Language and literacy planning anomaly: A case study on detached fishermen’s children from their ethnic language

Authors

  • Anita Fatimatul Laeli Universitas Muhammadiyah Jember
  • Fitri Amilia Universitas Muhammadiyah Jember
  • Slamet Setiawan Universitas Negeri Surabaya
  • Nurkamilah Nurkamilah The Pennsylvania State University

DOI:

https://doi.org/10.26555/bs.v45i1.1322

Keywords:

Ethnic Language Literacy , Ethnic Language Policy, Reading Comprehension

Abstract

Indonesia is a multilingual country that has various ethnic languages based on its ethnicity and region. For that, maintaining the ethnic language is a crucial issue in Indonesia. The purpose of this study is to portray fisherman children’s ability to read in the ethnic language (Madurese language) and investigate how the local Education policy supports the ethnic language of the fisherman community. The present study approach employed a mixed-method design. Sixteen (aged around 10 – 11 years old) Madurese children were involved in this study. Reading aloud, reading comprehension tests, and interview were used as the instruments in this study. The study was conducted within 3 weeks. The results of the study revealed that (1) the children's reading comprehension is much affected by the Madurese speech level (formal and informal) of vocabulary mastery and topics in the text. (2) children’s reading aloud was influenced by the L2 (National language) orthography system.  (3) the absence of teachers who can teach the Madurese language is the most prominent reason for not providing the Madurese Language as local content in the primary school. This study highlights the critical need for local government intervention to provide qualified Madurese language teachers in school to preserve and promote ethnic language literacy. Additionally, it underscores the importance of early childhood exposure to literacy practices in within language within the family environment.

References

Arifin, E. B. (2014). Pertumbuhan Kota Jember dan munculnya budaya Pandhalungan. Literasi: Indonesian Journal of Humanities, 2(1).

Badan Bahasa. (2017). Bahasa dan peta bahasa Indonesia. Badan Pengembangan dan Pembinaan Bahasa.

Boon, E., & Polinsky, M. (2015). From silence to voice: Empowering heritage language speakers in the 21st century. Informes Del Observatorio/Observatorio Reports, 1–19. https://doi.org/10.15427/or007-01/2015en

Browne, A. (2001). Developing language and literacy 3-8 (second Edi). Paul Chapman Publishing. https://doi.org/10.4135/9781446222430

Chang, A. C. (2019). Effects of narrow reading and listening on l2 vocabulary learning multiple dimensions. Studies in Second Language Acquisition, 1–26. https://doi.org/10.1017/S0272263119000032

Chríost, D. M. G. (2003). Language, identity and conflict: A comparative study of language in ethnic conflict in Europe and Eurasia. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203634387

Creswell, J. W. (2012). Educational research: Planning, conductin,g and evaluating quantitative and qualitative research (Fourth Edi). Pearson.

Cui, H., & Zheng, Y. (2024). Ethnicity is in the blood, not in the language: exploring Korean-Chinese bilingual families’ multilingual planning. Journal of Multilingual and Multicultural Development, 45(2), 129–146. https://doi.org/10.1080/01434632.2020.1868480

Davies, W. D. (2010). A grammar of Madurese (G. Bossong, B. Comrie, & M. Dryer, Eds.). Walter de Gruyter. https://doi.org/10.1515/9783110224443

Disbray, S. (2016). Spaces for learning: Policy and practice for indigenous languages in a remote context. Language and Education, 30(4), 317–336. https://doi.org/10.1080/09500782.2015.1114629

Fishman, J. (2006). Do not leave your language alone: The hidden status agendas within corpus planning in language policy. Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203825808

Hornberger, N. H. (2009). Literacy and language planning. Language and Education, 8(1–2), 75–86. https://doi.org/10.1080/09500789409541380

Ismadi, H. D. (2017). Kebijakan pelindungan bahasa daerah dalam perubahan kebudayaan Indonesia. Kementerian Pendidikan dan Kebudayaan.

Jabeen, S. (2023). Language planning and policy, and the medium of instruction in the multilingual Pakistan: A void to be filled. International Journal of Multilingualism, 20(2), 522–539. https://doi.org/10.1080/14790718.2020.1860064

Kerfoot, C., & Simon-Vandenbergen, A. M. (2015). Language in epistemic access: Mobilising multilingualism and literacy development for more equitable education in South Africa. Language and Education, 29(3), 177–185. https://doi.org/10.1080/09500782.2014.994522

King, M., Gipson, F., & Kauffman, B. (2016). Early language and literacy plan. Early Years Practice: For Educators and Teachers, 76–89. https://doi.org/10.4135/9781526435682.n6

Kirsch, C., & Hornberger, N. H. (2024). Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education. Language, Culture and Curriculum, 37(3), 289–309. https://doi.org/10.1080/07908318.2024.2335938

Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8

Liddicoat, A. J. (2004). Language planning for literacy: Issues and implications. Current Issues in Language Planning, 5(1), 1–17. https://doi.org/10.1080/14664200408669076

Liddicoat, A. J. (2007). Issues in language planning and literacy. In A. J. Liddicoat (Ed.), Multilingual Matters.Ltd (Vol. 53, Issue 9). https://doi.org/10.1017/CBO9781107415324.004

Liddicoat, A. J. (2023). Language policy and planning as a discursive accomplishment. In International Encyclopedia of Education: Fourth Edition. Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.07107-4

Limerick, N. (2017). Kichwa or quichua? Competing alphabets, political histories, and complicated reading in indigenous languages. Comparative Education Review, 62(1), 103–124. https://doi.org/10.1086/695487

Mancilla-Martinez, J., & Lesaux, N. K. (2017). Early indicators of later english reading comprehension outcomes among children from Spanish-Speaking homes. Scientific Studies of Reading, 21(5), 428–448. https://doi.org/10.1080/10888438.2017.1320402

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research a guide to design and implementatiob (Fourth). Jossey-Bass.

Meybodi, M. M. (2014). Ethnic language maintenance: A case study of second- generation Iranian Americans in the Northeastern States how does access to this work benefit you? Let us know! City University New York.

Mujizah, M. (2018). Preservasi dan revitalisasi bahasa dan sastra Nafri, Papua: Sebuah bahasa hampir punah. Aksara, 30(1), 75. https://doi.org/10.29255/aksara.v30i1.217.75-88

Musgrve, S. (2014). Languge shift and language maintenance in Indonesia; In P. Sercombe & R. Tupas (Eds.), Language, Education and Nation-building; Assimilation and Shift in Southeast Asia. Palgrave Macmillan. https://doi.org/10.1057/9781137455536

Nurlaelawati, I., & Dzulqodah, S. (2014). Reading aloud strategies in reading English texts. Indonesian Journal of Applied Linguistics, 3(2), 89–99. https://doi.org/10.17509/ijal.v3i2.663

Paciotto, C. (2014). A case study of a minority language maintenance program in Italy: Students’ and teachers’ perspectives on the slovene-medium school network. Procedia - Social and Behavioral Sciences, 116, 1237–1242. https://doi.org/10.1016/j.sbspro.2014.01.375

Pawitra, A. (2009). Kamus standard bahasa Madura - Indonesia. Dian Rakyat.

Peraturan Daerah Provinsi Jawa Timur Nomor 9 Tahun 2014 Tentang Penyelenggaraan Pendidikan, 1 (2014).

Peraturan Pemerintah (PP) Tentang Pengembangan Pembinaan dan Pelindungan Bahasa dan Sastra serta Peningkatan Fungsi Bahasa Indonesia, Nomor 57 1 (2014). https://peraturan.bpk.go.id/Home/Details/41672/perpres-no-157-tahun-2014

Phaahla, P. (2014). Indigenous African Languages as agents of change in the transformation of higher education institutions in South Africa: Unisa. Nordic Journal of African Studies, 23(1), 31–56.

Polinsky, M. (2018). Heritage languages and their speakers: Looking ahead. Digital Access to Scholarship at Harvard. https://doi.org/10.1017/9781107252349

Rajagopalan, K. (2016). Language and identity: National, ethnic, religious. WORD, 62(4), 276–280. https://doi.org/10.1080/00437956.2016.1248656

Rassaei, E. (2017). Effects of three forms of reading-based output activity on L2 vocabulary learning. Language Teaching Research, 2(1), 76–95. https://doi.org/10.1177/1362168815606160

Reformana, G., Bagus, H., & Irawan. (2024). Sasaq local wisdom-based ELT materials in improving intercultural competences and speaking skills as Pancasila learners’ profiles. Journal of English Education and Teaching, 8(3), 2024. https://doi.org/10.33369/jeet.8.4.764-782

Rousseau, S., & Dargent, E. (2019). The construction of indigenous language rights in Peru: A language regime approach. Journal of Politics in Latin America, 11(2), 161–180. https://doi.org/10.1177/1866802X19866527

Setiawan, A., Hang, T. T. N., & Derana, T. G. (2023). Critical reading research and its implications for critical reading skills for Indonesian language teachers: A systematic literature review. BAHASTRA, 43(2), 152–182. https://doi.org/10.26555/bahastra.v43i2.500

Shin, J. K. (2018). Literacy programming for young learners. The TESOL Encyclopedia of English Language Teaching. https://doi.org/10.1002/9781118784235.eelt0124

Sofyan, A. (2017). Problematika pembelajaran Bahasa Madura di sekolah. Bahasa dan Sastra Indonesia dalam Konteks Global, 10(2), 387–396.

Suyanto, B. (2017). Implementasi kebijakan pembinaan bahasa daerah di Kabupaten Jember, Situbondo, dan Banyuwangi. SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik, 18(1), 14. https://doi.org/10.19184/semiotika.v18i1.5110

UU RI No 24 Th 2009 Tentang Bendera, Bahasa, dan Lambang Negara, serta Lagu Kebangsaan. (2009). http://badanbahasa.kemdikbud.go.id/lamanbahasa/sites/default/files/UU_2009_24.pdf

Widuatie, R. E., & Winarni, R. (2024). The formation of ethnically distinct villages in Jember during the colonial period (1870-1942). Indonesian Historical Studies, 8(1), 109–127. https://doi.org/10.14710/ihis.v8i1.15926

Yu, S.-C. (2015). The relationships among heritage language proficiency, ethnic identity, and self-esteem. FIRE: Forum for International Research in Education, 2(2). https://doi.org/10.18275/fire201502021039

Yuksel, D., Nao, M., Wingrove, P., Zuaro, B., & Hultgren, A. K. (2024). Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education: A process tracing perspective. Current Issues in Language Planning, 25(4), 1–23. https://doi.org/10.1080/14664208.2024.2400836

Zurutuza, K. P. (2016). Typology in multilingual pedagogy: Pursuing migrants’ linguistic integration and minority languages’ preservation. Fourth 21st Century Academic Forum, 68–83. https://www.researchgate.net/publication/310064504

Downloads

Published

2025-04-10

Issue

Vol. 45 No. 1 (2025): BAHASTRA

Section

Articles

License

Copyright (c) 2025 Anita Fatimatul Laeli , Fitri Amilia, Slamet Setiawan , Nurkamilah Nurkamilah

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.