one language (Kridalaksana) [3]. The term is also multilingual and development related to the monolingual, namely human resources only master one language and bilingual, ie HR master two languages, which theoretically is a result of contact language (Chaer) [2].
Multilingual is a symptom that appears as the implications of language contact in an open society accepts the arrival of others outside their community. so that they make contact between languages. The ability was usually occur because people who have multiple languages form the new community so plural multilingual society is formed. In general, there are several causes of multilingual between migration factors, namely the displacement of the population that extends so mingling with other groups. Second, in the process of colonization, namely the control of one nation to the other tribes to use their language. Third, the federation and the fourth, the rise of the influence of the border region.
In a multilingual society whose mobility is high, community members will tend to use more than two languages in his life, either fully or in part, in accordance with their needs. Communities around the world who use one language only about thirteen percent. The rest, a community use at least two languages. Indonesian people do not fall into that category because the Indonesian people in general mastering two or more languages, namely the regional languages and Indonesian. Indonesian children who have been educated already be referred to as multilingual as they are already using some of the language in part or whole.
Multilingual language competence is highly dependent on their opportunities to use different languages in life. The more opportunities, the better fluency of various languages will be built either.lpp
According to Thomason [4] the use of language contact is an event of more than one language in the same place and time. The use of this language does not require speakers to speak fluently as bilinguist or multilinguist, but communication between speakers of two different languages were already categorized as contact events language. Factors that cause the occurrence of language contact, according to Thomason [4], which is the meeting of two groups that move into an empty area, migration of one group to another group area, the practice of exchange, their close cultural ties amongst old neighbor, their education or so-called "contact study".
Judging from the factors of contact two language groups, the two groups are not indigenous groups so that each other is not invaded or penetrated their respective territories.
Antarctica, as a place where there is no human population that settled there, is an example of language contact.
Scientists from around the world to perform mutual language contact in camp as long as they are there. Displacement may occur in peace or war, for example, the displacement of certain groups to conquer and control the territory of the original occupants. For example, initially the Indian community for the arrival of Europeans with friendly, and vice versa. However, the Europeans then willing to have American ground so that when the number of those who come are already quite a lot, they held the subjugation of native populations. This language contact events are not all going through a process of mutual hostility can occur
through the process of trading, the spread of religious mission, and intermarriage natives and Europeans.
Factors their labor exchanges can encourage sociolinguist to make a distinction between the voluntary or forced to move. The difference is certainly affecting their attitude towards the destination country and ultimately common language contact. Factors language contact tells us that we are not looking for the origin of their contact, because it must have happened a long time ago when groups of neighbors. Contact language is one result of the merging of the annual (for defensive purposes) on a number of tribes - suku mountains in the northwest United States when they moved to the valley to hunt buffalo. Language contact also occurs as a result of intermarriage. Furthermore, this could also occur as a result of trade conducted between neighboring groups.
Multilingual widely used as a medium in a variety of disciplines, such as telecommunications, social, cultural, and sebagainya. Multilingual symptoms at this time is an issue of growing importance to the surface because of the presence of multilingual will determine the survival in a multicultural society. With multilingual resources, role in many fields it is easier to be taken in various areas of life.
BIPA
Language studies, including BIPA, emphasis on the student's' ability to express language functions in line with the goal of language study that develop communicative competence as stated by Hymes. Communicative competence language speakers according to Hymes is mastery instinctively that belongs to the speakers to use and understand natural language (appropriately) in the process of communicating or interacting with other human resources, and in conjunction with social context (Stern, 1983: 229 in Chaer) [2]. Hymes (in Dardjowidjojo) [5] propose four parameters to include communicative competence, namely:
(1) Whether (and to what degree) Formally something is possible; (2) Whether (and to what degree) something is feasible; (3) Whether (and to what degree) something is Appropriate; (4) Whether (and to what degree) something is in fact done.
BIPA effectiveness that emphasize on the function of the language is determined by a language teacher. Language teachers demanded to be able to apply the communicative approach which, according to Littlewood in Chaer [2], is a teaching approach that integrates the functions of language and grammar. He explained that the communicative teaching BIPA provides systematic attention to those aspects of the functional and structural language to then assemble them into a complete communicative view. Structural view of language focuses on grammatical system; whereas functional view focuses on the meaning contained by the forms of linguistic. Aside from that, language teachers also demanded attention to the principles of language studies. Lado (1979) in Chaer [2] put forward a number of principles, which include (1) most of the time the students used to practice and practice using the language and (2) develop a positive attitude towards the language learned. These two principles are considered highly relevant to the purpose and the communicative approach to language study above. Language teachers should also pay attention to the principles of
teaching BIPA is directly related to aspects of the study of writing, vocabulary, speaking, reading, and language (Department of Education) [7]. In connection with the study of the language, in the for Handbook Teaching and Learning Activities proposed several alternatives, which among other things stated that his training multilingual take place in phases with cascading pre-communication activities and then communication activities (Department of Education) [7]. The principle of the study was in line with the opinion of Littlewood [6]. BIPA Importance is also related to the results of studies showing a positive effect on the child. Various studies as stated Hoff (2005) shows that if children are taught correct for multilingual learning at an early age as a whole can stimulate a child's development. Other studies have shown that children who learn multilingual early age are usually more successful in life because it was used to dealing with a variety of languages and the languages into communication media when children become adults and enter the world of work. We agree that the benefits of multilingual learning at an early age include everything from increasing the ability of creativity and children have a greater understanding of the culture.
According Chaer and Agustina [8], in a multilingual society there would be a second language teaching (and possibly third). In fact, a second language can be the national language, the official language of the state, regional official language, or even a foreign language (not the native language of the indigenous natives). The following may be determined several factors that can realize the success of BIPA, the motivational factors, age, and formal presentation.
a. Their motivation
It can not be denied that if we want to learn a second language, then what is needed is the encouragement, desires, or goals to be achieved. It will be different when compared to HR without based urge, desire, and purpose or motivation.
According KBBI [9], motivation is the impetus that arise in SDM consciously or not to perform an act with a specific purpose. So, basically teaching BIPA motivation in the form of encouragement that comes from inside the learner that caused him to have the strong desire to learn a second language. Motivation can be defined as the power (energy) of human resource which may cause the level of persistence and enthusiasm in carrying out an activity, whether sourced from within the individual itself (intrinsic motivation) and external individuals (extrinsic motivation).
How strong is the motivation of the individual will determine much of the behavior of the display quality, both in the context of learning, work and life more .. The study of motivation has long had a special attraction for educators, managers, and researchers, particularly those related to interest efforts to achieve the performance (achievement) of human resource.
Ma'mun [10] suggested that in order to understand the motivation of individuals can be seen from several indicators, including: (1) the duration of the activity; (2) frequency of activities; (3) the persistence of the activity; (4) grit, tenacity and ability in facing obstacles and difficulties; (5) devotion and sacrifice to achieve goals; (6) the level of aspirations to be achieved by the activities carried out; (7) the level of qualification achievement or product(output)were achieved
from the activities carried out; (8) toward attitudes toward the target activity.
Gardner and Lambert (in Chaer) [2] says that motivation has two functions, namely, integrative and instrumental function. Integrative function ie. if the pushing human resource motivation to learn a language for their desire to communicate with people speaking it or be a member of the language community. Instead, the motivation to work is instrumental if the motivation pushing human resource BIPA have the willingness to learn it for a beneficial purpose or because the impulse to obtain a job or social mobility in society that language.
b. Age Indicators
There is the assumption that learning a second language, children better and successful than in the adult human (if starting from zero alike). It is shown that the addition to the motivation factor, was the age factor also contributes to the success of learning a second language. Children seem to be easier to quickly understand, whereas HR adults seem to be more difficulty in acquiring a second language proficiency levels.
From the results of research conducted by some experts (Chaer) [2], it was concluded that the factor of age (age) are not separated by other factors, as an influential factor in the teaching BIPA. Age differences affect the speed and success of learning a second language on aspects of phonology, morphology, and syntax, but does not affect the acquisition sequence.
c. Formal Study Type
As in the preceding discussion, that in this type of BIPA there are two types, namely naturalistic and formal types in the classroom. Formal type, meaning that everything is already prepared better. With their teachers, organized matter, curricula, methods, media, learning, etc.. These factors affect the speed and success in acquiring a second language because of various factors and variables have been prepared and held intentionally so that the goal will be quickly met. In Chaer [2], Rofi'udin stated that classroom interaction is part of BIPA formally potentially influence the speed of second language acquisition which resulted in the absorption of input into the intake.Teaching BIPA directed to learning authentic (authentic learning),which is a learning approach that allows students to explore, discuss, and build significantly concepts and relationships, which involves real problems and projects that are relevant to the student (Donovan, Bransford & Pallegrino, 1999). In addition, the use of authentic materials (authentic-materials) will greatly assist learners, especially for those who are not familiar with Indonesian altogether.
BIPA for Industry
In the era of globalization, the presence of foreign workers in various fields of work can not be avoided. For the local work force ready to face competition by enhancing the required quality. According to him, labor mobility between countries of ASEAN to the service sector in the framework of the integration of AEC comes into force 2015. Therefore Indonesia strategic location which can be a gateway between the continent north of the equator and the south, it is not
surprising that many foreign SDM come to Indonesia, especially with will be the opening of free trade. HR foreigners who flocked to Indonesia profession ranging from industrial workers to the economic consultants. Would be very helpful if they obtain teaching BIPA. This is a great opportunity and potential that should be utilized by the teaching BIPA.
BIPA Teaching study is to facilitate and accommodate the human resources needs of foreigners who want to speak Indonesian and wish to know the culture of Indonesia.
Therefore, mastery or competence can facilitate HR BIPA interested to know and understand the culture in which they work. From the competence of BIPA, it is known uniqueness, distinctiveness, diversity, work ethic, behavior, and the richness of Indonesian culture can be studied and used as a reference to put into practice by HR foreigners in an effort to improve the quality and qualifications and to become human resources ready to use in a business or industry in the workplace MEA 2015.
BIPA Competence HR foreign besides can be applied in industry in Indonesia, can also be used for teaching the language, students of language and culture, or staff at foreign embassies in Jakarta. Multilingual competence can be an alternative to provide the HR who know Indonesian culture as well as one excellent step to prepare for the MEA, 2015.
IV. CONCLUSIONS
Based on the above discussion, the research concluded as follows.
1) Development of communication technology, globalization, the rapid education of the language led to the needs of society and the progress of time-shifted indirectly mix between languages.
2) With multilingual resources, role in many fields it is easier to be taken in various areas of life.
3) BIPA learning is learning that stimulate the improvement of language skills and creativity acquired speakers for a broader understanding of the culture.
4) BIPA was studied because the motivation to obtain a job or social mobility in the communities in that language.
5) BIPA's success depends on the motivation factor, age, and formal presentation.
6) BIPA competence can facilitate foreign human resources in Indonesia are interested to know and understand the culture of Indonesia in order to take part in the world of work in the context of MEA, 2015.
REFERENCES
[1] Sumarsono and P. Partana, Sosiolinguistik. Yogyakarta: Word, 2002.
[2] A.Chaer, Psycholinguistics: theoretical studies. Jakarta: Rineka Reserved, 2009.
[3] H. Kridalaksana, Dictionary of Linguistics. Jakarta: PT Gramedia, 2008.
[4] S.G.Thomason, Language contact. Edinburg: Edinburg University Press Ltd, 2001.
[5] S. Dardjowidjojo, Psycholinguistics. Jakarta: Yayasan torch Indonesia, 2003.
[6] .Littlewood, Communicative Language Teaching; An Introduction.
Cambridge: Cambridge University Press, 1985.
[7] Department of Education, Handbook for Teaching and Learning Activities, 1993.
[8] A. Chaer, and A. Loenie, Sociolinguistics: IntroductionEarly.Jakarta:
Rineka Reserved, 2010.
[9] Language Center of National Education Indonesian dictionary.
Jakarta: Language Center, 2008.
[10] A. Ma'mun, Psychology Education. Jakarta: Teen Rosda paper, 2001.
[11] C. Alwasilah, Sociology of Language. Bandung: Angkasa, 1985.
[12] H.D.Brown, Principles of Learning and Teaching. San Fancisco:
Pearson Longman, 2007.
[13] Paulston and Tucker, Sociolinguistic the Essential Readings. USA:
Blackwell Publishing Ltd, 2003.
[14] I.D.P. Wijana and M. Rohmadi, Sosiolingustik Study of Theory and Analisis.Yogyakarta: Student Library, 2010.