THE EXISTENCE OF LOCAL LITERATURE TO STRENGHTEN INDONESIA’S LITERATURE IN THE GLOBALIZATION ERA
2. DISCUSSION
Literature and culture cannot be separated. Literature is born because of culture. Vice versa, literature is extinct because the culture is extinct. The development of local literature began to be shifted by the emergence of modern literatures that used versatile and popular languages, such as "alay" or "slang" language. To prevent the shifting and convergence of the existence of local literature, of course, we refer to the learning of local literature which includes Malay literature, Minangkabau literature, Batak literature, Javanese literature, Sundanese literature, Balinese literature, Aceh literature, Madura literature, and other regional literature to be integrated into learning material in school.
The current problem is the lack of public attention to local literature. Local literature is on the verge of extinction because only a handful of people care about it. Without the support of the community, local literature will disappear without a trace and the community will lose its cultural identity. External culture that is easily obtained from print and electronic media also greatly influences the development of local literature. Even this can endanger the existence of local literature. So that protection and preservation is needed.
All ethnic groups in Indonesia today feel that the life or the death of local literature is the responsibility of each region. Even though the development of local literature is a national responsibility that must be faced nationally as well. As we know that local literary activists and observers carry out literary activities individually and independently, so that their influence is only felt in a not too broad scope. This condition must be considered. The existence of local literature is inseparable from language which is the root of local literature itself. In addition, language is also a symbol of a nation's civilization. If local literature is extinct, in which there is language, it will result in the loss of a culture and the destruction of a civilization. Local language and literature is one of the elements of national culture protected by the State and guaranteed by law. Local language and literature as one part of regional culture are located as a vehicle for cultural expression in which there are aesthetic, religious, or social political experiences of the ethnic community concerned.
Regional language and literature are great assets owned by a nation.
The existence of technological developments and the rapid flow of globalization have had an impact on local language and literature. These developments bring foreign influences that affect various joints of life which ultimately also lead to changes in people's behavior in acting and speaking. The current globalization has an impact on the development of local language and literature. The entry of foreign languages, especially English in every part of people's lives, causes
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the mindset of the community to be focused on how to be able to master the language so that learning about local languages and literature is considered unnecessary. Indeed, mastering a foreign language, especially English is important. However, this does not mean that regional languages must be put aside and prioritize foreign languages. Wiser understanding is needed in mastering the language.
In a local language and literature there is a lot of knowledge, cultural values of a region and a historical source that can be raised and disseminated to other ethnicities through unifying languages namely Indonesian and can also be appointed to international level if we know foreign languages. The culmination of regional culture is national culture. If it is likened to national culture is a peak, to achieve it is needed a series of stairs that are intertwined so that it is easy to reach the top. The number of steps is regional languages. To be able to preserve regional languages, cooperation from various parties is needed. Mainly the community itself, the government and the management of education. In order for a language to remain there is needed by the person who says it, in this case the younger generation. Therefore, the role of education managers is needed, especially teachers to provide understanding and knowledge of local language and literature as well as motivation to the younger generation, to foster interest from an early age so that they continue to use and not leave the language and literature of their area. To create teachers who are competent in this field, government participation is needed. In this case the government becomes a facilitator for educators to get and gain deeper knowledge, specifically in the field of local language and literature. In addition, it is necessary to integrate the culture and local satra into the learning material.
To face the globally competitive and highly competitive era of globalization, educational institutions are expected to truly be able to optimize their functions as centers of value education that are not only based on cognitive-psychomotor domains, but also affective domains that are oriented towards the formation of character and personality of students. Thus, the output of education is not only intellectually intelligent, but also emotionally, spiritually, and socially intelligent, so that it is able to compete in the midst of global flows wisely, mature and mature.
Affective domains lead to character education. Duncan (1997: 119-131) states that character education can be carried out directly and indirectly with the main emphasis on cultural assimilation and the importance of social interaction. Another opinion, Benninga (1991: 13) states that students need to know a certain moral level to be moral thinkers and need to be encouraged to often use stories, classical and traditional poetry, and work on tasks that contain ideas about morality and things so they will understand what they are doing, or they will memorize it and then they will see it as a reality in life. Pritchard (1988) asserts that character education offers the prospect of creating very useful social consequences. Various studies show that students who are disciplined, and still hold values such as, religious, hard work, and have an understanding of the nature of learning show higher learning achievement compared to other students who do not have values the character. This finding indicates that character formation too while giving meaning to improving the quality of students' academic skills (Etzioni, 1984; Ginsburg and Hanson, 1986).
The era of globalization is not to be avoided, we are actually prosecuted and challenged to be brave / welcome without losing our identity. Science and technology must be controlled and subdued, so that we still have integrity that is sourced from the roots of the nation's culture.
National identity such as this must be fostered early and continues throughout life through the process of national education, both formally, nonformally, and informally, which is oriented to the dynamics of science and technology. which is integrated with local culture, relevant national culture. This is in accordance with Law No. 20, 2003 which in Article 3 states that "National Education functions to develop capabilities and form dignified national character and civilization in order to educate the nation's life, aims to develop the potential of students to become faithful and devoted to God Almighty, noble , healthy, knowledgeable, capable, creative, independent, and a democratic and responsible citizen. " Listening to what is mandated by Law No. 20, 2003, clearly implies that education in our country not only produces intelligent people with high scientific and
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technological abilities and creativity; but also faithful, noble character based on the noble values of the culture and personality of the nation, which is reflected in daily life, which comes from the noble values of local wisdom and national personality. besides, there needs to be a visionary breakthrough that can invite and internalize educational values in accordance with the demands and dynamics of the psycho-social development of students. Literary works can be a strategic medium to realize that noble goal. Through literature, children from the early days can do the feeling, mentality, and mindfulness intensively so that they indirectly have positive behaviors and habits through a process of appreciation and creation through literary work. In this context, both as a media and as a teaching material, literature has an important contribution in the effort to give birth to an intelligent and moral generation as expected. This means, whether or not, educational institutions must position themselves as the main "fortress" of literary appreciation through teaching that is managed appropriately, seriously, and optimally.
B.P. Situmorang (in Sarjono, 2001), said that literature needs to be taught to students so that they are able to enjoy, appreciate, understand, and use literary works to develop personalities, broaden their horizons, and improve their knowledge and language skills. This can foster an aesthetic soul, a soul of beauty, a soul that contains moral elements (ethics), to divert juvenile delinquency and channel it into a more positive direction through appreciation of literature. The things stated above turned out to be very relevant to the objectives of Indonesian language learning contained in the content standards (Permendiknas Number 22/2006) number five and six as follows: (5) enjoy and utilize literary works to broaden horizons, refine character, and improve language knowledge and ability, (6) respecting and boasting Indonesian literature as a treasure of Indonesian human culture and intellectuals.
Students are teenagers. In adhering to the development of adolescence, it is necessary to realize that adolescence is a difficult time for them to control their emotions. As Piaget said (in Winarto, 2011), such times as a transition period, which changes a person from the age of children to adulthood. As students who are still in transition, students need to get a "vitamin" intake for their soul growth. One of the teachings that can be inserted with vitamins is teaching literature. To filter out the negative impact of global forces that have penetrated the lifestyle of Indonesian people, including adolescents, who are in transition, the Education Curriculum implies that learning is associated with the social and cultural environment around students. In this phase it is very strategic if literary learning based on local wisdom is carried out in a focused and intensive manner.
Through this technique, the values of local wisdom can be directly implanted as a positive influence. Cultural integration and local potential creates a strategic function for character building and identity. Related to the integration of local wisdom values into learning planning was also delivered by Isdisusilo (2012: 146) which states that: in the planning phase, syllabus and lesson plans are designed so that the content and learning activities facilitate to integrate local wisdom values. The way is by adapting the existing syllabus by adding a column in the syllabus to accommodate the wisdom values that will be integrated. While the way to prepare RPP that is integrated with wisdom values is to adopt existing RPP by adding wisdom values to the material, developing learning steps that allow students to have the opportunity to integrate values and show them in behavior, or develop them through assessment .
Integration of local wisdom values in the RPP is very functioning in increasing the morale of students. Operationally in the learning material section, the values of local wisdom have been mentioned, such as: moral or religious values, human or social values, ethical or moral values, aesthetic values or beauty. This integration is carried out and according to Ahmadi (2012: 51) which states that the process of integrating local wisdom values which states that the process of integrating local wisdom values into learning must of course teachers must adapt to the environment, the level of children's development, material or subjects delivered, and the learning method used. The above opinion is reaffirmed by B.P. Situmorang (in Agus R. Sarjono, 2001), who said that literary teaching needs to be taught to students so that they are able to enjoy, appreciate, understand, and use literary works to develop personalities, broaden their horizons, and improve
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their knowledge and language skills. This can foster an aesthetic soul, a soul of beauty, a soul that contains elements of moral wisdom (ethics), to divert juvenile delinquency and channel it into a more positive direction through appreciation of literature. The integration of local wisdom values (especially literature as a value / character education media) should be applied to all stages of learning, not only through subject matter, but coloring almost the entire activities and school life.
This is done from the beginning of the teacher entering the class, the initial stage of learning until the final stage of learning. This wisdom value does not have to be taught specifically, but it is integrated or developed through literary appreciation learning material. These values of local wisdom are fully explored from the context of learning based on real experiences of students. This is very important, because by being able to correlate material with wisdom and real life value, for students the material will be functionally meaningful. The values of wisdom (literature) will be firmly embedded in the memory of students so that they become character builders. All of these are in according to Isdisusilo‘s opinion (2012: 145) which states that the process of developing values is a long and continuous process starting from the beginning of students entering to completion of an educational unit. Material about values is not ordinary teaching material. That is, these values are not used as the subject matter raised as well as when teaching a concept, theory, procedure, or fact in religious subjects, Indonesian, Civics, Science, Social Sciences, and so on. Thus, the values of local wisdom are integrated into each subject. Integration into learning can be through material, methods, or assessment. In implementing classroom learning, the teacher does not need to change the existing subject matter, but uses the subject matter to develop wisdom values. Likewise teachers do not have to develop specific learning processes to develop values. Wisdom values that seem integrated in the whole process of literary appreciation learning are more social values.
Social values are guided so that students become wise and wise human beings. As an example;
discipline, politeness, caring, spiritual, religious, responsibility, and togetherness in community life.
Besides that, cultural and educational values were also developed. The value of local wisdom (especially literature as a value / character education media) was developed, explicitly, linked to the context of everyday life through literary appreciation learning. Thus the integration of local wisdom values is not only at the cognitive level, but touches on internalization and real experiences in the lives of everyday students in the community. It is evident that the integration of local wisdom values (especially literature) makes learning more interesting and functionally meaningful for students. Integrating the values of local wisdom into learning will increase the enthusiasm of students to think and appreciate the message or values of wisdom conveyed because they are directly involved, both physically and psychologically.
The experience of students becomes more concrete, the message to be conveyed can really reach the goals and objectives to be achieved. The development of these wisdom values requires conditioning efforts so that students have the opportunity to emerge behaviors that show those values. for example, one of the learning methods used is the role playing method. Through this method the teacher can bring the trainer closer to the actual conditions. Indirectly the role of this game is once again can also be used by the teacher as a media. The appearance of groups of students in front of the class by playing roles can produce uniformity of observations and can instill basic concepts that are true, real, and appropriate. This can provide a thorough experience of concrete things to abstract. The ability of teachers to manage learning by using variations of methods such as lectures, question and answer, discussion, inquiry, role playing, assignments, and performance shows can be done well and appropriately to empower potential students. Active learning methods can be used by teachers in integrating local wisdom values related to literary appreciation learning.
The learning process can be done by prioritizing student-centered learning in the frame model and active learning strategies, supported by the role of the teacher as a learning facilitator.
Students are not only fixated in seating, can move around to build group work and in a short time make them think about the subject matter. This is in line with the opinion of Isdisusilo (2012: 145) which states that the use of active and enjoyable learning methods is used in the process of
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education of values. This is because in principle the process of education of values is carried out by students, not by teachers. The learning process is carried out in a learning atmosphere that creates a sense of fun. The teacher should carry out a whole series of learning activities in accordance with the provisions of the Minister of National Education Number 41, 2007 concerning Standard Processes for Primary and Secondary Education Units which include preliminary, core and closing activities. The preliminary activity is carried out by the teacher by implementing apperception, namely by connecting the subject matter that has been owned by students (experience) with the material to be studied and does not override the learning motivation of students. This activity continued with the delivery of learning objectives.
The core activities of learning are carried out interactively, inspirationally, pleasantly, motivating students to actively participate in the entire learning process. This activity can be carried out systematically and systemically through the process of exploration, elaboration and confirmation.
The activities of teachers and students during literary appreciation teaching and learning activities, teachers and students should demonstrate learning-oriented process skills approaches in cooperative learning settings that are student-centered. Students learn together in small groups, so that they train to be able to internalize the values of local wisdom such as accepting differences of opinion, respecting the opinions of others, and working with friends who have different backgrounds. The closing activity is carried out by the teacher with the students by summarizing learning, the teacher gives an evaluation to the students, together doing reflection, the teacher follows up in the form of group assignments, and the delivery of learning plans at the next meeting.
In addition, the development and development of local literature can also be done by holding various local literary competitions which aim to encourage the younger generation to train and sharpen their interests, talents, abilities and creativity in the field of local language and literature, so as to foster a positive attitude and love for language and local literature. For example, writing and reading poetry competitions, storytelling, writing and reading folklore, rhyme reciprocal competitions, poetry musicalization festivals, and other literary competitions. Contests held can take the form of competitions in schools, in colleges or in the form of Literary Week and Literature Olympics. With the holding of these various activities it is hoped that this will generate a sense of nationalism through local literary dignity. So that the existence of local literature can strengthen Indonesian literature.