Training Children to Read and Be Fluent in The Indonesian Language

Most people believe that the mastery of foreign languages is an important provision to increase competitiveness in the era of globalisation. The effect is that all levels of society are competing to learn and practice foreign languages in everyday communication, including in public spaces. Unfortunately, the Indonesian language is becoming increasingly marginalised. Billboards, posts and threads on social media, song lyrics, brochures, and a number of other communication media are some spaces that it seems difficult to escape the use of foreign languages.

This shift certainly affects children’s grammar which tends to quickly catch new things from the environment¹. If it is continuously ignored, says Dr. Dadang Sunendar as Head of the Language Development and Training Agency, the existence of Indonesian language in its own country will be threatened². For this reason, an awareness arises to instill a love of the Indonesian language in the nation’s next generation.

Parents, as the child’s closest influence, have a big role in introducing and cultivating Indonesian language. According to the GLS Manual Series ‘Fostering a Culture of Literacy at Home’ (2019), parents can implement conversational activities, role playing, singing, and reading picture books when the child enters the pre-reading stage (2-3 years). Then, at the early reading stage (3-6 years), children can already be taught to draw, learn letters, even recognise numbers and vocabulary.

Entering the initial reading stage (7-9 years), parents can begin directing the child to write and convey the contents of a story. After that, in the stage of reading fluently (9-12 years), children can begin to be introduced to picture books containing several chapters. At this stage, children are capable of reading, writing, listening, and talking independently³.

Schools also have an important role in instilling Indonesian language, especially at the level of Early Childhood Education (PAUD), Kindergarten (TK), and Primary School (SD) ⁴. When entering the pre-reading, pre-writing and pre-counting stages, Early Childhood and Kindergarten teachers can teach Indonesian through fun ways, including through outdoor activities, children’s songs, and fairy tales.

Likewise, in Primary Schools (SD), children’s love of Indonesian language can be fostered through the habit of reading books. As mentioned in Permendikbud No. 23 in 2015 concerning Growth of Character, teachers can direct students to read non-learning books for 15 minutes a day through three stages. The first stage, the teacher imitates the culture of reading to students. Second, when students start developing the hobby of reading, the teacher can encourage students to write a summary of the book they are reading. Finally, in the third stage, the teacher can guide students to review the contents of the book and discuss it. In order not to get bored, the teacher can invite students to read in the library or somewhere enjoyable on the school grounds⁵.

In order to support the role of parents and educational institutions in advancing the use of Indonesian language and developing reading interest, Mentari Group launched the program “Menjadi Indonesia” (Becoming Indonesian). Published by ASTA Ilmu, a member of Mentari Group, Menjadi Indonesia is a series of Indonesian language lessons for Primary School students which is presented through the adventures of siblings Doni and Nesia around Indonesia. The book is arranged to be in line with the 2013 Indonesian national curriculum. This Indonesian textbook series is also equipped with a Teacher’s Manual to make it easier for teachers to prepare teaching material.

In addition, ASTA Ilmu presents the Literacy Series of Menjadi Indonesia, which is a collection of children’s storybooks written to develop children’s interest in reading , children’s imagination, improve their language skills, form empathy, hone children’s emotional and social skills, and increase children’s insight and knowledge.

The topics presented in this literacy series are simple and relevat to children’s lives, including family holidays, heroes, history, culture, and the rich flora and fauna of Indonesia. Of course, the stories are written in correct Indonesian grammar and equipped with interesting illustrations. The title series of My Indonesian Stories include “Mouse Deer Doesn’t Steal the Cucumbers”, “I’m an Independent Child”, “Roro Jonggrang Temple”, “Year-End Picnic”, and “Today’s Heroes”.

Through the series of Menjadi Indonesia, both textbooks and storybooks, Mentari Group seeks to build an interest in reading and instill a love of Indonesian language in children. Containing stories laden with moral teachings and goodness, Mentari Group also hopes that these book series will be able to help shape the character of the nation’s future generation to be polite and responsible.

Source:

1. Kompas: “Children Imitate the Positive Attitude of Parents”. Published on July 13, 2013.
2. Tirto: “The Existence of Indonesian Language in Endangered Public Spaces”. Published on October 5, 2015.
3. Setiawan, Roosie. 2019. GLS Manual Series Fosters Literacy Culture at Home. Jakarta: Directorate General of Primary and Secondary Education Ministry of Education and Culture.
4. CNN: “Child Psychologist: PAUD-TK Should Teach Pre-Calistung”. Published March 12, 2019.
5. Antoro, Billy. 2017. School Literacy Movement, From Shoot to Root: A Reflection. Jakarta: Directorate General of Primary and Secondary Education Ministry of Education and Culture.