21 FebruarY 2007
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eragaman Bahasa merupakan suatu hal yang sangat penting dari keberadaan berbagai bahasa dunia dimana bahasa tidak hanya sekedar alat komunikasi tetapi lebih dari itu, merupakan warisan dunia yang penting yang menunjukkan keragaman budaya manusia. Hari Bahasa Ibu telah dirayakan pada tgl 21 Februari selama tujuh tahun. Sidang Umum UNESCO pada tahun 1999 telah menyetujui untuk menetapkan tanggal 21 Februari sebagai Hari Bahasa lbu Sedunia dalam mempromosikan pentingnya keragaman bahasa dunia. Selain itu perayaan ini diharapkan untuk dapat memobilisasi individu, organisasi, pemerintah untuk berbuat sesuatu dalam rangka melestarikan bahasa - bahasa dunia. Diperkirakan bahwa pada saat ini terdapat 6000 bahasa yang dipakai didunia ini dan 300 dari bahasa tersebut dalam keadaan hampir punah. Dirjen UNESCO, Mr Koichiro Matsuura, menggambarkan bahasa sebagai jiwa dari masyarakat, bahasa dan budaya tidak dapat dipisahkan karena keduanya saling tergantung. Dari 6000 bahasa tersebut, 61% dipakai di kawasan Asia Pasifik, dan 700 dipakai di Indonesia. Keragaman bahasa yang dipakai di Indonesia ternyata jumlahnya paling banyak di Asia. Bahasa resmi yang dipakai di Indonesia adalah Bahasa Indonesia yang dipakai sebagai media pembelajaran pada semua tingkat pendidikan. Tetapi hanya 10% dari penduduk Indonesia yang bisa berbicara bahasa Indonesia sebagai bahasa Ibu.
Konstitusi dan peraturan pemerintah menunjang pemakaian bahasa ibu sebagai media pembelajaran sekolah dasar pada tingkat awal. Tetapi dalam prakteknya bahasa lokal jarang dipakai pada sekolah negeri formal. Bahasa lokal hanya diajarkan sebagai mata pelajaran di beberapa daerah. Bahasa lokal lebih banyak dipakai pada sekolah non formal terutama pada program pemberantasan buta aksara untuk orang dewasa. Pertama, UNESCO mendukung pemakaian Bahasa lbu untuk memperbaiki kualitas pendidikan dengan membangun pengetahuan dan pengalaman siswa dan guru. Kedua, UNESCO mendukung pendidikan “bilingual” dan “multilingual” pada semua tingkat pendidikan untuk meningkatkan kesamaan jender dan kesamaan sosial dan sebagai suatu unsur penting dalam mendukung keragaman bahasa. Ketiga, UNESCO mendukung bahasa sebagai komponen penting untuk pendidikan antar budaya dalam meningkatkan pengertian antara kelompok masyarakat dan untuk menghormati hak asasi setiap individu. UNESCO Jakarta terutama mendukung pembelajaran dengan pendekatan memakai Bahasa Ibu pendidikan keaksaraan “First language first”. Yang dimaksud dengan First language first” adalah pemakaian bahasa yang pertama dipelajari untuk mengajar mereka yang buta aksara pada tingkat awal yang berangsur diajarkan bahasa yang kedua, dalam hal ini bahasa Indonesia sebagai media pembelajaran. UNESCO Jakarta bekerjasama dengan Departemen Pendidikan Nasional dan BPPLSP Jayagiri, telah mendukung pengembangan program pengajaran keaksaraan
dengan memakai bahasa Ibu yaitu bahasa Sunda (salah satu bahasa yang dipakai di Jawa Barat) dan penilaian kemampuan keaksaraan. Pemerintah telah mendukung inisiatif dari beberapa universitas di Indonesia antara lain Universitas Gajah Mada untuk mengembangkan bahan belajar keaksaraan dan pelatihan dalam Bahasa Ibu. Siswa pada universitas ini memberikan pendidikan keaksaraan dalam beberapa Bahasa Ibu seperti: Bahasa Sunda, Bahasa Madura, Bahasa Bugis, dan Bahasa Jawa. Inisiatif ini dilakukan untuk mendukung Gerakan Nasional Pemberantasan Buta Aksara yang ditargetkan untuk mengurangi separuh dari jumlah penduduk Indonesia yang buta aksara dari 14 juta menjadi 7 juta.
Program keaksaraan dengan memakai bahasa Ibu dilakukan pula oleh 5 organisasi wanita: Aisyiyah, Muslimat, KOWANI, Pendidikan Kesejahteraan Keluarga (PKK), dan Wanita Islam yang telah menandatangani perjanjian dengan Departemen Pendidikan Nasional. Semua usaha ini bukan saja akan memberantas buta aksara tetapi juga akan dapat memelihara kebanggaan pada Bahasa lbu mereka dan meningkatkan budaya, dan keragaman bahasa dalam masyarakat dunia. Departemen Pendidikan Nasional, Komisi Nasional Indonesia untuk UNESCO, dan Kedutaan Bangladesh serta UNESCO Jakarta akan menyelenggarakan perayaan Hari Bahasa Ibu Sedunia di Jakarta untuk menunjukkan akan pentingnya Bahasa Ibu dan juga bertujuan untuk mengakui keragaman bahasa dan pendidikan multilingual untuk stakeholder yang relevan termasuk pemerintah.
Welcome Speech by Prof. Dr. Arief Rachman, MPd. Executive Chairman, Indonesian National Commision for UNESCO
Saya mengucapkan terima kasih kepada para Duta Besar atau wakilnya dan staf Badan PBB yang dapat memenuhi undangan kami pada hari ini serta para pejabat di lingkungan Depdiknas dan guru serta siswa-siswi dan para orang tua yang dapat hadir pada acara perayaan hari ini. Mengapa kita perlu merayakan Hari Bahasa Ibu Sedunia ? Pada saat ini terdapat 6000 bahasa yang ada di dunia ini dan 50 % dari bahasa ini akan punah. Dengan merayakan hari bahasa ibu diharapkan agar kita semua peduli untuk ikut serta melestarikan bahasa-bahasa yang ada di dunia ini terutama bahasa Ibu yang ada di Indonesia yang diperkirakan berjumlah 700 bahasa. Oleh karena itu UNESCO pada tahun 1991 telah menetapkan tanggal 21 Februari sebagai Hari Bahasa Ibu Sedunia, yang diharapkan dapat dirayakan setiap tahun. Untuk meningkatkan pelestarian Bahasa Ibu diharapkan agar setiap anak dapat belajar lebih dari satu bahasa. Selain itu dalam sistem pendidikan dapat diajarkan bahasa ibu, bahasa nasional dan bahasa asing. Pelestarian dan promosi Bahasa Ibu berarti pula pelestarian dan promosi kebudayaannya masing-masing yang menjadi tulang punggung bangsa.
Doc. Triswanto
Pertama saya ucapkan syukur Alhamdulillah kepada Allah S.W.T karena atas rahmat-Nya kita dapat berkumpul pada hari ini dalam keadaan sehat wal-afiah. Saya mengucapkan terima kasih kepada UNESCO Office Jakarta yang diwakili oleh Mr. Alisher Umarov dan Kedutaan Bangladesh yang diwakili oleh Her Excellency, Ambassador Mrs. Salma Khan yang telah memprakarsai perayaan Hari Bahasa Ibu Sedunia sehingga dapat terlaksana pada hari ini. Prof. Dr. Arief Rachman MPd. memberikan sambutan pembukaan
Penguasaan bahasa nasional dan bahasa asing diperlukan untuk memudahkan kita dalam dialog antar budaya dan supaya kita dapat lebih aktif dalam berbagai kegiatan. Dalam kegiatan yang kita lakukan hari ini kami telah berkoordinasi dengan Kedutaan Bangladesh dan UNESCO untuk bersama-sama merayakan hari ini dengan menghadirkan bahasa ibu yang ada di Indonesia dan juga bahasa Ibu di berbagai negara dalam bentuk puisi, phrases, atau nyanyian yang akan dilakukan oleh siswa siswi dari berbagai sekolah dan oleh staf kedutaan. Selain itu kita juga menghadirkan delapan pemenang ENNIKI 2006 untuk ikut berperan serta dengan membacakan hasil karyanya. Akhirnya, saya ingin memberikan perhargaan kepada semua pihak yang ikut aktif pada perayaan ini yang telah dikemas dalam pementasan bermacam atraksi yang akan segera kita nikmati bersama.
Message by Mr Koichiro Matsuura, Director-General of UNESCO, on the occasion of International Mother Language Day 21 February 2007
The mother language is dear to each one of us. It is in the mother tongue that we utter our first words and express individual thoughts best. It is the foundation upon which all human beings develop their personality from the moment they draw their first breath, and which supports them throughout their lives. It is the school for respect for oneself, one’s history and one’s culture but, above all, for others and their differences. For difference inheres in every language as a “second nature”. Specialists know well that languages, far from constituting immutable and closed systems, are always the outcome of much intermingling, interactions and influences over time. No language lacks a history. However, cultured and correct our manner of speaking may be, it consists of many borrowed forms, in which identity and alterity intermingle. Etymology rightly refers to this multifaceted history, in which identity is the fruit of diversity and complementarity and which prepares a future marked by other contacts, other points of convergence. The dialectic bond between identity and diversity is not merely a legacy from the past. In a world in which the global and the local are entwined and must interact harmoniously, the concepts of “mother tongue” and “multilingualism” are becoming structurally complementary. Communication within the family or community sphere is thus coupled with the exercise of the speech at school and at work and in the market, the newspapers, policies, religion, the courts, administration and leisure activities. It is a matter of experiencing all of these aspects of social life in a linguistically appropriate manner. UNESCO thus endeavours to promote multili-ngualism, in particular in the education system, by encouraging the recognition and acquisition of at least three levels of language proficiency for all: a mother tongue or first language, a national language and a language of instruction. The promotion of linguistic and cultural diversity is supported by commitment to dialogue among peoples, cultures and civilizations. Diversity and dialogue, identity and alterity are indeed the primary elements of functional complementarity that should be ensured, through multilingualism, in its entirety. This requires harmonious use of the various languages that exist at the national and regional levels and strategies and plans that can promote languages in all situations of life.
Admittedly, despite examples of good practices in various parts of the world, multilingualism seems today to be more an ideal than an actual reality. More than 50% of the 6,000 languages spoken in the world, vehicles of collective memory and intangible heritage, are likely to die out and 96% of these languages are spoken by only 4% of the world’s population. Less than a quarter of all languages in the world are used in education and in cyberspace and most of them are used only occasionally. Only a few hundred languages have genuinely been given pride of place in the education system and in the public domain and less than a hundred are used in the digital world. Take for example the African continent, the cradle of Humanity, where one-third of the world’s languages is spoken! Although they are perfectly mastered by the population groups who use them as daily means of expression, most of these languages are hardly used in education, the administration, justice or the public press. Accordingly, the African Union, which considers languages to be one of the pillars of African integration, is endeavouring to implement a regional language management plan designed to harmonize the local and global in the interest of all. It is such an open integrated approach, far removed from any purely identity based conception of languages, which should be retained and, with the cooperation of all of UNESCO’s friends and partners, be supported generously in furtherance of a multilingual future of diversity and mutual respect. Thus, to mark this year’s International Mother Language Day, I am launching an appeal for national and regional language strategies to be promoted in such a way as to build a harmonious environment for all the languages of the world.
Speech by Mr. Alisher Umarov, Representing Director of UNESCO Office-Jakarta
Languages : Diversity, Participation, Dialogue
Ladies and Gentlemen: Everybody starts speaking in their own mother language. I think everybody remember the first words of your mother to you said in mother tongue “I love you”. Languages contribute significantly to integration processes in schools, the media, the workplace, political life and public services. However, thousands of languages are absent in these areas, and fifty percent of the world’s 6,000 languages are in danger of disappearing. In this context, UNESCO has a duty to take action through its complex normative framework in favour of multilingualism. To date, Indonesia is linguistically the most diverse country in all of Asia. Of the worlds 6,000 languages, some 61% are used in the Asia Pacific region; around 700 originated in Indonesia alone. The number of languages listed for Indonesia is 742. Of those, 737 are living languages, 2 are second language without mother-tongue speakers, and 3 are extinct. The official language, Indonesian or Bahasa Indonesia is the language of instruction at all levels of education. But language specialists are saying that only about 10% of the population speaks Indonesian as their mother tongue. The pervasive use of Bahasa Indonesia is gradually threatening the existence of traditional languages in the country. This also means there are large possibilities that the deep values embedded in mother language, especially among minority groups, could vanish if people no longer spoke traditional languages. The Director-General of UNESCO, Mr. Koichiro Matsuura, described language as society’s soul, language and culture are inseparable, in a sense they define each other. On 21 February, we will celebrate the “International Mother Language Day” for the eighth time. The Day was launched by the UNESCO General Conference at its 30th session to promote linguistic
Mr. Alisher Umarov delivered his speech
diversity and multilingual education. Today, language is given more and more attention on an international level as demonstrated by the increasing number of initiatives and projects related to language policies. It is important to support the rising awareness on the strategic importance of multilingualism in the life of individuals and peoples. UNESCO firstly supports mother tongue instruction as means of improving educational quality by building upon the knowledge and experience of the learners and teachers. Secondly, UNESCO supports bilingual and/or multilingual education at all levels of education as a means of promoting both social and gender equality and as a key element of linguistically diverse societies. Thirdly, UNESCO supports language as an essential component of inter-cultural education in order to encourage understanding between different population groups and ensure respect for fundamental rights. In combination with Education For All global commitment, mother languages could also be promoted by the creation of minority language schools benefiting the children themselves and their communities as a whole, reducing illiteracy and poverty while promoting multiculturalism and diversity. UNESCO Office Jakarta, in particular, promotes the mother tongue approach into literacy education. “First language first” education use the learners’ first language for teaching beginning literacy and initial curriculum content, then gradually introduce the second language, usually a national language, as another medium of instruction. In cooperation with the Ministry of National Education and its Regional Non Formal Education Research and Development Centre II Jayagiri, UNESCO Office Jakarta
Doc. Triswanto
Assalamualaikum Wr . Wb . Selamat datang di Perayaan Hari Internasional Bahasa Ibu kali ini. Let me first extend my warm greetings on behalf of the Mr. Koichiro Matsuura, Director-General of UNESCO, on the occasion of International Mother Language Day, 21 February 2007. It is a great pleasure for me to welcome you all in this National celebration.
has been supporting the development of mother tongue literacy programme in Bahasa Sunda, one of the languages used in West Java Province, and literacy skills assessment tools for this programme. Currently we are also in communication with the Non Formal Education Development Center (BP-PLSP), Regional V Makassar to replicate the success made in the previous project. Ladies and Gentlemen: UNESCO Office Jakarta would like o convey special thanks and sincere appreciation to The Ministry of National Education, Indonesian National Commission for UNESCO, and the Embassy of the People’s Republic of
Bangladesh for hosting this festive celebration. UNESCO Office Jakarta hopes that this celebration of International Mother Language Day in Indonesia could provide a meaningful opportunity for debate and activities for the promotion of all the languages spoken on our planet, aiming at promoting linguistic diversity and multilingual education for the concerned government representatives, specialists and other stakeholders. In conclusion let me say to you all in my mother Uzbek language “Me sizlami sevaman” va “Katta Raxmat” which means I love you all and Terima Kasih Banyak! Atas perhatiannya saya ucapkan terima kasih yang sebesarbesarnya, Wassalamualaikum Wr. Wb.
Remarks by : Her Excellency Salma Khan, Ambassador of Bangladesh I have the pleasure to welcome you to the observance of the International Mother Language Day 2007, declared by UNESCO, which commemorates the sacrifice of lives by many Bengalis on this day in the year 1952 to protect their mother language Bangla.
Mrs. Salma Khan delivered her remarks
To have a sound understanding of the background of the day, it may be useful to have an idea about Bangladesh and its people. Situated at the crossroad of South Asia and Southeast Asia, Bangladesh lies in the northern side of equator with ‘tropic of Cancer passing through it. It means that, although she may be classed as a tropical country, seasonal variation distinguishes her from tropical countries of this region. As the colourful variation of six seasons brings together expressions of beauty, the eternal spirit of unity is reflected through harmony of various religious and racial strands, which bind together a population of around 140 million. Bangladesh can boast of a rich tradition of Bangla literature. Apart from Nobel Laureate Poet Rabimdranath Tegore, many great poets and litterateurs have encouraged Bangla literature through their epics, poems and novels. In the present day Bangladesh, quality of poems, drama and modern paintings has attained international standard. The reference to Bangla literature brings us back to our today’s main topic. The very name of Bangladesh means “country of Bangla” This demonstrates the love of its people for their mother language and their own culture. In fact, Bangla forms the core of sense of nationalism of Bangladeshi people. Bangladesh is perhaps the only country in the world that began its struggle for the right to speak, read and write and conduct its every day life in its own mother tongue that eventually led to its struggle for independence.
Let us explore the historical background of how love of mother language inspired and guided Bengalees towards their destination of sovereign Bangladesh. In August 1947, about the same time as the independence of Indonesia, the British colonizers divided the Indian subcontinent to create two separate entities called India and Pakistan. Pakistan was created in two parts with more than thousand miles of Indian territory in between, namely West Pakistan (which is today’s Pakistan) and East Pakistan (which is today’s Bangladesh). This division was made purely on the basis of religion not with standing the fact that culturally and linguistically the two parts of Pakistan could not have been more different. At the time of partition of India and Pakistan, Fast Pakistan had the majority population with one homogenous culture and language while West
Pakistan had four different languages with distinct regional cultural differences. While in a democratic country the language of the majority would have become the state language, it was not so in the case of Pakistan. In 1947, soon after the partition of the subcontinent, the leader of independent Pakistan Mohamed Ali Jinnah declared in a speech in Dhaka, capital of the then East Pakistan and today’s Bangladesh that Urdu and only Urdu would become the state language of the whole of Pakistan. The Bengalis, as we were known then, immediately felt disenfranchised. Early in February 1952, student leaders decided that 21st February would be celebrated as State Language Day. Peaceful strikes and processions were scheduled across the state. Upon hearing of the plans, the ruling government prohibited large public gatherings. The students violated the code, and a peaceful procession was launched in the morning of the 21st. As soon as the procession left the premises of the Dhaka University campus and spilled into main streets, police opened fire and, consequently, innumerable unarmed students died and many were injured. The already-disenchanted Bengalis were angered by this action, and became increasingly agitated. Seeing this, the government made the gesture of instating Bangla as the state language of Pakistan, alongside with Urdu, in April of that year. The gesture came too late for the agitation to subside. It slowly morphed into a desire for self-governance that, after nineteen years of struggle, eventually evolved into a movement for independence that gave birth to sovereign Bangladesh in 1971. Bangla was established with full honour in the independent Bangladesh. In the world’s history, no other nation has had to struggle so much, shed so much blood, to be able to hang onto their right to speak their mother language. People of Bangladesh and Bengali speaking people around the world observe the Martyrs Day every year on 21 February with increasing fervour’s and sing in one voice. How can I forget twenty first February Coloured with the blood of my brothers? How can I forget twenty first February Washed by the tears of so many bereft mothers? How can I forget twenty first February That dyed my golden land with blood of my brothers?
The Bangladeshis girls were singing their traditional song
Bengali is now well established among the principal languages of the world. Bangla is now spoken by about 250 million people in the world as their mother language - people in Bangladesh and India and Bengali Diasporas. Today, major national broadcasting media like BBC, Voice of America, Deutche Welle, NHK, Radio Moscow, Radio Beijing, etc. conduct regular programmes in Bangla. The establishment of the right of mother language on 21 February 1952 was essentiality the establishment of one of the basic human rights of universal nature. The Martyrs’ Day, like May Day, was actually too great a day to be confined within a national boundary. There were demands from different corners to celebrate the Martyrs’ Day internationally so that its ideals spread across the world with inspiration to save many an endangered languages spoken by minority peoples. It was again two Bangladeshis, expatriate in Canada, Rafiqul Islam and S.M. Salam, who took the first effective initiative, in a letter of 09 January 1996 to the then UN Secretary General Kofi Annan, with the proposal of declaring 21 February as the International Mother Language Day. They formed a group called “Mother Language Lovers of the World” with 10 members speaking seven different languages and continued efforts and pursuit with UN and UNESCO. The government of Bangladesh eventually came to the scene, as any such proposal must be mooted through member-states. On 17 November 1999, in recognition of the Bangla Language Movement, UNESCO adopted a resolution declaring 21st February as the International Mother Language Day. The list of co-sponsors of the resolution include Papua New Guinea and Indonesia which rank first and second respectively in terms of number of languages spoken within their territory. The honour bestowed upon the martyrs for language is truly universal as even Pakistan. shedding its historical sensitivity toward the language movement, joined others in co-sponsoring the resolution. The resolution was passed with a rare unanimous vote or 188 member-states of UNESCO General Conference and with co-sponsorship of as many as 24 member-states.
Mother language is the most precious of all heritages that people inherit soon after birth. It grows in depth and significance through acquisition as life unfolds. Only mother language has the versatility of communicating all the possible feelings of a person ranging from emotional through spiritual to intellectual. It is the most potent and obvious manifestation of a person’s identity as an individual and as a member of a distinct cultural group. At a time of globalization when languages of smaller communities are on the verge of extinction, the declaration of the International Mother Language Day not only affirms the importance of mother language but is also a call for national and international efforts to protect and develop the languages. With a view to promoting research
into the subject, the government of Bangladesh has taken up a project to establish an International Mother Language Institute. Before I conclude I would like to express my sincere thanks to Prof. Dr. Dodi Nandika, Secretary General of Ministry of National Education, RI, Prof. Dr. Hubert Gijzen, Director and Representative of UNESCO Office Jakarta, Mr. Alisher UMAROV, Programme Specialist/Education Officer, UNESCO Office, Jakarta. Prof. Dr. Arief Rachman, M.Pd. Executive Chairman, Indonesian National Commission for UNESCO and Dra. Hj. Hasnah Gasim, National Coordinator of ASP-net/ i-EARN, Indonesian National Commission for UNESCO. Thank you
Presentation on Endanger language in Indonesia by : Mr. Dendy Sugono, Director of Center of Language, Department of National Education BAHASA-BAHASA TERANCAM PUNAH DI INDONESIA 1. Masalah Kebahasaan di Indonesia Di Indonesia ada tiga kelompok bahasa, yaitu (1) bahasa daerah yang menjadi bahasa ibu bagi sebagian besar bangsa Indonesia, (2) bahasa nasional/bahasa negara, dan (3) penggunaan bahasa asing. Menurut catatan The Linguist, di Indonesia terdapat 746 bahasa: bahasa-bahasa itu tersebar di kepulauan Indonesia yang memiliki luas 1,7 juta km2 dengan 17.508 pulau. Bahasa-bahasa itu berkedudukan sebagai bahasa daerah dengan jumlah penutur yang berbeda-beda. Permasalahan ketiga kelompok bahasa itu tidak dapat dipisahkan satu dari yang lainnya, ketiganya saling terkait. Bagi sebagian besar orang Indonesia, bahasa daerah merupakan bahasa yang pertama dipelajari di dalam lingkungan keluarga, Dendy Sugono mempresentasikan makalahnya maka bahasa itu ikut memberi warna dalam pembentukan kepribadian anak bangsa di samping sebagai sarana interaksi sosial dalam keluarga dan lingkungan/tempat tinggal. Sementara itu, bahasa nasional menjadi lambang identitas nasional dan sarana perhubungan pada tingkat nasional serta bahasa negara berfungsi sebagai sarana dalam menjalankan pemerintahan, melaksanakan pendidikan, dan mengembangkan ilmu dan teknologi. Adapun bahasa asing berfungsi sebagai sarana berinterBerikut catatan tentang bahasa-bahasa yang telah punah. Bahasa-bahasa yang telah punah Papua : 9 bahasa, terdiri dari : Kabupaten Sarmi 3 bahasa: Bapu, Darbe, dan Wares Jayapura 2 bahasa : Taworta, waritai Jayawijaya 2 bahasa : Murkim dan Walak Manukrawi 1 bahasa : Meoswar Rajampat 1 bahasa : Loegenyem Bahasa yang akan punah a. Papua : 32 bahasa (penutur 100 orang sampai 2 orang)
Sarmi ada 10 bahasa: Anus, Bonerif, Foya (Foja), Itik, Liki, Mander, Mremgi, Massep (Potafa), Pawi, dan Yoki Jayapura 6 bahasa: Usku, Narau. Kapori, Tafanma, Dabra, dan Kwerisa Waropeng 7 bahasa: Kofei. Sauri. Awera,Burate, Tafaro, Woria, dan Saponi Jayawijaya 3 bahasa: Pyu. Kosare, dan Kembra Merauke I bahasa: Moraori Paniai I bahasa: Iresim Teluk Wondana 2 bahasa: Dusner dan Tandia Sorong Selatan 1 bahasa: Duriakare Fakfak 1 bahasa: Mor 1(Rumbrawer, 2006) b. Maluku Utara I bahasa teracam punah: bahasa Kau
aksi dengan dunia internasional. Penguasaan ketiga bahasa itu akan menjadikan orang Indonesia yang luwes dalam pergaulan di dalam keluarga, di lingkungan tempat tinggal, di dalam konteks nasional dan internasional. Mengingat begitu penting peran bahasa daerah sebagai bahasa ibu, bahasa itu perlu dipertahankan kehidupannya dalam masyarakat Indonesia. Meskipun demikian, bahasa-bahasa daerah yang berpenutur kecil terancam kepunahan karena desakan perkembangan ilmu dan teknologi yang menuntut kekayaan leksikon yang mampu menampung berbagai perkembangan tersebut. 2. Kepunahan Bahasa Bahasa mengalami kepunahan apabila bahasa itu tidak lagi digunakan oleh masyarakat pendukungnya baik sebagai sarana pengungkap maupun sebagai
sarana komunikasi. Menurut prediksi para peneliti, dalam waktu 100 tahun ke depan bahasa-bahasa di dunia akan tinggal 50%, sedangkan yang 50% akan punah mengingat kuatnya pengaruh bahasa-bahasa utama dalam kehidupan global. Cukup banyak bahasa daerah yang jumlah penuturnya di bawah 1000 orang. Bagaimanapun kondisi itu mengkhawatirkan kelangsungan hidup bahasa-bahasa daerah tersebut, terutama yang memiliki penutur di bawah 1.000 orang itu. Untuk itu, perlu kita pikirkan strategi yang paling tepat buat pemertahanan bahasa daerah yang memang memiliki peran penting dalarn komunitas pendukungnya. Maka, perlu upaya pelestarian bagi bahasa-bahasa daerah yang seperti itu. Adapun bahasa daerah yang tidak mungkin dipertahankan harus didokumentasikan agar kekayaan itu tidak hilang ditelan bumi.
Remarks on Mother Language Literacy By : Mr. Hasan Karta Djoemana, Director of NGO’s in Mother Language I am extremely pleased to be here to join you in a celebration of Mother Tongue Day. I have been asked to say a few words on my direct experience in working on the subject. I hope to share with some of my thoughts on the subject. For that I wish to thank UNESCO and the organizing committee for giving me this opportunity. My own experience in actively helping in the preservation and development of a Mother Tongue is rather limited. It is limited both in term of the length of time and the coverage of the languages. My experience has been restricted to the Sundanese Language which is my cultural mother tongue. Moreover, the activities I have been engaged have been channeled through my activities in Yayasan Rancage for the past three years. Perhaps I should begin by say a few words about the activities of Yayasan Rancage in the field of preserving and developing mother tongues. Through its founder Ajip Rosidi, Rancage has been giving literary awards for works of fiction for the Sundanese, Javanese and Balinese literature. This year, for the 19t” time, Rancage has presented awards to works in the Sundanese language. It has awarded works of fiction in the Javanese language for the 15 year in the row. It has awarded works of fiction in the Balinese language for the 10th year. There are many other activities that Rancage has been engaged in. The monthly magazine Cupumanik has been in circulation for 4 years. An encyclopedia on Sundanese culture has been published. A scholarly multilingual journal on culture published twice a year, Sundalana has been in circulation for 4 years with articles in Sundanese, Indonesian and English.
Mr. Hasan Karta Djoemana delivered his remarks
Why am I concerned about the preservation of our individual mother tongues? Why do I feel that we should be concerned? I would like to suggest that we approach the subject of preserving mother tongues in the country from a broader perspective. It should not be an activity that is regarded as quaint and obscure. It should be regarded as part of the broader effort to strengthen our cultural heritage to face a new century that is full of challenge. It should be made as part of preserving the bigger edifice of the national culture. We live in a pluralistic nation and culture. Our cultural richness lies in the diversity of our culture. The basket that we call our national culture, which is still in the making, comes from the contribution that each of its varied communities would give. The national culture would consist of the best from each of the cultural communities. Language is an important element of this broader aspect of culture.
On my part, I choose to be engaged in this cultural venture of preserving mother tongues in the context of the broader objective of reactivating our cultural dynamism to face the new century. In the context of this specific occasion today, I urge you to make reassessment about what could be done immediately. I would like to suggest a number of simple steps that could be taken to reactivate this aspect of our cultural development. Each of the mother tongues in the country and its community may be at a loss about how to reverse the decreasing trend of interest on the part of its members. There are many reasons for this unfortunate trend. This is not the place to go deeply into it. However, one significant step that can be taken as initial action is for each community to undertake effort to develop documentation about the individual mother tongues. To do so let us see whether we can begin to do something through the support that we can give to libraries of our choice throughout the country that are now engaged in developing collections of documentation
Setelah acara sambutan dan presentasi dari duta besar dan undangan, acara selanjutnya adalah performance berupa tarian dan nyanyian. Performance pertama adalah nyanyian tradisional masyarakat Bangladesh untuk memperingati tanggal 21 Pebruari yang dinyanyikan oleh wanita-wanita Bangladesh. kemudian, penampilan paduan suara dari SMP Labschool, yang menyanyikan lagu dari Minangkabau dan Papua. Selanjutnya, adalah Karawitan Batak yang dimainkan oleh siswa-siswi dari SMU Muhammadiyah Jakarta. Bebasan (panggung cerita dari Bali) ikut juga meramaikan acara. Dalam panggung cerita yang dimainkan oleh grup Saraswati ini menceritakan tentang pentingnya memiliki bahasa ibu. Kemudian, panggung cerita dalam bentuk tarian dari Maluku Utara turut memeriahkan acara. Tak kalah unik, perwakilan dari Papua mementaskan tariannya. Tarian ini menceritakan tentang kehidupan masyarakat Papua. Di sela-sela acara, Prof. Dr. Arief Rachman MPd mengajak delapan pemenang lomba lukis-tulis ENIKKI untuk membacakan hasil karya mereka.
and books on the subject. In doing so, we can begin to develop the horizontal network among individuals and libraries across the country. This may sound simple. But it has not been done extensively. This immediate endeavor would at least provide us with the inventory about the situation related to the documentation on individual mother tongues. In the next 365 days let us work on that. We can gather again next year to assess what the situation may be. We can then decide what we can de next. At least this would be a start. Moreover, in the process of doing those simple things we may discover that there may be room for other endeavors that we can do together. My colleagues at Yayasan Rancage and many others would be happy to work together with those among you who may be interested in this endeavor. We have just established a library in Bandung under the auspices of Pusat Studi Sunda. We can begin to have exchange of views and share our experience. Finally, on the broader note, allow me to suggest that ultimately, whether or not the mother tongues in our on the subject. In doing so, we can begin to develop the horizontal network among individuals and libraries across the country. This may sound simple. But it has not been done extensively. The challenge is for us to be able to take imaginative and simple acts that could be done on a continuous and sustained basis and to do so together.
Gambar : Anak-anak paduan suara sedang menyanyikan lagu daerah dari Minangkabau dan Papua (atas).
Doc. Triswanto
We have a choice. We can ignore this heritage, abandon its use, while absorbing everything from the rest of the world. Or we could actively engage in cultural interaction where we can share our respective heritage with each other and with the rest of the world. The choice is ours to take. Whatever we do, I believe, we are answerable to the future generations.
Tamu dari Bangladesh mempersembahkan tarian daerah mereka (bawah)
Beberapa karya pemenang ada yang menggunakan bahasa daerah mereka sendiri, namun ketika ditanya artinya, mereka tidak mengerti. Inilah salah satu tanda mulai terkikisnya bahasa ibu di kalangan anak-anak, yang notabene adalah para penerus bangsa. Setelah itu dilaksanakan pemberian hadiah bagi para pemenang yang diwakili oleh Ibu Salma Khan. Kemudian, beberapa tamu dari kedutaan menyanyikan lagu tradisional mereka. Terakhir, adalah pengucapan kalimat “aku sayang padamu” dalam 34 bahasa daerah di Indonesia. Dan, sebagai penutup adalah pementasan wayang golek dari Jawa Barat oleh Bapak Wawan Gunawan. Keterangan gambar :
1. Karawitan Batak yang dipersembahkan oleh siswasiswi SMU Muhammadiyah Jakarta 2. Babesan (panggung cerita) dari grup tari Saraswati, Bali 3. Prof. Dr. Arief Rachman bersama dengan para pemenang lomba ENIKKI yang sedang membacakan karya mereka 4. Cerita dan tarian dari Maluku Utara 5. Dra. Hj. Hasnah Gasim berdialog dengan Mr. Alisher Umarov 6. Pementasan wayang golek dari Jawa Barat 7. Mr. Alisher Umarov, Program specialist UNESCO Office bersama dengan salah satu pemenang lomba ENIKKI 8. Tarian dan cerita dari rakyat Papua, negeri yang terbanyak memiliki bahasa ibu 9. Para tamu undangan dari kedutaaan dan pejabat pemerintah
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The Normative Framework for Languages and Education UNESCO regards the status and role of languages internationally within the framework of the various United Nations agreements and standard setting instruments, such as : Constitution of the United Nations Educational, Scientific and Cultural Organization (1945) which reaffirms the fundamental principle in Article I that language should not induce discrimination: “human rights and fundamental freedoms... are affirmed for the peoples of the world, without distinction of race, sex, language or religion.” Convention against Discrimination in Education (1960) which proclaims in its Article 5 that “members of national minorities [have the right] to carry on their own educational activities, including.. .the use or the teaching of their own language.” Convention on the Rights of the Child (1989) which provides in its Article 29 that “the education of the child shall be directed to... (a) The development of respect for the child’s... own cultural identity, language, and values.” Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy (1995) which promotes foreign language learning (Article 19) and “respect for the educational rights of persons belonging to... linguistic minorities, as well as indigenous peoples (Article 29), in order to create understanding between different groups in society.” Declaration on Race and Racial Prejudice (1978) which recommends in its Article 9 that “steps... be taken to make it possible for [the] children [of population groups of foreign origin] to be taught in their mother tongue.” Declaration on the Human Rights of Individuals who are not Nationals of the Country in which They Live (1985) which provides in its Article 5 that “aliens shall enjoy... the right to retain their own language, culture and tradition.” ILO Convention 169 concerning Indigenous and Tribal Peoples in Independent Countries (1989) which requires in its Article 28 that “adequate measure shall be taken to ensure that these peoples have the opportunity to attain fluency in the national language or in one of the official languages of the country,” but also that “measures shall be taken to preserve and promote the development and practice of the indigenous languages of the peoples concerned.” International Covenant on Civil and Political Rights (1966) which refers in Article 27 to the right of persons belonging to minorities “in community with the other members of their group, to... use their own language... “ Recommendation on the Development of Adult Education (1976) which states in paragraph 22, that “with regard to ethnic minorities, adult education activities should enable them to... educate themselves and their children in their mother tongues, develop their own cultures and learn languages other than their mother tongues.” . UNESCO Universal Declaration on Cultural Diversity (2001) The action plan for the implementation of the Declaration lists as its sixth objective: “encouraging linguistic diversity -while respecting the mother tongue- at all level of education wherever possible, and fostering the learning of several languages from the earliest age.” . Universal Declaration of Human Rights (1948) which states in its Article 2 that “everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as... language”.
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Bahasa daerah terancam punah Media Indonesia, 22 Februari 2007 JAKARTA (media): Sedikitnya 3000 bahasa ibu (daerah) dan 6000 bahasa ibu di seluruh dunia terancam punah. Untuk itu upaya pelestarian bahasa ibu perlu ditingkatkan baik secara individu, organisasi, maupun pemerintah. Direktur Jenderal UNESCO Koichiro Matsuura menyampaikan hal itu pada peringatan Hari Bahasa Ibu Sedunia di Jakarta, kemarin. Ia mengungkapkan pentingnya pelestarian bahasa ibu tersebut juga harus dilakukan di Indonesia. Sebab dari 6000 bahasa ibu tersebut, 700 diantaranya berada di Indonesia dan tersebar di pelosok daerah. Selain itu, kata Koichiro, pelestarian bahasa Indonesia sebagai bahasa resmi negara juga diperlukan. Alasannya, dari 210 juta penduduk Indonesia, hanya 10% masyarakat Indonesia yang dapat berbahasa Indonesia. Keprihatinan Koichiro tercermin dari generassi muda saat ini yang kurang peduli terhadap bahasa ibu. Bahkan ada anggapan berbahasa daerah dianggap tidak modern dan kampungan. Tayangan televisi maupun acara di radio lebih menonjolkan bahasa campuran Indonesia dan Inggris, ditambah dengan bahasa gaul metropolitan yang banyak digunakan anak muda. ”Perlu sebuah langkah agar bahasa ibu yang tersebar di seluruh dunia bisa terus dipelihara, digunakan, dan bisa diturunkan dari generasi ke generasi. Semua pihak dari jajaran pemerintah hingga individu harus terlibat dalam melestarikan bahasa ibu,” imbaunya. Di sisi lain, Koichiro menegaskan agar konstitusi dan peratuan pemerintah yang menunjang pemakaian bahasa ibu (bahasa daerah) sebagai media pembelajaran Sekolah Dasar pada tingkat awal dapat benar-benar direalisasikan. Pasalnya, dalam praktiknya, bahasa daerah jarang dipakai pada sekolah negeri formal. Bahasa daerah hanya diajarkan sebagai mata pelajaran di beberapa daerah. ”Bahasa daerah hanya dipakai pada sekolah nonfromal, terutama pada program pemberantasan buta aksara untuk orang dewasa.” ucap Koichiro. Peran daerah Hal senada disampaikan Kepala Pusat Bahasa Departemen Pendidikan Nasional Dendy Sugono dan Ketua Harian Komisi Nasional Indonesia untuk UNESCO Arief Rachman di sela-sela Hari Bahasa Ibu Sedunia itu. Dendy mengungkapkan, upaya promosi dan pelestarian bahasa ibu atau bahasa daerah di Indonesia perlu digalakkan pada level pemerintah daerah, dalam hal ini pemerintah kabupaten/kota. ”Dalam pelestarian bahasa, kewenangan berada 12
pada perhatian pemerintah daerah untuk mengembangkannya hingga pada masyarakat setempat,” ujarnya. Menurut Dendy, langkah yang perlu dilakukan adalah merevilalisasi bahasa daerah dengan budaya yang ada pada daerah setempat. ”Sebagai contoh pemerintah daerah di Jawa dapat membudayakan lagi budaya Macapatan. Demikian juga di Sumatera, mayarakat dan pemerintah setempat membudayakan tradisi berpantun,” jelasnya. Selain itu, lanjut Dendy pengembangan bahasa daerah sebagai bahasa ibu di Indonesia juga dapat dilakukan dengan mengenalkan bahasa daerah kepada anak-anak sejak dini. ”Dalam hal ini, keluarga dan lingkungan masyarakat daerah setempat memiliki peran agar bahasa daerah setempat tidak punah,” kata Dendy. Arief achman menambahkan, untuk peelestarian bahasa ibu perlu upaya lain dengan cara mengajarkan lebih dari dua bahasa, diluar bahasa daerah dan bahasa Indonesia. Dengan kata lain, anak-anak sekolah bisa mendapatkan pelajaran bahasa ibu, bahasa Indonesia, dan bahasa asing. ”Di luar bahasa daerah dan bahasa Indonesia, ada pelajaran bahasa daerah lain dan bahasa asing. Tujuannya agar anak-anak dapat mudah berdialog antarbudaya dan antarbangsa. Baik dengan teman-teman di Indonesia maupun dengan bangsa lain.” (SP/H-4)
