Nama : Rina Silviana

Kelas / NIM : ABT-3D / 6022301023

ACADEMIC WRITING
Resistance of Regional Languages in the Era of "Westernization"
Indonesia is a country with a total population of 275 million people and ranks as the
fourth most populous country in the world after China, India, and the United States
(Worldbank, 2022). Its high human population, coupled with its geographically diverse
islands, has made Indonesia rich in culture, ethnicities, and languages. According to data
from the Ministry of Education and Culture of the Republic of Indonesia, Indonesia has 718
regional languages, which account for 11% of the total 8,494 languages spoken worldwide.
These 718 regional languages are used by at least 221 million people in Indonesia.
Despite Indonesia's linguistic diversity, unfortunately, in 2010, 146 regional languages
in Indonesia were classified as endangered, with 12 of them already extinct. The high risk of
language extinction is primarily due to the dwindling number of speakers. For example,
Javanese is spoken by approximately 75.2 million people, Sundanese by 27 million, Malay by
20 million, while some languages have fewer than one million speakers, and a few are down
to just 10 or even one speaker. The sustainability of a language is contingent on the use of its
linguistic system by an unisolated community of native speakers (Stewart in Muhammad
Darwis, 2011:4), meaning that a decrease in speakers can lead to a language's vulnerability to
extinction.
Muhammad Darwis (2011:3) draws an analogy with biological species, following
Krauss (1992), to categorize the vitality of languages into three levels. The first level is
moribund, where a language is no longer being learned by children as their mother tongue.
The second level is endangered, where the language is still being acquired by children today
but may not be used in the future. The third level is safe, referring to languages officially
supported by the government and spoken by a large population. According to Darwis, the
current situation indicates that regional languages are no longer acquired and learned by all
children and adults within their respective ethnic groups (Muhammad Darwis, 2011:4).
The low interest among the public, especially youth and children, in using regional
languages is influenced by various factors. Darwis identified the emergence of preschools
(Taman Kanak-kanak) in rural areas, which predominantly use the Indonesian language, as
the primary driver of the declining interest in regional languages (Muhammad Darwis,
2011:4). Another evident factor is the influence of globalization, which has shifted people's
focus toward global and international perspectives rather than local ones. This has led schools
in Indonesia to prefer using English as part of their local curriculum, with English proficiency
becoming a determinant in university admissions and job selection.
The high priority given to the use of the national language and international languages
in academic and professional settings is motivated by various factors. Indonesia, starting from
January 1, 2016, officially entered the ASEAN Economic Community (AEC), and there have
been reports of Indonesia's potential entry into the Trans-Pacific Partnership (TPP) proposed
by the United States. In the face of the AEC, 1,000 taxi drivers from the Philippines and
people from Thailand reportedly started learning the Indonesian language (Tribunnews.com,
2016, and beritasatu.com, 2014). Given these conditions, many Indonesians have started
competing to master international languages. This is especially relevant considering President
Joko Widodo's national development agenda, where he aimed for a 7% economic growth in
2019 (Liputan6.com, 2016). Consequently, the population is more inclined to learn foreign
languages rather than regional ones.
Treating regional languages as stepchildren in both local communities and schools is
not in line with the regulations set by the Law on the Flag, Language, State Symbol, and
National Anthem, which states in Article 42, paragraph (1), that "Regional governments are
obliged to develop, nurture, and protect regional languages and literature to ensure they
continue to fulfill their role and function in community life in accordance with the times and
remain part of Indonesia's cultural heritage." The government is clearly making efforts to
safeguard regional languages as local wisdom that must be preserved and cultivated in the
collective consciousness of society to prevent language extinction.
Numerous efforts have been made by both the government and academics to preserve
regional languages. Some of these efforts include making regional languages a mandatory
subject in schools, conducting training, research, and seminars on regional languages by both
local governments and academics (students and professors), and establishing regional
language study programs in universities. Incorporating regional languages into the
compulsory curriculum ensures that students learn and use them in their daily lives. However,
students tend to forget regional languages outside the context of their studies, and regional
languages are not a top priority for them. Similarly, seminars and the opening of regional
language study programs have low levels of interest and may not effectively disseminate
information to the broader community. Consequently, some of these efforts are deemed
highly ineffective in revitalizing regional languages.
One remaining hope amid the fragility and vulnerability of regional languages is that
there are still some regional languages spoken by over a million people, and even tens of
millions of people. This serves as a reflection for experts and Indonesian society. Languages
like Javanese, particularly in Malang, continue to thrive in the era of globalization and even
in the face of Westernization currently impacting Indonesia. While the context of
globalization erases geographical boundaries between countries, Westernization involves the
absorption of Western culture, lifestyles, and social activities. This represents the climax of
the cultural threats currently faced by Indonesia. However, some regional languages still
manage to resist the tide of Westernization sweeping over Indonesia. This key point should be
considered an effective solution to address the increasingly widespread degradation of
regional languages.
Children's formative years are an excellent time to instill moral and cultural values in
them. In sociology, children go through the preparatory stage (ages 1-5), where they prepare
for future learning, and the play stage (ages 6-12), where they imitate behaviors that shape
their habits. Subsequently, the game stage (ages 13-17) and generalized stage (acceptance of
collective norms, ages 17 and above) enable children to understand the importance of using
regional languages and become effective agents of socialization for the new generation in
society. This normative theory is practically applicable in the Malang community and has
been well-integrated through the understanding of all generations.
There are many ways to preserve the integrity of regional languages that are predicted
to face extinction. The first step is to start using regional languages in everyday life,
especially within small families. Regional languages become easier to understand and
habitual when their use is frequent, aligning well with the home environment where children
typically spend 60-80% of their time.
In essence, the preservation of regional languages in Indonesia requires a collective
effort involving families, communities, educators, and policymakers. These languages are not
only a reflection of cultural diversity but also a testament to the resilience and richness of
Indonesia's linguistic tapestry. By valuing and nurturing regional languages, Indonesia can
continue to celebrate its cultural heritage and maintain the linguistic mosaic that makes it
unique.