Language Lesson or English is only used as a medium of
instruction when the students are studying English subjects in the class. Once the class if over,
they can freely speak either in Bahasa or in English. This time is the phase where the students
can get used to using English practically but not as compulsory.
In the Senior High School level, the situation is similar to the junior high school.
However, the portion of English is increased. The students will be given the language of
instruction and written materials bilingually which are Bahasa and English. This will be applied
to all subject lessons in the school. So, at this level, there has been an additional time for the
students to speak in English which is not only when they are studying English in the class but
also whey they are studying other subjects. When they encounter difficulties they can resort
back to their Bahasa that they have studied since elementary school.
Eko Saputra, Andri Saputra
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Once completing their high school, they will continue their study to the university level
which is either to State or to private university. Here, English will be one of the compulsory
subjects along with each student respective program. At this level, the students are expected to
be able to communicate in English either in spoken or in written form. The medium of
Instruction and books or materials will entirely be served in English. All assignments whether
they are course works, quizzes, or exams will be in the form of English.
University level is the most different one where English will be the only language
source that the students use. At this level, students are expected to engage in international
community such as conducting research, doing publication, and even most of the learning
materials are usually written in English. Once they graduate, they are expected to not only
compete at the national level but also to the international level and English will be a very
important skill to have.
Therefore, after the students graduate from university, they will be a person who can
speak their vernaculars, official language (Bahasa), and International Language (English).
However, some of them have different interests in a particular language than English, they may
pursue it but the compulsory one is English. Government will still allow the school to have
other language teacher than English such as French, Russian, Chinese, or etc.
ARGUMENTS TO SUPPORT THE PROPOSED LANGUAGE POLICY
Rights and Equality
Everyone should be treated equally before the state. Having equal rights and
responsibilities are the indicators of the provision of state equal treatment (Robichaud & De
Schutter, 2012). This principle is not limited to the case of citizen obligation such as paying
tax and getting public facilities only. Instead, the ability to express ideas using any chosen
language should also be considered as a part of rights. In a special case such as the court system,
when one can not express his/her ideas due to the different medium of communication, the
government should provide alternative ways for special accommodation such as an interpreter
(Annamalai, 2002). If that one does not have this help, he/she might not be able to
appropriately express ideas. In other words, he or she has lost the freedom of speech (Arzoz,
2010) and fair trial treatment which is commonly known as the basic rights in democratical
countries.
On the other side, Banda (2000) claims, in some cases the reason why some languages
are excluded in a particular situation such as education area is because of its degree of
suitability not because of discrimination. For example, many vernacular languages do not have
orthography systems. As the consequence of bringing vernaculars in the education systems can
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Vol. 6, No. 1, July 2020 27
be a new problem for the education itself. However, the provision of vernacular languages in
the education sector does not necessary means it has to be accommodated exactly as the same
as other languages (Liddicoat & Taylor-Leech, 2015). Vernaculars can be set as the language
of instruction when they do not have writing systems. The point is that this can help some
students or people who are not capable enough of the majority language. This can be a serious
problem for them as they will not be able to convey and follow the process of teaching and
learning in the class. Some information which is an important part of the lesson explanation
might not be understood. As a consequence, the students might fail to understand a complete
knowledge of knowledge due to the language barrier. Thus, the vernacular language can gain
a similar position as the other applied languages so that they can be acknowledged.
Furthermore, recognition of language freedom is, of course, necessary for the
acknowledgment of language subjects. Robichaud & De Schutter ( 2012) claim that “people’s
self-respect and dignity are often affected by the esteem their language gets from others or the
state” (p. 136). The fact that minority groups with minority languages feel inferior seems to be
undeniable. It is generally triggered by the social paradigm that minority groups are associated
with poverty, lack of education, and crime. As a result, often parents from the minority groups
do not even want to inherit their language to their children ( see Kullick, 1997). This feeling of
inferiority needs to be exterminated first. Paulston (1997) argues that by highlighting the
linguistic right of the minority, it is pulling them up into existence. When the linguistic rights
of those who have been put arbitrarily in the unfortunate position as the minority are invoked,
they might get better attention and recognition about their existence. Therefore, by providing a
proper space for the vernaculars in educational settings together with official language
(Bahasa) as well as the international one which is English, the government does not only
provide their citizen with equal rights but also drives the society into more open-minded
perspective.
However, it is also necessary to precondition the teacher at the very beginning when
applying vernacular or minority language in the classroom as a policy (Tupas, 2015). If the
teachers in charge do not have the vernacular speaking skill, they will not be able to make the
language be spoken in the class. As a consequence, they may just teach in the class but without
applying the policy altogether. Therefore, preparing the teachers first before sending them to
the practical reality will be one of the best solutions to pursue.
L1 Assistance In Early To Both Study And Acquire New Languages
Providing the students who are not yet mastering the target language (national or
English) may help them to get significant achievements. When teachers assist their language
learners who are limited in the skill of the target language, learners can still effectively get
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28
engaged with the classroom activities (Cincotta-Segi, 2011). It means that the students can still
actively follow the content of the lesson despite limited access to the target language that is
used as the classroom instruction. Furthermore, when the students are given access to their L1
and L2, they can activate their background knowledge that they may have already had to
process more the new information. Tavares (2005) argues that in the case of a science
classroom, learners may deepen their understanding of a concept when they are assisted with
L1 and L2. In fact, through the study conducted by Thomas and Collier (2002), who conducted
a study by analyzing students’ records from each of the five school districts throughout the
United States found out that there is a significant improvement of long term academic
achievements of the students from minority language when they are accommodated with the
L1 instruction within their classroom. Therefore, providing sometimes when the bilingual
students' academic achievement is low, it is due to their condition who are not yet mastering
the language of instruction not because they are academically not qualified in that classroom.
When the learners learn a subject in a language classroom, they may be better equipped
with L1 for acquiring the target language. Robichaud & De Schutter (2012) claim that when
we want to express our idea in another language we need to be able to express it in our language
first. Our first language has all the possible vocabulary to arrange the information we need
before being sent to and processed by our brain as our brain is not having control for the target
language and still in the transition process. Auerbach (1993) argues that early English Second
Language learners need L1 for the transition stage to the target language. It is due to the fact
that moving from L1 to L2 might not be easy for early learners. One of the common problems
is that the limitation of vocabulary mastery. This situation can be very stressful for the learners;
get stuck in that situation and not able to convey the lesson. However, L1 service can reduce
this cognitive overload and decrease the learner’s anxiety (Schweers, 1999; Bruen & Kelly,
2014). Therefore, the classroom environment will be more relax and enjoyable (ibid).
However, Krashen (1998) argues that allowing the use of L1 in L2 language learning can
actually give negative effect because it limits the students’ exposure of using the target
language as the comprehensible input. Yet, if the learners are unable to make use of the input
as the result of their language limitation then the input will not be advantageous for them.
Also, the Bilingual classroom teaching can also be beneficial for students from other
aspects. Hornberger & Vaish (2009) claims that, when the students learn in the bilingual
classroom, they do not only improve their target language knowledge but also their local
language. It is difficult to neglect this idea as previously mentioned that L1 has a considerable
function for the target language acquisition. Furthermore, bilingual students have two resources
which are the L1 and L2. They have enough experience to learn another language. This idea is
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Vol. 6, No. 1, July 2020 29
derived from Kang’s (2012) claim that bilingual children have better phonologic awareness.
They have more knowledge about language sound as the result of learning the either L1 or L2
with different phonology. Therefore, they have pre-resources to acquire another language that
might different language sounds from their first language in pronunciation but quite similar to
the L2 that they have learned in the classroom.
Therefore, the proposed language policy in this paper always provides a transition phase
for the students to get engage with the new language while relying on the language that they
have mastered. For example, at the elementary level, Bahasa is introduced to them in the form
of instruction and written book materials while relying on vernacular when there is a language
barrier in communication. Their teachers are bilinguals using both Bahasa and vernacular. This
situation is quite similar to the junior high school level. The students are introduced to English
but in a limited setting (classroom only). Most of the time, they will rely on Bahasa that they
have mastered during elementary school. After that, in the senior high school, they began to
master the English as all subjects are taught in Bahasa and English. After graduating and
entering university, they will have to start engaging in a wider environment internationally.
English will be very important at this level.
Conflict Preventions
Mismanagement on language policy might cause a fatal result for the continuity of a state.
People and language are two inseparable entities. They are like two sides of a coin which are
inexorably connected. The coin will not have economic value if one side is absent. This
principle might also be applied to language and people. Robichaud & De Schutter (2012) argue
that there is a strong attachment between a person and a language he or she has because
language constitutes someone’s inherent identity. Simply, when someone is physically
identified as Chinese the assumption will always fall to the deduction that she or he can speak
Chinese and. Then, the strong relationship between a person and his or her language will turn
out to be a negative reaction when he or she is separated from the language (Bloommaert &
Verschueren, 1998). The most common negative reaction is the emergence of separatist
movement by the groups who feel oppressed by what they define as unfair language policy.
Several examples where separatism occurs as the result of language policy are enough
to signal that language is of course very important. First, the separation of the oppression that
was done by the former Soviet Union from its regions in which using Russian as the only
legitimate language. It was the instigator of separatist movements that they claim fought for
freedom (Bloommaert & Verschueren, 1998). As a result, some former Soviet Union territories
declared their independence and became a separate country from Russia. In a similar vein,
(Boomgaard, 2008) argues that language policy that does not recognize even tend to oppress
Eko Saputra, Andri Saputra
30
minority is the major cause of the separatist movement of Bretonite. This happens because
many of French policies at that moment did not in line with the bretonite culture including
language. In addition, Tamil Tiger separatism movements in Sri Lanka were born as a
disappointed feeling upon the country's treatment to favor the majority language Sinhala over
the minority language (Kearney, 1978). Therefore, to carefully manage the language policy is
necessary to prevent the disappointment of groups of minorities.
Meanwhile, for the Indonesian context, dealing with language policy in which can
accommodate public interest is really vital. Having been very diverse with culture and
ethnicity, at least there are 719 individual languages used actively by speakers who can be
enlisted in this country (Gordon, 2014). Separatism is not a new thing such as in the Aceh
region (See Chalk, 2001) and East Timor (see Strating, 2014). Although, the major cases
happened with the two cases were not mainly language issues; what can be learned is that
Indonesia is very prone to the cause of separatism. Accommodating the minority with
recognition of their language will be one of the positive acts to prevent the conflict from
appearing.
Furthermore, appropriate language policy management can also bring benefits to the
economic sectors. Robichaud & De Schutter (2012) argue that sometimes if society does not
have a similar language it can slow down the economic sectors. Economic activity relies much
on communication and understanding therefore without similarly understandable language the
communication can be hindered and slow down the economy.
In conclusion, by referring to what Ellingsen, (2000) argues that language might trigger
a conflict, by managing a proper language policy for Indonesia can be understood as a way of
purging one potential factor for conflicts and separatism. Once the conflict occurs the cost of
benefits of maintaining a one-language policy will not be more beneficial than applying the
multi-language policy. This can be covered through the policy proposed where vernaculars as
minority languages are used and preserved along with Bahasa as the national or official
language. If in the future, the students find it difficult to communicate using their vernacular
language, they can easily shift to use Bahasa as the medium of communication.
Securing Bahasa from Elementary and Senior High School
National language for National Identity
National language also plays an important role to preserve the sense of unity among
diverse Indonesian society and provide national identity. Merkelbach (2009) states that
“broadly shared language is very often a primary and critical component in the successful
molding of a population as a nation” (p. 1). The fact that Indonesia is very diverse especially
in term of language, it is important to have a language that can be shared broadly among others
Linguists: Journal of Linguistics and Language Teaching
Vol. 6, No. 1, July 2020 31
which is known as the national language. It can be a facilitator to construct and express
collective identity (Tinsley, 2015) as Indonesian. This collective identity can be understood as
an artificial identity that can act as a glue to protect Indonesian people from any possibility of
ethnic tension and conflict. Despite having a single national language, López C (2014), using
Malaysia’s case, argues that national unity will be achieved by honoring the uniqueness of a
diverse society. He explains that the national identity as a Malaysian people is constructed from
accommodating the three major ethnic languages which are Malay, Chinese, and India.
However, the key to making the policy works well is related strongly to the idea of
commitment. In creating a policy that honor diversity, it is imperative for the government to
put their highest commitment to it so that the expected result will come. Otherwise, the
language policy will lead to failure. It also happens in the case of Malaysia. Although the
language policy was run well at first but practically, it does not work well. In fact, Malaysia
does not treat the Chinese and Tamil language similarly as the official language of Malaysia is
solely Malay and not the other two (see Stephen, 2013). Therefore, border and separation
sometimes can still be felt among Malaysian people who Chinese, India and Malay ethnicity.
Rationalization English Only in Higher Education
English for Globalization
The education of International lingua franca can contribute to economic growth. The skill of
communication is commonly known to be one of the key determinations in seeking a good job
or creating business. Robichaud and De Schutter (2012) explain that language is human capital
as communication is an important aspect in the job field. Workers candidate who speaks
English is considered to have more points rather than those who can only speak one language.
Because, when the workers are employed in economic sectors where goods and services are
exchanged across national boundaries, different language can be a barrier (ibid). This problem
can be solved if each economic doer can communicate using lingua franca such as English
(Ibid).
Indonesia has given its agreement to be a member of the ASEAN Economic
Community (Heilmann, 2015). It means that all ASEAN countries have agreed to make the
economic transaction among them easier than before. Free trade, low goods tax, and free
limited visa would be the three among the consequences of this agreement. This program is
more or less like the European Union. Since each member has a different language, then it
would be difficult for them to communicate. All ASEAN member countries have English as a
foreign language for their students to learn. It will likely to see people interact with English
when they interact with other people from ASEAN countries. Therefore, then it will be easier
for each members ‘ people to interact with one another.
Eko Saputra, Andri Saputra
32
CONCLUSION
Finally, there are two points that I would like to conclude through this paper. The first one, it
is imperative to have a language policy that can promote unity and prevent any potential
separatism, provide a sense of belonging to the nations and ethnic culture in terms of
nationalism, and open access to knowledge enhancement and the global world. Secondly, it is
also important to have qualified and committing teachers to the implementation of language
policy. If both points are present, the benefits of language policy can obviously be obtained.
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