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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.