Introduction
The Indonesian language and its literature have been integral components of Indonesia’s educational curriculum, from early childhood education (PAUD) to senior high school (SMA/SMK). In fact, these two components are closely linked, yet they also differ in terms of their teaching and daily application. This article will explore the connection between the two and the differences in their teaching methods and practical use.
The Connection Between Language and Literature
Language serves as the primary medium for literature. Indonesian literature is written and conveyed using the Indonesian language. Language is the primary tool for expression in literature, while literature is an art form that enriches the Indonesian language. They complement each other: language provides structure and rules, which may seem rigid, while literature brings fluidity, expanding the creative boundaries of language use. Literature often acts as a “field of experimentation,” introducing new vocabulary, stylistic devices, and expressions.
It is important to note that during the formation of Indonesian as the language of unity, literary works from the Balai Pustaka era (1917) played a significant role in shaping the language. What initially served colonial purposes transformed into a powerful instrument, a tool for the unity of the Indonesian people, as exemplified in the Youth Pledge (Sumpah Pemuda) of 1928.
Role in Education
In the educational curriculum, the teaching of the Indonesian language is often combined with literature. The goal is for students to understand grammar, structure, and vocabulary through literary texts. Additionally, they are expected to develop two further skills. First, they should be able to appreciate works of literature that contain the nation’s cultural, moral, and historical values. Second, students should be able to produce creative literary works or essays.
Language and literature education in Indonesia has become more complex due to the diverse cultures spread across the archipelago, from Sabang to Merauke and from Miangas to Rote Island. Each culture has its own traditional arts, along with distinct linguistic and literary traditions. The influence of regional language structures affects everyday Indonesian language usage. For example: (taken from a cigarette advertisement that uses sentence structure #1)
- “Pria punya selera” (influenced by the dialect of Eastern Indonesian Malay: “pria pe selera”)
- “Seleranya pria” (influenced by Javanese: “Selerane pria”)
- “Selera pria” (standard Indonesian structure)
Furthermore, phonological aspects or pronunciation also play a role. For instance, in Javanese, the sounds [b] and [p] are articulated more heavily and aspirated than in Indonesian. In Balinese, the sound [t] is pronounced by placing the tongue tip on the hard palate, whereas in Indonesian, [t] is produced by placing the tongue tip behind the teeth.
These examples show that the structure of Indonesian is not an inherent skill (given) for its speakers but must be taught as a second language.
Another reality is that not all regions have their own written script. As a result, in literature education, some literary works are passed down orally, not in written form. This oral tradition is known as lisan (oral literature). Oral literature is more than mere entertainment; it serves as a medium for education, cultural identity, and social communication within local communities. Oral traditions are taught in schools to pass down local wisdom and identity. Through oral traditions, students can indirectly preserve their language and culture, thereby gaining pride in their heritage.
The Influence of Literature on Language Development
Indonesian literature enriches vocabulary and stylistic expressions through modern and classical works. New words or popular expressions from literature often become part of everyday language. For example, pantun (a form of traditional poetry) is frequently used to break the ice at the opening or closing of official events.
Storytelling is a particularly engaging activity for children. A narrator tells a story to children, who often act out the characters or mimic the sounds of animals and objects in the narrative. This interactive activity enhances the children’s confidence and pronunciation, helping them speak Indonesian correctly.
In introducing literary works through oral traditions, students are also taught basic concepts in each subject in their native language. As a result, students better understand the substance of each lesson. Folktales and stories in their mother tongue enrich students’ knowledge of their environment.
Take, for instance, the film Moana, produced by Walt Disney Animation Studios and released in 2016. Moana is rich in educational values, particularly in understanding the relationship between humans and nature. Moana’s journey portrays traditional navigation, the ecological dynamics of the sea, and even disaster mitigation principles, such as the environmental changes caused by ecological imbalances.
Children learn about Polynesian culture from this film, including terminology and geographical names from Moana’s world. The film introduces the local wisdom of Polynesian people and the geography and geology of their environment. Lessons on natural disasters and their mitigation are delivered in an engaging narrative.
The Pillar of National Identity
Both the Indonesian language and literature function as tools for strengthening national identity. The Indonesian language symbolizes national unity, while Indonesian literature reflects the Indonesian people’s experiences, perspectives, values, local wisdom, and traditions. These two elements are expected to fortify students’ sense of identity, brotherhood, ownership, and pride as Indonesians.
During the Indonesian independence movement, one of the unifying factors for the youth and independence pioneers was the literary works produced by Balai Pustaka (1917). These works became the foundation for research into the Malay language, and their structure, spelling, and stylistic features were used to standardize Malay. The pioneers’ awareness of the power of Malay as a unifying language led to the Youth Pledge (Sumpah Pemuda) of October 28, 1928.
Differences in Teaching and Application of the Indonesian Language and Literature
Indonesian Language Teaching:
Teaching Indonesian trains students to understand and use the language according to the established norms. Therefore, the curriculum includes grammar rules, spelling, structure, vocabulary comprehension, writing formats, and communication skills. The four main practical skills targeted in language education are listening, reading, writing, and speaking. The teaching approach is normative, requiring adherence to specific linguistic rules.
Indonesian is taught to enable students to use it as a clear and effective communication tool in formal and informal settings. Students are expected to recognize the formats of official documents, journalism, advertisements, correspondence, education, and business. Through language teaching, students also learn how to use language in practical, functional ways in their daily lives (language function and usage).
Indonesian Literature Teaching:
The purpose of teaching Indonesian literature is to cultivate students’ ability to appreciate art and culture as cultural heritage and a tool for social reflection. The curriculum includes an introduction to story plots, themes, settings, stylistic devices, poetry formats, drama, and the implied and explicit meanings behind each literary work. This understanding trains students to engage in deeper, subjective interpretation and meaning-making. Students learn to express their thoughts through aesthetics, emotions, and imagination. The nature of the learning is to highlight the creative and flexible aspects of language. Students are taught to enjoy literature as a form of entertainment, reflection, contemplation, and moral messaging. The delivery forms may include poetry, prose, drama, and narrative essays.
The ability to appreciate literature enriches students’ life experiences, providing them with new perspectives and broader horizons. Students become more capable of expressing their thoughts in flexible and engaging language, enhancing their communication skills.
Conclusion
Indonesian language and literature have a mutually supportive relationship: language provides the medium for literature, while literature enriches language. Language tends to be normative and practical in its application, whereas literature is creative and expressive. Both are equally important for education and the strengthening of national identity.
- Retired in 2018 from the Faculty of Cultural Sciences, Indonesian University (FIB-UI). Her final education was a doctoral degree in the field of lexical semantics. ↩︎
