BAHASA GAUL

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					 GIMANA SIH
   NGAJAR
BAHASA GAUL?

Indrawati Zifirdaus
Curtin University, Perth

 I.Zifirdaus@curtin.edu.au
          GENRE APPROACH
                   (Z. ADNAN)


Mengajarkan Bahasa Indonesia dengan
   mendiskusikan 4 aspek:
1. Kegiatan apa yang sedang terjadi : memberi
   instruksi bagaimana membuat nasi goreng
2. Para pelaku (komunitas wacana): antara
   siapa dan siapa: pengajar dan yang diajar
3. Peranan bahasa: tulis/Lisan,
   imperatif/memberi instruksi
4. Ciri-ciri genre yang diajarkan
1) Reflective teaching – student needs.

2)To reassess the learning and teaching of
Indonesian.

Goebel (2002) Indonesian programs require some
rethinking in view of the complex multilingual nature of

Indonesia
- to keep up with the development of Indonesian
language in Indonesia.
- as used in magazines, newspapers, television,
radio.
- and spoken language.
1. APA SIH BAHASA GAUL?

* BAHASA LISAN
* BAHASA INFORMAL      * BAHASA PERCAKAPAN
* BAHASA SEHARI-HARI

* BAHASA TIDAK RESMI   * BAHASA NON-BAKU

* BAHASA ABG (ANAK BARU GEDE)
* BAHASA GAUL

* BAHASA JAKARTA * BAHASA BETAWI
* BAHASA DAERAH

* BAHASA PROKEM        * BAHASA WARIA
Rogers (2006) - that Bahasa
Gaul/ABG/Prokem is different from
Bahasa Lisan – a distinct language form in
itself.

Have similarities.

But different in specific vocabulary,
prepositions, use of affixes, particles,
abbreviations, inclusive/exclusive
usage (b. waria, prokem, gaul).
                     2. PERLU NGGAK SIH
                    NGAJAR BAHASA GAUL?

JAMES SNEDDON (2006)
COLLOQUIAL JAKARTA INDONESIAN
 - Foreign language students - formal language
   in informal situations.
 - People modify their speech - the social situations,
 - May use it in inappropriate circumstances.
 - Colloquial Jakarta Indonesian - the
   standard informal style.
 -Indonesian has different high and low varieties
  (diglossia).
JAMES SNEDDON (2003)
The Indonesian Language: its history and role in modern society.
- Students - sensitivity to the sociolinguistic situation.
- Teachers - possess such awareness, have the
  resources to teach and describe it effectively.
- Few resources are available, minimal discussion
on contextual appropriateness.

What type of informal language to teach –possible
usage, age, status, education, regions, social
situations.
Diglossia – the low code varieties(bahasa sehari-
hari) regarded as inferior to the high code.
To enable the learners to eavesdrop. (Johns,
1996)
To take part in a wider range of social
communication. (Johns, 1996)
- The attitudes of Indonesian people to the type
of Indonesian they expect foreigners to speak –
prestige.

- Bahasa yang baik dan benar.

- “Penggunaan bahasa Indonesia pun semakin
campur aduk. Setelah 60 tahun kita merdeka,
ternyata kondisi bahasa Indonesia semakin
menyedihkan,” Dendy Sugono

The learning outcomes of the institution (analytical
and communicative skill, and cultural
understanding)
Possible factors that affect students
      movitation (Chambers)
               •Unrealistic demands on
                learners.
               •Insufficient reinforcement of
                learning.
               *Insufficiently relevant to
                 students needs.

               LEARNING IS STRONGLY
               DRIVEN BY ASSESSMENT
3.   GIMANA SIH NGAJAR BAHASA GAUL?
LEARNING TO LEARN (Grenfell)

The strategies for learners of modern
languages
• to learn by heart,
• to use context and clues,
• to apply patterns, rules, and exceptions,etc.

                       But also:
                       - To use their knowledge to
                       experiment with language.
                       - To develop strategies for
                       dealing with the unpredictable.
 Language learning tasks are the means
     to develop the skills (Grenfell)

• Students should be
able to turn a SKILL
into a STRATEGY
with a knowledge on
SOCIOLINGUISTICS
that guide them.
Indonesian 323 – Bahasa Gaul
                • Learners are taught
                  strategies useful to
                  the language
                  learning process
                  (Grenfell)
                • Explanation and
                  teaching of grammar
                  does not
                  automatically lead to
                  it being learned.
1. Preparation /consciousness-raising.
2. Modelling
3. Practice
4. Action planning/goal setting and
monitoring.
5. Focused practice. (encourage to use it)
6. Evaluation of strategy acquisitions and
recommending the cycle. (reflection – usefulness)
Activities:
  Interaction with Indonesian students
  (interview, transcribe, analyze, report)
  Independent study (blogs, short stories,
  translated novels, teaching materials,
  TVRI, etc.)
  Recording conversations on a CD – to the
  whole class, to be assessed.
  More practice on how to form questions –
  reality, situations.
  More awareness on the diglossic situation
  of Indonesian language.
(Ferguson) DIGLOSSIA - a
language situation in which, in
addition to the primary dialects of
the language (a standard or
regional standards), there is a very
divergent, highly codified
superposed variety of written
language, learned largely by
formal education/used for most
written and formal spoken
purposes but is not used by any
section of the community for
ordinary conversation.
http://ccat.sas.upenn.edu/~haroldfs/messeas/diglossia/node3.html#SEC
TION00012000000000000000. Retrieved on 3 July 2007
  Students’ Comments:
Mel
I think that Bahasa Gaul brings
with it a culture of fun and
a friendly atmosphere.

Jan
The use of Indonesian slang can
 therefore reveal many things about
a person.
I believe the more one is exposed
to this informal register, the more
familiar it will become and the more
natural it will be to use.
Ari
It seems that it would be difficult to fully
involve yourself in activities in Indonesian
without some colloquial Indonesian.
Cam
Bahasa gaul seems quite structured
however the interview with A has made me
realise that the language can be left up to
one’s individual interpretation.
.
Sara
I was able to use my speaking skills by
conversing with them in the formal
language.
I could use my listening skills by listening
to their responses to my questions using
the informal language and then I was
able to write utilizing both forms of the
language for the transcript and
translation.
References
 http://www.malesbanget.com/view.php?cat
 =artikel&nomor=6&page=1
 Chambers, G. (2000) Motivation and the
 Learners of Modern Languages in New
 Perspectives on Teaching and Learning
 Modern Languages. Ed. Simon Green.
 Modern Languages in Practice 13, NSW.
 Day, A. H. and V. Taylor (2006) Bersama-
 sama Selalu. Nelson Australia, Melbourne.
 Department of Education. (1995) Modern
 Foreign Languages in the National
 Curriculum. London: HMSO.
Grenfell, M. (2000) Learning and Teaching
Strategies in New Perspectives on Teaching and
Learning Modern Languages. Ed. Simon Green.
Modern Languages in Practice 13, NSW.

Goebel, Z (2002) When Do Indonesians Speak
Indonesian? Journal of Multilingual and
Multicultural Development, v23 n.6 p479-89

http://ccat.sas.upenn.edu/~haroldfs/messeas/diglo
ssia/node3.html#SECTION000120000000000000
00. Retrieved on 3 July 2007.
Johns, Yohani (1996) Bahasa
Indonesia: Langkah Baru, A new
Approach. Australian National
University Press, Canberra.
Rogers, Aoibheann (2006) Is Slang
Indonesian just a Subset of Colloquial
Language? An unpublished essay,
Curtin University, Perth.
Sneddon, James (2003) The Indonesian
Language: its history and role in modern
society. UNSW Press Book, Sydney.
Sneddon, James (2003a) Diglossia in
Indonesian. Bijdragen tot de Tall-, Land-en
Volkenkunde 159/4: 519-549.
Sneddon, James (2006) Colloquial
Jakartan Indonesian. Pacific Linguistics,
ANU, Canberra.
Stradling, R., L. Saunders, P. Weston.
(1991) Differentiation in Action: A
Whole-School Approach for Raising
Attainment. London: NFER and DES.
Wharton, S. and P.Race.(1999) 500
Tips for TESOL. Kogan Page Ltd.
London (UK) and Sterling (USA).

				
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