Does studying English decrease students’ nationalism?

Hello everyone! In this writing, I’ll explain (just a bit little) content of the journal article that I have read. The title of this journal article is Need Analysis For Developing Course Book For English For Elementary School Students With Local-Content Values.

Problem

The problem that is discussed in this journal article is how to integrate local values into English lessons at school. This is because there are some people who think that learning English at school will reduce the nationalist souls of students.

Solution

According to the author, the problem with this assumption can be solved by making a syllabus of English subject matter that contains local values in an English textbook.

Result

From the questionnaire given to 23 elementary school teachers, found answers to the problems discussed in this journal article, especially about the syllabus of the material and methods used and its relationship with the integration of local cultural values with lessons. The results of the questionnaire showed that all teachers agreed that the material syllabus had an important role in the learning process, especially those discussed in this paper were in English lessons. However, 40% of the teachers stated that there was no syllabus of English subject matter in their schools. Regarding the integration of local cultural values with English language lessons, all teachers agreed on that.

Then, how to integrate local cultural values with English lessons?

According to the results of research conducted by the author of this journal article, the method used is to use materials such as storytelling, historical stories, etc. “Then, lessons from local wisdoms, in particular, may be taken from the meaning of local legends, folklores, special places in the village, certain traditional / monumental objects, buildings, rivers, mounts / hills, forests, and the likes. The lessons from local wisdom may contain particular meaning of norms and values to understand.” (Ratri & Puspitasari, 2019). According to the research results contained in this journal article, examples of material that contains local cultural values are materials for 1st grade of elementary school containing 'My Activity Helping Parents',' Frienship Honesty ',' Indonesian History: The Origin of Batu ', and etc.

With the integration of local cultural values with English lessons, it is hoped that most people's worries about English language lessons that can reduce student nationalists will be lost. So that later students will still be able to learn English, without forgetting local culture. Therefore, it is necessary to develop a syllabus of English subject matter in order to fulfill this.

Thank you!

Reference:

Ratri, D.P. & Puspitasari, I. (2019). Need analysis for developing course book for english for elementary school students with local-content values. Indonesian Journal of English Education, 6 (1), 1-9, doi:http://doi.org/10.15408/ijee.v6i1.9908

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, by Silvya Budiharti

In Education, Task

How to teach writing English?

English language proficiency at this time is needed because English already occupies international languages or major languages in the world. In a sense, English is one of the Foreign Languages that must be possessed by everyone because English has been used in various fields, one of which is education.

In English lessons, the skills students must have been not just dialogues or communicated. But it also includes listening, speaking, reading, and writing. These four skills or abilities are basic abilities that must be mastered by everyone, not only in English, but in all Foreign languages.

But in this writing, the skills that will be discussed are the students' writing skills. As already explained that writing is one of the language skills that must be mastered, especially for students. The reason writing must be mastered is because sometimes there is an assignment to write scientific and non-scientific writing, in this case writing skills are needed so that the writing produced is of high quality and in accordance with the existing structure. Therefore the required methods of teaching English writing that might be applied to the teaching of other foreign languages. Based on the literature that has been read, there are two methods that teachers can use to practice the English writing skills of the students they teach, such as:

1. Involvement of students in the assessment and correction of their own errors. So, the application of this method is by giving assignments to students to make free writing with a predetermined topic and without asking the friend next to them. Then, when it is finished, the draft writing that has been made is collected by the teacher to analyze common mistakes. In this case, the teacher does not directly provide feedback or revision notes on the student's sheet of paper, but the teacher gives back their draft writing without any revision notes.

After that, the teacher explains to the class about the mistakes that are generally contained in the writing that has been made. Then, students are asked to find mistakes in their writing and make corrections themselves. According to several studies conducted, this method is considered quite effective and makes students comfortable because they do not feel intervened by the teacher for their writing errors. In addition, this method can also increase student confidence in writing classes.

2. Teaching writing with a web based Collaborative Learning (CL). In this method, the application is done by giving assignments to students to make writing with a particular theme, then the writing that has been made is uploaded to the writing platform that has been determined by the teacher. After that, it's time for the teacher to give an assessment. One of the assessment factors is the accuracy of uploading writing into the writing platform. In addition, the teacher also gives feedback on the student upload.

1.0 the example of teaching writing with a web based CL

Not only that, because this method is based on CL, other students also have the right to comment on the writings of their friends in the upload of their friends. After that, the teacher also gives feedback on the comments that have been given by other students.

Those are the two methods that can be used in English class writing. Actually, there is no best method, because every teaching method is relative, meaning that it is all adapted to the situations and conditions of students being taught.

Thank you for reading, hopefully usefulJ

References:

Togatorop, E. (2015). Teaching writing with a web based Collaborative Learning (CL). International Journal of Economics and Financial Issues, 5(Special Issue), 247-256

Deshpande, S. (2014). Teaching writing skills in english: involvement of students in the assessment and correction of their own errors. International Journal of English Language Teaching, 3(1), 68-73

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, by Silvya Budiharti

In Education, Task

English Teaching Method

English is the language that we have to be able to, at least a bit little of it. Beside become International Language, English also often become a requirement for entry into a school or company. Therefore, learning English at this time may be an obligation for everyone.

In Indonesia, English learning starts at the 3rd grade elementary school level. However, at this time there are even rumors that English lessons will be deleted. Nevertheless, many parents still bring and register their children to the English tutoring place. Apparently, many parents realize and understand the importance of learning English.

Therefore, in my opinion, English teachers must improve the quality of their teaching in order to produce competent students too, of course with "fresh" methods so that students are more enthusiastic in learning English, remembering that English is one of important language learned for now.

Then, how exactly can the methods be used in learning English in the classroom?

1. The Direct Method – The direct method is successful in private language schools because this method can only be applied in small classes where all learners can receive individual attention. In the Direct method, the teachers exaggeratedly excel in keeping the mother tongue of the learners away from them. The advantage of using this method is that students are immersed in English. This is done by providing demonstrations on how to use the language with the help of realia and visual aids. Teachers who use this method teach grammar inductively, that is, the rules of grammar are not taught directly.

2. Audio-lingual – This argued that language learning is a kind of action comparable to other types of human activity. Teachers, according to behavioralist theory, produce responses through stimuli. The response is validated by the instructor and, if this reinforcement is successful, it promotes the recurrence of the response in the future. Essentially, it is based on the idea that learning a language is like developing habits. Normally, there is a lot of experience in dialogs and conversations. New language is first heard and thoroughly drilled before it is seen in its written form. Talk and drill are central to the approach. Accurate pronunciation and functional regulation are of paramount importance.

3. Total Physical Response (TPR) – It is based on the theory that memory is enhanced by a combination of physical movement. It is also closely linked to mother-tongue acquisition theories in very young children, where they respond physically to parenting. TPR as an approach to teaching a second language is based, first and foremost, on listening, and this is connected to physical actions intended to enhance the comprehension of specific basic subjects.

4. Communicative Language Teaching (CLT) – Language is used to create meaningful and purposeful experiences. Learners are also able to experiment with various ways to say it. The purpose of communicative language learning is to allow learners to communicate effectively and appropriately in the various situations in which they are likely to find themselves.

5. Task-based Language Learning – In Task-based learning the main focus of the teaching is on completing a task. The task in itself is interesting to the learners and they need to use the language they already have to complete it. More attention is placed on the use of the language and not much on accuracy. Language is the instrument the students use to complete the task. Some great examples of tasks include playing games, finding information, and even solving problems. By using them, students will generate their own language and create a language acquisition opportunity.

6. The Natural Approach – It is a language teaching approach that claims that languages are learned in the same way that people naturally learn their native language. This draws on the connection between studying the first and second languages and adheres to a communicative approach to teaching. In this method, learners benefit by being introduced to a vocabulary that they can comprehend or interpret. In this approach communication is considered the primary function of language therefore it focuses on teaching communicative abilities. In other words, language is viewed as a vehicle for communicating meaning and messages and vocabulary is very important to achieve this. So, this means that language acquisition takes place when the learner understands messages in the target language and has developed sufficient vocabulary. In fact it, according to the Natural approach, should be easier to reconstruct a message containing just vocabulary items than one containing just the grammatical structures.

That is the explanation about some methods of English teaching, may it be helpful for you, thank you.

Reference is from here

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, by Silvya Budiharti

In Education, Task

How is Professional Teacher like?

Being a teacher is not an easy job. The teacher is responsible for the students he teaches, ranging from cognitive to student behavior. Even though it doesn't look physically tiring, it's tired in mind and feeling. Tired mind because a teacher must think hard so the students he teaches can feel happy when studying with him and also can understand what he teaches. In addition, feeling tired because sometimes there are some student behaviors that are difficult to handle and must involve the student's parents. To deal with all this, a professional teacher is needed in carrying out their duties. However, there are not many professional teachers, so we still need other professional teachers in our education.

The status of "professional teacher" is not a matter of determination, but that status is like a dream, can be achieved. That is, teachers who I don’t yet bear the title "professional teacher" can still pursue the title and of course qualifications as professional teachers. To pursue these qualifications, the teachers who are not professional must know the criteria of a professional teacher. The following are the criteria for professional teachers that I got from several writings written by people working in our education:

A professional should have some professional training and hold some kind of related certification or a qualification. Professionals strive to improve themselves and their profession. They do research attend training courses or seminars and workshops. Beside that, professional teacher have to represent school at local, state, and even national events when asked, keep in touch with advancing practice and theory in the subject area and, generally, in teaching by reading professional literature and attending state and national professional conferences.
A professional tries to uphold the professional standards that govern all teachers. This can be in how they present themselves, not being drunk on the job. Not being lazy or incompetent. What all professional teachers should master is; Class planning and organization, learning psychology, class management skills, mastery of the subject, common sense and criterion, and basic cultural knowledge and spelling.
Professionalism is expected of teachers and most behave in professional ways. Here’s a partial list of what constitutes professional behavior in teachers:

Come to class prepared to teach.
Return student work with grades and appropriate comments in a timely fashion.
Maintain firm but fair discipline in the classroom, halls, and lunchrooms.
Be friendly with students while maintaining an appropriate distance.
Meet professional obligations including participating in faculty meetings, on school committees, and in school-community events.
Be available for parent conferences.
Be available for student conferences.
A good teacher sees her/his profession as a mission.
Keeps a positive attitude toward children.
Be respectful and be open minded to other cultures and other parenting styles.
Be creative, be a problem solver and posses an emotional intelligence.

From the results of reviewing articles containing professional teacher criteria, we can conclude that being a professional teacher is not easy, but becoming a professional teacher is also not something that cannot be achieved by someone. All teachers can achieve professionalism, most importantly continue to strive to renew and improve their qualifications.

Maybe at this time the number of competent and professional teachers is still rare, but with ongoing improvements, hopefully there will be more numbers so that the quality of students being taught will be better and this will also affect the quality of education in a school or the country in a better direction.

Those are reviews from me, hopefully useful, thank you!

Reference:

https://www.quora.com/What-is-your-understanding-about-a-professional-teacher

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, by Silvya Budiharti

In Education, Task

What distinguishes our country's education, Indonesia and Sweden? #IndonesiaMustChange

Education in Indonesia has not yet reached its golden age. Yes, the quality of education in Indonesia still has many shortcomings. Even based on the Education Index issued by Human Development Reports, in 2017, Indonesia ranked seventh at the ASEAN level with a score of 0.622. While at the world level, Indonesia's education ranks 62th out of 70 countries based on a survey conducted by PISA (Program for International Student Assessment).

Let's move on to education in Sweden. Based on an assessment conducted by the Worldwide Educating for the Future Index (WEFFI) in 2019, Sweden ranks fourth out of the ten best education countries.

So what is the difference between Indonesian and Swedish education so that the resulting rank shows significantly different adrift?

At the PAUD or Kindergarten level in Sweden, students have not been taught to read, write and count, but what is taught is about morals and responsible attitudes and disciplined attitudes while playing and singing. It is different from PAUD or kindergarten in Indonesia, which has been taught to read, write and count early on. So the school feels so formal and rigid.

Another difference is that everyone registered at the civil registry office in Sweden will be free from school fees from the elementary to secondary level, different from Indonesia, which, despite the government promoting free education, students still have to buy uniforms, books that are required to be priced quite expensive with personal costs, so that education in Indonesia is not evenly distributed and cannot be felt by every child, especially those from disadvantaged families. Whereas education is a "right" of every human being, and Indonesia should be able to pay more attention to this because it is one of Indonesia's ideals to educate the nation's life that can be achieved with good quality and equitable education.

The next difference is in the teaching system. In Sweden, the maximum number of students in a class is 20 and is accompanied by two teachers. Whereas in Indonesia, public schools usually have at least 40 students and are accompanied by one teacher. Obviously this is very ineffective in the learning process, because one teacher must assess 40 students at a time. So the teacher cannot pay attention to students in more depth. The role of parents in Sweden is also very significant in the process of teaching children, whereas in Indonesia parents are very rarely involved in the education process.

Educational evaluation systems in Sweden and Indonesia are also very well known for their differences. In Sweden the evaluation system applied is a qualitative evaluation, meaning that the assessment is based on student development in attitude and understanding of the subject matter. The evaluation that took place was also carried out very intensely by involving parents of students discussing about the development of their respective children. In Indonesia, the evaluation carried out is a quantitative evaluation, meaning that the assessment is done by giving a value in the form of numbers to students and not explained qualitatively, even the distribution of learning outcomes rarely involves the role of parents.

From the above, it is very clear why the education levels of Sweden and Indonesia are so different. In this case, #IndonesiaMustChange and correct any deficiencies in the education sector, because education is also one of the factors that can advance the nation towards a better direction. It is not only the government that makes these changes, the people must also be proactive in improving the nation. By doing it together, there will be a bright spot in the future towards smart Indonesia.

That was an explanation of the education system between Indonesia and Sweden, hopefully it is useful and we can all be moved to help play a role in advancing the nation. Thank you.

references:

Hijau. 2008. Diskusi Pendidikan; Indonesia vs Swedia [online] available at: https://laskarhijau.wordpress.com/. 2019 October 08

Liauw. 2014. Yuk, Intip Cara Swedia Didik Anak-Anak [online] available at: https://amp.kompas.com/. 2019 October 08

Shifu. 2018. Inilah Sistem Pendidikan Swedia yang Patut Ditiru [online] available at: www.shalaazz.com. 2019 October 08

Priyadi. 2011. Inilah Metode Pendidikan Anak-Anak Sekolah di Swedia, Negeri Sang Nobel. [online] available at: www.kompasiana.com. 2019 October 08

Gerintya. 2019. Indeks Pendidikan Indonesia Rendah, Daya Saing pun Lemah [online] available at: https://tirto.id/. 2019 October 20

Rahayu. 2011. Membandingkan sekolah di Swedia dengan sekolah kita [online] available at: https://mugiekonomi.wordpress.com/. 2019 October 20

Charismiadji. 2019. Benahi Mutu Pendidikan [online] available at: http://www.koran-jakarta.com/. 2019 October 20

Harususilo. 2019. 10 Negara Terbaik dalam Pendidikan Masa Depan, Bagaimana Indonesia? [online] available at https://amp.kompas.com/. 2019 October 21

Pict source: pngdownload.id

Apkcc.com

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, by Silvya Budiharti

In Daily Sharing,

“Aku sayang aku.”, mulai sayangi diri sendiri, hari ini

Kalimat judulnya mungkin emang terdengar cringe, tapi emang bener, kalau kita harus menyayangi diri kita sendiri. Banyak orang yang belum sadar pentingnya menyayangi diri. Kebanyakan memilih untuk menghabiskan sayangnya untuk orang lain, lalu untuk diri sendiri? Nol jumlahnya, karena sudah habis untuk orang lain. Ini juga bukan berarti sebuah validasi bahwa menyayangi orang lain adalah hal yang salah, bukan. Tetapi, sebelum menyayangi dan membahagiakan orang lain, coba tanyakan dulu pada diri, sudah sayang sama diri sendiri belum? Sudah bahagia? Jika belum, lalu apa yang ingin dibagikan kalau bahagia aja gak punya.

Padahal ada banyak pengaruh positif setelah kita bisa menyayangi diri sendiri. Menyayangi diri sendiri atau self-love akan menumbuhkan self-acceptance. Coba telaah, deh. Jika kita menyayangi atau mencintai diri, maka kita akan menerima diri kita, apapun kondisinya. Kita tidak marah terhadap diri sendiri jika kita tidak mampu menjadi apa yang ada di kepala kita alias ekspetasi kita sendiri. Kita bisa menerima fakta kekalahan kita, yang tentunya bersifat sementara. Kesal, kecewa, marah, itu adalah respon alami manusia, memang sudah nalurinya. Tapi, itu semua bisa kita kendalikan supaya gak berlebihan dan jadi bumerang. Boleh marah, kesal, sedih, tapi jangan merasa buntu. Masih banyak jalan, yang penting pikiran tenang.

Menyayangi diri bisa dilakukan dengan mulai menjaga kesehatan diri masing-masing. Jangan terlalu ngoyo dalam melakukan hal, karena kesehatan jadi nomor satu. Tanpa kesehatan kita gak bisa melakukan banyak hal, semua jadi serba terbatas. Kesehatan juga bukan hanya menyoal tubuh atau fisik aja, tapi juga hati, dan pikiran. Ketiganya harus kita jaga.

Hal pertama yang harus dijaga yaitu hati. Ini yang sering dialpa sama kebanyakan kita. Hati orang lain dijaga, hati sendiri terbengkalai. Segala beban, masalah, dan pikulan yang harus dihadapi setiap harinya sering kita simpan. Kita gak pernah merasa bermasalah dengan menyimpan itu semua, walaupun akhirnya merasa bahwa kita capek sendiri, dan merasa gak punya tujuan, pengen lari aja ke belakang, mundur dari masalah. Padahal itu gak akan nyelesain apa-apa. Akhirnya kita simpan lagi, tumpuk lagi di laci hati yang isinya full of problems. Kita egois, kenapa kita tega biarin hati kita nampung itu semua. Padahal ada orang lain yang siap mendengarkan segala tampungan hati kita, biar kasih jeda buat masalah yang datang, dan menyisihkan ruang buat hal-hal yang melegakan di hati. Intinya, cerita. Jangan takut untuk cerita, jangan takut untuk keluar dari pusaran masalah. I know tidak semua orang bisa menjadi pendengar yang baik, tapi setidaknya kamu berani untuk bersuara. Tapi itu pilihan, sila pilih, bertahan dengan masalah atau keluar. Sila pilih yang bisa menyehatkan hati, semua pasti tau jawabannya.

Hal kedua yang harus dijaga adalah pikiran. Cara menjaga pikiran adalah dengan memilih hal-hal apa yang emang layak untuk dipikirkan. Gak semua hal yang terjadi harus kita pikirin, kita bisa pilih dan kendalikan itu semua. Bagi overthinker mungkin emang berat buat gak mikiran segala perintilan hal, tapi kita coba sama-sama, pelan-pelan, kuasai pikiran, jangan sebaliknya. Atas segala hal yang orang-orang bicarakan tentang kita, hal-hal yang di luar kendali kita, tidak semua perlu ruang untuk dipikirkan. Ada hal-hal toxic dari omongan orang yang tidak perlu (seharusnya tidak boleh) kita pikirkan. Kita emang gak bisa mengendalikan apa yang akan orang katakan, tapi kita bisa kendalikan telinga dan pikiran kita atas apa-apa yang ingin kita dengar. Urus yang menjadi porsi kita, kuasa kita. Sisanya, buang.

Hal terakhir yang juga amat penting untuk dijaga kesehatannya adalah tubuh. Ya, setelah menampung beban masalah dalam hati, memikirkan hal-hal yang bukan kuasa kita, itu bisa berdampak ke tubuh kita. Jadi lebih lesu dalam menjalankan hari, ditambah aktivitas dan tugas-tugas yang menumpuk menunggu. Begadang, kurang makan, makan gak teratur dan sekalinya makan yang dimakan makanan yang gak sehat. Kurang jahat apa lagi kita sama tubuh kita sendiri?! Sekarang mulai coba sayangi tubuh, yuk. Ya begadang, tapi makan teratur dan makan makanan sehat. Kurang-kurangin jajan-jajan sembarangan (tbh i’m talking w/ myself). Kalau ada waktu, ya dipake buat istirahat, jangan ngikutin ego yang tubuh gak mampu, kalo tubuh udah capek, ya diem dulu, istirahat, jangan dipaksa ego buat pergi hangout atau lainnya. Minum vitamin buat menyeimbangkan itu semua. Yang punya masalah sama kesehatan kulit juga ya dipake skincarenya, yang gak punya sering-sering aja bersihin muka, setidaknya double cleansing. Bukan lebay atau gimana, kulit juga bagian tubuh yang harus dijaga, gak cuman perempuan, laki-laki pun boleh pake skincare, demi kulit yang sehat kenapa engga?

Intinya, banyak hal yang harus kita jaga terhadap diri kita sendiri, hati, pikiran, tubuh, semua itu butuh jeda. Kita lebih kenal dengan diri sendiri seharusnya, jadi kita tau apa yang diri kita butuhkan demi menjaga kesehatan untuk mencintai atau menyayangi diri sendiri. Mulai hari ini, tanggung jawab sama diri sendiri.

Nb: Aku bukan dokter atau apapun, cuman bagian dari ordinary people (hehe) yang memang sekedar aware dengan hal ini.

Terima kasih sudah membaca, semoga hari ini baik-baik saja.

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, by Silvya Budiharti

In Task,

If I have a child, what is his or her name? #letmeimagineit

Giving the name to our children is not easy thing to do. Because, name is the hope from parents to their children. Hope, prayer, and all of kind things are embedded in a name. Sometimes, naming is the sacred moments for some parents.

Now, I will imagine if I have a child, what is his or her name?

Certainly, all of parents in this world want to have a kind child, and through give the name that have a lof of nice meaning, they hope their child can be the person like his or her name.

Actually, when I was given this task, I am really confuse to create the name for my child later. There are many examples of names with its meaning. But, finally I can decide what the name is.

Okay,

If eventually I have a daughter, I will give her the name, that is Cetta Adara Sadina. Cetta is from Sanskrit that means knowledgeable, while Adara is from Arabic that means a beautiful girl, and Sadina is from Sanskrit that means goodness owners. So, if those names are combined to be Cetta Adara Sadina, its meaning is a beautiful girl who knowledgeable and always well-behave. I hope she can grow up with many goodnesses and can be the little light toward surrounding people with knowledge that she has.

That is if I have a daughter, and then, how if I have a son, what is his name?

If I have a son, I will give him the name that is Lateef Badhrika Gantari. Lateef is from Arabic that means someone who makes happiness, while Badhrika is from Sanskrit that means someone who is valiant, and then Gantari is from Sanskrit that means someone who brightens. Thus, if those nice names are combined to be Lateef Badhrika Gantari, its meaning is a boy who is valiant and always makes the happiness to surrounding people, included his parents and can brighten other people with any kind things.

what are my three favorite English names for males and Females?

for males:
1. Alden
2. Haley
3. Kenward

for females:
1. Gryta
2. Keandra
3. Glenda

These are the name that I will create if I have a child. If I have a daughter, her name is Cetta Adara Sadina, while if I have a son, his name is Lateef Badhrika Gantari. But, there is a chance those names could change when I'v got married :v

In essence, all names are good and hopeful. There is a prayer from our parents, and each name has each different meaning. It shows that the roles of each of us are different. So, have a good grow and living your role, our roles.

*sorry for any grammatical errors J

References:

. 2019 October 05

[online] available at : https://namaanakperempuan.net/. 2019 October 05

Pict resource:

Popmama.com

Uniqpost.com

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, by Silvya Budiharti

In Task,

How is Tionghoa Ethnic's naming tradition?

In this time, I would like to write about naming tradition of Tionghoa Ethnic, especially in Indonesia. When we talk about Tionghoa Ethnic, it can’t escape from the history of Indonesia. Let’s throw back to 1998’s incident, the incident when Tionghoa ethnic is threatened by some people, that was such a scary situation. Beside that, the 1998’s incident is also as the changing of Indonesia Government, from “Orde Baru” to “Reformasi”.

Talking about “Orde Baru”, in this era, the government requires the whole Tionghoa Ethnic in Indonesia to change their names in order to be more “Indonesian”. This command’s purpose is to accelerate the assimilation process between Tionghoa culture and Indonesia culture.

Out of that command, then, how is actually Tionghoa Ethnic naming tradition?

Like other ethnics or other country that have each naming traditions, in Tionghoa Ethnic also has naming traditions. Naming traditions of Tionghoa Ethnic in Indonesia consisted of two elements, such as family name that in Indonesia is called as “marga” and personal name. Because of the patrilineal system that is applied by Tionghoa Ethnic, so the family name is given by the man. The family name is put before personal name.

The example is like Can San Tung, Ciong Tin Nio, and Li Bun Hin. The words like Can, Ciong, and Li are some of family names. In some case, people often assume that the Tionghoa people with similar family names are related. But, in fact, it isn’t like that, the similar family names can happen because the family name’s sound are resemble. So, for making sure that thing, we need to learn their family trees.

Meanwhile the personal names are put after family names. The personal names usually consist of two words like the example that I mention before. But, there are several personal names that only consist of one word like Liem Yanto, Oey Elok, Sim Hengki, and etc. In general, the personal name that only consist of one word has suffered the assimilation culture. So, for making personal names, Tionghoa Ethnic uses the names that common in our society like Yanto and Hengki.

Turn back to the “Orde Baru” era, when the command for Tionghoa Ethnic to change their names to be more ”Indonesian” is arised, the unique thing happens. Mostly, Tionghoa Ethnic change their names, but their new names those are used still show their old names.

The examples are Kan Liang Lie (Ramli Sukanta), Oey Eng Min (Hamzah Wijaya), Oey Le Ing (Leni Wijaya), and etc. The reason why they still insert their old names into their new names because they think, the two elements, such as the family names and personal names have the history value, so they still do the effort to defend their identity.

But, when the era is changed to be “Reformasi” era, Tionghoa Ethnic is given the freedom to use or create the name for their family. There isn’t the command that ask them, Tionghoa Ethnic, to change their names to be more “Indonesian”.

In addition, actually, in Tionghoa traditions and culture, there is the reason to change the names or family names that cause of any factors that relates with fate, healthy, or fortune. It’s based on Fengshui calculations.

-----

Okay, I think it’s enough. But, all of you don’t worry if you are too lazy to read this (I know that), because I also make the video on my own youtube channel about naming tradition of Tionghoa Ethnic in Indonesia. You can comment in this blog’s comment section below if you want to give me some criticism or suggestion, I’m glad to know your criticism for me.

https://youtu.be/IhZU2YFEu1k (the link of naming tradition of Tionghoa Ethnic's video)

Sorry for any grammatical errors, I’m still learning. Though I’m a college-student of English Education, but it doesn’t mean that I’m expert in English and I won’t make any mistakes, no. Don’t expect too much, please.

By the way, this post is dedicated for my assignments of Post Intermediate Reading Subject ,thank you. (just fyi) J

References:

Wirawan, 2012, Penamaan pada Etnis Tionghoa Indonesia [online] available at: https://www.kompasiana.com/, 2019 September 29

Lestari, 2018, Kerusuhan Mei 1998: “Apa salah kami sampai (diancam) mau dibakar dan dibunuh?” [online] available at: https://www.bbc.com/, 2019 September 29

Tionghoa, 2015, Pergantian Nama dan Marga Tionghoa [online] available at: https://www.tionghoa.info/, 2019 September 29

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, by Silvya Budiharti

In Writing,

Pola Rahasia untuk Kita yang Banyak Keinginan

Kali ini, aku mau berbagi kebahagiaan. Bagiin cerita sih sebenernya, tapi ini bikin bahagia sekaligus gak ngerti. Mengutip sedikit tulisan dari buku NKCTHI, “Banyak hal yang setelah dilepaskan baru hadir.” Yang ternyata memang benar adanya. Dulu, pertama kali baca buku itu dan sampai di bagian itu, aku gak ngerasa gimana-gimana, belum keklik. Tapi setelah ada kejadian-kejadian yang polanya seperti itu terjadi di hidup aku, aku jadi yakin kalo itu mungkin emang cara semesta bekerja.

Cerita pertama, di bulan Juli lalu aku iseng ikutan give away yang aku tahu dari beranda instagram. Setelah ikutan, dan akhirnya tiba waktu pengumuman, Alhamdulillah nama aku disebut sebagai pemenangnya. Yang ini pemenangnya satu orang untuk satu waktu give away. Tapi, dibalik semua rasa seneng itu, ada proses yang gak aku lupain. Jadi, rentang waktu antara give away dan pengumuman itu lamaaaaa bangett. Tadinya, aku mikirnya mungkin give awaynya gak jadi kali ya, jadi gak diumumin. Tapi, ternyata gak lama dari itu, give away diumumkan dan nama aku yang ada di sana. Seneng, iya. Tapi masih ada khawatirnya. Jarak waktu pengumuman ke konfirmasi pengiriman ternyata lama, hampir sebulan. Awal-awal kelabakan bingung, “ini jadi gak sih buku teh?” karena dari awal pengumuman udah ‘terlalu’ seneng, jadi pas ada kendala dikit down, padahal cuma give away, sodara-sodara. Sampe akhirnya ku pasrah aja, ya namanya give away ya, bukan beli, jadi kalo emang gak jadi, ya wajar aja lah. Dan, jeng jeng jeng, tau-tau dapet DM dari penyelenggara give awaynya kalau paket buku sedang dikirim. Sampai akhirnya, buku itu mendarat dengan selamat.

Cerita kedua. Jadi, selama nunggu buku give away sebelumnya, aku nemuin lagi yang ngadain give away buku. Give away yang diadakan oleh salah satu platform belanja online gitu. Nah, ikutan lah waktu itu. Seminggu kemudian pengumuman, dan Alhamdulillah aku dapet give awaynya (lagi). Lalu konfirmasi gitu kalau aku menang dan kita dikasih informasi kalau buat ngambil hadiahnya harus melalui link atau aplikasi platform tersebut dengan menggunakan kode tertentu.

Nah, dari sini lah masalah muncul. Jadi, ada batas waktu buat pengambilannya, kurang lebih dua minggu. Sedangkan aku baru nyoba buka link itu h+4 setelah pengumuman. Aku rada santai saat itu, aku pikir teknisnya akan gampang kayak belanja online biasa. Setelah nyoba, dan ngutak-ngatik yang ada, ternyata kode yang dikasih gak bisa digunakan. Duarrr, langsung bingung deh. Mau ngeluh sama siapa, ku bingung. Akhirnya aku iseng DM instagramnya platform tersebut, tapi gak berharap dibales, soalnya jarang-jarang kan dibales sama akun kayak gitu. Eh, ternyata dugaan ku salah, dibales lah itu DM meskipun lama. Akhirnya aku mikir kalau tiap bales lama kayak gini ntar keburu waktu give awaynya habis. Setelah itu, aku coba kirim email ke customer servicenya, berharap akan dapet respon. Dan, ternyata diemail balesnya lebih cepet. Jadi, sejak hari itu aku jadi sering saling email ke platform belanja itu. Berbagai kendala yang aku hadapin tiap aku nyoba ngambil hadiahnya itu aku keluhkan berulangkali ke pihak customer servicenya. Sampe aku udah putus asa banget, udah pasrah, mungkin emang belum milik aku buku ini, mungkin nanti mau dikasi rezeki yang banyak biar bisa beli buku ini yang menurut aku gak murah. Tapi, kali itu aku penasaran, mau nyoba sekali lagi, kalau sampe gak bisa yaudah. Bahkan aku sampe ngirim email ke platform itu yang intinya kalau emang udah gak bisa diambil dan gak ada solusi, gakpapa gak jadi juga hadiahnya. Sepasrah itu.

screenshot email

Tapi mungkin emang aku harus sabar dan pasrah dulu kali, ya. Percobaan terakhir yang udah aku pasrahin ternyata berhasil, ya BERHASIL. Jadi, hadiah itu emang rezeki aku. Dan besoknya, buku udah sampe di rumah.

Cerita ketiga, sekaligus terakhir dalam tulisan ini. Beberapa waktu lalu aku dan temen-temen seangkatan di prodi yang sama dibuat heboh sama perombakan kelas. Bayangin, udah susah-susah adaptasi (ya, buat aku adaptasi itu susah bukan main), udah akrab juga, udah nyaman bareng temen sekelas tiba-tiba mau dipisah, dan beritanya juga mendadak. Sedih banget di situ meskipun baru kabar. Lebih-lebih, akhirnya disebar daftar absen kelas yang baru + DPA setiap mahasiswa, udah kayak dapet geledek pas siang bolong. Udah ngebayangin aja pas masuk kelas dan di kelas ketemu mereka yang bukan biasa aku temuin di kelas. Ngebayangin betapa awkwardnya suasana kelas dan diri aku sendiri menghadapi orang-orang yang berbeda. Positifnya mungkin akan nambah temen, tapi tolong ngertiin kalau adaptasi gak semudah ngedipin mata. Sedih, semua sedih. Sampe hari dimana masih ada beberapa yang sedih, dan ada yang memilih pasrah, ikhlas. Kalau aku mungkin berada di tengah-tengah mereka. Sedih, tapi juga pasrah. Dan ketika udah pasrah dan gak berharap akan diubah lagi, ternyata ada kejutan lain. KELAS KEMBALI KE SEMULA. Artinya udah gak ada lagi perombakan kelas, tapi yang ada cuman wali dosen yang bukan perkelas lagi. Seneng banget di situ, dan ngeliat respon temen-temen lain pun mereka pada bahagia, setelah status di whatsapp penuh sama yang sedih-sedihan, akhirnya berganti sama yang bahagia. huhu

Dari tulisan ini aku bukan cuma pengen cerita-cerita aja. Bukan. Bukan mau pamer kebahagiaan juga, bukan. Bukan mau pamer dapet give away juga, bukan. Tapi aku mau kasih tau ke temen-temen yang baca tentang benang merah dari cerita itu semua. Apa mungkin temen-temen ada yang nemu benang merah ceritanya?

Jadi, dari habis kejadian-kejadian yang menurut aku menakjubkan dan ajaib itu, aku yang emang orangnya overthink ini terus mikirin cerita-cerita itu. Sampe aku nemu benang merah, satu kesamaan dari cerita-cerita ini, yaitu kutipan dari buku NKCTHI di awal, “Banyak hal yang setelah dilepaskan baru hadir.”

Sadar gak sih di setiap kejadian, setiap masuk di fase pasrah dan nyoba melepas keinginan, mulai hadiah dari give away sampe keinginan sekelas sama temen-temen semula, justru keinginan-keinginan itu semua malah terwujud setelah aku udah gak banyak harap dan pasrah. Jadi mikir, apa setiap punya keinginan harus selalu begitu? Ingin, dapet hambatan, lalu pasrah, gak berharap, lalu datang keinginan itu. Apa emang polanya selalu begitu?

Apa temen-temen yang baca punya cerita yang mirip sama cerita ini? Mirip polanya. Yuk share di kolom komentar, sangat senang bisa baca cerita-cerita kalian. Thank you!

*yang baca sampai akhir, kalian hebat, karena udah baca 983 kata

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, by Silvya Budiharti

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Maria. 2018. 500+ Nama Bayi Laki-Laki & Perempuan keren lengkap beserta artinya [online] available: https://mamapapa.id/. 2019 October 05

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How is Tionghoa Ethnic's naming tradition?

Pola Rahasia untuk Kita yang Banyak Keinginan

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