1. anzgGinkkenBsaibubsjwimin=ksrnpmulznHi=z[yog-k/tai[nFo[nsiyh
USING JAVANESE MOTHER LANGUAGE AS A BRIDGE LANGUAGE OF INSTRUCTION IN YOGYAKARTA SPECIAL PROVINCE, INDONESIA (SOME CONSTRAINTS AND GOOD PRACTICES)
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Suharti and Widyastuti Purbani
Indonesia

3. Javanese Language in Its Doom’s Day? bsjwib[dnemaikiymt¿
Claimed to be spoken by 6O millions of people but the number must have been declining
The Third Javanese Language Congress in Yogyakarta 2001 warned that this language is in its process of fading away and might eventually die.

4. Indonesian younger generation does not speak the language anymore now.
Brighter future is always associated with English or at least Indonesian. “Javanese will bring the children nowhere”.
More younger people live in complex housings in which the community members come from different ethnic backgrounds  Indonesian is used more often.

5. The Need to Safeguard the Javanese Language pe/lunipunHnJgijejegi=bsjwi
Indonesia cannot be separated from the existence of 700 ethnic groups, including Java, which has built the nation.
Javanese language is therefore an integral part of Indonesia.
Globalization without locality is an emptiness

6. Javanese language is a vital medium of transformation to keep the invaluable heritages (philosophy, values, traditions) understood by younger generation.

7. The Government Policy kwickSnni=pm[rnTh
The New Order: centralization  uniformity  Javanese as mother tongue was neglected
Reformation era: decentralization  local autonomy. Local voice is heard.
The amendment of the National Constitution: The government respects and maintains the local language as a part of national cultural heritage.

8. The Act of National Article 4 verse 2: Education is conducted democratically, equally and non-discriminatorily based on human rights, religious values, cultural values, and national pluralism.
The urge to the local government to issue Local Constitution on the Preservation of Javanese language and culture.

9. Some Constraints peplzipun¿
The problem of inferiority: Javanese is seen as an out of date, archaic and inferior language compared to modern and prospective English.
The problems with orthography: While some old kitabs containing philosophy are still written in Javanese orthography, people do not see any direct need to learn it.

10. The problem of hierarchy: Javanese has 7 styles related to the social level of addresser/addressee. Failure to use proper style may cause severe misunderstanding. It makes Javanese seems more complicated and in controversy to the egalitarian spirit.

11. Minimum time allocation for Javanese in the school curriculum
Minimum time allocation for Javanese in the school curriculum. Before 2004 Javanese was taught 2 hours/week only in Elementary and Junior Secondary levels. In Senior Secondary School when national identity is in its process of establishment, Javanese learning was absent.
The lack of teachers in terms of quantity and quality: Most Javanese teachers do not have Javanese education background. Teaching Javanese is not the main job at school. Only16% Javanese teachers available for Senior Secondary School

12. Teaching approach: Until 2005 the approach widely used was structural normative approach with the teacher as the center of teaching and learning activities. Language was treated as a knowledge instead of skills.
The problem of relevance: Researches show that teaching materials used are not relevant to the students’ need in their daily life  students feel burdened and fail to see its function.

13. The lack of skills to create attractive learning and teaching material: Teaching materials used were relatively dull and plain. Teaching media were rarely employed. Teachers were not quite creative.

14. How to overcome the constraints crnipunN=gulzipepl=
Safeguarding the language through
Education
Urging the local government on the importance of Javanese taught in High Secondary School
Urging the government on the importance of maximizing the time allotment for Javanese teaching from 2 to 4 hours per week
Recruitment of temporary teachers among Javanese practitioner, lovers and scholars to fulfill the need of teachers

15. Conducting regular trainings and workshops on material development, the use of media, teaching methods and peer teaching. Relevance of materials to students’ need and current issues is emphasized. Student centered approach is encouraged.
Developing, improving and revitalizing the Javanese curriculum at all levels
Promoting the use of Javanese in daily activities: Javanese day at schools  everybody must speak Javanese the whole day.

16. Enhancing appreciation to Javanese culture: Gamelan, tembang, Javanese dance. MCing are offered as extracurricular activities in all school levels. Competitions on those activities are regularly held.
Conducting regular meeting with schools to revitalize the curriculum and teaching materials

17. Increasing Awareness Nggigah kawigatosan
Using local media (television, newspaper, magazine) to promote awareness: some media give rooms for Javanese programs (news and art performances)
Using young people as agent of image building to promote Javanese excellence through media
Promoting Javanese use in offices (Javanese day at government offices)
Promoting Javanese costume and culinary at offices:  wearing Javanese costume on special days and serving Javanese culinary for guests

21. Writing important city signs and directions in two orthographies (Roman and Javanese)
Promoting tolerance in multicultural events: Javanese among other ethnics and cultures
Simplifying Javanese styles into 3 levels instead of 7 to reduce hierarchy, complexity and resistance among young learners.

24. Looking Forward Pangajab
Improving attractiveness in materials and way of teaching
Improving relevance of materials
Improving awareness among young people and parents
Encouraging student centered approach in teaching

25. Terimakasih
Maturnuwun
Thank you