Abstract
English with global phenomena in its function as a communication language, (Lingua Franca or ELF), has the consequent emergence of English varieties. The existence of this variety as a result of the diversity of speakers who have mother tongue (L1) differs geographically-demographically also. These varieties occur minimally in the aspects of the lexicon, grammar, and phonology. On the other hand, aspects of local wisdoms (indigenous wisdoms) have the potential to produce linguistic elements. This paper is oriented to the English variety model based on local wisdoms in the development of information technology-assisted learning materials for secondary schools (SMP). A number of potential components of local wisdoms, such as; (1) Customary Ceremonies, (2) Cultural Heritage, (3) Natural Tourisms, (4) Traditional Transportation, (5) Traditional Games, (6) Cultural Infrastructure, (7) Traditional Clothing, (8) Cultural Heritage, ( 9) Museums, (10) Cultural institutions, (11) Arts, (12) Cultural villages, (13) Arts and crafts, (14) Folklore, and (15) Children's puppets, particularly in Lombok island area becoming English learning materials for junior high schools. In the framework of implementing the 2013 curriculum effectively, this elaboration refers to regulations of Permendikbud on Curriculum 2013, Basic Competencies of Curriculum 2013, Review of Curriculum Policy in Language Subjects, Main Thoughts and Recommendations on English Curriculum 2013, and Analysis of Content Standard of English subject for junior high school and senior high school. This is also strengthened by involving relevant institutional elements and the association of teacher council through MGMP (Musyawarah Guru Mata Pelajaran). Then, materials related to information technology must involve experts in the field of Information Technology and Computer Science who have competence in so-called field. This is done by looking at the diversity of local wisdoms through translation from the first language (Indonesian/regional) to the target language (English). In the process of language translation, the theory that is referred to is the theory of Larson (1998), Meaning-Based Translation which is about the features and relations of semantic components as characteristics possessed by all languages, which consist of; Objects (Nouns and Pronouns, Events (Verbs), Attributes (Adjective and Adverb) and Relations (Conjunctions, Prepositions, Articles, Enclitics, etc.). While in relation with jargon and technical terms, this paper refers to Wuster (1979) theory views that the size of the translation of messages between two languages is based on the characteristics and concept of the message from the elements of meaning.
Highlights
This study includes the development of English language learning materials based on local wisdoms to be applied in the secondary schools (SMP) becoming model of English varieties with the use of information technology in the Lombok island, West Nusa Tenggara
In the context of this English for special purposes (ESP), the author has received a grant research from the Director General of the Ministry of Education and Culture 2013 in a decentralized research scheme, which examines the problem of learning English with a case study in the field of information and communication technology (ICT) for the Department of Information Technology
Local wisdom as a source of knowledge that is unique to a culture or society that includes local knowledge contained in various cultures can be used as a source of learning in the educational process that is very effective for generations from one generation to the generation through local living wisdoms for English students
Summary
This study includes the development of English language learning materials based on local wisdoms to be applied in the secondary schools (SMP) becoming model of English varieties with the use of information technology in the Lombok island, West Nusa Tenggara This idea is a consequence of globalization and dynamism of English both geographically and demographically. To resolve the disputes as well as the problems which are faced caused by the globalization, English teaching materials need to be localized, domesticated and regionalized to the local needs of communities for considering their identity, individuality, and values In this extreme sense, an English localization leads to the nativisation or indigenization of a kind of adaptation that occurs when a language is used in different contexts and adjusts to its needs by means of distinctive varieties that arise after a period of time (Richards & Schmidt, 2002, Shakouri and Espandiari 2015: 3-4). Thereby, local wisdoms become a strategic potential source for mediating global and local issues to expose the potentials of linguistics to treasury of science and can contribute to English learning
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