the negative impact of frequent usage of english … · (english language education study program)...

THE NEGATIVE IMPACT OF FREQUENT USAGE OF

ENGLISH LANGUAGE TOWARD ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM STUDENTS’ OFFICIAL

INDONESIAN LANGUAGE

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Vincensius Anggit Wicaksono

Student Number: 091214090

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE NEGATIVE IMPACT OF FREQUENT USAGE OF

ENGLISH LANGUAGE TOWARD ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM STUDENTS’ OFFICIAL

INDONESIAN LANGUAGE

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 091214090

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF ENGLISH LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


v

For the sake of my devotion

to the universe,

Let the lessons begin


vii

ABSTRACT

Wicaksono, V. A. (2016). The Negative Impact of Frequent Usage of English

Language toward English Language Education Study Program Students’ Official

Indonesian Language. Yogyakarta: Sanata Dharma University.

It is no doubt that in the present time, English has become a globally wide-

spreading language because of its practicality in various aspects of life, thus draw

more people to learn and speak the language. In accordance to that, ELESP

(English Language Education Study Program) of Sanata Dharma University in

some way imposes English as the compulsory means of communication for the

academic members within, making English becomes the most frequent language

used for the academic importance.

Viewing from two different perspectives, the frequent usage of English in

the community of students in ELESP of Sanata Dharma University seems to bring

about two contradictory impacts to the students. On the one hand, intensive

practices of the language being learned might result positive implication to the

students’ English competence. On the other hand, the frequent usage of English

could cause such a negative impact towards the students’ official Indonesian

language usage; the language in which students of ELESP employ mostly in the

Indonesian scientific paper writing. Accordingly, it is crucial now to pay more

attention to the impact regarding the existence, the survival and the development

of the official Indonesian language in facing such situation of global competition.

This preliminary study aims to find out the answers of two formulated

problems in the relation to the frequent usage of English in the community of

students in ELESP of Sanata Dharma University, which are (1) The negative

impact of the frequent usage of English toward ELESP students’ official

Indonesian language, mainly in the lexical aspect; and (2) The potentially

foreseeable linguistic consequence resulted from the phenomenon of the frequent

usage of English in the community of students of ELESP.

This research mainly employed a library study method. Besides, two other

data collection techniques, i.e. interview and paper analysis, were also conducted

in order to seek for proofs. Interview method was conducted to reveal the

students’ attitude towards the usage of both English and Indonesian language as

well as to uncover the tendencies that emerge in the relation to the topic.

Meanwhile, paper analysis was conducted to see into what extent English had

given its influence towards the usage of official Indonesian language among the

students.

The findings show that the frequent and intensive usage of English among

the students seems to give noticeable tendency of a risk in some extent to the

existence of the official Indonesian language. There is an emerging tendency for

the students to utilize English loanwords and English phrases within their

Indonesian scientific paper writing. Students tend to use English loanwords more

frequent than the Indonesian equivalent pairs; which signify that the Indonesian


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lexis starts to be neglected and language shift is likely to occur in certain extent.

Moreover, the tendency to possess negative attitude towards the official

Indonesian language and to care less to the appropriate usage of the language

become two distinct disintegrating factors that can lead to a more risky

circumstance in the future.

It is necessary for the institution and the academic community within to

maintain the usage of the official Indonesian language and perhaps contribute to

the development of the language for academic purposes. For one reason, the

students of ELESP of Sanata Dharma University are mainly trained to be a

teacher and therefore, as the Indonesian citizen, it’s a duty to contribute to the

maintenance of the official Indonesian language. For another reason, the official

Indonesian language is a national language, in which it represents the identity,

culture, and power of the nation, and thus, its existence is vital.

Keywords: English usage, official Indonesian language, lexical influence,

negative impact


ix

ABSTRAK

Wicaksono, V. A. (2016). The Negative Impact of Frequent Usage of English

Language toward English Language Education Study Program Students’ Official

Indonesian Language. Yogyakarta: Sanata Dharma University.

Tidak diragukan bahwa saat ini Bahasa Inggris menjadi bahasa yang

tersebar luas secara global oleh karena kegunaannya di dalam berbagai segi

kehidupan sehingga banyak orang tertarik untuk mempelajarinya. Sehubungan

dengan itu, jurusan PBI (Pendidikan Bahasa Inggris) Universitas Sanata Dharma

mewajibkan peggunaan Bahasa Inggris dalam berkomunikasi antar para

akademisinya, mengakibatkan Bahasa Inggris menjadi bahasa yang paling

sering digunakan untuk kepentingan akademis.

Dilihat dari dua sudut pandang yang berbeda, tingkat keseringan

penggunaan Bahasa Inggris di kalangan mahasiswa PBI Universitas Sanata

Dharma membawa 2 dampak yang saling bertolak belakang. Di satu sisi,

penggunaan bahasa yang cukup sering dapat memberikan hasil yang baik bagi

kecakapan berbahasa dari bahasa yang sedang dipelajari. Di sisi lain, keseringan

penggunaan bahasa Inggris tersebut dapat memberikan dampak merugikan bagi

penggunaan Bahasa Indonesia baku di kalangan mahasiswa, dimana Bahasa

Indonesia baku digunakan terlebih pada penulisan karya ilmiah berbahasa

Indonesia. Oleh karena itu, perlu adanya perhatian khusus terhadap dampak

buruk tersebut, berkaitan dengan keberadaan, kelangsungan, dan perkembangan

Bahasa Indonesia baku di dalam menghadapi situasi kompetisi global.

Kajian awal ini bertujuan untuk menjawab dua permasalahan yang

berkaitan dengan keseringan penggunaan Bahasa Inggris di kalangan mahasiswa

PBI Universitas Sanata Dharma, yaitu (1) Dampak buruk dari keseringan

penggunaan Bahasa Inggris terhadap Bahasa Indonesia baku di kalangan

mahasiswa PBI, terutama pada segi kosakata; dan (2) Dampak kebahasaan yang

mungkin dapat diperkirakan dari peristiwa seringnya penggunaan Bahasa Inggris

di kalangan mahasiswa PBI.

Secara garis besar, penelitian ini menggunakan metode penelitian

pustaka. Disamping itu, peneliti juga menggunakan dua metode pengumpulan

data lainnya yaitu wawancara dan analisis makalah yang bertujuan untuk

memperoleh bukti-bukti. Metode wawancara digunakan untuk mengetahui sikap

para mahasiswa terhadap penggunaan Bahasa Inggris dan Bahasa Indonesia

begitu pula untuk menemukan kecenderungan yang muncul yang berkaitan

dengan topik. Sementara itu analisis makalah digunakan untuk melihat sejauh

mana tingkat pengaruh Bahasa Inggris terhadap penggunaan Bahasa Indonesia

di kalangan para mahasiswa.

Hasil dari penelitian ini menunjukkan bahwa keseringan penggunaan

Bahasa Inggris di kalangan para mahasiswa memberi dampak yang cenderung

mengancam di tingkatan tertentu terhadap keberadaan Bahasa Indonesia baku.

Terdapat kecenderungan yang muncul, yaitu penggunaan kata serapan Bahasa


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Inggris dan frasa Bahasa Inggris di dalam penulisan karya ilmiah berbahasa

Indonesia. Para mahasiswa cederung lebih sering menggunakan kata serapan

Bahasa Inggris daripada menggunakan kata padanannya dalam Bahasa

Indonesia; yang menandakan bahwa kosakata Bahasa Indonesia mulai diabaikan

dan pergeseran bahasa terjadi pada tingkatan tertentu. Selain itu, kecenderungan

untuk bersikap negatif terhadap Bahasa Indonesia baku serta kekurangpedulian

terhadap penggunaan Bahasa Indonesia secara tepat menjadi dua unsur yang

jelas merugikan, dimana kedua unsur tersebut dapat mengarahkan pada keadaan

yang lebih merugikan dimasa depan.

Penting bagi institusi dan kalangan akademisi didalamnya untuk

memelihara penggunaan Bahasa Indonesia baku bahkan mungkin pula

berkontribusi dalam pengembangan Bahasa Indonesia demi kepentingan

akademis. Alasan pertama adalah karena para mahasiswa PBI Universitas

Sanata Dharma dididik untuk menjadi pengajar dan oleh karena itu, sebagai

warga Negara Indonesia, wajib untuk berkontribusi dalam pemeliharaan Bahasa

Indonesia baku. Alasan berikutnya adalah karena Bahasa Indonesia baku

merupakan bahasa nasional, dimana bahasa ini mewakili identitas, budaya, dan

kekuatan bangsa, dan oleh karena itu, keberadaannya sangat penting untuk terus

dijaga.

Kata Kunci: English usage, official Indonesian language, lexical influence,

negative impact


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ACKNOWLEDGEMENTS

Firstly, I would like to thank Almighty God and the universe for giving me

such strength and motivation all this time. Their blessings have been

accompanying and guiding me through my journey. I would not be able to move

forward if it is not for them.

Foremost, I would like to express my gratitude to my thesis advisor,

Christina Lhaksmita Anandari, Ed. M. for her attention, guidance and patience

to help me in finishing this paper. She has been so patient in guiding and

supporting me.

I would send my great gratitude to my academic advisor C. Sih

Prabandari S. Pd., M. Hum. for her full attention and supports during the time I

have spent in ELESP. I would also send my great gratitude to Gregorius Punto

Aji S. Pd., M. Hum. and Caecilia Tutyandari M. Pd. for their helps during the

process of writing this paper. After all, I cannot be more thankful to all of the

most awesome PBI lecturers for the guidance and knowledge during my journey.

I would also thank all of the staff of PBI and Sanata Dharma University

library for the enormous assistance.

My deepest and greatest thanks (and sorry) go to my Bapak, Ibuk, and

Mbak Iyan and for their endless pray and the sacrifice. I express my very very

special thanks to Cik Uphi and all of the OMCIL base camp’s crews (you guys are

horribly awesome!), Chacha and also my lil bro Rio (thanks for being my fierce

reminders).


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The last gratitude goes to anyone who has been so helpful but I have not

mentioned here.



xiii

TABLE OF CONTENTS

Page

TITLE PAGE .............................................................................................. i

APPROVAL PAGE .................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ........................................... iv

DEDICATION PAGE ................................................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ............................................ vi

ABSTRACT ............................................................................................... vii

ABSTRAK .................................................................................................... ix

ACKNOWLEDGEMENTS ........................................................................ xi

TABLE OF CONTENTS ........................................................................... xiii

LIST OF APPENDIX ................................................................................ xv

CHAPTER I. INTRODUCTION

1.1 Research Background ......................................................... 1

1.2 Research Methodology ....................................................... 6

CHAPTER II. DISCUSSION

2.1 Data Analysis....................................................................... 9

2.2 Language Contact ............................................................... 12

2.3 English Influence ................................................................ 16

2.4 Neglected Language . .......................................................... 19

2.5 Official Indonesian Language .. .......................................... 22

CHAPTER III. CONCLUSIONS AND RECOMMENDATION

3.1 Conclusions ........................................................................ 24

3.2 Recommendation .. .............................................................. 25

REFERENCES ........................................................................................... 27


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APPENDIX ................................................................................................ 29


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LIST OF APPENDIX

Appendix Page

A. The Questions of the Interview ............................................................ 29

B. The Result of the Interview .................................................................. 32

C. The Sample of the Indonesian Scientific Paper .................................. 36

D. The List of English Loanwords/Words/Phrases

in the Scientific Papers ........................................................................ 39


1

CHAPTER I

INTRODUCTION

Firstly, this part explains the background of the research. It provides

thorough elaboration about the usage of English within the community of students

in ELESP of Sanata Dharma University and the situation of language dominance

among them. Secondly, the writer explains the data collection methods that are

employed in the research in order to seek for the answers of the formulated

problems.

1.1 Research Background

English is used intensively in ELESP (English Language Education Study

Program) of Sanata Dharma University for regular classroom activities or used as

a student-teacher communication means outside the classroom. English is a

compulsory means of communication for the academic members in ELESP and

also a strongly-suggested language for other non-academic purposes, especially

for the students. Students of ELESP also utilize English in many contexts in their

daily life beside their academic purposes, such as in direct conversation, text

messages, or statuses in various social media. English, therefore, appears to be the

dominant medium of communication among the bilingual (or multilingual)

students of ELESP as a form of code alternation from Indonesian language (L1) -

or students’ various mother tongues - into English (L2/Target language).


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The frequent usage of English, on the one hand, may give positive effect

toward students’ English language proficiency. Intensive practice of the target

language would increase the ELESP students’ language comprehension as it is

highly expected. According to Oya, Manalo, and Greenwood (2009), many

researchers agree that utilizing target language outside the classroom can be a

potential method to practice the language which is being learned. On the other

hand, it is hypothesized that the high frequency usage of English can presumably

give such a negative impact toward the existence of ELESP students’ other

languages e.g. Indonesian language as national language, mainly in the case of

vocabulary, which is the focus of this study. Henceforth, Indonesian lexis and

Indonesian language are treated as equal in the following discussion regarding the

inclusion of lexis as part of a language unless it is explained exclusively.

The notion of frequent English can presumably give such a negative

impact toward the existence of ELESP students’ Indonesian language in their

mind is justified by the findings that many researchers agree upon inter-

influencing languages in contact (e.g. Bialystok, 2008; Chang, 2011; Daulton,

2009; Hiramoto, 2003; Muysken, 1985; Sankoff, 2001; Tofan, 2011; Weinreich,

1968, as cited in Croft, 2000) “through direct mechanism of borrowing; the

interaction that provides loanwords” (Tofan, 2011, p. 221). Viewing from a

perspective of linguistic competence, the development of English proficiency

among the students is very likely to yield positive outcomes in terms of

vocabulary entries. However, students’ comprehension of English vocabularies

might possibly bear such cognitive complications in relation to language


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production. Some researchers affirm that bilinguals might demonstrate the

linguistic problems in terms of vocabulary control, vocabulary access, and

vocabulary choice (Bialystok, 2008; Ransdell and Fischler, 1987).

Historically, the introduction of English in Indonesia occurred back in

more than one century ago. Western-style elementary schools were introduced in

1907 and English was first taught to Indonesians in 1914 when junior high

schools were established (Lauder, 2008). After 1965 when Indonesia opened up

for cooperation to western societies in economy and culture, great number of

loanwords from English are adopted into Indonesian lexicon (Jones, 1984, as cited

in Hiramoto, 2003) and ever since, even more English loanwords in various fields

such as economy, technology, health, and education, are standardized by

Indonesian government continually.

The number of English loanwords in Indonesia’s vocabulary increases

along with the present’s style of internationalization of English. The wide range of

field that uses English as the medium of communication draws more people to

speak the language (Crystal, 2003; Daulton, 2009; Huda, 2000). Utilizing English

as a means of communication among ELESP students is one of the processes to

comprehend it and thus leads to a situation that vocabularies of Indonesian

language might be put in a more and more isolated ground in students’ mind.

Accordingly, Indonesian intellectuals, in this case includes the ELESP students,

become less familiar to the Indonesian words and feel more comfortable to use the

borrowed English lexis (Suriasumantri, 1999, as cited in Suwardjono, 2004).


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Students in ELESP use official Indonesian language less frequently since

the usage of which is practically constrained by the program’s requirements.

There are at least three subjects that are most entirely delivered in Indonesian

language. Those are Bahasa Indonesia - Indonesian Language Subject, Pancasila

- Five Basic Principles of the Republic of Indonesia, and Agama – Religion

Subject. Occasionally, to officially pass the subjects, students are required to

write scientific papers or articles in official Indonesian writing format, which also

means that using official Indonesian language is a prerequisite.

Considering the frequency of usage of official Indonesian language, it is

then quite reasonable to put in mind that the usage of the language among ELESP

students is someway constrained. It brings a consequence that the existence of

official Indonesian lexicon in students’ mind might be at risk in some extent. Even

though there is no recent research that suggest the least usage of certain language

in a particular lapse of time to survive from partially to fully neglected (if not to

mention extinction), the comparison of the usage of Indonesian language to the

more dominant language used in the various form of academic works is quite

considerable to view it as a less-utilized medium of communication among the

students which therefore leads the existence of Indonesian lexis into

disadvantageous status.

There are other communication means besides the English language that

also influence the existence of official Indonesian language in students’ minds.

Indonesian informal language and various mother tongues are frequently used in

students’ daily life communication. Indonesian language should strive in hard


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competition even more. This preliminary study, however, focuses only on the

influence of frequent usage of English to official Indonesian language. To be more

specific, it focuses on the usage of English loanwords in Indonesian lexis and the

impact to the existence of the Indonesian language in students’ minds.

Another notion that is raised in this paper which is related to the language

dominance in contact-induced languages as it is observed in the community of

ELESP students is about language shift and the endangered language. Majidi

(2013) explains that language shift refers to displacement of one language by

another; it is always preceded by bilingualism or multilingualism and opens

chance for the less-utilized language to be endangered. Craig (1997) asserts that

an endangered language is “a language that may soon vanish, ceasing to be used

as vehicle of communication” (as cited in Derhemi et al, 2002, p. 151).

Furthermore, endangered language is not necessarily a minority language but

there is a high probability that with time, a neglected language will become

endangered.

There has been contradiction among the Indonesian linguists and scholars

on the issue of English influence towards Indonesian language in general; whether

English helps to develop or exposes a threat. Nevertheless, viewing from a

perspective of a language as a whole, official Indonesian language tends to burden

risk within the situation of English dominance in the community of ELESP

students for official Indonesian language starts to be less-utilized and, probably,

neglected; therefore it is reasonable at this point to bear an assumption that the

official Indonesian language is at risk in certain extent. This study, then, aimed at


6

finding out (1) the negative impact of frequent usage of English toward ELESP

students’ official Indonesian language, mainly focuses in the lexical influence.

Furthermore, the researcher wants to determine (2) the potentially foreseeable

linguistic consequence resulted from the phenomenon of the frequent usage of

English in the community of students of ELESP in particular and perhaps in the

wider scope that is Indonesian language as a national language in general.

1.2 Research Methodology

This preliminary research mainly employs a library study method. The

hypothesis is developed upon the findings of some researchers in the field of

language influence. Thorough elaboration related to the discussed problems is

drawn from the provided existing theories. In order to support the findings of this

research as well as to seek for the proofs of the hypothesis, the researcher

conducted 2 methods of data collection, which are conducting interview and

analyzing students’ scientific papers.

The characteristic of the interview is structured, in which a set of

predetermined questions are asked in specified order. Interview was chosen as the

method of collecting data regarding the benefits it provides, such as the flexibility

in restructuring the questions, possibility in obtaining personal information, the

effectiveness of controlling the samples, and the possibility in collecting

supplementary information that is relevant to the research (Kotary, 2004, p. 98).

Since there is no recent research that standardizes the measurement of language

usage frequency, the term “frequent” that is used in this paper refers to the


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comparison result of the usage of both English and Indonesian language.

Therefore, the interview was conducted to figure out the usage of both English

and Indonesian language in the community of ELESP students for academic

purposes. Besides, it is also intended to find out the students’ assessment of their

English and Indonesian language comprehension in relation to the students’

linguistic competences as the result of the language influence over a particular

period of time. The subjects of the interview were 5 (five) random ELESP

students from semester 6. The participants were chosen considering the sufficient

observable English influence they might show resulted from more or less 3 years

of intense usage of English in class.

Next, an analysis to a group of scientific papers was conducted to support

the finding from the preceding method. The researcher analyzed 5 (five) random

scientific papers that were written individually by the students of ELESP in

Pancasila Subject, a subject that is offered in the first year of the program. It

discusses about Five Basic Principles of Republic of Indonesia, wherein such

issues like faith, humanism, nationalism, politic, citizenship, and constitution are

explored. There are three main considerations in selecting the choice of samples.

The first consideration is because the English loanwords in those fields of

discussed themes are sufficiently observable. The second consideration of

choosing the subject deals with the lack of adequate number of data that can be

collected from another two subjects. Third, samples of papers are selected from

the same subject to reduce the possibility of excessive range of investigation as

well as to observe the variety of English loanwords that appear in the specified


8

field with an assumption that students have equal level of understanding on the

discussed theme. Furthermore, analysis of the collected data is elaborated more

thoroughly in chapter II.


9

CHAPTER II

DISCUSSION

Firstly, this section discusses the collected data and gives a brief analysis

upon the contained information. Next, it gives an overview of language contact

and how it bases the background of the study. The following part elaborates the

influence of one language toward others in context of language dominance and

how it is related to the linguistic phenomena that occur in the community of

students in ELESP. It also presents an overview about the endangered language as

the victim of language dominance in a sense of narrowing the focus into the

condition that is observed in the community of students in ELESP. The next

following part provides an overview about the standard form of Indonesian

academic writing and what it means to the students in purpose to provide

understanding upon the relationship between the hypothesis and the findings.

2.1 Data Analysis

According to the result of the interview (complete result of the interview

can be consulted in Appendix B), 5 students of ELESP in semester 6 use English

intensively for academic purposes. The students use English more than 20 hours

in one week and approximately 5 hours per day, while they utilize Indonesian

language significantly lesser than that for the same intention. The data also shows

that most of the students wrote more English writings than Indonesian ones.

Comparing the usage of both languages for academic purposes, it is quite


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reasonable to draw a perception that English is a dominant language as the

medium of communication among the students. The usage of English for

academic purposes is compulsory in the community of ELESP students, either as

the medium of communication in the classroom activities or as medium of

communication in various kinds of academic writings. The intensity of using

English increases along with the students’ raising levels. As the consequence, the

influence of English tends to emerge in the students’ academic writing.

The usage of English-influenced words and phrases is observed in the

students’ Indonesian scientific papers (complete list of English

loanwords/words/phrases can be consulted in Appendix D). There are 156

English-influenced words and phrases that are found in the 5 students’ scientific

papers. Of the 131 entries are categorized as standardized English loanwords, the

11 entries are categorized as non-standardized English loanwords, and another 1

entry is categorized as popular informal English loanword. While 2 entries are

categorized as English words, and the other 11 entries are categorized as English

phrases. 11 entries that are categorized as non-standardized English loanwords

show errors in spelling aspect referring to the Great Dictionary of Indonesian

Language, for example “Analisa”, “Ekstrim”, and “Otopsi”. Respectively, the

correct forms of the non-standardized loanwords are “Analisis”, “Ekstrem”, and

“Autopsi”. Words such as “Agresi”, “Aksi”, “Aktivitas”, “Demo”, “Dosis”,

“Eksistensi”, “Era”, “Formal”, “Isu”, “Konflik”, “Manifestasi”, “Media”,

“Otoriter”, and “Protes” are some examples of loanwords that have their

Indonesian counterparts which are interchangeable with the emerging words in


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sense of function and context. English phrases are also observed in the students’

papers which come with their Indonesian translations. The English phrases, such

as “Enforced disappearence”, “Judicial review”, “Personal rights”, “Politic

rights”, “Rights of legal equality”, “Shock therapy”, and “Social and culture rights

“ , are mostly employed to refer to some specific terminologies.

The students’ assessments on their comprehension of English and

Indonesian language that they used in the scientific papers are confirmed through

the interview. They were quite sure whether or not the scientific papers had met

the standard requirements for every kind of scientific writing that they had ever

written. There are some factors that base their confidence upon the confirmation,

such as the awareness on self competence, whether or not the feedbacks were

provided, and the strategy to consult trustworthy sources. All students (5) verified

their comprehension upon their English writings through the feedbacks given,

while there was no feedback that was provided for their Indonesian ones.

Diction of both English and Indonesian language becomes the most

frequent observed aspect as the students’ difficulties in writing academic works

according to the result of the interview. Accordingly, the analysis of the scientific

papers reveals the students’ problems in form of the emergence of vocabulary

errors. Besides those that are mentioned in the preceding part, some examples of

loanwords, such as “Amandemen”, “Anarkis”, “Formil” and “Obyek”, undergo

mistakes in spelling and thus categorized as non-standardized English loanwords

referring to the Great Dictionary of Indonesian Language.


12

The result of the interview also clarifies the students’ attitude toward

English language. Even though most of the English papers were subjects’

requirement, two students confirmed their self-willingness in composing English

papers for other purposes. Moreover, most of the students, in accordance with

their difficulties in writing English or Indonesian scientific papers, have self

willingness to equip themselves with sources that they need to overcome their

difficulties. However, the result of the interview reveals that there is an emerging

tendency for the students to ignore the existing problem; letting alone the errors

unsolved.

2.2 Language Contact

Saphir (1921) affirms that when two or more languages undergo a contact,

a phenomenon of what is called linguistic inter-influence occurs. Offiong and

Okon (2005) point out that language contact is the base of linguistic phenomena

to occur (as cited in Offiong and Okon, 2013, p. 900). Bilingualism, code-

switching, and language interference, which are observed in the community of

students of ELESP, are three examples of linguistic phenomena that emerge from

language contact.

Sankoff (2001, p.3) states that historically, language contact have occurred

under the condition of social inequality resulted from war, conquest, colonialism,

slavery, and migrations. The existing social and linguistic gap in the cultures in

contact led to the rise of language contacts that have endured over time.

Thomason (2001) describes language contact in the simplest definition as the “use


13

of more than one language in the same place at the same time” (p. 1), even though

this definition is furthermore described for different circumstances i.e. the

situation of being in the same place for the languages to be in contact is not a

necessity. Tofan (2011, p. 219) indicates that language contact occurs when there

is an interaction between speakers with different languages, resulting linguistic

consequences i.e. language influence.

Contact between English and Indonesian language occurred back in more

than one century ago since the establishment of western-style elementary school

in 1907 (Lauder, 2008). Since then, the number of English loanwords in

Indonesia’s vocabulary increases along with the present’s style of

internationalization of English. Tofan (2011) states that “the current and growing

status of English as a necessary part of higher education throughout the world”

raises the “interest for the study of this language” (p. 221). English has become

the world’s language where many countries in the world use it as one of their

communication languages (Crystal, 2003; Huda, 2000; Lauder, 2008). English has

been widely used in many aspects of life, such as politics, diplomacy,

international trade and industry, commerce, science and technology, education,

the media, information technology, and popular culture (Crystal, 2003; Huda,

2000; as cited in Lauder, 2008, p. 12).

There is no doubt that English plays essential role among the global

community. The demands to comprehend English as the medium of

communication rise along with the development of the global needs. Moreover, it

is then become some kind of a “prerequisite” to comprehend English since most


14

of the world’s various field of science are presented in English language

(Listiyorini, 2008, p. 5). Along with the status of English as a global language

grows firm, the positive attitude of the people toward English is as well as

ensured. Therefore, the situation opens the opportunity for English to influence

other languages in contact while the speakers “borrow” the language because they

need it (Saphir , 1921, p. 1). As English spreads globally, fragments of its lexicon

permeate other languages (Inagawa, 2014). English gives its influences to other

languages, from merely “loan” some – or seems likely to be many- words, or even

reconstruct the grammar of others (Alwasilah, 1985; Croft, 2000; Jendra ,1991;

Sankoff, 2001; Tofan, 2011; Weinreich, 1968).

The attitude toward the English language in the community of ELESP

students is confirmed positively through the interview. The status of English as

global language and the wide range of English usage in various fields have

brought English in a prestigious status in students’ mind which gives a rise to their

positive attitude toward it. Some researchers also affirm the notion of English

status among Indonesian society, especially among the scholars. Hiramoto (2003,

p. 69) states that many Indonesian people consider the use of English loanwords

as a sign of education; thus, expressions containing English loanwords have some

degree of prestige in today’s general Indonesian society. Lauder (2008, p. 14)

asserts that knowledge of English is perceived as important and is a symbol of

education, modernity, or even sophistication. Listyorini (2008, p. 6) states that

that Indonesian scholars tend to underestimate their own language and perceive

English as a sign of modernity, prestige, and education, thus embedding English


15

loanwords or utilizing English entirely in their daily life communication.

Gunarwan (1998, as cited in Lauder, 2008, p. 14) states that “English has a

prestige among Indonesians that may even surpass that of Indonesian”, for they

might become less familiar to the Indonesian words and feel more comfortable to

use the borrowed English lexis/loanwords (or completely using English) without

having a concern to the development of Indonesian Language (Suwardjono,

2000).

Accordingly, the students’ perception of English as a prestigious language

brings a consequence to the usage of Indonesian lexicon and its existence in their

minds. There is a tendency for the students to use more English loanwords in the

scientific works. According to the data of the loanwords in the students’ scientific

papers (complete list of English loanwords/words/phrases can be consulted in

Appendix D), there are at least 14 English loanwords that are found in the

students’ scientific papers which interchangeable with their Indonesian pairs in

sense of meaning and function but remain unemployed. Here are 5 examples of

the usage of loanwords within the students’ Indonesian scientific papers, followed

by the possible alternatives with the Indonesian pairs:

1) “… produk budaya barat …”

“… hasil budaya barat …”(alternative)

2) “… manifestasi manusia beradab …”

“… perwujudan manusia beradab …” (alternative)

3) “… belum dapat dilaksanakan secara total …”

“… belum dapat dilaksanakan sepenuhnya …” (alternative)


16

4) “… memberlakukan hukum formil …”

“… memberlakukan hukum resmi …”(alternative)

5) “… memprotes kebijakan pemerintah …”

“… menentang kebijakan pemerintah …”(alternative)

Even though the reasons of the students’ words choice are not confirmed

in the data, the fact that the absence of Indonesian counterparts of the English

loanwords shows that the students tend to choose English-influenced words and

thus reveals tendency for the students to ignore Indonesian lexis. Furthermore, the

data shows the occurrence of language shift in certain extent; for Indonesian lexis

apparently starts to be less utilized.

2.3 English Influence

In a community of bilingual/multilingual, the urge to communicate

eloquently demands the speakers to generate linguistic innovation to avoid

conflict, such as misunderstanding. It is very often that the lack of suitable lexicon

in the language being used in the discourse prompts the speaker to develop their

communication fluency by doing such a mechanism of code-switching (or code-

mixing). Researchers confirm that the languages of bilingual speakers are jointly

active (e.g., Dijkstra, Van Jaarsveld & Brinke, 1998; Van Hell & Dijkstra 2002;

Von Studnitz & Green, 2002; Wu & Thierry, 2010, as cited in Fillipi et al., 2012,

p. 1 ), which therefore open opportunity for languages to influence each other

(Sankoff, 2001) and furthermore, it triggers the speaker to code-switch (or code-

mix). The influence can be in the form of lexical borrowing, for instance, the


17

domination of English towards Indonesian lexicon among ELESP students.

However, this kind of nature cannot be merely seen to be the exact factor of the

receptivity of a foreign language. Speaker’s attitude towards the language seems

to play more important role in the language acquisition and language influence.

Saphir (1921) claims that the flows of the language influence frequently

occur in one direction, which is from the dominant culture to the surrounding

cultures. The tendency of the influence direction is for the stronger language to

draw more speakers towards it which thereby engineers code-switching (Offiong,

2013). Students in ELESP, for instance, employ code-switching strategy as they

speak one to another either in the context of academic or in their trivial discourses.

Besides, it is a suggestion to utilize English as possible as they can afford.

Many researchers claimed that utilizing target language outside the

classroom can be a potential method to practice the language which is being

learned. This notion is supported by some researchers (as cited in Oya et al., 2009,

p. 1), for example, d’Anglejan (1978) claims that without the necessary practice,

studying a language is not enough to improve second language proficiency;

Seliger (1977) asserts that language contact outside the classroom is important

because it can provide potential practice opportunities for the language which is

being learned; while Harley et al. (1994) insists that to learn to speak, second

language learners need opportunities to speak.

From the different perspective, the domination of English as a medium of

communication among the community of students is believed to take part in

providing such a situation in which students’ official Indonesian language


18

undergoes a significant influence in its elements. As the dominant communication

means in the community of students of ELESP, English has preoccupied students’

minds mostly with lexical influence, which is worsen by mass media e.g.

television, newspaper, magazine, etc (Suwardjono, 2004, p. 2). Muysken (1985;

1999) states that “lexicon is clearly the most borrowable element in language

contact” (as cited in Sankoff, 2001, p. 19).

Furthermore, some researchers affirm that bilinguals might demonstrate

the linguistic problems in terms of vocabulary control, vocabulary access, and

vocabulary choice. Bialystok (2008, p. 4) indicates that bilinguals generally

control smaller vocabulary than the monolinguals do, while access to the

vocabulary is comparatively slower. Ransdell and Fischler (1987) state that

“bilinguals experience more interference in lexical decision” (as cited in

Bialystok, 2008, p. 4). Based on these findings, it is quite reasonable to put in

mind that there is a possible tendency of language shift; that is shift from

Indonesian language to English in certain extent. Regardless the reasons of words’

choice, the data shows that students utilize English loanwords in considerable

amount even though the loanwords have their Indonesian equivalents which

grammatically and semantically interchangeable but nonetheless remain

unemployed. Meanwhile, the tendency to utilize English in its entirety is as well

as emerges in the observation.

Besides employing code-switching strategy in the context of conversation,

it can be traced from the data that the students also employ code-switching

strategy in their Indonesian scientific paper writings in form of utilizing English


19

words or phrases. As supported by Daulton (2009) that typically borrowing

involves inserting a foreign word, or sometimes a phrase, into a spoken or written

communication.

Moreover, evidences of error occurrences are noticed in the data. Some

loanwords are mistakenly spelled referred to the standardized format of

loanwords. The English loanwords, which have gone through such a linguistic

adaptation process in several aspects, reach the susceptibility among the students

along with students’ raising English comprehension level. However, the students’

susceptibility of the lexical influence from the English language is not

simultaneous with their Indonesian language comprehension; which therefore lead

errors to occur.

2.4 Neglected Language

Many native speakers of Indonesian language recognize English relatively

well due to the exposure of English via mass media by political leaders, scholars,

journalist, and pop stars to the general public, acceptance of these loanwords has

accelerated in today’s Indonesian society (Hiramoto, 2003, p. 69). English

becomes a symbol of high education, thus utilizing English or English loanwords

in communication is prestigious. As Daulton (2009, p. 31) states that English is a

high-prestige language, with connotations of modernity, sophistication, and

practicality, which then bring a consequence to the official Indonesian language;

that it starts to be neglected in some extent.


20

Focusing on the community of students of ELESP of Sanata Dharma

University, official Indonesian language is viewed as a victim of English language

influence. This national language undergoes a significant influence to its lexicon

in one’s process of learning the English language through various classroom

activities, tasks, academic papers, etc. The students seem to encounter some

problems such as controlling small vocabulary, slowly accessing the vocabularies,

and experiencing more interference in lexical decision (Ransdell and Fischler,

1987; Bialystok, 2008). These interferences suppress the official Indonesian

language into an isolated place in students’ mind and open chance for language

shift to occur; thus risk the existence of the official Indonesian language in

students’ minds.

The data from the interview shows that there is a tendency for the student

to ignore mistake in their Indonesian scientific paper. As mentioned by

Suwardjono (2004, p. 3) that Indonesian scholars tend to think that they have

sufficient comprehension on neither Indonesian language thus it is not a necessity

to study the language more thoroughly nor a necessity to consult Indonesian

dictionary. Moreover, Suwardjono (2004) asserts that this situation is possibly

caused by some reasons. First, Indonesian intellectuals have a tendency to

emphasize more to the taste of language than the language logic. Second, they

might feel odd to hear some Indonesian words; instead, they feel more familiar

with the foreign terms, therefore they use more English loanwords in the practice.

Third, utilizing Indonesian language in correct and appropriate form is not yet a

pride; instead, it is considered to be odd among the speakers. This is then set the


21

negative attitude in some extent towards official Indonesian language usage which

can possibly disintegrate the situation.

Derhemi et al. (2002) states that “an endangered language is a language

that may soon vanish, ceasing to be used as a vehicle of communication, perhaps

even disappearing completely from human history” (p. 151). Furthermore, as it is

elaborated, endangered language is not necessary to be the minority language, but

the neglected language. Indonesian language at this point – in this focus is the

standard official form – can be viewed as the endangered language since the

speakers tend to neglect it and rarely use it in an appropriate way, for the speakers

starts to bear more positive attitude towards English which is also observed in the

data of the interview.

Many Indonesian people tend to learn and use the popular Indonesian style

which is very common to be used in daily life communication instead of learning

and using the standard official form (Suwardjono, 2004). Even though Indonesian

language stands “unchallenged as the language of instruction and administration”;

however, “the recent prescriptivist crack down on the proliferation of English in

public signs and mass communication channels implies a perceived threat to the

Indonesian language” (Collins, 1996; as cited in Hiramoto, 2003, p. 69).

It is also worsen by the situation that many ELESP students tend to use

English loanwords in their Indonesian academic writing without having concern

to the development of official Indonesian language. Respectively, the students use

the English more often in the various academic activities, such as group

discussion, academic writing, speaking task, etc. In addition, many scholars –


22

including ELESP students – tend to “mix up” languages between English and

Indonesian language in a particular conversation (Listiyorini, 2008, p. 5). It is

likely to be predictable that standard official form of Indonesian language will be

in more and more risky situation in the future.

2.5 Official Indonesian Language

It is important for Indonesian academic community to master the standard

form of Indonesian language for academic purpose, regarding the necessity of the

product, for it might accommodate the usage by Indonesian academic community

(Suwardjono, 2004). However, the use of official Indonesian language in the

community of students of ELESP is practically constraint. According to

Suwardjono (2004) a good and acceptable official Indonesian language

competency is a pre-requisite in conducting scientific activities because the

language is a main communication means. Moreover, Suwardjono (2004) states

that scientific writing requires accuracy in its logic; it needs to fulfill the

requirements of standard form of the type of works to avoid misinterpreting,

misunderstanding, or ambiguity (p. 6). Without grammatical and lexical

comprehension, it is difficult for a scientist to communicate his or her ideas to

others. By means of the language, not only the scientists can convey information,

but also be able to provide their argumentation, in which the grammatical and

lexical aspects become the pre-requisite.

Meanwhile, the data of the interview and the analysis of the scientific

papers show that lexical aspect become one of the major problems of the students


23

in writing Indonesian scientific papers. There is a tendency that the students have

a problem in choosing appropriate words in their writing as well as in spelling of

the English loanwords. In accordance with the existence of Indonesian language,

this situation should be viewed as a crucial mater. The domination of English in

students’ mind can possibly exert an undesirable influence on the Indonesian

language (Lauder, 2008), in which it can risk the existence of Indonesian

language; for the stronger language (in the sense of language domination and

one’s attitude toward the language) would mostly take over the position upon the

weaker counterpart.

Besides, the good scientific writing requires careful and accurate

elaboration, as well as the appropriate diction, to avoid misunderstanding and

ambiguity (Suwardjono, 2004). It means that the language used in the writing

process should meet the standardized format of writing, including the spelling

system, to avoid using non scientific language instead. The other thing that can be

revealed regarding the use of scientific language is that using non scientific

language might be danger for the readers. Sterling (as cited in Suwardjono, 2004)

states that:

The danger in continuing to use a nonscientific language is that we will not even

understand the questions of science, much less seek answers to those questions. If

we begin to use the language of science, we may begin to ask the right kinds of

questions. Asking the right kinds of questions is a long way of obtaining answer,

but it is a prerequisite (p.7).

Therefore, in this point, it is then reasonable to bear in mind that

Indonesian language development might encounter significant obstruction in the

future without any concern to the continuous existing errors.


24

CHAPTER III

CONCLUSIONS AND RECOMMENDATION

In this chapter, the writer firstly summarizes the major findings of this

study. The next following part presents the significance of the study and how it is

related to the teaching field.

3.1 CONCLUSIONS

Viewing from two different perspectives, the frequent usage of English

seems to bring about impacts to the students in ELESP of Sanata Dharma

University; resulting two different outcomes. On the one hand, frequent usage of

English can improve students’ language comprehension as they study the English

(as the foreign language) intensively through various kinds of classroom tasks and

activities. On the other hand, frequent and intensive usage of English seems to

give such a negative impact towards the existence of official Indonesian language

among the students.

English has perceived its position as the global language and has been

playing an important role in the international domain. The prestigious position of

this global language has draw positive attitude from the international community

to learn and study the language; thus open opportunity for English to influence

and perhaps dominate other minority languages (in sense of the usage) with which

have contacts. As some researchers claim that lexical aspect is the most

borrowable element in the situation of language contact and language influence,


25

English language has preoccupy students’ minds with its influence, resulting

language (or word) shift which official Indonesian language becomes the one in

risk. This phenomenon is then viewed as a problem for the existence of official

Indonesian language in the students’ minds for its usage tends to be neglected.

Some researchers agree that the neglected language has a strong tendency

to be in danger in some extent, which also means that the language has a bigger

possibility to come close to extinction in the future. The data of the interview and

the analysis of the students’ papers show that there is an emerging tendency of the

students to ignore their mistakes within the Indonesian scientific paper. It implies

the tendency of neglecting the language and its development. Therefore, it seems

to be reasonable at this point to put in mind that the frequent usage of English

might possibly endanger the existence of the official Indonesian language, for

English dominance tends to exchange the Indonesian lexicon in some extent.

3.2 RECOMMENDATION

It becomes crucial to maintain the official Indonesian language of ELESP

students for the academic importance. First, it is important due to the language

necessity in relation to the production of scientific researches. Second, it is

important to maintain the existence of the official Indonesian language in which it

encounters a risky competition. The burden to this task will not merely go to the

government or the authority in charge. It also becomes the duty of the institution

and the academic community within it. As mentioned by Suwardjono (2004) that

university is “strategic agent of development and changes” related to the


26

maintenance of official Indonesian language. The development of the language

will need the participation from the whole educational board level. All of the

elements should work together in a productive way to keep the existence of

official Indonesian language as well as to maintain the language development. As

the agent of development and changes, university should concern more to the

usage of official Indonesian language through strong influence of linguistic

awareness. Moreover, it is also necessary to concern more about the language

usage policy in the purpose of maintaining the existence of the official Indonesian

language among the academic community of ELESP of Sanata Dharma

University in particular.


27

REFERENCES

Arifin, W. L. (2011). Interference: Its Role in the Target Language Mastery to

Indonesian Learners. REGISTER, 4(1), 99-115.

Bialystok, E. (2008). Bilingualism: the Good, the Bad, and the Indifferent.

Bilingualism: Language and Cognition, 12 (1), 2009, 3–11.

Croft, W. (2000). Explaining Language Change: An Evolutionary Approach.

Harlow: Pearson Education Limited.

Daulton, F. E. (2009). A Sociolinguist Explanation of Japan’s Prolific Borrowing

of English. THE RYUKOKU JOURNAL OF HUMANITIES AND

SCIENCES, 30(2), 29-36.

Derhemi, E., Fishman, J., Koenig, M., Mufwene, S., Muysken, P., Romaine, S., &

Pandharipande, R. (2002). Protecting Endangered Minority Languages:

Sociolinguistic Perspectives. The Impact of Government Policies on

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Filippi, R., Leech, R., Thomas, M. S. C., Green, D. W., & Dick, F. (2012). A

Bilingual Advantage in Controlling Language Interference During Sentence

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doi:10.1017/S1366728911000708.

Jendra, I.W. (1991). Dasar-Dasar Sosiolinguistik. Denpasar: Ikayana.

Hiramoto, M. (2003). Lexical Strata of Indonesian Vocabulary (Iwasaki, S.,

Simpson, A., Adams, K., & Sidwell, P, Ed. (2007)). South East Asian

Linguistic Society XIII, -, 67-78.

Huda, N. (2000). Kedudukan dan Fungsi Bahasa Asing (The Position and

Function of Foreign Languages). In H. Alwi dan D. Sugono, Politik Bahasa:

Risalah Seminar Politik Bahasa (Language Politics: Procedings of the

Seminar on Language Politics), 59-78. Jakarta: Pusat Bahasa dan

Departemen Pendidikan Nasional.

Inagawa, M. (2014). A Re-examination of Loanwords as an Aid for English

Language Learning and Teaching. International Journal of Liberal Arts and

Social Science, 2(3), 13-26.

Kotari, C. R. (2004). Research Methodology: Methods and Techniques (2nd

revised ed.). New Delhi: New Age International.


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Majidi, A. (2013). English as a Global Language; Threat or Opportunity for

Minority Languages?. Mediterranean Journal of Social Sciences, 4(11). 33-

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Lauder, A. (2008). The Status and Function of English in Indonesia: A Review of

Key Factors. MAKARA, SOSIAL HUMANIORA, 12(1), 9-20.

Listiyorini, A. (2008). Eksistensi Bahasa Daerah dan Bahasa Indonesia sebagai

Alat Komunikasi dalam Persaingan Global. Retrieved November 26, 2015,

from http://staff.uny.ac.id/

Offiong, O. A., & Okon, B. A. (2013). Code Switching As a Countenance of

Language Interference: The Case Of The Efik Bilingual. International

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Oya, T., Manalo, E., and Greenwood, J. (2009) The Influence of Language

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Suwardjono. (2004). Aspek Kebahasaan Indonesia dalam Karya Tulis Akademik/

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Tofan, G. (2011). A Conceptual Approach to Language Contact: Bilingualism.

DOCT-US, 3(1), 219 – 223.

Thomason, S. G. (2001). Language Contact. Edinburgh: Edinburgh University

Press Limited.


29

Appendix

A THE QUESTIONS

OF THE INTERVIEW


30

QUESTION LIST OF INTERVIEW

1. In which semester are you now?

_________________________________________________________

2. How often do you use English Language for academic purpose in one

week?

a. Less than 10 hours

b. 10 ≤ 20 hours

c. More than 20 hours

3. How often do you use Indonesian Language for academic purpose in

one week?

a. Less than 10 hours

b. 10 ≤ 20 hours

c. More than 20 hours

4. What kind of English academic essay you have ever written during

your study in ELESP?

_________________________________________________________

5. How many essays were they?

a. ≤5

b. ≥6

6. What was your motivation of using English for that academic writing?

_________________________________________________________

7. Do you think that your English academic writings had met the standard

requirements for each type of the work?

_________________________________________________________

8. How do you know that your English academic writings had met or

hadn’t met the standard requirements?

_________________________________________________________

9. What kind of Indonesian academic essay you have ever written during

your study in ELESP?

_________________________________________________________

10. How many essays were they?

a. ≤5

b. ≥6

11. What was your motivation of using Indonesian Language for that

academic writing?

_________________________________________________________


31

12. Do you think that your Indonesian academic writings had met the

standard requirements for each type of the work?

_________________________________________________________

13. How do you know that your Indonesian academic writings had met or

hadn’t met the standard requirements?

_________________________________________________________

14. Considering the difficulty, which one do you think it is more difficult?

Writing the academic essay in English or in Indonesia?

_________________________________________________________

15. What are the reasons? Consider some aspects:

a. Vocabulary:_________________________________________

___________________________________________________

___________________________________________________

b. Grammar:__________________________________________

___________________________________________________

___________________________________________________

c. Standard

Form:______________________________________________

___________________________________________________

___________________________________________________

d. Else :

___________________________________________________

16. How did you solve the difficulties?

_________________________________________________________

_________________________________________________________

17. What do you think you need to do (preventive efforts) toward the

difficulties?

_________________________________________________________

_________________________________________________________

_________________________________________________________


32

Appendix

B THE RESULT

OF THE INTERVIEW


33


34


35


36

Appendix

C THE SAMPLE

OF THE INDONESIAN SCIENTIFIC

PAPER


37

SAMPLE OF THE STUDENT’S INDONESIAN SCIENTIFIC PAPER

The following 2 paragraphs are taken from one of the students’ Indonesian

scientific paper in Pancasila subject.

“…………..“

Dalam periode ini, pemikiran HAM dapat dilihat dari tiga kurun waktu

yang berbeda. Kurun waktu yang pertama tahun 1967 (awal pemerintahan Presiden

Soeharto), berusaha melindungi kebebasan dasar manusia yang ditandai dengan

adanya hak uji materiil (judicial review) yang diberikan kepada Mahkamah Agung.

Kedua, kurun waktu 1970-1980, pemerintah melakukan pemasungan HAM dengan

sikap defensive (bertahan), represif (kekerasan) yang dicerminkan dengan produk

hukum yang bersifat restriktif (membatasi) terhadap HAM. Alasan pemerintah

adalah bahwa HAM merupakan produk pemikiran Barat dan tidak sesuai dengan

nilai-nilai luhur budaya bangsa yang tercermin dalam Pancasila. Ketiga, kurun

waktu 1990-an, pemikiran HAM tidak lagi hanya bersifat wacana saja melainkan

sudah dibentuk lembaga penegakan HAM, seperti Komnas HAM berdasarkan

Keppres No. 50 Tahun 1993, tanggal 7 Juni 1993. Selain itu, pemerintah

memberikan kebebasan yang sangat besar menurut UUD 1945 amandemen,

Piagam PBB, dan Piagam Mukadimah.

Rencana pembangunan lima tahun I (Repelita I) yang diusulkan

pemerintah pada tahun 1969 pun mengakui peran hukum yang penting untuk

pelaksanaan pembangunan nasional. Dalam naskah rencana pembangunan itu

dikatakan bahwa tanpa pembangunan di bidang hukum maka pembangunan


38

ekonomi akan sia-sia. Naskah ini pun merujuk kembali apa yang dinyatakan dalam

penjelasan Undang Undang Dasar 1945 bahwa Indonesia adalah Negara yang

berdasarkan atas kekuasaan belaka. Dengan demikian – demikian dikatakan di

dalam naskah Rencana Pembangunan Lima Tahun I itu – rule of law benar-benar

dijamin di dalam Undang Undang Dasar Republik Indonesia. Seterusnya, menurut

Rencana Pembangunan Lima Tahun I itu apa yang dimaksudkan dengan rule of

law itu mencakup tiga unsure kebijakan tersebut berikut ini. Pertama-tama bahwa

hak-hak asasi manusia diakui dan dilindungi; kedua, bahwa peradilan harus bebas

dan tidak memihak; dan ketiga bahwa asas legalitas akan dipegang teguh, baik

dalam hal memberlakukan hukum formil maupun dalam hal memberlakukan

hukum materiil. Memperuat ide rule of law yang hendak menjamin kebebasasn

hakim dan aparat kehakiman, sebuah undang-undang tentang Kekuasaan

Kehakiman (Undang-Undang Pokok nomor 14 Tahun 1970 tentang Kekuasaan

Kehakiman) dibuat dan diumumkan berlakunya pada tahun 1970. Selain Repelita I,

ada beberapa program pemerintah pula yang mendukung penegakan HAM seperti

transmigrasi, swasembada pangan, dan GNOTA.

“…………..“


39

Appendix

D THE LIST OF ENGLISH

LOANWORDS/WORDS/PHRASES

IN THE SCIENTIFIC PAPERS


40


41


42


43


44


45


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