ABSTRACT
Many local languages in Eastern Part of Indonesia used to be ignored and threatened in the past particularly before the Regional Autonomy. It can be speculated that New Order Regime encouraged people to promote only Bahasa Indonesia both in schools and outside. The Central Government of Indonesia wanted to promote nationalism and patriotism of Indonesian people through the promotion of Bahasa Indonesia as a National Language. Furthermore, it can be speculated that the Government of Indonesia had struggled to prevent the presence of ethnic fanaticism, separatist movement and the potential of racial discrimination among people of different cultural and linguistic backgrounds in Indonesia. Several studies show that there has been a linguistic and ethnic awakening post political reform and after the Regional Autonomy was implemented. In many parts of Central Sulawesi Province, the Local Governments have encouraged people to promote the indigenous local languages. A lot of local indigenous people are proud to show their linguistic and cultural identity through the use of their local native languages in the daily communication. Such situation could bring both positive and negative consequences particularly when it comes to the issues of pluralism and multiculturalism. On the other hand, the Globalization Era has brought significant influence to the promotion of English in Indonesia both as a foreign language and as a global language. English has become much more popular foreign language in Indonesia compared to the other foreign languages taught and used in many parts of Indonesia. Furthermore, parents have sent their children to the private English schools and the International Rating Schools following the emergence of a number of the Private English Schools and the International Rating Schools in Central Sulawesi. Yet, many local people are still always proud with the use of Bahasa Indonesia as their national language and means of communication among people of different ethnic and linguistic backgrounds
Key Words: Local Language, Global Language, Globalization, Decentralization, Cultural Identity, National Language.
INTRODUCTION
Eastern Part of Indonesian Region is identified as one of the most linguistically diverse region in the world. It has also multicultural and pluralistic background of ethnic groups. As reported in several Linguistic and Cultural Studies, there are more than four hundred local languages found in Eastern Part of Indonesia. However, many of them have been declared moribund or event a few of them have been extinct following the emergence of top-down language policy and planning of New Order Regime. Soeharto Regime urged to promote Bahasa Indonesia as a unifying language. On the one hand, it can be argued that the Central Government top-down policy of promoting national language can strengthen nationalism and patriotism. Furthermore, it can promote the philosophy of unity within diversity which is based on Pancasila Ideology of Indonesia to the people of different linguistic and cultural backgrounds. On the other hand, as revealed in several studies many school children were not allowed to use their local languages during school hours. Thus children are discouraged and reluctant to use their local languages. Such situation prompted the young generation to pay less attention to their local languages.
The introduction of regional autonomy post political reform brought about language attitude change of the speakers. Many speakers of local languages have become more proud to use their local languages in public. In addition, some Local Governments have encouraged the local people to get involved in the promotion of their local languages either through schools such as local language lessons and bilingual instructional assistance or the promotion of local languages outside through the use of local languages in such events as wedding ceremony, ritual ceremony and local cultural show. In addition, there has been wider use of local language as medium of communication among local people. The local language awakening seems to have brought several consequences that might influence multicultural life if it is not carefully anticipated and well managed by the Local Government.
The emergence of globalization has brought both positive and negative consequences to the linguistic ecology in Central Sulawesi. The local children have become much more proud to learn and practice their English. The teaching and learning of English become first priority of language learning program. Furthermore, the number of private English Schools has mushroomed over the last ten years. In the formal education context, English have become compulsory instructional language in International Rating School. So far a lot of parents have proudly sent their children to the International Rating School of SMP N. 2. Palu. The events of English Speech and Story telling competition in English language were more frequently held. The events were sponsored by Department of Education and involved students of public and private schools
It is interesting to study the linguistic ecology in Central Sulawesi where people of different generations both in cities, towns and rural villages are able to speak Bahasa Indonesia fluently. It is different from the situation in some particular parts of Indonesian regions in which still many elderly people are not able to speak Bahasa Indonesia actively. Though, in the era of Globalization and Decentralization Bahasa Indonesia remains effective medium of communication among people of different ethnic background of Central Sulawesi. This paper will focus on the linguistic awakening issues and include more discussion on the local language situation and the promotion of English in the educational context. In addition, discussion on Bahasa Indonesia as a unifying language used by people of different ethnic and linguistic backgrounds in Central Sulaewesi is included. Finally, this paper will discuss Multilingualism and Language Policy, Issues in Multilingualism and Educational Policy, and the Discussion of Languages Situation versus Language Awakening.
Multilingualism and Language Policy
The situation of local, national and global languages in Indonesia has become a reality for many years alongside the history of the Republic of Indonesia which consists of bilingual and multilingual communities (Alisjabana, 1976; Abas, 1987). Furthermore, the language awareness among Indonesian communities has grown significantly following the development of Indonesia. It is both essential and urgent to define and develop the functions of local, national and global languages.
The Status and Function of English in Indonesia in a Globalization Era
English is the first foreign language now being taught in Indonesia. It is based on the Regulation of Ministry of Education and Culture No. 096/1967 (Kartono,1976: Alwasilah, 1997) regulating the status and function of English. It has been used as the first foreign language in Indonesia since 1955. Halim (1976, p.146) argued that English has some official functions in Indonesia: (1) Means of communication among Nations, (2) means of development supporter of Indonesian language to become modern language, and (3) means of science and technology transfer for national development.
English has several functions in the globalization era. First, many nations all over the world have a growing rate of interdependence (Crystal 1994; Pennycook, 1994; Alwasilah, 1997). International relations are not limited to the economic and political area, but also operate in many other aspects of life. Their functions include the establishment of close relations with other nations and the implementation of foreign policy based on the Regulation of the Ministry of Education, NO 096/1967. Thus, in general, foreign languages function as a means of global communication in all aspects of life.
Globalization brings about an increase in international competition. The mastery of science and technology becomes the key to winning the competition. For that reason, English should function as an instrument of applying and advancing science and technology to accelerate the developmental process (Crystal, 1997; Ingram 1993). This function includes that of acquisition, use and development in a general sense. This function also covers the use of English as an instrument of development that supports the use of Indonesian as a modern language (Alwasilah, 1997; Huda, 2000).
According to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; de Han, 2003). Since the 1980s,English has been considered to be the most important foreign language in Indonesia. The government’s and community’s interest in English has been growing since the early 1990s (Alwasilah, 1997; Supriadi, 1999). This position of English can be traced from government documents on the results of Parliament’s meetings. In the GBHN (The Guidelines of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy related to the use and mastery of English. In 1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997, p.89) suggested that:
The need for mastery of English in the globalization era was absolutely necessary. In addition, it would be ideal if the mastery of English became the mastery of second language. Yet, there were several obstacles that would necessarily be encountered.
Abas (1987), argued that it had to conform to the national interest which gave high priority to the development of the Indonesian language as a national language of unity and unification.
The Role and Function of Bahasa Indonesia in the Globalization Era.
In order to prepare for the globalization era, it was necessary to maximize the role and function of Bahasa Indonesia (Alwi at. al. 2000; Moeliono, 2000). Bahasa Indonesia should be studied and evaluated. In addition, the problems of learning Bahasa Indonesia must be identified and solved. Gunarwan, (2000) suggested that establishing positive attitudes toward language learning could become the target of education for language maintenance.
Moelinono (2000, p.26) argued that there were several factors which were not conducive to the development of Bahasa Indonesia: First, many Indonesian people in particular areas are not yet able to use Bahasa Indonesia. Furthermore, some are not motivated to learn Bahasa Indonesia because they think it is not necessary. According to the linguists, many Indonesian people have not considered the importance of learning the skills of reading and writing of Bahasa Indonesia. Second, many people still used local languages in certain local situations. This leads to problems with Bahasa Indonesia development. In other words, lack of support for Bahasa Indonesia might contribute to the inadequate promotion of the Bahasa Indonesia (Alwasilah at al., 2000). However, the use of local languages might cause suspicion among those people who don’t understand the local languages in spoken form. Third, the use of the foreign language and English, as a prestigious language would be beyond the role, status and function of language by individuals and communities (Alwasilah, 1997; Crystal, 2000). Such habits and attitudes might not show significant respect of Bahasa Indonesia as well as the people. Fourth, casualness of Bahasa Indonesia teaching or Bahasa Indonesia development have resulted in several errors and mistakes in the use of Bahasa Indonesia (Moeliono, 2000). The linguistic factors that have needed to be corrected have included word choice, euphemism and language structure.
The Status and Function of Local Languages in the Globalization Era
Taha (2000, p.34) suggested that the status and function of local languages in Indonesia in the current situation were based on several factors.
- The explanation of Article 36 of the 1945 Constitution stated that “in the areas where local languages are actively spoken, the local people maintain and develop their local languages”.
- At a national language seminar in February 1975 on the status and function of local languages in relation to the national language, the languages mentioned previously were said to function as local languages. There were several functions of local languages: a symbol of local pride, local identity, and as a lingua franca of local family and community. Furthermore, in relation to national language, local languages had several functions such as: (a) supporter of national language, (b) instructional language at primary schools in particular areas to support the teaching of Bahasa Indonesia and other subjects, and (c) as supporting instrument of local cultural development (Halim, 1980). Listing and intensifying the use of local languages were also formulated in the seminar of national language politics in 1975.
- The 1993 Guidelines of State Policy (GBHN), Number 3 f, stipulated that “the maintenance of local language should be sustained in order to develop and enrich Bahasa Indonesia vocabulary and Indonesian cultural diversity” (Alwi et. al., 2000). Consequently, it is necessary to conduct research, as well as study and develop the local language and literature and publish them in the mass media and other publications.
- One of the agreements of the fourth Indonesian Language Congress in 1993, particularly in the area of local language and literature, was that the local languages in certain areas could be taught to the student speakers without hampering the teaching of Indonesian language and literature (See Mahsun 2000; Mu’adz, 2000). For that reason, curricula, textbooks of teaching and learning methodology and other infrastructure to support local language education should be developed.
Issues in Multilingualism and Education Policy
The incorporation of multilingual teaching into the school curriculum needs to have positive implications for the development and promotion of local, national and global language education particularly in an era of globalization and the expansion of democracy world wide (Nagai, 1997). The promotion of multilingualism must cover linguistic diversity, such as vernacular language, national language and English as a global language. The following sections discuss the relevant issues.
A Vernacular Language
According to Walton and Eggington (1990, p. 54), a vernacular language means an indigenous local language that is used by people in a certain district or place. They further state that the term ‘vernacular language’ is used in a more political sense by UNESCO to mean a language dominated or oppressed by another and with the implication that vernacular languages are generally spoken by relatively small groups of people, who typically have little or no tradition of writing and the language is unlikely to be standardized. Holmes (1992, p.80-86) argues that the term ‘vernacular’ is used in a number of ways. It generally refers to a language which has not been standardized and which does not have official status.
Minority language speakers are motivated by religious and political factors. Anthropological linguists and Ministries of Culture recommend preserving and maintaining the identity of minority language (Crystal, 2000). However, the central government and the border controls perhaps want rapid assimilation into the main stream of national culture, economy, religion and politics. Mugler and Lynch (1996) argued that when it came to the policy making stage including educational policy, the two goals were necessarily in conflict. Consequently, It was really important to consider both top down policy and bottom up policy making in order to manage the conflict of interest that arose.
The South East-Asian governments have much in common in their attitudes toward minority groups. They agree that the territories of minority language speakers need to be protected. The minority groups need to be allowed to assimilate, migrate, disappear, or stay intact where they are, but the tendency for separatism needs to be prevented from developing (Walton and Eggington 1990). Even though they may be isolated from national educational planning, the language they speak needs to be considered.
The strengthening of regional and national pride may lead to further research on minority languages. A strong national language is an important issue, in what Gonzales (1979 in Noss, 1984) calls ‘language welfare’. Then a language firmly rooted in natural or regional antiquity is considered to be even more important.
A National Language
Indigenous languages which are given official priority in particular countries by the government concerned can be defined as national languages (Nos, 1984; Grimes, 1992; Digest 1999). For example, in South East Asian countries the national languages are Bahasa Indonesia in Indonesia, Bahasa Malaysia in Malaysia, and Thai in Thailand. Bahasa Indonesia, Bahasa Malaysia, Malay and the Tagalog language of Philippines belong to the same family.
In terms of national languages, two categories need to be considered. One is the nature of the national language which refers to what the national language is supposed to be (Nos, 1984). The other is the role of the national language which is associated with what the national language is supposed to do. In ASEAN countries, every country is in a different situation regarding the nature and the role of its national language.
English as a Global Language and Its Impact
Crystal (1997) argued that a language can be defined as a global language when it is recognised in many countries around the globe. In addition, it gains a genuinely global status and plays a key role. Crystal (1997, p.2) obviously agrees that: English is a global language because it is spoken as a first language, a second language or third language by people around the world. He further explains that in order to gain a global status, two things should be considered. First, the language must be recognised as an official language and it is widely used. Second, although the language does not have any official status, it is widely and popularly taught as a foreign subject.
English meets these criteria as it currently is widely spoken around the world and popularly taught in the largest number of schools, including the schools of the non-English speaking countries (Pennycook, 1994; Crystal, 1997).
What makes a global language? According to the history of English, there is a close link between the dominance of language and power. No language can be recognised as a global means of communication without a strong political, military or economic power base (Pennycook 1994; Crystal 1997).
However, becoming a global language has nothing to do with the number of language speakers. It is associated more with who speaks the language (Cook, 1994; Crystal, 1997). For example, Latin used to be an international language. This had nothing to do with the number of Latin speakers. It had a link with the power of the Roman Empire. Furthermore, Chinese has the biggest number of speakers in the world but it is not considered to be a global language like English.
An international language can result from a militarily powerful nation. Moreover, a militarily powerful nation can contribute to the maintenance and expansion of an international language. The development of international business and information technology, for instance, requires the use of a global language (Lo Bianco, 1987b; Ingram, 1993; Crystal 1997). English is currently playing a key role in this area which is supported by the wide use of English as the first and foreign language in many developed countries such as United Kingdom, United States, Australia, Canada, New Zealand, Singapore and Hongkong.
The use of English around the globe is appreciated by millions of people. To communicate over the Internet with people in Australia, Germany and Singapore, for instance, needs a single lingua franca or a common language (Grabe, 1988; Crystal 1997; Graddol 1997; Bruthiaux, 2002). Furthermore, it is more complicated to use a three-way electronic translation in international business meetings involving three nations than the use of a single global language.
Skutnabb-Kangas (2000) suggests that language policy, including the promotion of English, must be inspired by an equitable vision of how all languages can be permitted to flourish. If English is to be a force for democracy and human rights, much needs to change, in Northern countries as much as in the South, and in Northern-South relations. Language policy needs to and can play an important role in such a transition.
Linguistic power The existence of a global language may result in a linguistic power. Currently people who have English as their first language, second language or those who have a good common grounding of English are assumed to have power and access to develop their career in the international arena (Pennycook1997; Bruthiaux, 2002). On the other hand, those who do not have English might have some problems, for example, scientists who do not have a good command of English do not get access to international publications in journals. Business people cannot run international trade if they are not able to communicate in English.
Linguistic Death According to history, thousands of languages have died since humans were first able to speak. A dominant language may contribute to the language loss if a particular ethnic group adopts a dominant language and ignores its own language (Day, 1980; 1985; Pennycook, 1994; Nagai, 1997).
Crystal (1997, p.17) states that:
A lot of indigenous languages in North America, Brazil, Indonesia and parts of Africa have been lost. Other estimates are that within the next century around 80 % of the world’s 6,000 or so living languages will disappear.
When languages disappear, there will be an intellectual and social tragedy. Many languages have not yet been written down, or have only recently been written down (Crystal, 2000; Skutnab-Kangas 2000). Language is a medium of serving the history of people. A language can never be recaptured when it is lost. It is similar to the loss of an endangered species and environment degradation.
Crystal (2000) reported that the early history of English contact with minority language speakers in North America, Australia and in the Celtic parts of the British Isles was indeed one of conquest and assimilation. But currently, the existence of English as a global language has a positive effect which supports the local languages.
Discussion of Language Situation versus Language Awakening
a. Issues in Local Language Endangerment
Ethnologue reported that eastern Indonesia is considered one of the regions that have hundred of local languages and most are found in the Island of Papua. The second largest number of local languages was also found in Sulawesi Island. However, many of the local languages were endangered or threatened to die if the Government and the speakers do not have political will to keep maintaining the local languages and passing them on to the young generation (Crystal, 2000;Skutnab-Kangas, 2000) Himmelman, 2001;Marhum,2005).
Crystal in his book on Language Death (2000) predicted that around 90 % languages will die in 50 years to come particularly those found in the developing countries. In Indonesia itself, many local languages which have less than 1000 speakers have been moribund or threatened to die. In central Sulawesi many weak local languages have been endangered or died. There are several reasons why many local languages in Central Sulawesi were endangered or threatened to die. First, the incidence of intermarriage case from years to years has significantly increased. The incidence of intermarriage brought about growing numbers of young Bahasa Indonesia speakers. Thus, this intermarriage case contributes to the decrease of local language speakers. Second, the language shift case has occurred over the last three decades in central Sulawesi. This case was mostly found in District of Tolitoli and Donggala.
The language shift happened in Central Sulawesi when the local native people shifted their local languages to Buginess as a strong and dominant language in those two particular areas mentioned above (Marhum, 2003; Marhum 2005; Marhum,2008). The native people who were involved in the language shift case were such as Dampal, Dondo, Tolitoli and Dampelas. The language shift happened because of economic, cultural and political reasons. Bugis ethnic group are migrant people who were originally from South Sulawesi. They were well-known for industrious or hard working people. Many of them are successful traders, fishermen, farmers, bureaucrats and politicians. Since they dominated many sectors of development, their language and culture became very dominant and powerful language in some particular areas of Central Sulawesi particularly in District of Tolitoli and District of Donggala.
The language attitude of the young generation also contributed to the incidence of language death in central Sulawesi. For example, Marhum (2005:150) in his studies reported that in District of Toltioli many young people were shy to use their local languages in the public arena. Furthermore, some parents did not pass on their local languages to the young generation and they did not encourage their children to use their local languages either at home or outside. Furthermore, teachers in some schools in District of Tolitoli reported that in the past during Orde Baru Regime, children were strongly prohibited to use their local language at schools. Instead, many teachers were encouraged to promote Bahasa Indonesia as a unifying language at schools. Thus, it can be argued that this language policy on the one hand was good in which the Government has good political will to maintain Bahasa Indonesia as a unifying language and promote harmonious multicultural life as well as tried to prevent ethnic fanaticism. On the other hand, the language policy had discouraged the children to get involved in their native language preservation.
Children had wrong perception on their local native language. Some thought that their local languages were not important. The local language was the languages of uneducated people. Such wrong perception had led to the decreasing numbers of local language speakers particularly among young generation. However, this case only applied to the particular weak local languages or the language with less significant number of speakers such as Dondo,Toltioli and Dampal. In short, the local Government had a key role in either maintaining the local languages or contributing to the language endangerment.
b. Local Language Awakening
In the Regional Autonomy Era, the local language situation in some particular districts of Central Sulawesi has changed quite significantly. The local native elites who have influential and powerful position in the political arena have contributed to the language awakening in District of Tolitoli (Marhum, 2005:Marhum2007). For example, the native Tolitoli elites have encouraged their people to use and promote Tolitoli language as a native language of Tolitoli. Thus, Native Tolitoli people who work for the Local Government have more frequently used their local language of Tolitoli in their workplace. They also become more proud with native language of Tolitoli. In the market place and other public places the use of bahasa Tolitoli by the native people has become more frequently compared to the past before the Regional Autonomy Era.
Furthermore, Local languages have been promoted throughout formal education and annual cultural and arts festival and media. in the formal education context some local languages have been incorporated into local curriculum content. In 2006, Kailinese language has been taught at primary schools in the district of Donggala, Parimo and city of Palu. In the Cultural and Arts event, the promotion of local language and culture were held in the form of local language song festival, local language poet festival and local language speech festival. Two famous annual cultural festivals are Central Sulawesi Week Festival and Lake Poso Festival. In Addition, in each district of Central Sulawesi, a number of local language and cultural festivals were held every year. Those all festivals take place every year and aims at promoting the local language and culture. The local Government and the local people fully support those festivals. It is also aimed at encouraging young generation to be more proud to use their local languages. Local languages have also been used by Radio announcer in their particular programs such as news and other related cultural programs of FM Radio.
Post regional autonomy, language awakening of Tolitoli emerged and so did Kaili language of Donggal District and Palu City. The local native people tend to show their nativity and cultural identity through the use of their local language in daily communication. The local language jargons associated with ethnic fanaticism and native political identity is often heard. For example in District of Buol, people often say ‘Anak itai to’ this sentence is implicitly associated with racism and discrimination meaning. The same local language expression and meaning often used by Kailiniese people of Palu City, District of Parimo and District of Donggala. For example, they often say, ‘Seima iko’. Those two expressions also often refer to racial and prejudicial meaning. Furthermore, such negative expressions could also be associated with racial prejudice and stereotype towards people from other different ethnic groups identified as migrant groups. Ironically, such racial expressions were hardly ever heard before Regional Autonomy era.
In short, Regional Autonomy Era has contributed to the local language and ethnic awakening. Many people and experts of Regional Autonomy are worried about the detrimental impact of regional autonomy towards the multicultural life. So it is recommended that the Government to pay close attention to both the positive sides and negative sides of Regional Autonomy in relation to the local language and culture awakening (Muladi, 2007;Marhum,2007;Lampe 2008). It can be speculated that the implementation of regional autonomy has likely resulted in the detrimental political identity and ethnic fanaticism. At last, some new linguistic jargons which are associated with ethnic fanaticism and political identity have emerged. People in District of Donggala and Palu City use local language jargons in Kailinise such as ‘Seima Iko?’ and people in the District of Buol often use the same meaning of prejudicial expressions such as, anak itai to?’.
c. Bahasa Indonesia and the Emergence of Local Dialect Influence
Bahasa Indonesia is identified as an effective unifying language of Indonesia in general and in particular regions of Central Sulawesi. There is no linguistic barrier for the people of different ethnic and cultural background to communicate since their effective communication was supported by Bahasa Indonesia as their lingua franca and as a unifying language of Indonesian people from different ethnic group (Abas, 1987; Sumampow, 2003; Marhum,2005). Almost all people of Central Sulawesi are able to speak bahasa Indonesia fluently. People of different age and different geographical origin always speak bahasa Indonesia in addition to their local languages. Bahasa Indonesia has always become an effective and popular unifying language of people in Central Sulawesi.
People of Central Sulawesi speak Bahasa Indonesia with local language accent and specific local language styles. Their Bahasa Indonesia is also influenced by their local dialects. Very often people from outside Central Sulawesi did not understand some particular sentences of Bahasa Indonesia of Central Sulawesi people since it is influenced by local dialect and local accent. For example, one day a migrant child asked Ali who was carrying a football heading to the football field. The boy asked Ali, ‘ngana mo pi mana?’. Ali answered, ‘Sa pi main bole di sana or in Bahasa Indonesia it means ‘anda mau ke mana ? and the answer, ‘ saya pergi main bola di sana’. In English translation, it means, ‘Where are you going?’, I am going to play football over there’ (answer). In local Indonesia malay language, the word, ‘Sa pi’ is the short form of local colloquial dialect means saya pergi’. In fact, the meaning of sentence above could sound confusing since sa pi main bola di sana sounds like a cow (sapi) plays a football over there. Other Bahasa Indonesia sentences that confuse people from outside Central Sulawesi is related to some particular expression. For example, if some one makes a telephone call and asks to talk to someone else and those who are wanted on the phone is not around. The answer will be ‘oh ada keluar’ This sentence means that the one who is wanted on the phone is not around. because ada keluar also means someone is somewhere just in the front yard or in the backyard of their house. In fact, ada keluar means someone went out at the moment’. Thus, those sentences and phrase given previously is confusing.
Other anomaly meaning of bahasa Indonesia sentence made by people of Palu and the surrounding districts. Fore example, when a policeman walk on the street wearing plain cloth. Someone who happens to recognize him or her might say, ‘Polisi nanti dia itu’ which means ‘he will become a policeman later’. The word nanti should mean later or in the near future according to standardized language. Those all expressions given above often confuse many migrant people who just got settled down in Central Sulawesi. Finally, though almost all people of Central Sulawesi are able to speak bahasa Indonesia or Malay, some particular words or sentences are confusing to the people from outside Central Sulawesi because the words or sentences are influenced by the local dialects.
d. The Promotion of English in Schools
English is one of the first foreign languages taught in Indonesian schools since the beginning of political independence Era. Now English is the most popular foreign language taught in both private and public schools (Groeneboer,1998; Alwasilah, 1997; Ali, 2000;Jazadi,2003). Many people of Indonesia have positive perception on the promotion of English in Indonesia. The teaching of English has been promoted throughout levels of education. Following the Introduction of Educational Law, the teaching of English has been started from primary school levels to university levels.
In Central Sulawesi, the emergence of Globalization Era has been simultaneously responded by the significant growing number of private English Schools. Furthermore, many people have realized the importance of English in the Globalization Era since it is considered as an important global language (Crystal, 1997;Ali, 2000; Marhum, 2003;Marhum, 2005; Marhum, 2008). For those reasons, a lot of parents sent their children to the private English schools. Parents thought that the learning and teaching English received by their children through the formal education was not enough. Many parents have encouraged their children to learn English at private schools because they also thought that the private English schools are the right institutions for their children to learn English language.
There are two types of private English schools in Central Sulawesi. They are big private English schools and small private English Schools. The big ones have links with foreign education agency such as English Language centre with IDP Australia network. The small English courses were mostly sponsored and managed by fresh graduates from English Education Department in collaboration with local private training and educational stakeholders.
However, none of private English schools in Central Sulawesi currently employ fulltime native speaker teachers. All English schools are looking forward to having native speakers as full-time English teachers. Since some English speaking countries introduce travel warning, many English schools have no access to recruit native speakers of English teachers. It can be argued that the recruitment of native speakers as teachers of English can upgrade the popularity of their English schools.
Majority of English schools in Central Sulawesi only offer general English to their learners whereas many public servants and private employees need to learn English for Specific purposes (ESP) which are applicable and relevant to their carrier.
In the formal education context, the use of English as an instructional language at International Rating Schools (Sekolah Bertaraf Internasional) is a must. The International Rating Schools (SBI) has become much more popular since English is a compulsory instructional language used at those schools. Many parents revealed that they are very proud to send their children to International Rating schools. Yet, many parents sometimes have to be patient to wait for the available seat of the SBI schools. Thus, some parents also had to accept the reality that their children were put on the waiting list if there is not enough vacant seat.
There are only two International Rating Schools in Central Sulawesi. One is found in the city of Palu and the other one is found in the District of Luwuk and in addition to five recommended International Rating Schools. Though International Rating Schools have become most popular education institution in Central Sulawesi, many people are still worried about the insufficient human resources and insufficient of supporting facilities of teaching and learning. Yet, a lot of parents in Central Sulawesi are very proud with the presence of International rating Schools where their children have enough access to learn and practice their English continuously.
CONCLUSION
In summary, the status of multilingual country of Indonesia particularly in the Era of Decentralization and Globalization has changed compared to the past. The language situation and the language awakening has showed clearer situation on the status of local language, national language and English as a foreign language and global language.
In Eastern Part of Indonesia where the region is identified as the most diverse linguistic region, many local languages have been endangered. In Central Sulawesi, some local languages have been moribund or event disappeared and some others were ignored. However, following the introduction of Regional Autonomy, the situation has changed since a lot of speakers of local languages have become more proud of their local languages status as cultural identity and native political identity. Furthermore, Bahasa Indonesia has a key role and as means of communication among people of different ethnic and linguistic background. It can be argued that Bahasa Indonesia is an effective means of unifying language.
English has become much popular foreign language taught and used as instructional language at International Rating Schools (Sekolah Bertaraf Internasional) in Central Sulawesi particularly in the Era of Globalization. The presence of International Rating Schools and the implementation of English Language Teaching and Education Policy in the Era of Globalization have indicated how important English is in the Era of Globalization. Finally, it can be argued that the status of English used and taught at schools of Indonesia should be upgraded to the second language status or third language status instead of foreign language status.
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