CHAPTER I

INTRODUCTION

This chapter contains of several important aspects which depend on

Background of the study, Statement of the Problem, Objective of the Study,

Significance of the Study and the last aspect is Scope and Limitation of the Study.

1.1. Background

In this globalization era, the development already spread into many aspects,

where it might be possible for connecting us with many people around the world. In

this occasion, skill of communication is very important. One of the main important

components in communication is language. In the other hand, language is a device for

communication. In learning a language, learner should be able to understand several

important aspects, where there are four skills that should be mastered. Those skills are

divided into two categories, input and output skill. Input Skill consists of reading and

listening while Output Skill consists of speaking and writing. Marcel (2014) states

that the input skills, i.e. listening and reading should precede the output skills, i.e.

speaking and writing because the input contains the words, structures, pronunciation,

and stylistic information of L2 that the students need to know and to have before

being able to produce the foreign language. Therefore skill of communication and

mastering the language are very important.

The most important component is our ability on communication by using

English language as an international language which has been used in all over the

world. English language is a language which already used by many people in many

countries around the world, even though in Indonesia, English language has become

one of the subjects that are taught in every level of school. Moreover, the score of this

subject becoming one of the requirements to pass the examination in each level of

school, from elementary school until at the level of senior high school. Therefore

English language plays a very important role in this globalization era.

Unfortunately, nowadays there are still many students who have less

motivation in learning English. Of course it will become the major problem for us,

since English Language has become the international language which has been taught

from the basic level of education until in the high level of education or in the

university. In the other hand, talking about language, it might not be separated with

culture. Culture plays a very important role for the development of the young

generation in this era. By knowing about the history and local culture, it will arising

our awareness to keep spirit and also it might develop our own country, moreover

history and local culture are the most important assets to keep the identity of our

region. Most of the people think that culture is everything. Therefore the teacher

might integrate our culture knowledge in English Language Teaching (ELT).

Basically Indonesia is one of the country which well known with its diversity.

Where Indonesia is a country which consists of many islands

and have many cultures, moreover each region has its own local language. All of the

culture and language in each region has their own characteristics and uniqueness. In

this era, our young generations should be able to know about historic al and cultural

knowledge. Historical knowledge and region’s character can be in a form of local

short story (folks) while local culture can be in a form of alphabet or script, as a local

culture inheritance. Alphabet is a kind of document which is written in any kind of

forms and it is written by hands or typed which is printed or unprinted or become a

printed book which has an age more than 50 years. One of the alphabet or script in

West Nusa Tenggara is Bimanese alphabet. Bimanese is a region in the eastern of

West Nusa Tenggara which well known with many maritime destinations. There have

been many influential big kingdoms in the past. But the central of government in the

past is called Bimanese kingdoms. In relation to alphabet, a long time ago Bimanese

has its own alphabet. In general, Bimanese alphabet has a similarity with the initial of

Arabic. Bimanese alphabet has an important rule, where Bimanese used to have a

high civilization in the past. Moreover it was supported by the big influential

kingdom which has enough strong cooperation with the big Kingdoms in Sulawesi,

Makassar.

Basically, Bimanese alphabet and folk are the two important elements that

should be conserved. Who take this important role? Of course it comes back to us as

the young generation and it should be supported by the society. In general, Brubaker

(1969) states that “Our society is geared to complex organization and we rest in them

heavy proportion of our faith, future and fortunes, thereby becoming dependent on

them”. Be thankful that nowadays our young generations still strengthen their local

culture. Even though it might be possible that English language teaching becomes

more interesting because it’s being taught through Bimanese alphabet and Bimanese

folk.

Basically, Bimanese alphabet is a visual symbol system which is written on a

paper or another media such as stone, wood, fabric, etc which is used to state the

expressive elements on a language. In this globalization era, alphabet learning on a

subject called “Muatan Lokal” is decreasing because of the great effect of

modernization where the competitions are in every aspect and most of the peoples left

the traditional one, whereas alphabet is one of the important component of culture

inheritance that should be conserved. Because by conserving alphabet and local folk,

it might strengthen our identity as a pure Indonesia which well known with many

diversities. Especially for Bimanese’s region which has a great role in the long

histories in our nation. In spite of this fact, in this modern era the generation faces a

big problem that most of the students are influenced by the great effect of

modernization and forget to their own histories.

Because of the great effect of modernization, nowadays most of the young

generations forget to conserve the local culture inheritances, most of them focus on

English language and western culture. Most of our young generation interest in

learning western culture, whereas Indonesia is a country which included to eastern-

culture tended that hold on some traditions and keep to have good attitude in some

certain ways. In a fact, learn English language is an obligation but it doesn’t mean

that the culture also adopted because Indonesian has its own local culture identity. Of

course it is a major problem for teacher as the one who is responsible for the young

generation’s education. Therefore, there should be a way to solve this major problem.

The role of government especially the role of teacher to think and design strategies or

some methods are really needed, absolutely to conserve our local culture through the

education in the schools, especially through English Language Teaching(ELT).

This way also will stimulate the motivation of the students to learn English

language, because culture is an aspect which is very influential. Basically there must

be a question, Why English? Nowadays, the students and all of the elements face the

globalization era where English language is the major language which has already

become an international language that is used in many countries especially in

Indonesia. English language has been already taught in all the stages of education. In

the other hand, culture also plays an important role where it might arise certain

motivate for some peoples because culture is something which becomes an identity

for each region. As a result, many elements especially the students become interest in

English language. Therefore by the integration learning of English language and

Bimanese alphabet and folk, it’s possible to have double advantages for our region in

the future. Therefore in this opportunity I write the thesis entitled “Bimanese

Alphabet and Folk in English Language Teaching: A Study at the Second Year

Student of MTsN 1 Bima Kota Bima Academic Year 2016/2017”

1.2. Statement of the Problem

1. How are Bimanese alphabet used in ELT?

2. How are Bimanese folk used in ELT?

3. What are the student’s reactions towards the use of Bimanese alphabet and folk in

ELT?

1.3. Objective of the study

The objective of the study in this research is to describe about the use of Bimanese

alphabet and folk in English Language Teaching (ELT).

1.4. Significance of the study

This research is aimed to have a significance, where it might be divided into two

important elements. Those are theoretically and practically:

1. Theoretically

a. This research can open students’s view to learn Bimanese alphabet and

folk through English Language Teaching (ELT). Moreover the

students might get integrative knowledge between their local

inheritance and English Language to face the globallization era.

b. This research can be the source of knowledge for the students, peoples,

and another researcher to conduct the research of culture.

2. Practically

a. This research can help the other researchers to get some information

therefore hopefully this research might helpful for them who want to

conduct the same research.

c. This research can arise the awareness from many elements about the

important of learning folk and alphabet as our local culture inheritance

to be revitalized. Therefore it might remain them to the effort of our

ancient to strengthen Bimanese’s town culture and all of the

components of culture.

d. This research can help teacher to achieve their goals of education

especially the two major important point of ELT and the education of

character by knowing their local inheritance, therefore they can

conduct the interesting and innovative learning.

1.5. The Scope and Limitation of The Study

The scope and limitation of the study in this research is describing Bimanese

folk and alphabet in English Language Teaching (ELT). In this case the researcher

limits this research because there are many devices that can be used or applied in

learning English but in this case the researcher just focus to Bimanese folk and

alphabet. Where the alphabet which is used in this research is Bimanese alphabet

(script) while Bimanese folk which is used in this research are Wadu Ntanda Rahi,

Tabe Bangkolo and La Hila. In conducting the activity there are many ways and

method that can be used but the most appropriate method is by applying Ethnography

method, because this research relate to the object of the culture.

CHAPTER II

REVIEW OF RELATED LITERATURE

This part is an explanation section, where this section contains of several

important explanations which are started from Bimanese in General, Bimanese

Alphabet, Bimanese Folk, Bimanese Alphabet and Folk in English Language

Teaching (ELT) and the last section is The Previous Study.

2.1. Bimanese in General

Bima is a well known region in Sumbawa island, the position is in the eastern of

West Nusa Tenggara and has a large approximately 4.870 Km2 or 1/3 from the large

of Sumbawa island. A long time ago, Bimanese is well known with the so called

“Mbojo” and until nowadays, Bimanese still well known with the name of Mbojo that

has a kingdom with a long history in the past. The history of Bimanese Kingdom

might not be separated from the legend of a Prince from Java who called Bima, he got

married with the reincarnation of a dragon in Satonda island (Tambora) and they have

children. They are Indra Komala and Indra Zamrud, then Indra Zamrud and Indra

Komala continued their father effort to build and develop Bimanese region. Because

of Prince Bima’s effort on unite all of the kingdoms in Bimanese until become a big

Kingdom (Dana Mbojo) therefore all of the peoples especially the leader of the region

appreciate his noble effort by called the region with “Bima”. According to Tajib

(1995), the so called “Mbojo” is because of a story where in the past Prince Bima

married with the daughter of a king (who reincarnate become a dragon) then all of the

monetary case was crowned to him then amazingly, because of his love to his wife he

called Bima region also as “Bojo” where in Javanese, “Bojo” means “wife”. Then

through the time, as a result Bimanese region also known as M”bojo”. Therefore

Bimanese has a great relation with Javanese’s generation.

Bima is a region where the location is in the eastern of West Nusa Tenggara

which has a tropical climate and also has many mountains, such as Tambora which

well known not just in Indonesia but also around the world, of course because of the

great exploding in 1815, another mountains are Soromandi, Ntonggu, Lambitu, Masa,

Lambu, Doro Pajo, Maria, Sangiang, and Hasa. On the other hand Bimanese also well

known as a region which has a strong tradition and culture. Moreover Bimanese has

its own slogan such as “Maja Labo Dahu” and “Ngaha Aina Ngoho”. All of the

slogans have a deep meaning as a basic principle for Bimanese’s society.

As a region which has already visited by many visitors that were not just from

Indonesia but also from Europe, Dutch, Arabic and still many other countries, Bima

has many ancient buildings and many destinations that have their own histories in the

past. Wadu Pa’a (Stone’s relief) is one of the strong evidence that Bima is already

visited by some ethnics in the past. Wadu Pa’a is a stone relief that showed us in the

past there have been many influential big kingdoms and Wadu Pa’a is an

archaeological of Hindu’s religion. Moreover there are many old funerals of

Bimanese’s kings in the past. One of them is located in Danateraha , Dara Village,

Bima.

In relation to alphabet, basically Bimanese has a holy book and some written

resources. One of the older holy books in Bimanese is called “BO”. The real

definition of the term “BO” is still unknown. In BO’s book, there are several

important contents starting from note of some histories in the past, folk, language and

alphabet or script until the habitual action of Bimanese society (e.g. the habit of the

society mention or called the name just by mention the second or the last syllable

such as Jasin becomes Si, and Mukhdar becomes Da).

2.2. Bimanese Alphabet

Alphabet (Script) is a visual symbol system which is written on a paper or

another media such as stone, wood, fabric, etc which is used to state the expressive

elements on a language. There are many alphabets in our nation started from

Bimanese alphabet, Sumbawa alphabet, Sasak alphabet, Sunda alphabet, Balinese

alphabet until the most well known alphabet Javanese alphabet.

2.2.1. The History of Bimanese’s Alphabet Invention

According to Maryam (2013), along the developmental histories, alphabet

(script) is a symbol of the progress of our civilization and alphabet also as a media to

stimulate the developmental of our civilization. Everywhere in this world, when the

society do not know about alphabet, the level of human civilization still lower then

after they were introduced to alphabet, the human civilization were increasing, as a

result the human life become more complex. Most of us predict that the alphabet that

used by the society in the first period of kingdom’s period is the alphabet of Arabic-

Malay. While basically Bimanese alphabet had already used a long time ago before

this period, because according to the history, the tradition of writing had been known

since XIV century and it is done from a generation to the next generation until the

century of XX M.

Some peoples do believe that Bimanese alphabet is nothing, therefore to argue

this statement Maryam, Sulaiman, and Abubakar (2013) conducted some researches

to do a deep research about Bimanese alphabet. In 1987 Maryam found a manuscript

in the library of National Museum of Indonesia’s Republic in Jakarta in the form of a

document which that document is an appendix of the research’s result of a researcher

from Dutch who called H. Zollinger which already did a journey to Bima and

Sumbawa on May – December 1847. The title of the document is “Alfabet Bima

which lost”. Bimanese alphabet also written on Raffles book entitled “The History of

Java” then in 1990-1991 there was a Professor from Leiden, Dutch who came to

Mataram for specific purpose to me et Hj. Siti Maryam R. Salahuddin (The Queen of

Bima), the professor’s name was J. Noorduyn. His arrival is to show the copy of a

document where Bimanese alphabets are written on it. At the first time he assumed

that it is a kind of Bugis alphabet but the statement was ignored because he could not

read it then some peoples believed that those alphabets has similarities with Bimanese

alphabet until he met with Hj. Siti Maryam R.Salahuddin and found out that the

alphabet is a sentence of Bimanese language. Finally Bimanese alphabet can be

declared on July 28, 2007 in an agenda of the closing of International Simposium of

Archipelago Alphabeting-XI which is conducted in Bima.

2.2.2. The Form of Bimanese Alphabet

According to Maryam (2013), the manuscript of Bimanese alphabet consist

of two form of alphabet. The first form is the single alphabet from A to Y except Q,

V, X and Z which still unknown. But in several sentences states that the alphabet Q

can be replaced by K, then Z can be replaced by J, while the alphabets of V and X

were predicted that could not be found on Bimanese’s vocabulary.

The second type of Bimanese alphabet is the form of nasal alphabet such as (

) mba, ( ) nca , ( ) nga, ( ) ngga, ( ) nda , ( ) nta and ( )

mpa.

In general, Bimanese alphabet (script) might be divided into three categories

as follow:

1. Vowel Category

Vowel Category is the category of Bimanese alphabet (script) in the form of

vowel letters such as A, I, U, E, and O. There is a unique thing in Bimanese

alphabet, where in Bima there is no word ends with consonant except for

some cases. For example the expression of possessive pronoun: Your Father:

Amam, Your mother: Inam. However those expressions just for spoken

language, it is rarely on writing, basically amam comes from ama mu (Your

Father) and inam comes from ina mu (Y). Therefore all of the words in

Bimanese language end with vowel.

2. Syllable Category

Syllable category is the category of alphabet which consists of two words,

such as: BA, BI, BU, BE, BO, DA, DI, DU, DE, DO, FA, FI, FU, FE, FO, etc.

3. Nasal Category

Nasal category is the category of Bimanese alphabet which sounds nasal.

Such as nga, ngi, ngu, nge, ngo, etc.

2.3. Bimanese’s Folk

2.3.1. The Identification of the Folk

Basically there have been many researches relate to the use of folk in English

Language Teaching (ELT). In English Language Teaching (ELT), the story which is

usually used is the general story from another country or the well-known story in the

world such as Cinderella, Snow White, The Mermaid, etc. As previously explained in

the previous chapter that folk is a traditional story or we might say that folk is the

story of a region about the history of something, the history which is believed by

some communities or society, this might include fable. The characteristic of a folk is

the unknown author or there is no name of the author because the story is from the

anxiety and developed in a society from generation to the next generation.

In this research, it might be possible to input the local content in the text of

English Language Teaching, where the researcher uses some Bimanese folks for the

students. Absolutely this activity might introduce the students to their own folks as

one of their local culture inheritances, moreover according to the result of some

researchers, folks might arise the student’s participations because it will make them

enthusiast. There will be a positive aspect here, where it’s possible to learn English

with the local content. In this activity there will be some considerations for the story

which is used by the students. First, the story must be familiar or easy to be

understood by the students. Second, the story should contain the moral value. In this

case we often hear the story of Malin Kundang, Tangkuban Perahu and the other. All

of those stories belong to folks that come from every region in Indonesia and most all

of the folk or sties have moral values.

Actually there are many Bimanese folk which are known by the society.

However in this case the researcher chooses three stories that are very familiar and

already used by the theatre community in Bima. The stories are Wadu Ntanda Rahi,

Tabe Bangkolo and La Hila.

2.3.2. The Classification of Bimanese Folk

2.3.2.1. Legend

Legend is the story which tells about the origin or the source of something.

Legend might be divided into three categories:

1. The Origin of Plants

This is a kind of legend which tells about the source or the legend of the

plants, some peoples believed that the certain plants are the reincarnate of

someone or something. In Indonesia, the example story of this kind of legend

such as the rice plants which comes from Dewi Sri, etc. In relation to this

research, actually there are some Bimanese folks or stories in Bima such as La

Hila. In this case the researcher uses La Hila’s story as the story that is given

to the student.

La Hila is the story originally from Donggo, Bima. In English La Hila

means the lose princess. In this case, La Hila’s story has the similarity with

one of the folk in Lombok which known as “Putri Mandalika” where both of

the princess sacrificial their selves for the importance of public or societies.

The story is started when a long time ago in Donggo, Bima, there was a

beautiful princess, all of the princes were falling in love with her, the princes

wanted to marry her until they quarreled each other. To prevent the dangerous

thing happen, she decided to hide herself, unfortunately she disappeared and

it’s believed that she has reincarnated to a bamboo’s tree, Hearing about the

disappeared of La Hila, La Hila’s mother came to the place in a misery. She

walgdgked around the bambo’s tree while was singing a song, it was the

source of Kalero, the traditional dance from Donggo.

In addition, Kalero is the name of the traditional dance from Donggo,

Bima. Kalero dance belongs to the classic dance which purely traditional

dance that have not been modified until now so it is still very original. Kalero

is a spiritual dance where it is conducted in death ceremony. This traditional

dance is very unique where the dancers wear the black uniform as the sign of

profound sorrow and every single movement in the dance have its own

philosophy, the meaning of every movements are Misery, Wish and

Respectful.

According to the story, it is clear that Bimanese folk (La Hila) have the

same genre with Sasak Folk (Putri Mandalika) where both princess were very

beautiful in the past, all of the princes were falling in love with their beauty

even though the princes quarreled, they competed each other to get the

princess, finally both Putri Mandalika and La Hila sacrificial their selves. The

difference between the story of “Putri Mandalika” and “La Hila” is the

reincarnation, where Putri Mandalika reincarnated to worms while “La Hila”

reincarnated to Bamboo’s tree. Therefore in this case we might conclude that

La Hila belongs to the legend of plants while Putri Mandalika is the legend of

animal because it reincarnated into worm.

2. The Origin of Animal

This is a kind of legend which tells about the origin or the source of the

existence of animal, it is about the reincarnation of the human being or

something that becomes animal. For example the reincarnation of human

being into golden fish. In addition, there is a story of Bima which belongs to

this legend and the story is the legend of snake in Wera, Bima. Some peoples

believed that all of the snakes in Wera is the reincarnation of human being a

long time ago in the past.

3. The Origin of Place

This is a kind of legend which tells about the origin of some places or

something which comes from human being or something which is happen

because of some cases. In this case there is a story of how something happen

in a region. For example the well-known story in Indonesia, Tangkuban

Perahu, Candi Borobudur. Specifically in Bima, there are some stories in

Bima, such as Wadu Pa’a and Wadu Ntanda Rahi.

Although there are many Bimanese folks or stories, in this case the

researcher chooses the story of Wadu Ntanda Rahi that is given to the

students.

Wadu Ntanda Rahi is one of the Bimanese folk which well known in

Bima, West Nusa Tenggara. The so called Wadu Ntanda Rahi in English

means “The stone which watch out her husband”. This story is about a wife

who was reincarnate to a stone. The story was started when a long time ago in

Bedi, there were a couple of a husband and a wife who were lived happily.

One day, the husband wanted to go far to another place and looking for a job.

The wife refused his permission but unfortunately the husband insisted to go.

After several times, the husband didn’t come back. Finally the wife came to

the hill and decided to wait for his husband until he came back but the

husband didn’t come back yet and unfortunately the wife reincarnated to a

stone.

This story is very well known among Bimanese societies. Moreover

there is also a song entitled “Wadu Ntanda Rahi”. Here is the lyric of the

song:

“Wadu Ntanda Rahi”

(“The Stone Which Watch Out Her Husband”)

Wara ku sabua hidi (There was a place)

Ngarana “wadu ntanda rahi” (The name was “Wadu Ntanda Rahi”)

Tapa ndiha ba dou di rasa (Crowd Blocked by the peoples in the village)

Ba ne’e na lao ta rahina (Because she wanted to follow her husband)

Teka-teka na doro (was climbing the hill)

Tanda-tanda kalao (Mused over)

Ade na ma la-lai (Her unconditional heart)

Ntanda rahi ma lao (Was watching the step of her husband who was already gone)

Au ku ncara ra kancaru na (What was her sin and what did she do)

Sampe ndadi kai na wadu (Until she became stone)

Ede pa ta ngara kai ba dou.. (That’s why the peoples call it..)

Wadu (Stone)

Wadu ma ntanda rahi (The Stone which watch out her husband)

Wadu Ntanda Rahi is a story which describes the loyal of a wife who always

wait for her husband. Therefore the moral value or the lesson is about the loyalty.

Therefore there are many Bimanese legends. However in this case the

researcher just chooses the story of La Hila and Wadu Ntanda Rahi. We might

conclude that Wadu Ntanda Rahi is the folk which belongs to the legend of a place

while La Hila belongs to the legend of the plants. Wadu Ntanda Rahi and La Hila are

chosen to use in this research because both of the stories are familiar and well known

in Bima.

2.3.2.2. Fable

Fable is a brief story that sets forth some pointed statement of truth where fable

describes the story of animal which can speak and act as the human being. There are

some fables in Bima, such as Tabe Bangkolo and Bote Nggoma. In this research,

Tabe Bangkolo will be given to the students.

Tabe Bangkolo is a story which comes from Sape, the region in the eastern of

Bima, West Nusa Tenggara. In English, Tabe Bangkolo means “Bangkolo’s Wok”,

Bangkolo is the name of the fish while wok is the place where the fish was put on.

The story belongs to fable, it tells about the story of Ncuhi as the leader of a region

and a fish which could speak just like the human being. According to the story a long

time ago in Sape, Mbojo, there was Ncuhi who called as Ncuhi Jia. In this case the so

called Ncuhi is the term in Bima for the leader or the captain for each region which

already determined, a long time ago, in the Kingdom period, there were division of

the region and each region was commanded by a leader who was called as Ncuhi.

Ncuhi Jia was invited by Ncuhi Lambu to attend the big party of Ncuhi Lambu’s

daughter wedding. Hearing about that, Ncuhi Jia was happy. Ncuhi Jia came to the

party with his delegation, he was enjoying the party until after the party finished,

Ncuhi Lambu asked Ncuhi Jia to take a rest. Unfortunately he felt asleep until the

next day, all of his delegation left him alone. At the next day Ncuhi Jia was very

angry. He tried to find out the way to went back until he came to the beach and met

with a fish which could speak and offered help for Ncuhi Jia, then the fish brought

Ncuhi Jia to his village, at the time Ncuhi Jia stated his oath in front of Jia’s societies

that started from that day, no one could eat Bangkolo’s fish. Unfortunately at the next

generation there was people eats Bangkolo’s fish which was provided on a wok in the

party. Surprisingly, all of their body got itches and started from that time no one

brave to consume that fish and the place where the fish was put on was called as

“Tabe Bangkolo” or in English it means “Bangkolo’s wok” or the wok where

Bangkolo’s fish was put on.

In this case, there is an important lesson or the moral value for the students

where it is important to help each other, and thankful for the other’s help. The story

of Tabe Bangkolo was presented by theatre community.

Folk consist of legend, music, oral history, joke, myth, and a habit which

become the tradition in a culture or a group or society. Folk might a set of practical

tool which becomes a medium for culture tradition separation (Wikipedia).

According to Kosasih (2006), folk is a story which comes from the society

and it was developing in the past that become the characteristic of each region which

has cultural diversity includes the wealth of the culture and history of each country or

region (as cited in Saputra, 2013).

As a result, Bimanese’s folk are very important where folk or legends of Bima

in the past might build up our young students’ spirit and awareness, by knowing

about the short story of the society in Bima so that the students will be able to know

the pure character of their own region by look after the folk. Because the traditional

short story of a region or folk is the character of the region. Then, there will be a

question, what kind of folk? In this case the folk which categorized to fable and

legend that have moral values and can be useful in the real life situation. Actually

there are several folks in Bimanese which will be given to the students: Wadu Ntanda

Rahi which categorized to legend of something, “Tabe Bangkolo” which might

categorized to fable because tell about the story of fish which was very kind and

could be able to speak as the general human being, and the last is “La Hila” which

categorized to legend of the plant’s origin. Each story has its own category and moral

value. Actually there are still many folks of Bima in the past which is written in BO’s

book. In a relation with English language, folk might be served into some kind of

materials. Such as narrative text and recount text, since these folk tell about the

activity which already happen in the past.

2.4. Bimanese Alphabet and Folk in English Language Teaching (ELT)

Many experts do believe that one of the ways to overcome the crisis of identity

especially about culture problem is by integrating our local culture values in the

practices of English Language Teaching (ELT), the aim is to strengthen our local

culture and to support our government purpose that build up the character of our

young generation through international language. Since language is a tool for

communication, it is better to transfer the contents of local culture through language

learning, hence the teaching and learning process will be meaningful. Actually it’s

believe that learning a language through culture will be more engaging for the

students because teaching and learning process will be more meaningful.

“Culture is an integral part of language learning, and learning language is essentially

a socially oriented process which is linked with the wider cultural scenario. (Foley &

Thompson: 2003). “

As previously mention before that English Language Teaching (ELT) is a

teaching of a global subject that well known in the world. This subject might be a key

which influencing another aspects, of course in this case it will reach a great effect to

arise the students motivation on learning another subject which important to build

their basic understanding of their local inheritance exactly alphabet (script) and folk,

therefore it will increase their interest on learning Bimanese alphabet and folk

through ELT. Because of the relation between language and culture, the culture might

be the main key to arise the student’s attention, because there will be a sense of

uniqueness. In this case the teacher might conduct an integrative learning.

Basically a harmony between education system and the reality should be

balance, nowadays, ELT is very important to face the globalization. ELT might be

more meaningful by the integration of Bimanese alphabet and folk.

According to Ahmadi (2012), an integrative learning is a process in which

collaborate a material that has a relation whether in a functional or in a practical.

Therefore in the implementation of that learning, teacher should pay attention to some

integrative aspects as bellow:

1. The Integration of the material : is by serve some materials which has an integrative

relation, whether in the same subject (intra) or another subject.

2. The integration of process or learning experience : the way of serve the material or

the learning process which is done in a unite way or not separate between one concept

with another.

3. The use of resources, methods or the varities of teaching media.

4. The integration of material or basic competence or a life skill wheter intra or with

another. It can be refer to the semester or the class which has a position upon those

rank or just include the basic competence on the same semester.

5. The integration of assessment : in this case the type and the form of assessment

should accomodate every competence (Academic and Non-Academic).

Back to our basic explanation about the general world of Bimanese alphabet

and folk in English Language Teaching (ELT), in this case it is very urgent to

introduce Bimanese alphabet and folk through ELT, therefore it might not become

something new, however the introducing of Bimanese alphabet and folk is one of our

effort to maintain the identity of our local culture. In this case the researcher might

introduce Bimanese alphabet through English Language Teaching by inserting

Bimanese alphabet and folk into some possible materials in a classroom.

Automatically in this case the teacher should conduct an effective learning to

achieve the goal. Moreover the introducing of Bimanese alphabet and folk in ELT

will give the additional knowledge for students because their ELT will be more

meaningful where they will learn something which is different and relates to their

own culture inheritance. Absolutely it will be more effective.

According to Biggs (2003), effective teaching means setting up the teaching

learning context so that students are encouraged to react with the level of cognitive

engagement that our objective requirement. There are several aspects to this:

Motivation, Climate, and the Elicitation of the specific teaching and learning

activities that are likely to lead to the outcome.

Based on Verikate (2008), in order to achieve goals of the teaching process

and to satisfy students’ needs, teachers have to possess competences necessary for a

good language teacher. According to Kelly et al. (2004), there are four main kinds of

competences that each language teacher should display: general competences,

existential competences, ability to learn and strategic competence. General

competences involve existential (psychologically and socially conditioned)

competence and socio cultural/intercultural competence. Existential competence

comprises personality traits, attitudes and temperaments, motivation, values, beliefs

and cognitive style. Socio cultural/intercultural competence involves interpersonal

relations, system of values, body language, conventional behaviour, forms of

politeness, cultural differences and artifacts.

Communicative Language Competences (CLC) involving linguistic

competence (knowledge, skills and abilities of acquiring pronunciation, vocabulary

and grammar (phonetics, lexis, grammar)), socio-linguistic competence (ability to use

and interpret language forms with situational appropriateness (formal vs. non-formal

in terms of communicative context: who is communicating with whom, about what,

where, on what topic and for what purpose)) in the four communicative skills

(listening, speaking, reading and writing) according to the four domains of language

use (personal, public, academic and occupational) and pragmatic competence (ability

to receive and produce coherent and fluent discourse with reference to differences in

register, genre and type of text, focus on appropriate functional use of linguistic

resources while communicating (implying language functions and speech acts as

required by certain scenarios of international exchanges)). In relation to integrative

learning, again Verikate (2008) states that the term Content and Language Integrated

Learning (CLIL) was defined in 1994, and launched in 1996 by UNICOM, the

University of Jyväskylä and the European Platform for Dutch Education, to describe

educational methods where “subjects are taught through a foreign language with dual-

focused aims, namely the learning of content, and the simultaneous learning of a

foreign language. Therefore, CLIL provides a practical approach to both content and

language learning that improves intercultural understanding.

2.5. Previous Study

There are two previous studies relate to this research. The first study is

conducted by saka (2014) and the second study is in the form of conference paper

which is conducted by Pardede (2010).

Saka (2014) conducted a research about the use of short stories in English

classroom and additionally to describe the importance of learning short stories in

English Classroom. The subject of this research is 40 junior students at the ELT

department of Akdeniz University. This research focuses on the student’s perspective

in learning English through the use of short stories (folks). The method which is used

in this research is Qualitative Descriptive method. Based on the research which is

done by Saka, students believe that short stories broaden their perspectives. Moreover

Saka believed that it is a good a way to see the similarities and differences among the

cultures. In this case there is a similarity with the researcher, where in this research,

the researcher also investigate the student’s reactions or perspectives towards the use

of Bimanese alphabet and folk in English Language Teaching (ELT).

The second study is conducted by Pardede (2010). He carried out the study to

investigate the student’s interest and perspectives towards the use of short stories

(folk) as the literature study in language skill classroom. The subject of this research

is the students in English department of teacher training and education, UKI

(Universitas Kristen Indonesia). The method which is used in this research is an

explanatory mixed method design and according to the research, he might conclude

that the majority of the students in English Department FKIP-UKI found that short

stories interesting to use both as materials for self-enjoyment and of as components

language skill classes.

Based on the two studies above, the researcher might conclude that there is a

deep fundamental similarity with this research where both of them focus on the

student’s reactions or perspectives towards the use of short stories (folk). In addition,

the difference between the two previous studies with this research is in the

introduction of alphabet (script) or the use of alphabet in English language teaching,

where in this case the researcher will investigate two aspects which depend on

alphabet and folk in ELT.

CHAPTER III

RESEARCH METHOD

This chapter will discuss about several important aspects which is started from

Research Design, Data Collection, and The Technique of Data Analysis.

3.1 Research Design

This research is an ethnography, this method is of qualitative research. In

addition, qualitative research is a research which the result can be explained by using

words, the researcher calls it explained by words because the data in the research is

filled with words or sentences, not in the form of number. Moreover, qualitative

research often called as “natural research” because it is being conducted in a natural

setting and it’s also called as “ethnography” method because this method is usually

used for the research of culture. Sugiono (2012) stated that Qualitative research is a

research method which is used to do the research of the natural object (the opposite of

experimental research), where the researcher is as the key of the instrument, the

technique of data collection is by triangulation, the type of data analysis is inductive,

and the result of qualitative research intends to the meaning rather than

generalization.

Back to the ethnography method, it is a kind of qualitative research which

focuses on the research of the culture and its component. According to Creswell

(2012), “Ethnographic designs are qualitative research procedures for describing,

analyzing, and interpreting a culture-sharing group’s shared patterns of behavior,

beliefs, and language that develop over time” while Hamersley and Atkinson (2007)

states that the value of ethnography is a social research method is founded upon the

existence of such variation in cultural pattern across and within society, and their

significance for understanding social process (as cited in Zaitun, 2009). In general,

this method is used to investigate the study of culture which in this case the culture

inheritance might be inserted through ELT. This research is conducted at MTsN 1

Bima Kota Bima. The aim of conducting this research is to describe the world of

Bimanese alphabet and folk through ELT, where by conducting this research, the

researcher might introduce the students to their local inheritance, such as Bimanese

alphabet (script) and Bimanese folk. English language is an important subject which

well known in the world therefore the teacher might mix this subject with our local

culture to build our own local identity.

3.2 Data Collection

3.2.1 Source of Data

This research is conducted at MTsN 1 Bima Kota Bima, where the object of

the research is the teacher and the student in the second grade of MTsN 1 Bima Kota

Bima. There are 32 students of class VIII F.

3.2.2 Data Collecting Techniques

In this research, the researcher uses the technique of data collection by

documentation, observation, questionnaire and interview.

3.2.2.1 Documentation

In conducting the research, absolutely there would be possibility to collect

some books and data. The data is in the form of some folk which are necessary for

conducting the research. In addition because the title of the research is Bimanese

alphabet and Bimanese folk, it might be possible to collect some important books

about the alphabet and folk. The material about alphabet or script is collected from a

book which specifically discussed about script. The book is titled “Aksara Bima:

Peradaban Lokal yang Sempat Hilang” and there are still another important books.

The folk which is going served to the students is being gotten from internet. Then

both of those materials are being served in a kind of teaching material where there

would be a story which is completed with the form of Bimanese alphabet and English

alphabet (latin). In this opportunity, also there will be some pictures of the students

and process when the activity is being conducted.

3.2.2.2 Observation

This research is going to observe the students’ understanding about their local

culture inheritance which covered with ELT. Actually the goal of the researcher is to

describe the teacher and the student’s view on Bimanese alphabet and folk through

ELT. So that in this case the researcher will observe the students view by use this

method in ELT, in addition this research also will observe their ability on mastering

narrative text, in relation to ELT and of course their general knowledge about their

local culture inheritance especially about Bimanese alphabet and Bimanese folk, all

of the observation section might be get by taking notes.

3.2.2.3 Questionnaire

This research uses some questionnaires. It’s a study about some problems that

relate to many people by using a list of questions and written form to the subjects in

order to get the answer (respond or conception). The data or the sheet consists of

some questions which relates to students’ views and reactions in learning English and

also relates to student’s understanding about their local culture inheritance in the

process of English language learning. The students are given some questions and they

are expected to answer them according to answer choices in the liker scale. The

answer choices are strongly agree (Sangat Setuju = SS), agree (Setuju = S), disagree

(Tidak Setuju = TS), strongly disagree (Sangat Tidak Setuju = STS). Although the

result of the data just point out from agree or disagree but from the percentage of the

data, the researcher might conclude the general condition by describe this in the end

of the research stage.

3.2.2.4 Interview

This research conducted the interview for teachers and students in the second

grade. The researcher conducted interview about several important components relate

to the research, such as about their views and also their reactions on Bimanese

alphabet and folk in English Language Teaching (ELT), especially about how far

their knowledge and their understanding about Bimanese alphabet and folk. This

study implemented semi structure interview where it might possible for the researcher

to talk about the students’ general knowledge, their opinion and also about their ideas

so it will let the students to speak freely.

3.3 The Technique of Data Analysis

The collected data above is called as the primary data, then after collect the

data, the researcher will analyze the collected data which is connected with the

documentation, observation, questionnaire and interview. In this case, the researcher

will analyze the data by using a descriptive method. Descriptive method is a kind of

method that describes the data by sentences (Arikunto, 1999). This statement

supported by Miles and Hubermen (1984) who states that the most frequent form of

display data for qualitative research data in the post has been narrative text. In this

research, descriptive method is use to describe the general world of Bimanese

alphabet and folk in English Language Teaching (ELT). In analyzing the data, the

researcher formulates some steps as follow:

3.3.1 Identification

In this research, there would be an identification of the alphabet that will be

used in the classroom, where in this case the researcher would give a sheet which

consist of Bimanese alphabet and Bimanese folk then it might be possible to analyze

general world of Bimanese alphabet in ELT then identificate the short story (folk) is

used in this research where there are three stories: Wadu Ntanda Rahi, Tabe

Bangkolo and La Hila. The researcher identifies the three stories and the using of

those stories in ELT, then also the reactions of the students towards the use Bimanese

letters and alphabet in ELT.

3.3.2 Classification

After identification some important components of Bimanese alphabet, folks

and students’ reactions, the next step is classify the use of Bimanese alphabet, folk

and the students’ reactions, whether positive reaction, affirmative or negative

reaction.

3.3.3 Description

The next step is description, where in this case there will be the brief general

descriptions of the previous matter.

3.3.4 Explanation

Explanation is the last stage of data analysis, where in this case there will be a

brief discussion of the overall problems especially about Bimanese alphabet and folks

in ELT.

CHAPTER IV

FINDING AND DISCUSSION

This section will briefly answer the question in the previous chapter. This

chapter consists of several important subchapters namely The Use of Bimanese

Alphabet in English Language Teaching, The Use of Bimanese Folk in English

Language Teaching and the last is Student’s Reaction toward the Use of Bimanese

Alphabet and Folk in ELT.

4.1. The Use of Bimanese Alphabet in English Language Teaching (ELT)

Bimanese alphabet is one of the local culture inheritances that should be

conserved because it has been already used several centuries ago and nowadays the

main problem is most of the young generations do not know their own alphabet

(script). Basically English Language Teaching (ELT) and Bimanese alphabet are the

two different components, where ELT is the teaching of English. In general, English

is the international language which already used in many countries around the world,

moreover it has been taught in Indonesia while Bimanese alphabet is one of the local

culture inheritances which had been used a long time ago in Bima, West Nusa

Tenggara. This study has just conducted to investigate the use of Bimanese alphabet

in English Language Teaching, absolutely by insert the content of alphabet into

English Language Teaching (ELT). In general, there are various ways to use

Bimanese alphabet in ELT. In this research the researcher applied Bimanese alphabet

in a piece of paper which combined with the alphabet of Latin in the form of English

language, where the content of the alphabet writing is a story of Bima (folk).

4.1.1. The general Implementation of Bimanese Alphabet in English Language

Teaching (ELT)

In general, the research about English Language Teaching (ELT) and alphabet

(script) are rarely conducted because in this case there are two different important

components that are English as the global language and Alphabet (Script) as the local

content. In this research, the students are introduced to their local culture inheritances.

Therefore this research is an ethnographic, because it relates to the culture. This

research aims to introduce the local content and to investigate the use of Bimanese

alphabet and Bimanese Folk in ELT.

In this research, the students are being introduced to the alphabet and for the

treatment or the teaching of alphabet, there are 3 meetings. The first meeting is by

explaining the goal of teaching and learning process and describes the activity that are

going to conducted in three meetings. This first meeting was the introducing of

Bimanese alphabet (script), this activity is conducted in the structural order. The first

meeting was by giving them a piece of paper contains the forms of Bimanese

alphabet which consists of vowel, syllable and nasal form, it was the complete form

of Bimanese alphabet where the activity was conducted step by step. In this activity,

to support teaching and learning process, the researcher also introduced Bimanese

script by using flashcard as the supporting material where in the flashcards there are

Bimanese alphabet in the vowel form of A, I, U, E, O. The first step of this activity is

by showing the flashcards one by one and ask them to mention the name of alphabet

or script by referring to the table of Bimanese alphabet which already given, therefore

the activity might be enjoyable and interesting. At this first meeting, the researcher

gave the paper of the complete Bimanese alphabets as the supplement material and

the researcher also give a folk entitled “Wadu Ntanda Rahi” in a form of Bimanese

alphabet writing, then the students tried to read the script by use the guide from the

previous paper which already given, automatically this activity might make the

students memorize the script directly. At the first time there would be the different

view for the students, some of them thought that Bimanese script was very unique

and the rest of them thought that it was difficult because they have never learnt

Bimanese script in their elementary school.

The second meeting is conducted by asking the students to read the second

story entitled “Tabe Bangkolo”, the story is in a form of Bimanese alphabet writing.

This is the more difficult one. According to the observation, in this stage of the

activity, the students already know the alphabet in the form of vowel, they could

write the vowel form in front of the white board. The students personally think that

vowel form in Bimanese alphabet is easier than the other form of Bimanese alphabet

or script. In this activity the students translate the script and read the story which is

written in Bimanese alphabet (script).

The third meeting is the last meeting. In this meeting, the researcher gave the

last story which written in Bimanese alphabet, the title of the story is “La Hila”. In

this case the students work in a partner where they try to read the alphabet by look

after the guidance then they also read and translate the form of Latin or the story in

English language. In this last activity, there was reinforcement for student. It was a

kind of simple exercises for the students where there were some pieces of La Hila’s

story in English then the student compare with the suitable random Bimanese

alphabet in the right side. In this last stage the students found out that Bimanese

alphabet or Bimanese script was easier than before. Absolutely all of the activity such

as the command and the other are in English and use bilingual technique.

4.1.2. The Method or the Way Used in Teaching Bimanese Alphabet (Script)

Basically, in learning alphabet or script, it is necessary to involve some

skills such as writing and reading. Actually there are some steps in teaching

Bimanese script (alphabet):

1. First, by giving the complete table or the full material of Bimanese

alphabet (Bimanese script). In this first step, the researcher introduces the

general information of script, started from the explanation about the

definition of the script and the form or the category of the script, etc.

2. Second, based on the observation, the easier form of alphabet is the vowel

form, therefore in this research, the researcher using some flash cards to

conduct the most colorful of teaching and learning process.

3. Third, after conducting the introduction section and conducting some

drillings, the research ask them to put the script in the well order

according to the map of script which is started from the vowel form,

syllable form and nasal form. In this case we might call it as the activity of

pairing something according to the structure.

4. Forth, the researcher ask them to translate the script in the form of the

story which already given. Absolutely this is conducted step by step and

the story is given in a sequence way, which is started from Wadu Ntanda

Rahi, Tabe Bangkolo until La Hila.

5. The last step is the reinforcement. In this activity, there were some pieces

of story or folk in English then the student compare with the suitable

random Bimanese alphabet in the right side. In this last stage the students

found out that Bimanese alphabet or Bimanese script was easier than

before.

4.1.3. The Advantage and Disadvantage of the Use of Bimanese Alphabet

(Script) in ELT

4.1.3.1. The Advantages of Using Bimanese Alphabet (Script) in ELT

1. For some students who are interested on the culture, learning Bimanese

script arise the different view about ELT, because they are learn two

important components. Therefore it might be challenging for the students

to learn English.

2. In general, teaching ELT through Bimanese script might introduce the

students to their local culture inheritances, therefore they get double

knowledge.

4.1.3.2. The Disadvantages of Using Bimanese Alphabet (Script) in ELT

1. It will be difficult for some students to learn double materials, moreover

for the students who never learn about Bimanese script in their elementary

school.

2. The form of Bimanese alphabet is rather similar, therefore it might be little

difficult to differentiate between a form with another for.

4.2. The Use of Bimanese Folk in English Language Teaching (ELT)

4.2.1. The general Implementation of the Folk (Short Story)

Folk or short story is something which is not new in English Language

Teaching (ELT). There are some researches which already conducted relate to the use

of folk or short story. Basically English and Short story are two components which

might be collaborated, because it is the absolute content, Such as in teaching text, one

of the texts in ELT which is deal with this explanation is narrative text. Because of

the collaboration with the alphabet, there were three meetings with three stories

which are collaborated with Bimanese alphabet in a piece of paper.

The first meeting, the researcher gave the brainstorming for the students by

asking them about the stories or folks that already known by them. In this activity the

researcher also announced three stories or folks that are going to give. According to

the result of the observation, most of the students did not know the story of “Tabe

Bangkolo”, they just knew the story of Wadu Ntanda Rahi, La Hila and Jati

Kasipahu. At the first meeting, students were given the folk “Wadu Ntanda Rahi” in

Bimanese script and latin script (English). In this activity students one by one read the

story for each sentence, automatically this activity might practice their pronunciation

in speaking skill, after read the story students translated the story into Indonesian and

they also translated the script into Bimanese. At the first meeting, students were very

enthusiasm on teaching and learning process because most of them were very like

folk or the story in English.

The second meeting was by gave the folk “Tabe Bangkolo”. This story

belongs to fable. In this activity, the students were very enthusiasm to learn and read

the story because most of them didn’t know the story of Tabe Bangkolo. students

work in partner. A student read the story in English for one sentence then his or her

partner translated the story which was read by his or her partner. There are two

benefit activities, the first is speaking, practice their pronunciation and confidence

and the second is translation section, it would help the students to collect the

vocabularies.

The third meeting was by gave the folk “La Hila”. In this last meeting their

enthusiasm on learning the folk were still going on, where the system was just the

same as the previous one, nevertheless there was an additional activity where the

students are commanded to compact the pieces of the story in English sentence in the

left with the translation of the alphabet in the right side. All of the activities used

English language and bilingual technique. The most important point here, after

conducting the activities the students determined the moral value from all of the folk

that were given.

4.2.2. Method Used in teaching Folk through ELT

4.2.2.1. Grammar Translation Method (GTM)

Austin J Damiani (2003) in his study “The Grammar Translation Method of

Language Teaching” writes “as a teacher, I liked using the grammar translation

method because I could assume the intelligence of my students; I could talk to

them like the intelligent people that they are, and we could talk about the

grammar and vocabulary that I was teaching. In another method, I would have

had to use simple language and familiar phrases to communicate in the target

language, and even then, I could not be sure that my students knew and

understood what it was that they were saying.” (as cited in Mart, 2013).

In this research there are some steps in conducting the teaching and learning

process:

1. In the first step of the activity, students are being introduced to several folk.

Then the researcher chooses one of the folk that is very familiar for the

students, remain that this is the first meeting therefore the story or the folk

should be easier.

2. After determining the story, students are commanded to work in partner,

where the first student should read a sentence of the story which is written in

English then his or her partner translate the sentence which is read by the

partner and it is behaved for all of the students in the class.

3. The students are commanded to pair the pieces of the sentence, where there

are two columns in the left and in the right side where the left contains of

the pieces of the story in English while the right contains the translation in

the form of the script.

4.2.2.2. Communicative Language Teaching (CLT)

According to Galloway (1993), communicative activities try to get

students to talk in ways that approximate the way they will actually have to

use the language outside of the classroom. In this research, there are some

steps:

1. First, after translated the story, students should retell the story based on

their understanding around the teaching and learning process. Therefore

students might speak freely.

2. Second, Students are stimulated to involving their selves in the process

of teaching and learning by retell the story or the folk in English then the

researcher ask the moral value to the students. In this activity the

students are very enthusiasm and tried to deliver their opinion related to

the moral value of the folk or the story. In this case, we might call this

activity as problem-solving activity.

4.2.3. The Advantage and Disadvantage of the Use of Bimanese Folk in ELT

4.2.3.1. The Advantages of the Using of Bimanese Folk in ELT

1. According to the observation, the use of Bimanese alphabet might arise

the student’s attention and motivation in learning English, moreover in

this case the students learn their own folk, their own local culture.

Therefore, it is interesting for them.

2. It might let the students to imagine the story and take the lesson into the

real life.

3. Short story is the cheapest but most interesting entertainment, it can

been seem when most of the students were sleepy because the ELT was

conducted in the end of time, the researcher told the story then they

become more enthusiasm for listen to the story.

4.2.3.2. The Disadvantage of the Using of Bimanese Folk in ELT

According to the result of the research, there is no disadvantage,

however for some students it might be very traditional for them.

4.3. The Student’s Reactions towards the Use of Bimanese Alphabet and

Bimanese Folk in English Language Teaching (ELT)

4.3.1. The Student’s Reaction toward English Language Teaching (ELT)

As previously explained before that English Language Teaching (ELT) is very

important in this globalization era, where we might say that English is the key to open

the world, because English language has been used in all over the world. Especially

in Indonesia, English language has been used as the requirement to past the national

examination, English also has been used to apply a job and as the requirement to

continue the study in the higher level such as master degree, etc. According to the

research, almost all of the students interested in English Language, they do aware that

English language is very important for their future. This statement is supported by the

result of the research where 87,5% students strongly agreed to the statement that

English language is very important in this globalization era, while 12,5% students

agreed to that statement. According to the interview, one of the students said that “I

do agree that English is very important because it is the international language so that

we might not confuse when we speak with the tourist…” (see appendix). Based on

the data, It means that all of the students in the class are agree to the statement.

4.3.2. The Student’s Reactions toward The Importance of learning English

through Local Culture

Basically Language and culture are the two important components that might

not be separated. English language is the global language which should be master by

the students to prepare their selves in the globalization era and culture is the main

component to build up the character of the students. According to Nieto (2010),

culture is not merely seen as something inherited but also it can be something learned,

it seems urgently needed to have an innovative way of improving the practice of

English language teaching in this country for the sake of maintaining the national

identity and achieving the goals of national education stated in the Undang-Undang

Republik Indonesia Nomor 20 Tahun 2003 owning to the fact that this particular

subject provides students with a direct contact with a foreign culture (As cited in

Sudartini, 2012).

Therefore it might not be denied that English language teaching is very

important to be learnt and it will be more effective if the local culture inheritances are

inserted on this subject. As previously explained before that the local culture

inheritances in this study are Bimanese alphabet and Bimanese folk. As a result ELT

will be meaningful if it is being taught together with the local culture inheritances.

Based on the result of the research, 100% students love their own culture where

68,75% strongly agreed that English will be meaningful with the local culture

inheritances and 28% students agreed with this statement, fortunately just a student or

3% of student who disagreed with this statement.

4.3.3. The Student’s Reactions towards Bimanese Alphabet (Script) in English

Language Teaching (ELT)

It has been stated that alphabet is one of the local culture inheritances that

should be conserved. Most of the students think that Bimanese script is very unique

where some of the students have already learnt the script when they were in

elementary school while the rest of them have not learnt it yet. The research shows

that 91% students strongly agreed that Bimanese alphabet (script) is one of the local

culture inheritances that should be conserved, 9% students agreed to this statement. In

general 100% students agreed that Bimanese alphabet is the local culture inheritance

that should be conserved. After conducting the teaching and learning process of

Bimanese alphabet, 43,75% students strongly agreed that Bimanese alphabet is

interesting to be learned and 56.25% students agreed to this statement, where 72%

students are believed that by learning Bimanese alphabet (script), it will expand our

knowledge about Bimanese culture and 28% students agreed to this statement.

4.3.4. The Student’s Reactions towards Bimanese Folk in English Language

Teaching (ELT)

Beside alphabet (script), folk also a kind of the local culture inheritance that

should be conserved, because there are many folk in Bima that are very unique and

interesting to be introduced to the public. This is suitable with the fact that Indonesia

is rich with the cultures, where Sumatera well known with the story of Malin

Kundang, the story of Aji Saka and Alfabet Jawa, Timun Mas in Java, Nyi Roro

Kidul in Yogyakarta and there are still many folklore in Indonesia. Therefore in this

case Bima might promote its own folk through English Language Teaching (ELT),

moreover ELT will be meaningful and interesting because the teaching and learning

process is very unique. The research shows that 72% students strongly agreed to the

conserving of folk as one of the local culture inheritances and 28% students agreed

where 100% students are interested on folk. Qualitative data obtained from semi

structure open-ended interview, where one of the students said that “folk is

interesting, I like folk so much. It’s good because we should conserve our local

culture.” (Interviewee A)

4.3.5. The Student’s Reactions towards the Use of Bimanese Alphabet and

Bimanese Folk in ELT

In this research, as the same as the instrument of the research above, there are

some interviews and questionnaires which are given for 32 students. According to the

result of the research, 56,25% student strongly agreed to the use of Bimanese

alphabet and folk in ELT, 37,5 % agreed and 6,25 % students disagreed. As a result

in this case the researcher divided the problem into some important points according

to their reactions toward the use of Bimanese alphabet and folk through ELT, the

researcher divided into three categories, those reactions are Strongly Affirmative

Reaction, Affirmative Reaction and Non-Affirmative Reaction.

4.3.5.1. Strongly Affirmative Reaction

According to the result of the research, there are 56,25% students strongly

agreed to the use of Bimanese Alphabet and Bimanese Folk in English Language

Teaching (ELT). It means that a half of the students or most of the students strongly

agreed with the use of Bimanese alphabet and Bimanese folk in ELT. A half of the

students (18) students already learnt Bimanese (script) when they were in Elementary

School. Most of the students think that English language is very important to be learn,

moreover it is better to input the local content such as Bimanese alphabet and

Bimanese folk. By the use of the two important components, it might introduce their

own local culture inheritances. The student do believe that by the use of Bimanese

alphabet it might let them know their own alphabet (script) which already used a

long time ago in the past, this is the way to introduce them to Bimanese alphabet

(script). Moreover by the combination with folk, English Language Teaching (ELT)

will be enjoyable for them, because they very like folk or the short story especially

Bimanese folk, they very enthusiast on the stories (folks) that were given. According

to the data of the interview one of the students said that “I do agree if the English is

taught with the local culture inheritances such as Bimanese alphabet and Bimanese

folk, because we should develop our local culture and I really like folk.” (Interviewee

B)

4.3.5.2. Affirmative Reaction

Affirmative reaction is the students who are agree to the use of Bimanese

alphabet and Bimanese folk in English Language Teaching (ELT). There is 37,5%

(12) students agreed to the use of Bimanese alphabet and Bimanese folk in ELT.

Actually they think that Bimanese Script is unique and rather difficult to be learnt but

they should learn Bimanese alphabet in English Language Teaching (ELT) because

they do aware that Bimanese alphabet is one of the local culture inheritances that

should be conserved. They also do very agree with the implementation of Bimanese

Folk, because they could learn English while learning their own folk.

4.3.5.3. Non-Affirmative Reaction

Non-Affirmative Reaction is the reaction of the students who are disagree to

the use of Bimanese alphabet and Bimanese folk in English Language Teaching

(ELT). But there are just two students or 6,25% students disagreed to the use of

Bimanese alphabet and Bimanese folk in ELT. They think that Bimanese alphabet is

very difficult to be learnt, moreover they just know little about Bimanese folk or

stories. Again, according to the result of the interview one of the students said that “I

do agree that Bimanese alphabet should be conserved but not in English language

teaching, because English is difficult enough for me” (Interviewee C) then another

one said “I never learnt Bimanese script in my elementary school, therefore it must be

difficult for me”. (Interviewee D)

CHAPTER V

CONCLUSION AND SUGGESTION

Chapter V presents some conclusions dealing with the result of analysis

discussed in chapter IV. This last chapter also provides some suggestions that can be

used for further study in order to get better result in the future.

5.1 Conclusion

From the finding and discussion in chapter IV, the researcher found out that

there are some structural ways and methods that are applied in the use of alphabet and

folk in ELT, such as by using Grammar Translation Method (GTM) and

Communicative Language Teaching (CLT), those are just the simple examples of the

method, the most important thing is the process which make the students enjoying

ELT through the local culture inheritances. According to the data, 56,25 % students

strongly agreed to the use of Bimanese alphabet and folk in ELT, 37,5 % agreed.

Therefore, in general it can be concluded that 93,75 % students agreed to the use of

Bimanese alphabet and folk in ELT, while there are just 2 students or 6,25 % students

disagreed to the use of Bimanese alphabet and folk in ELT. It means that most all of

the students agreed to the use of Bimanese alphabet and folk in ELT. Most of them

think that there are some different views of ELT through the local culture

inheritances.

The students think that Bimanase alphabet is very unique but it is challenging

to be learnt while Bimanese folk are interesting, they are very enthusiast on it.

Therefore it might let them to learn English effectively because they are learn English

with the local content.

In addition, according to the result of the research, the researcher also gave the

questionnaire and interview for the teacher where in this case one of the English

teacher in school strongly agreed to the use of Bimanese alphabet and folk in ELT.

She thinks that it is the best way to conserve the local culture inheritances. The

students also will be enthusiast on learning English with their local culture

inheritances, therefore the students might learn two important components.

5.2 Suggestion

This last chapter of the research contains some suggestions that hopefully

might get more comprehensive understanding about this research:

1. There must be the awareness and the deep attention from all elements, in

relation to the importance of culture and the effective of ELT through the

culture inheritances because basically culture is a way to find out our own

identity.

2. There should be a deep research relate to the use of local culture inheritances

especially in this case Bimanese alphabet and Bimanese folk in ELT, because

in this activity there will be two significant components. The first one is

English as the main subject then culture as local content as the character

building.

3. For the other researcher, in conducting the further research there should be

more data and references in order to conduct the specific research.