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REVITALIZATION OF JAVANESE IN SCHOOL ENVIRONMENT:
LINGUISTICS LANDSCAPE PERSPECTIVE
Riani, Tarti Khusnul Khotimah, Nanik Sumarsih
Balai Bahasa Provinsi Daerah Istimewa Yogyakarta1, 2, 3
Jalan I Dewa Nyoman Oka 34, Daerah Istimewa Yogyakarta, 081339886470 Corresponding Author: riani.balaiyogya@gmail.com
Article History:
Submitted: 29 September 2021; Revised: 23 Desember 2021 Accepted: 7 January 2022 DOI: 10.26858/retorika.v15i1.23822
RETORIKA: Jurnal Bahasa, Sastra dan Pengajarannya under Creative Commons Attribution-NonCommercial 4.0 International License.
ISSN: 2614-2716 (print), ISSN: 2301-4768 (online) http://ojs.unm.ac.id/retorika
Abstract: The research discusses the revitalization of Javanese in a school environment from a landscape linguistic perspective. . The research aims to describe the revitalization of the Javanese in public space media in the school environment from the aspects of language situations, language codes, Javanese writing order, written form, form, function, and local wisdom values. The data of this research are Javanese texts on public space media placed in the Special Region of Yogyakarta school environment. The research method is carried out by observing, photographing data, classifying data, and analyzing data The results show that the revitalization of the Javanese language based on situation aspects and language codes are divided into three types, namely monolingual (Javanese), bilingual (Javanese and Indonesian), and multilingual (Javanese, Indonesian, English, and Arabic). Based on the order of writing, Javanese is placed in the order of first, second, third, fourth, and only Javanese. Based on the form of writing, Javanese is categorized into three types, namely Javanese, Latin character, and a combination of Javanese and Latin. Based on the form realization, Javanese is classified into eight types, namely room names, expressions, phatic expressions, proverbs, philosophies, appeals, prose, and slogans. Based on the function, Javanese is categorized into four types, namely information, advice, appeal, and greeting. Based on the values of local wisdom, Javanese contains teachings about ethics and morals, philosophy of life, religion, preserving the environment, maintaining health, tolerance, work ethic, cooperation, and preserving Javanese script.
Key words: revitalization, Javanese, linguistic landscape, school environment The era of the industrial revolution 4.0 causes
changes in various aspects of life, one of which is language as a communication tool. English as an international language is increasingly dominating the world of communication. English is no longer the property of the British or American nations but belongs to the nations of the world (Crystal, 2003). So, what about the fate of local (regional) languages in the 4.0 era? Can it survive and thrive? Local languages face extraordinary
challenges in this era because they are faced with the development of Indonesian (as the national and official language of the country) as well as faced with the dominance of English as an international language.
The results of the study of linguistic landscape in Malang, (Yannuar & Tabiati, 2016) show that Indonesian and English are more widely used than Javanese in outdoor media. This study is strengthened by (Harwati, 2020) which
states that the existence of the Javanese language is in a state of threat as evidenced by the increasing number of young ethnic Javanese who are starting to lose their ability to speak Javanese.
Other researches also support the result, namely the mapping of Krama Javanese mastery conducted by (Sukesti, et al., 2020) in high school students in Kulon Progo, (Nurlina, et al., 2020) in high school students in Sleman Regency, and (Atmawati, et al., 2020) in high school students in the city of Yogyakarta. The researches show that the mastery of the Javanese language and manners of high school students in the three regions in the Special Region of Yogyakarta is inadequate. The low level of Javanese mastery of high school students indicates that Javanese is less attractive among teenagers.
The phenomenon of "fading" use of the Javanese language in the younger generation of Javanese society has received attention from various parties. In the Special Region of Yogyakarta, the local government has made various efforts to preserve the Javanese language, for example by issuing a daily regulation in Javanese, naming roads and buildings in Javanese, and making Javanese a local content at the elementary to high school/vocational level (Peraturan Daerah Daerah Istimewa Yogyakarta, Nomor 2, Tahun 2021, Tentang Pemeliharaan dan Pengembangan Bahasa, Sastra, dan Aksara Jawa, 2021). The regulation also states that schools are one of the institutions that are trusted by the community to improve the knowledge and skills of students. The schools also play a role in revitalizing the Javanese language. Therefore, Javanese texts are used in various linguistic situations, forms, forms, and functions in outdoor media (public spaces) in the school environment.
The study of the representation or existence of language in outdoor media is the linguistic landscape (hereafter LL) in addition to reflecting the dynamics of various social aspects (Huebner, 2006) also shows the vitality of language (Landry
& Bourhis, 1997). This opinion is in line with (Kasanga, 2012) which states that if a language is used frequently. The frequency of the language shows an effort to maintain the language.
However, if it is rarely used, the language is usually considered unimportant in society or it can be said that the speaker's ability is inadequate.
(Ben-Rafael, et al., 2006) even stated that LL is important to express not only the diversity of languages or the ability of speakers but also the
symbolic representation of the situation of a language in the public space.
Studies of landscape linguistics in the Special Region of Yogyakarta in the public space have been carried out by several researchers, including (Jayanti, 2018) and (Erikha, 2018).
(Jayanti, 2018) examines the form and function of the linguistic landscape in the naming of roads, apartments, hotels, and places to eat and drink in the city of Yogyakarta. The results of the study show that there are eight language variations, namely (1) Indonesian, (2) Javanese, (3) English, (4) other foreign languages, (5) Indonesian and Javanese, (6) Indonesian and English, (7) Javanese and English, (8) English and other foreign languages. Meanwhile, (Erikha, 2018) examines the name of the main street around the Yogyakarta palace from the aspect of its function and symbolic message. The findings are that the street name’s function (1) to provide information on geographic locations and (2) symbolically to overshadow a set of meanings as markers of Javanese community or ethnicity (which indicates that Javanese is the first language of the surrounding population and shows the relationship between authority and power of government and place-naming practices).
Research on the linguistic landscape in the school environment is carried out by (Andriyanti, 2019) and (Gorter, et al., 2012). (Andriyanti, 2019) conducts a study of the linguistic landscape with the object of using language in external media in five school environments in the Special Region of Yogyakarta. The results of the study show that there are three language patterns, namely monolingual, bilingual, and multilingual.
The languages used in the signage include English, Indonesian, and Arabic. Javanese and French are also found in monolingual and multilingual patterns. Indonesian is more dominant than Javanese. English is used quite often but errors are still found in its use. Arabic is used in schools with Islamic identity. Meanwhile, (Gorter, et al., 2012) study Basque as a minority language in the city of Donostia-San Sebastián in Spain. Efforts to revitalize the Basque language are carried out through language policies on outdoor media. This study illustrates the resistance of the majority language to the Basque language revitalization policy and further illustrates the interaction between language policy and the reality of its practice.
Research related to the content of local wisdom in Javanese is carried out by (Sari, 2019).
She examines the philosophical meaning and content of Javanese script local wisdom and how to utilize them as character-based teaching materials in Junior High Schools. The results of the study show that the philosophical meaning of the Javanese script contains the teachings of life- related to behavior and the ways that must be taken to achieve harmony and authenticity of life as God's creatures. Javanese script is the result of a culture of thought and has a culture of symbolism that contains values in character education. The philosophical meaning and local wisdom of Javanese script are relevant to be used as teaching materials because they are in accordance with the identification of eighteen values of character education of the Ministry of National Education.
Based on the studies above, it can be said that this research is different from (Andriyanti, 2019), (Jayanti, 2018) and (Erikha, 2018) which do not specifically use Javanese as the object of study. This study focuses more on the use of the Javanese language in outdoor media in the school environment as an effort to revitalize the Javanese language in terms of the linguistic situation, the form of the use of the Javanese language, the function of the Javanese language, and the values of local wisdom contained in the Javanese language as a vehicle for student's character education. This study is also different from the study of (Gorter, et al., 2012) in terms of the object of study but has the same goal, namely describing language revitalization in outdoor media in the school environment through linguistic landscape studies. Hence, this study complements the research gap of previous studies.
Besides, it can be said that the existence of the Javanese language in the school environment is reflected in several elements, namely the support of school policies in placing the position of the Javanese language on the nameplate, in this case, the position in which the Javanese language is placed concerning the linguistic situation of a multicultural school environment, the form of, functions, and the content of local wisdom contained therein. The selection of forms and functions by prioritizing local wisdom that contains character education also shows that schools are also responsible for the character
education of students. In the end, the results of this study are expected to be useful for stakeholders in efforts to preserve the Javanese language in the school environment and enrich the study of landscape linguistics in the school environment.
METHOD
This research method is descriptive qualitative because this study aims to describe the linguistic landscape of Javanese language representation and the frequency of its use in aspects of the linguistic situation, form, function, and value of local wisdom as character education in outdoor media in the school environment in the Special Region of Yogyakarta.
The data of this research are in the form of Javanese text on nameplates, expressions, phatic expressions, proverbs, philosophy, appeals, and mottos. The data collection process is carried out using documentation techniques through object photography, either inside or outside the school environment. Some of the data is obtained from the results of outdoor media monitoring activities in the school area in 2019. The number of data was 101 pieces. The data are taken from 10 schools spread across the City of Yogyakarta, Sleman Regency, Bantul Regency, Gunungkidul Regency, and Kulon Progo Regency. These schools consist of public schools, private- publicschools, Islamic-based and non-Islamic schools. The data is then coded and classified based on aspects of the situation and language code, writing order, written form, form, function, and value of local wisdom. The data is then processed for frequency distribution using SPSS version 25.
RESULT AND DISCUSSION RESULT
In this section, the findings and discussion of the use of Javanese language in outdoor media in schools in Yogyakarta are presented, which include aspects of form, linguistic situation, form, function, and values of local wisdom.
Javanese Writing Form
Based on its form, the Javanese writing used in outdoor media in the school environment in DIY can be divided into three types, namely Javanese script (hanacaraka letters), Latin script,
and a combination of Javanese script-Latin script.
The Javanese script (hanacaraka letters) seems to dominate, as many as 53 or 52.5%. There are 36 Javanese scripts (hanacaraka letters) with Latin script or
35.6%, and a combination of Javanese-Latin script and Latin-Javanese script, respectively as many as 8 pieces (7.9%) and 4 pieces (4%).
The dominance of the use of Javanese script is understandable because the DIY Regional Government massively makes various efforts to maintain Javanese script (hanacaraka letters) (Peraturan Daerah Daerah Istimewa Yogyakarta, Nomor 2, Tahun 2021, Tentang Pemeliharaan dan Pengembangan Bahasa, Sastra, an Aksara Jawa, 2021). The frequency distribution of Javanese written forms on outdoor media in schools in DIY can be seen in Table 1 below.
Table 1 Javanese Written Form
Written Form Frequency Percent
Javanese/Hanacaraka Letters
53 52.5
Latin Script 36 35.6
Javanese/Hanacaraka Letters – Latin Script
8 7.9
Latin Script – Javanese/Hanacaraka
Letters 4 4.0
Total 101 100.0
The description of Javanese letters on outdoor media in the school environment in the form of Latin script and Hanacaraka letters respectively can be seen in Figure 1 and Figure 2.
Figure 1. Written Form of Javanese Script/Hanacaraka Letters
Figure 1 shows the written form of the Javanese script. The inscription states that manembah gusti tan is a philosophy of life which
means that God is only one, there is no God’s twin.
Figure 2. Javanese Written Form in Latin Letters
Figure 2 is an illustration of the form of Javanese written in Latin script. The written says ing ngarso sung tulodha, ing madya mangun karsa, tut wuri handayani is an educational slogan from Ki Hajar Dewantoro. The slogan is popular and it means to give example in front, build spirit on the way, provide motivation from behind as educational practice in Tamansiswa which later become part of the national policy.
Language Situation
There are three language situations in the use of Javanese in outdoor media in a school environment in Yogyakarta, namely monolingual, bilingual, and multilingual. The situation of monolingual language means that the language used is only Javanese. In the bilingual language situation, a combination of two languages is found, namely the use of Javanese and Indonesian; while in the multilingual language situation, three languages (Javanese, Indonesian, English) and four (Javanese, Indonesian, English, Arabic) are found. The frequency distribution of language situations in the use of Javanese in schools in DIY can be seen in Table 2.
Table 2 Language Situation of Javanese Language
situation Frequency Percent
Monolingual 28 27.7
Bilingual 52 51.5
Multilingual 21 20.8
Total 101 100.0
The table above shows that bilingualism is the dominant language situation found in the revitalization of the Javanese language in the school environment, which is 52 pieces or 51.2%, while the least language situation is multilingual, Language Situation Frequency Percent
Monolingual 28 27.7
Bilingual 52 51.5
Multilingual 21 20.8
Total 101 100.0
which is 21 pieces or 20.8%. The description of the situation of monolingual language in the school environment, respectively, can be seen in Figures 3-5 below.
Figure 3. The Monolingual Language Situation of Javanese
Figure 3 shows the monolingual language situation of Javanese. The written says that Jer Basuki Mawa Bea in Javanese and Latin script is a Javanese expression that contains a philosophy of life. The teaching means that 'every success requires sacrifice'.
Figure 4. Bilingual Language Situation of Indonesian-Javanese
Figure 4 shows the situation of the Indonesian-Javanese bilingual language. The text says that KOPERASI SISWA is written on the nameplate of the student cooperative room which is written in two languages, namely Indonesian and Javanese script.
Figure 5 Multilingual Language Situation of Indonesian-Javanese-English
Figure 5 is a name room that provides information on the name of the room, namely the toilet. The figure shows a multilingual language situation with the use of three languages, namely Indonesian, Javanese, and English. The use of these three languages represents that the school views the importance of the existence of Indonesian, Javanese, and English in the school environment.
Language Code
The four language codes used in outdoor media schools in DIY are Indonesian, Javanese, English, and Arabic. Based on variations in the use of language codes, it is found (1) only one language code, namely Javanese, (2) two language codes, with variations in Javanese- Indonesian and Indonesian-Javanese, (3) three language codes, with variations in Javanese- Indonesian-English, Indonesian-Javanese- English, Indonesian-English-Javanese, and English-Arabic-Javanese, as well as (4) four language codes, with variations in Indonesian- English-Arabic-Javanese. The language code variations and their frequency distribution can be seen in Table 3.
Table 3. Language Code
BasedTable 3, it can be shown that the use of two language codes with variations of Indonesian-Javanese is the most widely used, while the use of four language codes with variations of Indonesian-English-Arabic- Javanese is the least used variation.
The description of language code variations in Javanese writing on outdoor media in a school environment in the Special Region of Yogyakarta can be seen in Figures 6 – 7.
Figure 6. The variation of Three Language Codes Language Code Frequency Percent
Javanese 28 27.7
Javanese-Indonesian 23 22.8
Indonesian-Javanese 29 28.7
Javanese-Indonesian-English 5 5.0 Indonesian-Javanese-English 6 5.9 Indonesian-English-Javanese 7 6.9
English-Arabic-Javanese 2 2.0
Indonesian-English-Arabic- Javanese
1 1.0
Total 101 100.0
Figure 6 is an appeal board in the school environment with the variation of three language codes, namely Indonesian, English, and Javanese.
The text represents that the three languages are considered important in language learning in schools.
Figure 7. The Variation of Four Language Code
Figure 7 is a room nameplate that provides information on the name of the classroom. The picture shows a multilingual language situation with four language codes, namely Indonesian, English, Arabic, and Javanese. The use of these four languages represents that the school views the importance of the existence of Indonesian, English, Arabic, and Javanese languages in the school environment.
Placement (Ordering) of Javanese Written How the Javanese is written, placed, or ordered shows how high a language is considered whether important or less important. In this study, it is found out six ways of placing the order of the Javanese. In a monolingual language situation, of course, there is only one way of placement, namely only Javanese. In a bilingual language situation, Javanese is placed on the first or the second. In multilingual language situations, Javanese is placed on the first, the second, the third, or the fourth. In addition, there is also in the form of code-mixing placement. The frequency distribution of variations in the placement or ordering of the Javanese on outdoor media in the school environment can be seen in Table 4.
Table 4 Ordering Placement of Javanese
From Table 4 it can be shown that the placement of the dominant Javanese is in second place after Indonesian, which is as many as 34 (33.7%). This is understandable because the official language used in the schools is Indonesian. Law Number 24 the Year 2009 regulates the use of Indonesian in various domains, including the use of Indonesian in schools. It is also explained that the use of Indonesian can be supplemented with regional languages. Thus, the position of Javanese as a local language in the school environment is still strong. This is supported by the findings of only Javanese which is as many as 28 pieces (27.7%).
Meanwhile, the placement of the Javanese in the fourth-order is the least.
Some illustrations of how to place or order Javanese on outdoor media in a school environment can be seen in Figures 8 – 10 below.
Figure 8. The First Placement of Javanese
Figure 9 The Second Placement of Javanese Figures 8–9, respectively, are examples of Javanese placement in the first and second order.
The two figures show the use of Javanese as nameplates and in multilingual linguistic situations. In Figure 8, the first order is in Javanese ruwang guru, the second is Indonesian ruang guru, and the third is English the teacher's room. In Figure 9, the first order is Indonesian Laboratorium Bahasa, the second is Javanese Laboratoriyum Basa language, and the third is English Language Laboratory.
Figure 10 The Javanese Placement in Code Mixing
Ordering Frequency Percent
The First 27 26.7
The Second 34 33.7
The Third 8 7.9
The Fourth 1 1.0
Only Javanese 28 27.7
Mix Code 3 3.0
Total 101 100.0
Figure 10 shows the placement of the Javanese which is mixed with Indonesian code.
The text is in the form of an appeal Ojo Lali, jangan lupa sebelum meninggalkan mushala pintu ditutup untuk menjaga kebersihan “don't forget before leaving the prayer room. The appeal is on the door installed at the prayer room door.
The text is a mixture of the Javanese code ojo lali 'don't forget' with Indonesian jangan lupa sebelum meninggalkan mushala pintu ditutup untuk menjaga kebersihan “don't forget before leaving the prayer room the door is closed to maintain cleanliness”.
The Realization of Written Javanese
Written Javanese in various forms on outdoor media in the school environment represents that the school is quite serious in its efforts to revitalize the Javanese language. The results of this study indicate that from 101 data on the use of the Javanese in the school environment, based on its realization it can be classified into eight types, namely (1) expression, (2) phatic expression, (3) room name, (4) philosophy, (5) proverb, (6) appeal, (7) prose, and (8) slogan.
Table 5 describes the realization of written Javanese and its frequency distribution.
Table 5 The Written Javanese Realization Realization Frequency Percent
Expression 14 13.9
Phatic Expression 4 4.0
Room Name 45 44.6
Philosophy 18 17.8
Proverb 10 9.9
Appeal 5 5.0
Prose 1 1.0
Slogan 4 4.0
Total 101 100.0
Based on Table 5, the use of Javanese in outdoor media in the school environment is mostly realized in room names (as many as 45 or 44.6%). The realization of philosophy, expression, and proverb is not much different, namely, philosophy is 18 or 17.8%; expression is 14 or 13.9%; proverb is 10 or 9.9%. The rest is in other realizations, namely phatic expression, appeal, slogan, and prose.
The description of the realization of written Javanese on outdoor media in a school environment can be seen in Figures 11-13.
Figure 11 The Written Javanese Realization of Room Nameplate
Figure 11 shows the use of Javanese on room name 'ruang guru' teacher's room. The name uses the puppet character name (Bathara Kresna).
Naming room using puppet characters is common in the classroom name. The puppet characters used are characters who have good behavior, for example, Bathara Guru, Bathara Narada, Arimbi, Puntadewa, Samba, Abhimanyu, Kumbokarno, Wisanggeni, Drupadi, Sembadra, Antasena, Werkudara, Gathotkaca, Harjuna. The use of puppet names is a school effort in building student character education so that they love the good deed or attitude of puppet characters and the culture of the archipelago (Javanese).
In addition to the teacher room name and classroom name, the Javanese is also used in naming library room, administrative room, living room, activity room, security post, student cooperative, and toilet.
Figure 12 The Written Javanese Realization of Phatic Expression
Figure 12 shows the realization of Javanese in the form of a phatic expression, namely greeting sugeng rawuh 'welcome'. This writing is posted on the wall in front of the entrance in a school environment.
Figure 13 is an example of written Javanese realization of philosophy. The philosophy says Pangucap iku bisa dadi jalaran kebecikan.
Pangucap uga dadi jalaraning pati, kasangsaran, pamitran. Pangucap uga dadi jalaraning wirang
‘Speech can bring good. Speech can also be a
cause of death, misery. Speech can also be a cause of shame". The philosophy contains the teachings of manners that we have to be careful in speaking.
In the school environment, there is also a lot of use of Written Javanese realization in the form of proverbs and expression. Proverbs and expressions containing moral teachings are deliberately placed in strategic places in the school environment so that students can see, read, absorb, and apply the teachings contained therein daily.
Figure 13 The Written Javanese Realization of Philosophy
The Function of Writing Javanese
Javanese writings on outdoor media in the school environment have various functions.
Room nameplate, for example, functions to provide room name information. Proverbs and expressions serve to advise about the teachings of character. Based on the results of data analysis, written Javanese in the school environment can be classified into four functions, namely (1) information, (2) advice, (3) appeals, and (4) greeting. The types of functions and their frequency distribution can be seen in Table 6.
Table 6 The Function of Written Javanese in School Environment
Function Frequency Percent
Advice 46 45.5
Information 45 44.6
Appeal 6 5.9
Greeting 4 4.0
Total 101 100.0
Table 6 shows that most of written Javanese on outdoor media in the school environment has the function of giving advice (46 or 45.5%) and providing information (45 or 44.6%). The rest serves as an appeal and greeting.
The function of "giving information" is mostly found in the form of a room nameplate, while the
function of "giving advice" is mostly found in the form of proverbs, expressions, and philosophy.
The description of the Javanese function on outdoor media in the school environment can be seen in Figures 14-16.
Figure 14 The Information Function of Written Javanese
Figure 14 is pos satpam 'the security post’
nameplate followed by the use of the Javanese script. The name of this room nameplate serves to provide information of room function for anyone (school members, visitors/guests) who are in the school environment.
Figure 15 The Advice Function of Written Javanese
Figure 15 is an example of an expression that serves to give advice. The expression says Aja adigang, adingung, adiguna ‘Do not be arrogant or be proud of your strength, power, and intelligence ’ serves to give advice so that we do not like to indulge in lust.
Figure 16 The Appeal Function of Written Javanese
Figure 16 is an example of the use of the Javanese found in the hallway in front of the prayer room. The Javanese text reads Sapa durung sholat? 'Who hasn't prayed yet?' This serves as an appeal for Muslims not to neglect to pray.
The Javanese Local Wisdom Values
In local wisdom, there is a philosophy of life, politeness, work ethic, mutual cooperation, tolerance, etc. The values of local wisdom are attached to the community which is obtained from
experience in life (Rahyono, 2009). Character values that contain the teachings of character are taught in building student character in the school environment. Based on the results of the analysis, Written Javanese in the school environment in Yogyakarta contains the local wisdom values, namely (1) ethics and morals, (2) philosophy of life, (3) religion, (4) preserving the environment, (5) maintaining health, (6) tolerance, (7) work ethic, (8) cooperation, and (9) preserving Javanese script. The values of local wisdom and their frequency distribution can be seen in Table 7.
Table 7 The Local Wisdom Value of Writing Javanese
Nilai Kearifan Lokal Frequency Percent
Ethics and morals 5 5.0
Philosophy of Life 41 40.6
Religion 1 1.0
Preserving the environment 1 1.0
Maintaining health and cleanses 3 3.0
Tolerance 1 1.0
Work Ethic 2 2.0
Mutual Cooperation 2 2.0
Preserving Javanese Script 45 44.6
Total 101 100.0
Based on Table 7, the values of local wisdom contained in Javanese writings in the school environment mostly contain the teachings of "preserving Javanese script" (as many as 45 or 44.6%) and teachings on "philosophy of life" (as many as 35 or 34.7%) of the total 101 data. The rest is local wisdom that teaches about religion, tolerance, work ethic, cooperation, maintaining cleanliness/health, and preserving the environment. The teaching of "preserving the Javanese" is mostly found in the use of Javanese in the form of a room nameplate, while the teaching on the "philosophy of life" is mostly found in the form of proverbs, expressions, and philosophy.
Examples of local wisdom values in the use of Javanese in the school environment can be seen in Figures 17-19. Figure 17 is an example of the use of Javanese in the form of a proverb that contains local wisdom values that teach ethics and morals. The proverb, Ajining dhiri saka lathi, ajining raga saka fashion, ajining awak saka tumindak 'A person's self-esteem can be judged by words, appearance, and actions', contains three teachings, namely (1) we always guard our words wherever, whenever also, and to anyone; (2) we
always maintain appearance (wearing polite clothes according to the situation and conditions);
(3) we maintain behavior (knowing tata krama 'manners', unggah-ungguh).
Figure 17 The Local Wisdom Value of Ethics and Moral Teaching
Figure 18 The Local Wisdom Value of Tolerance Teaching
Figure 18 is an example of the use of the Javanese which contains the value of local wisdom in the form of the teachings of
"tolerance". The appeal of kasuwun mendel, wonten ujian 'Please calm down, there is an exam' is installed around the exam room. The appeal teaches anyone around the exam room to tolerance because of the exam.
Figure 19 The Local Wisdom Value of Ethics and Moral Teaching
Figure 19 is an example of the use of the Javanese which contains teachings about the
"work ethic". The Javanese expression Sepi ing pamrih rame ing gawe 'Does not expect anything in return but is serious in working' means that we must be sincere and without any strings attached.
DISCUSSION
In a linguistic perspective, the landscape of language use in outdoor media reflects the symbolic representation of language in the public space (Ben-Rafael, et al., 2006). (Cenoz &
Gorter, 2008) further explain that Linguistics
Landscape functions as a medium to convey messages containing information as well as containing symbolic meaning. Based on the analysis of forms and patterns of use, the data in this study are interpreted as part of the object of linguistics landscape study.
Based on the research results, it is known that the linguistic situation in the school environment is multilingual. The existence of Javanese in outdoor media is inseparable from the existence of Indonesian as the national language and English as an international language and other languages. This finding is in line with the results (Andriyanti, 2019) which states that the linguistic situation in the school environment in Yogyakarta is multilingual.
The research findings show some of the same patterns as those found in Andriyanti's (2019) study, namely monolingual, bilingual, and multilingual. The following are examples of monolingual and bilingual usage patterns.
Figure 20 The Billingual Pattern
Figure 21 The Monolingual Pattern Figure 20 shows the use of Javanese in the first line and Indonesian is in the second line. In fact, the monolingual example (figure 21) only uses Javanese. These findings ward off (Harwati, 2020) which stated that since the enactment of (Undang-Undang Negara No. 24 Tahun 2009 Tentang Bendera, Bahasa, Dan Lambang Negara, Serta Lagu Kebangsaan, 2009), the existence of the Javanese language is threatened. Based on the findings in the school environment the existence of the Javanese language is still preserved by using it in outdoor media. Even in some findings, Javanese is placed in the first line than
Indonesian. The findings indicate violation of rules for the order of language writing in outdoor media in (Undang-Undang Negara No. 24 Tahun 2009 Tentang Bendera, Bahasa, Dan Lambang Negara, Serta Lagu Kebangsaan, 2009). Based on the rules of(Undang-Undang Negara No. 24 Tahun 2009 Tentang Bendera, Bahasa, Dan Lambang Negara, Serta Lagu Kebangsaan, 2009), the use of language in outdoor media requires Indonesian to be placed on the first line and followed by local or foreign languages. However, this violation occurs because based on (Peraturan Daerah Daerah Istimewa Yogyakarta, Nomor 2, Tahun 2021, Tentang Pemeliharaan Dan Pengembangan Bahasa, Sastra, Dan Aksara Jawa, 2021), the schools should participate in preserving the Javanese. In addition, the use of monolingual (only Javanese or Latin script) shows the representation of the Javanese in its speech environment (Javanese speech community) which assumes that people in the school environment as Javanese community can understand the Javanese.
The results of this study also indicate that the existence of the Javanese on outdoor media in the school environment is also inseparable from the stakeholders’ efforts to revitalize the Javanese.
The sstakeholders are school principals, Javanese language teachers and external parties, namely the DIY provincial government. The DIY provincial issued the rules for the use of the Javanese language, namely (Peraturan Daerah Daerah Istimewa Yogyakarta, Nomor 2, Tahun 2021, Tentang Pemeliharaan Dan Pengembangan Bahasa, Sastra, Dan Aksara Jawa, 2021).
Meanwhile, the school as a maker and regulator of language use in outdoor media in school envirionment tries to use Javanese in outdoor media by utilizing Javanese language in various forms of lingual units and functions. The forms of the lingual units include expressions, (2) phatic expressions, (3) space names, (4) philosophy, (5) proverbs, (6) appeals, (7) prose, and (8) slogans. Its functions include welcoming guests who come with phatic expressions, naming the room, motivating students with proverbs, philosophies, and mottos, and giving appeal to students to follow school rules. These findings bring new insight that there is a hope to preserve and maintain the Javanese from the exclusion or marginalization of the Javanese in the public space in the school environment as presented in (Andriyanti, 2019). The school stakeholder
understands that the school environment is in a multilingual linguistic situation. Therefore, the use of Javanese can be harmonized with Indonesian and English or other languages. Even in some schools the Javanese language is written first line, followed by Indonesian and foreign languages.
The results of this study also point out that the use of the Javanese on outdoor media is an effort to instill local wisdom as well as character education for students. Based on data, the local wisdom in Javanese consists of ethical and moral values, philosophy of life, religion, preserving the environment, maintaining health, tolerance, work ethic, and mutual cooperation which according to (Rahyono, 2009) is obtained through experience in undergoing life. The fostering of local wisdom values in the Javanese is carried out by using the Javanese in outdoor media in the school environment is in line with the findings of (Setiawati & Junining, 2021). In her study, she describes that character education in schools can be done by using outdoor media as a means of conveying messages of values that contain religiosity, discipline, health, humanity, etc.
Gradually, the students can absorp and learn then use them in their daily life in the school, family, and social envirionment.
CONCLUTION
Based on the findings and results of the analysis, it can be concluded that the revitalization of Javanese has been carried out by
using Javanese in various forms, variations in language codes, forms, functions, and teachings of local wisdom values on outdoor media in school envirionment. The findings has also enriched the linguistics landscape study in school environment that has been carried out, particularly related to revitalization of Javanese.
The research result infers that the use of Javanese on outdoor media in the school environment reflects the school stakeholder concern to continue to preserve the Javanese.
Therefore, the schools in the Special Region of Yogyakarta have an important role in actualizing and maintaining the revitalization of Javanese by putting and highligh the Javanese on outdoor media in school environment.
The results of this study are also in line with (Purwoko, 2011) that states the revitalization of the Javanese language is not merely a linguistic issue but also involves increasing awareness of ethnic identity, local pride, cultural heritage, language attitudes towards the Javanese language. The revitalization effort by using the Javanese in outdoor media in the school environment gradually will increase the students' awareness and concern that the Javanese is part of their identity as they are part of the Javanese speech community. The students also learn Javanese local wisdom contained in the Javanese that has noble values. Therefore, the students can use these values as a way of life. Finally, through the use of Javanese on outdoor media in school environmen will foster a sense of belonging, love and pride for the Javanese.
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