Indonesian Language And National Language

In this research, I’m going to focusing on the English as a language is being taught in many countries oversea today including Thailand. In fact, you’ll be surprising to know that English is required for many of the students in many countries. Unfortunately, it is not necessarily taught as well as it could be because of heavy teaching load, class sizes and adequate technology. Learning an English today still's has been challenging for many countries and specifically in Thailand. In Thailand, the student often gets too overwhelmed with English and mentally tune out in the classroom because English was their least favorite subjects. On the other hand, the students don’t have a resource at school or they don’t have it enough. Furthermore, many students just go to English class and switch back to Thai as soon as they out of school. English isn't used locally in Thailand. Although, there still a lot students continue care about English language because English has been the most ordinarily utilized language internationally and the language of traffic control and the majority of academic journals. It’s the most common language on the internet and the language that travelers use to communicate with different native speakers.

Many kids in school are wanting to learn a new language away from their native language but many students are wondering what language is going to help them the most in the future. English is the clear answer for these students that are wondering what new language to learn for a number of reasons. Through different articles through the book “Language: A Reader for Writers” it discusses how language is the most successful and most useful language to speak. College students who want to learn a second language, that have not learned English, should learn English because it is the most widely used language in the world and it is the most useful language to learn.

In their opinion in countries that English is not their native language it has negative impact on culture and mother tongue. However, there are many reasons that demonstrated that use of English as a medium of instruction have positive impact on everyone’s life. As a study clearly says that student has the ability and skills to learn many languages (Begg, 2012). He adds that teaching a language in schools as a first or second language qualitatively vary because if all higher-study materials are in English so students to needs to be proficient in that language and that transition is smooth from school to college or college to university. In addition he clearly mentioned that” Junking English as a medium of education will only push us back”. For instance, there are many people he studied in English that now became successful in their life, Indira Gandhi, Jyoti Basu, Ratan Tata, Sunil Gavaskar, Amitabh Bachchan and a million of people who are leaders and successful (Begg, 2012). Therefore, all of these researches widely declare that English as a medium of instruction has benefits to improve educational system of and to develop a country that English is not their native

Introduction: English is a global language and nowadays everyone has to focus on it. Our introduction clearly defines about it. Our research proposal is based on the difficulties faced by Gujarati medium students in learning English Language at Tertiary Level.

With the rapidly development of English, English becomes a lingua franca in the world. English language is spoken by over1.5billion people around the world (“Mufwene, S.”, 2010). Non-native speakers are far outnumber of native-English speakers which means that many people who come from different backgrounds and different native language are using English as a common language for communication(“Mufwene, S.”, 2010). In other words, English have an important position today; it affects more and more people use it as a common channel for communication or in the aspect of sharing academic information. However, although English has many advantages, it is threatening to the position of other languages in the world, for example, some languages are facing

According to Ethnologue (Grimes, 1996) cited in Purwo, K. (2000), there are 6703 languages in the world. The distribution of those languages is in sequence Asia 2,165 or 32%, Africa 2,011 or 30%, the pacific 1,302 19%, The Americas 1,000 or 15% and Europe 225 or 3% . Asia becomes the continent with the most living languages in the world. Those languages are distributed in each country, and particularly, Indonesia is the second most living languages in the world, after Papua Nugini. Indonesia according to Grimes (1992) cited in Purwo, k. (2000) is reported to have 706 languages while Papua newgunie has 867 languages. Mostly, the 700s languages in Indonesia is in the eastern Indonesia in which Silzer and Heikkinen (1991) in Purwo, K. (2000) reports that 240 of the languages are in Irian Jaya.

Indonesia is a country that is described as having a beautiful scenery and is gorgeous place to live. This doesn’t mean that something with a beautiful scenery does not have any flaws that come with it. Indonesia consists of a group of islands located in Southeast Asia and is between the Indian and the Pacific Ocean. The proper language that is spoken is known as Indonesian or “Bahasa Indonesian”. This is the most common language that is spoken in Indonesia; but is not the only one that is used. Indonesian was first developed in the year 1945, when the declaration of Indonesian independence was first drawn up. Although Indonesian is known as the official language, it is actually the second most used language in Indonesia. Most of the population speaks languages such as Minangkabau or Javanese. These languages are typically spoken at households and the public. Indonesian on the other hand is commonly used at work and in school. The ethnic groups that are usually found in Indonesia include: Javanese (45%), Sundanese (14%), Madurese (7.5%), Coastal Malays (7.5%), and other (26%). Out of these ethnic groups the main religion that is practiced is Muslim (88%) followed by Protestant (5%), Roman Catholic (3%), Hindu (2%), Buddhist (1%) and other (1%). In extension to Indonesians, they are a mix of Chinese, European, Indian, and Malay and even though there population consists of mainly Muslims, they also have a vast amount of Christian Protestants, Catholics, Hindus, and Buddhists.

English has undergone some changes in relation to its status in the world. Some years ago, it only became the first or second language for several countries. Nowadays, alongside with the development of information, communication, and technology the status of English becomes a lingua franca in the world. That is, a language that is used as a means of communication between people with different language. This change, of course, brings some impacts in the roles of English as a language. English is not seen as a language for identity anymore. Yet, it functions mainly as a means of communication. Added to this, the change of the English status as a lingua franca will also impact to the educational sector especially in English Language Teaching (ELT). With regard to this issue, this paper tries to present the notion of English as a Lingua Franca (ELF) and its implication to the teaching learning process especially in Indonesian context.

The word “Indonesia” has two Greek words and meaning in it. “Indos” means Indian and Nesos mean “Islands”. According to the Embassy of Indonesia, the whole country is made up of 17,508 islands. However, like the islands scattered everywhere, Indonesia seems to have a “messy” government. The government of Indonesia has started after decolonization from the Dutch, which is called the “Unitary State of the Republic of Indonesia” starting from 1945. The structure of the Indonesian government seems very similar to the one of U.S. It has an executive, judicial, and and legislative branch. Just like the US government, Indonesia has political representation, bureaucratic organization, judicial system, and law enforcement. However, following the reforms of the government, the Indonesian government is not stable and is apprehensive in taking the government forward.

Indonesia has a massive population of 249.9 million people. Indonesia’s human rights are mostly abused because the government hasn’t done enough to help protect those rights. Indonesia has the largest economy in south East Asia and is one of the emerging market economies. Some people in Indonesia are wealthy but the majority of people in Indonesia are poor.

It serves as the primary language of the ubiquitous and all-influential World Wide Web, latest version applications, programs and freeware, shareware, peer- to- peer, social media networks and websites. Furthermore, English is of vital importance for higher education and specialized training. English is the medium of instruction in most universities and higher education institutes of the world. Skill to read and write English aptly is very much important, especially for higher studies in a foreign country and also for good standard of books as well as study materials. It is quite untrue to say that the books accessible in diverse mother tongues are of poor quality; however, it is a fact that the books obtainable in English on diverse matters are in wider choice. Apart from these, English is important for access to world media and entertainment. Satellite channels around the world telecast news and views in English. The art, tradition, culture and life style of any country can be understood fairly well if we have knowledge of the English

Sulistiyanto's article is unbiased in terms of discussing the bilateral relationship between Australia and Indonesia. It gives two-sided perspective from both sides. One of the examples given was the "identity and fear perspective" where Australia has fears over the collapsing of Indonesia, where thousands of Indonesian will land on top of the north coast of Australia. At the same time, fear also exists on the side of Indonesia about the possibility of Indonesia being collapse (p.121). This article also has given us an interesting and an insightful contemporary issue through cultural history approach with a few examples when Indonesia and Australia came into contact. It has shown they have made a contact since 16th and 17th century where the Makasarese people were searching for the sea cucumber and through their journey they have met and developed a long lasting relationship through marriage (p.119).

Kebangkitan Nasional Indonesia, or the “Indonesian National Awakening” began in the early Twentieth Century. The success of Indonesia’s budding nationalism belongs to the ability to use existing the institutions, urbanization and transportation around Java and Sumatra, and the “otherness” of colonization. Initially groups such as Sarekat Islam were founded to fulfill community needs, but shortly morphed into a way for the “natives” of the Dutch East Indies to unite and organize. Later, students at STOVIA (School for the Training of Indonesian Doctors) began to form political and philosophical organizations such as Boedi Oetomo, which advocated for independence of the East Indies. Leo Suryadinata, as well as countless other Indonesian scholars, asserted that these were essential for the formation of Nationalism in modern Indonesia. Such groups emphasized a united Indonesia, rather than focusing on the numerous ethnicities that belong to the archipelago. This sense of budding nationalism was encouraged during Japanese occupation. Thus, following the end of the World War II and the return of the East Indies to the Dutch, Indonesia began a violent, five-year long war for independence. The hardships of war echoed the shared sense of identity and community amongst Indonesians and continues to be a crucial component of Indonesian nationalism today.

Common national language has consistently been a fundamental driving force to uphold national bonding all over the globe. This can be recognized by historical examples ranging from those found in Western countries to Asian countries, such as how French was adopted as a means to reunify France as a whole country after the French Revolution and how Korea has made use of a common Korean language to unite the Three Kingdoms and to secure statehood. In this context, ‘common national language’ refers to a language, both written and spoken that has connections, de facto or de jure with users and the territory they occupy and exists originally but is then forged to be the first language to shape a politically desired national identity. To strengthen the national solidarity, it has sometimes been proposed that a typical national language is indispensable for accelerating the formation of an appropriate national identity. This essay will argue that common national language is the key to sustain nationhood because users can gain a greater sense of belongings and togetherness towards the nation. This will be asserted by demonstrating how a particular concept can be stressed with a language while speaking and by showing how a common national language could reduce the communication gap between nationals with different mother tongues.

For almost half a century Indonesian cannot refrain from having to bear with the mass and rapid influx of English loanwords. Since 1970s there has been a strong pressure, initiated by Pusat Bahasa (the Language Center), for the change from Dutch-soundlike loanwords, such as tradisionil, universil, komersiil, into English-soundlike loanwords, such as tradisional, universal, komersial, respectively. Although some Dutch-based forms like riel are much more likely to be used than the more English-soundlike