Iban Language Research Articles

EFFECTIVENESS OF THE TECHNIQUE JAPETRAN “O” AND JAPEINTRAN “XO” IN ORDER TO IMPROVE VERB MASTERY IN IBAN LANGUAGE WITH THE HELP OF THE TALKING TOM INTERACTIVE MULTIMEDIA AMONG LEVEL TWO PRIMARY SCHOOL STUDENTS

This study was conducted to identify the effectiveness of animated video application as a tool to teach students in mastering the verb of Iban Language subjects. A total of 30 Iban and Baketan from three classes in a primary school in rural area in Kapit, Sarawak were involved in the study using a Quasi- experimental design. These students were divided into two groups; the treatment group was taught using the tool approach and the controlled group was taught with the conventional approach. The research instrument uses pre and post tests as well as questionnaires. The collected data were analysed and examined using t-test using Statistical Package for the Social Science (SPSS) Version Ninja. The difference between the treatment group and the control group with t-value=1.45, p<0.10 (0.340). The results of the study showed that students were able to master the verb in Iban Language using technological methods and non-technological methods. Students’ motivation towards learning Iban verb during the application of Talking Tom was high with a mean value of 5.35. Animated video application is able to increase students’ motivation towards learning.

Crossing The Rubicon? Maintenance and Change Among Today’s Iban in Sarawak

Among communities reliant on subsistence agriculture as a means of production, transition to wage work may seem indicative of economic progress. In the 21st century, the Iban in East Malaysia utilise three production modes: subsistence rice farming; commerce; and, waged work, to support food requirements and satisfy consumer needs. Waged work is increasingly important, even replacing subsistence and commerce. This study considers perceptions of maintenance and change among the Iban in the Sri Aman Division of Sarawak. The purpose is to gain perspectives of heads of households about “maintenance” and “change”. Research was conducted qualitatively, via observation and interviews. Maintenance is reflected through ongoing use of the Iban language; the longhouse is seen as being of continuing importance for resident and non-resident relatives, even if no longer bound to ancestral longhouse territory. Changes include new technologies, the importance of money, reduced adherence to Iban traditions, and conversion to Catholicism, among the community studied here. Salience of these matters lies in Iban understanding of ways in which modernisation is occurring in their community, in a region known for its biological, cultural and linguistic diversity, providing a voice for community members, and their insights about the contemporary Iban world.

IBAN Language in National Education: Issues and Challenges

IBAN Language in National Education: Issues and Challenges

Interactive Mobile Application in Learning Iban Language

My Iban application is an interactive mobile application for learning the Iban language. The aim of this study is to develop a mobile application that is focusing on creating alternative tools in learning Iban language where it will ease the students to learn. This application development is based on the problem that occurred when there is no suitable application in learning Iban language among the students in primary school. The methodology that has been chosen in developing the application is the Evolutionary Prototyping model. Quantitative technique is used to test and evaluate My Iban applications. Based on the findings obtained from the users through a survey, it finds out that My Iban application have gained positive feedback. The functionality and the usability of My Iban application has been tested and approved by the user. For future works, the use of interactive multimedia elements in developing mobile applications need to be improved. In conclusion, the application hopefully can encourage the students to learn the Iban language better via mobile application.

The Impact of Application of Corona SDK Technology on Iban Proverbs Learning in Secondary School

Iban language is one of the ethnic subjects taught in Sarawak schools. This subject is managed from the primary level up to the higher education level. This subject's curriculum prioritises human capital development as well as good values for students. Proverbs in Iban Language is one of the curriculum areas in Iban Language. Proverbs are defined as figurative or allusive statements of sentences, clauses, or sentences that encompass the power of wisdom, moral elements, and indigenous practices that are arranged metaphorically, have a fixed form, and possess a pure value inherited from generation to generation (KSSM Bahasa Iban, 2015). The effectiveness of teaching and learning is influenced by the teacher's competence, which includes approaches (Daly, Liou & Der-Martirosian, 2021), leadership (Shen et al., 2020) and content pedagogical knowledge (Gess-Newsome et al., 2019). Likewise, especially when teaching proverbs in the Iban language. Through the approach used in imparting knowledge to their students, educators also play an important role in producing an educated nation (Rahmatullah et al., 2022). As a result, educators must constantly improve themselves while also remaining aware of changing educational technology. Keywords: Corona SDK Technology, Teaching and Learning, Iban Language Proverbs

VARIASI BAHASA PADA CHANNEL YOUTUBE KRISTIAN B. HANSEN HIDUP 7 HARI BERSAMA SUKU DAYAK IBAN DI SUNGAI UTIK (KAJIAN SOSIOLINGUISTIK)

The purpose of this study was conducted to reveal language variations in terms of speakers used in everyday life, identify language variations used in social interactions, and identify language variations in reflecting the culture of the Iban Dayak tribe in Sungai Utik. The research method uses data collection techniques using documentation techniques and the data used is content analysis. The result of this research is that there are variations in the forms of dialect, idiolect, and sociolect. There were 9 dialect variations, 13 idiolect variations, and 8 sociolect variations that were observed. Then there is a social function in social interaction that reflects culture in Kristian's YouTube video channel b. Hansen lived 7 days with the Iban Dayak tribe on the Utik River.
 Keyword: Dayak Iban Language Variations, Sociolinguistics and Social Interaction

Older Adult Listeners’ Perception on the Language Used and Quality of the Programme at Wai FM Iban

Community radio is still relevant in today's world despite the rapid changes taking place in communication information technology. It is a faster platform for disseminating information apart from other traditional media, mobile phone and the Internet. In Sarawak, Wai FM Iban is popular among the Iban community especially those living in rural areas. This is because it is the fastest way for the local community to obtain information. This study aims to examine how older adult listeners of Wai FM Iban evaluate the language used by the broadcasters and the quality of radio programmes produced by the radio station. As listening to the radio has become a daily activity among Iban community, Wai FM Iban has a vital role to play in disseminating information to the Iban community throughout Sarawak. It plays a role to ensure proper and correct Iban language is used on air. This study employs a qualitative approach where focus group discussion is used for data collection. Findings show that older listeners of Wai FM Iban are concerned about the use of code-mixing and code-switching among broadcasters that would lead to the deterioration of the language. Findings also indicated that older adult listeners are concerned about the quality of language used and programmes produced by the radio station. As the custodian of Iban language, custom and tradition, they believed that the language used by the broadcasters will determine the quality of programmes produced by the radio station. Keywords: Community radio, Iban language, code-switching, code-mixing, customs and traditions.

The Effectiveness Of Preserving Iban "Ensera" (Folktales) Through The Medium Of Wai Fm Radio In Miri Division

Iban is the largest ethnic group in Sarawak, constituting about 30% of the population of Sarawak. Like other Dayak in Sarawak, Iban did not have a writing system earlier. Instead, they relied on a rich oral tradition to pass on ancient knowledge and traditions. Being a component of the indigenous knowledge, “ensera” (Iban folktales) was transmitted through orality. The art of “ensera” or Iban storytelling is one aspect of the expressive arts of Iban oral literature. With the advent of globalisation and modernisation, much of the traditional cultures of the Ibans have eroded. As the present generation’s Iban Language proficiency is declining, Iban Literature is vulnerable to be gradually forgotten. The main purpose of this paper is to examine the effectiveness of preserving the oral tradition of “ensera” in Miri Division through the medium of the Iban radio weekly programme named “Pengigat Tuai”. The sample population for this study consisted of 75 respondents from four Iban longhouses and residential areas in Miri, who are active listeners of Wai FM from three categories; the child generation, the parent generation, and the grandparent generation. The study indicated that the preservation of Iban Ensera through the medium of radio is effective with majority listeners from the grandparent and parent generations.

Bejalai in Iban: A Study on Translating Motion Verbs in Bup Kudus Baru

This study investigates the use of the Talmy-Slobin typology of semantic components of motion verbs as applied to Bible translation. Using the Bup Kudus Baru, a new Iban translation, in comparison with a framework formed by the Hebrew original, NRSV representing English translation, and occasionally a Chinese translation, the author demonstrates the key features of verb-framed, satellite-framed, and equipollently-framed languages. The analysis of two Hebrew motion verbs, yāșā’ (path verb) and hālak (manner verb), and their respective Iban translations in Bup Kudus Baru, shows that the Iban language, much like Malay and Urak Lawoi’ from the same language family, is of path-salient nature in principle, but at the same time displays the use of serial verb constructs, a feature of equipollently-framed languages when manner verbs are required. The author concludes with some suggestions of ways to apply the Talmy-Slobin model in Bible translation, from the point of view of translators, translation officers, and their institutions.

Iban as a koine language in Sarawak

This article attempts to delineate the issue of linguistic homogeny in Iban variants in Sarawak (Malaysia). In brief, the Iban speakers are claimed to descend from Upper Kapuas watershed, Western Kalimantan (Indonesia). Based on local traditions and oral materials, this ethnic group began to move out from Kapuas watershed and penetrate into Sarawak in sixteenth century. After several generations, they expanded to become the major ethnic group in the state. Several recent studies show that the number of ethnic Ibans in West Kalimantan is fairly small and the distribution of Iban communities often displays a pattern of distant pockets or enclaves. The purpose of this article is to explain how a minority group became a majority ethnic group in a newly settled territory. This article argues that this research question is strongly related to the ethnonym of “Iban” and regional dialect levelling or koineization. During the initial stage of the migration, the term “Iban” was an exonym . By the mid-twentieth century, the exonym “Iban” or “Sea Dayak” was gradually becoming an endonym . The change in the status of this ethnonym has enlarged the population size of the “Iban” in Sarawak. The existence of several Iban-like ethnic groups in Sarawak, for example, the Balau, Remun, Kantu’, Milikin, and Kumpang, adds support to this argument. This article revisits the issue of linguistic homogeny of the Iban language, taking the language koineization approach. A phonological analysis on the Ibanic varieties spoken in West Kalimantan offer a possible explanation that the Iban variants in Sarawak have appeared as a stable linguistic variety as a result of “dialect levelling” and “simplification”. Furthermore, the development of koine Iban seems to fulfil several features in the koine developmental continua proposed by J. Siegel (1985).

MENGHAYATI ENSERA MENGGUNAKAN TEKNIK BERLAKON DI DALAM KELAS

The influence of the classroom environment is a very important element because it can influence students' interest in Iban Language subjects in school, especially interest in Iban literature. Fun activities such as using acting techniques in teaching and learning ensera (Iban folklore), able to hone students' talents from the field of acting and can form a balanced human being in terms of intellectual, spiritual, emotional, and physical. Acting technique is a very popular activity because students can learn while entertaining students. This technique can be carried out if the teacher is able and able to provide an acting script or short dialogue in ensera with an interesting storyline and ask students to read and remember the dialogue. This activity can give birth to elements of appreciation including character, language style, values, beauty, cultural elements, and the like. Thus, Iban students can appreciate ensera well and are able to master it. The research method using the field method utilizes three types of research methods namely semi-structured interview method, observation, and video recording. The findings of the study show that the role of ensera appreciation through acting techniques in the context of teaching and learning is fully used in the classroom. The implication is that students can give very thoughtful opinions in terms of knowledge, existing experience, enjoyment, and appreciation, and encourage students' interest in teaching the Iban language with an appreciation of ensera.

KAEDAH MENGALAMI-MENGHAYATI DALAM PENGAJARAN BAHASA IBAN DENGAN MENGGUNAKAN ENSERA

This study was conducted to identify methods and techniques employed by teachers when they teach the Iban language using ‘ensera’ or folk tales. ‘Ensera’ refers to traditional Iban folklore about heroes from the mystical world of Panggau Libau that is shared through ‘kanaka’ (songs) interspersed with explanation and conversation in the form of prose. The research design utilised the qualitative approach by executing fieldwork involving 10 teachers at SMK Engkilili, Lubok Antu, Sarawak. Data was collected using a semi-structured interview and a checklist. The constructivist and moral theories were employed to analyse the methods and techniques as well as assess the teachers’ mastery of the ‘ensera’. Results were obtained by analysing interview transcripts. Findings revealed that the technique of ‘mengalami-menghayati’ (experience-immersed) was one of the best practices in the context of teaching using ‘ensera’. The teaching techniques used were identified through various classroom activities such as reading, storytelling and acting. Teaching Iban language using ‘ensera’ might also promote values such as courage, humanity, goodwill, diligence, patience and generosity. Therefore, the technique of ‘mengalami-menghayati’ should be made routine by Iban language teachers. Consequently, students might be able to express themselves well as a result of the knowledge, opinion, experience, enjoyment and appreciation derived from the learning of the Iban language through ‘ensera’.Keyword: Experience-immersed method, teaching technique, value of ensera.

Examining Language Development and Revitalisation Initiatives

This article examines development and revitalisation initiatives for the Bidayuh language, spoken in Sarawak, East Malaysia. Bidayuh has six main variants which are not mutually intelligible. In addition, it is mainly used in rural settings and is not the main language of choice in mixed marriages. Moreover, Bidayuh did not have a standardised orthography until 2003. These factors have affected the development of the language, which is to be contrasted with the Iban language, spoken by the main ethnic group in Sarawak, which is currently offered in primary schools as Pupil’s Own Language (POL) and as an elective subject in the secondary school Sijil Pelajaran Malaysia (SPM) examination. The focus of this article is the language development and revitalization initiatives undertaken by various stakeholders between 1963 (the year of the formation of the Federation of Malaysia) and today. Special attention will be paid to the outcome of the Multilingual Education (MLE) project, which is an extension of the Bidayuh Language Development Project (BLDP) initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Asia, and undertaken by the Summer Institute of Linguistics (SIL) and the Dayak Bidayuh National Association (DBNA). Interviews with representatives of the community were conducted to discover their perceptions towards these initiatives, and to identify factors that might contribute to their success and/or failure. The article ends with some suggestions about how to improve the success of language revitalisation initiatives for Bidayuh.

THE ROLE OF MULTILINGUALISM IN INFLUENCING STUDENTS’ ENGLISH LANGUAGE ACQUISITION IN AN OUTSKIRT MALAYSIAN PRIMARY SCHOOL

Malaysia, as a multilingual country, sets a platform for language learning. Bahasa Malaysia is a language for national unity and English is the second language and other languages as the third language. A child may speak a native language at home, speak the local national language at school and also learn at least a foreign language. The fluency of our second or third language may not be as fluent as the first language. As a result, many studies have been conducted about the learners’ mother tongue and the code-switching process. However, a study for the English teachers to overcome the influence of the mother tongue in the Iban community towards their spoken English has not been located. Therefore, a qualitative case study has been conducted in order to provide the description of case-related individuals’ and give deeper understanding of the 1) multilingual learners’ perceptions toward their English spoken language, 2) exploring multilingual influences in their spoken English and 3) To examine the influence of other languages (Bahasa Malaysia and Iban language) towards English. The participants identified are Ibans from Year 3 primary students; that is located at the outskirt primary school in Kanowit in which they are learning standard Iban language, Bahasa Malaysia and English language at school. Data were collected via semi-structured interviews, and field notes (i.e. classroom observation). The findings were structured into themes: the frequency in communicating the three languages among the three pupils at school in a day, home language support in learning, peers’ influence in communicating the English language, learners’ effort towards learning English and the mental process in learning the language.

The Sekujam language of West Kalimantan (Indonesia)

Almost two hundred years ago, O. van Kessel identified a language group based on a characteristic sound change that yielded -ai in the final position of some words (Van Kessel 1850: 166); Hudson (1970) named this group “Ibanic” after the Iban language widely spoken in Sarawak. Of the numerous members of the Ibanic branch of Malayic, perhaps the Sekujam language is the least known. Although Sujarni et al. (2008: 282-285) provided information about the location and traditions of the Sekujam ethnic group, there is very little information about the language. Based on available colonial and contemporary sources, this essay provides a sketch of this ethnic group, numbering perhaps only 3,000 people, split between two administrative units (residencies). Then, a brief overview of the phonology of Sekujam suggests some of its distinctive characteristics. There follows an overview of the sociolinguistic setting of the Sekujam-speaking communities in the Sekadau residency reflecting the status and functions of Sekujam in the language ecology of this multilingual area. Of interest perhaps is the praxis of split dialogic bilingualism documented in some of the area’s villages and the role of Sekujam in traditional rituals of at least one other ethnic group. Much work remains in the face of rapid social, demographic and economic change.

TAGANG SYSTEM AND THE BENEFITS TO THE COMMUNITY AT KAMPUNG TERBAT MAWANG, SERIAN, SARAWAK

Tagang system is a method used to conserve an aquatic life. In Sabah, this system has been implemented since 2003 and known as tagal system. Due to its benefits to the community and aquatic life in Sabah, Sarawak Agriculture Department adopted and extended the tagal system to the people of Sarawak, especially in rural areas. In Iban language, the term tagal system is known as tagang system, which means ‘prohibit or prevent’ or ‘do not’, but in the Bidayuh language, it is known as tegang system. Terbat Mawang village which is located near Kedup River was chosen for the Tagang Project. Tagang Project was implemented officially in 2006. However, because of the drought in 2009, this project was almost terminated. The objective of this paper is to assess the benefits of the tagang system to the community. The outcome of this study shows that the acceptance and cooperation between the community and the department of agriculture are essential for the success of this project. This study used documents analysis, observation and in-depth interview.

Eufemisme Dalam Bahasa Iban: Satu Kajian Kes Di Kampung Lebor, Serian, Sarawak

This study is to determine the existence of euphemism in the Iban language, in Kampung Lebor, Serian, Sarawak based on the theories by Allan & Burridge (1991). The main objective is to identify the euphemistic expressions in the Iban language. The methods used are interviews and questionnaires involving a man and a woman aged 50 and above, who speaks fluent Iban. The findings show that there were nine types of euphemism in the Kampung Lebor Iban community. They include; first, body parts, second, sex, third, gender involving masculinity and femininity, fourth, anger, fifth, hate, sixth, illnesses, seventh, death, eight, fear-oriented by animals and spirits, and finally, ninth, God or religion. The main factor in the usage of euphemistic expressions in the Iban community in Kampung Lebor is caused by the influence of customs and beliefs, which were used and passed down for generations.   Keywords:  euphemism; taboo language; custom; Iban community; Serian

Perubahan Ruang Pada Bangunan Rumah Panjae Suku Dayak Iban Kalimantan Barat

Long House (Rumah Panjae) Traditional Home Society of West Kalimantan Dayak Iban, long house or betang know in Dayak Iban language as Rumah Panjae. Long House (Rumah Panjae). Panjae Dayak Iban house is constructed of ironwood poles long, Rumah Panjae has its own meaning is backed by the confidence that exists in the customs and culture of the local community. Similarly, the change in house building Panjae is changing due to the needs of society. This study focuses on the problems of space changes in house building Dayak Iban language as Rumah Panjae West Kalimantan. This study aims to identify and analyze changes in the building space Dayak Iban House Panjae Utik River West Kalimantan. Conducting research using descriptive method, the survey directly into the field, the observed changes in the building space Panjae house. The study shows that changes that occur in the House chamber Panjae Dayak Iban influenced by the needs of today's society, such as the kitchen (Uji Bilik) and lounge (Kaki Lima) contained in the house being brought forward Panjae. Keyword: Rumah Panjae, Changes In Space

INTERACTIVE MULTIMEDIA-BASED MOBILE APPLICATION FOR LEARNING IBAN LANGUAGE

The emergence of mobile technological devices has brought along new possibilities to all walks of life in various communities. As mobile devices with highest capabilities extend into all areas of human life, they also affected language learning and mobile education. There are many mobile applications created for most of the major languages in the world and lesser amount is available for the far less used languages. Iban language is an example of those languages given far less attention as it is not as practical as other world languages. Iban language has been chosen to be implemented as a multimedia-based mobile application to promote language learning due to its richness in unique culture and language. The application, I-MMAPPS for learning Iban language was designed and developed by adopting conversational method and constructivism learning theory to provide learners a different approach in learning language based on various environments and situations. Since Iban pronunciations are different from any Malaysians local dialects, thus the correct pronunciations are vital to assist the learners. 30 non native speakers were chosen to test the application. The outcomes of this research shown that, most of the respondents were satisfied when they learn Iban language using the application. This application also has a promising development in future research.

Interactive Multimedia-based Mobile Application for Learning Iban Language (I-MMAPS for Learning Iban Language)

The emergence of mobile technological devices has brought along new possibilities to all walks of life in various communities. As mobile devices with highest capabilities extend into all areas of human life, they also affected language learning and mobile education. There are many mobile applications created for most of the major languages in the world and much lesser amount is available for the far less used languages. Iban language is an example of those languages given far less attention as it is not as practical as other world languages. Iban language has been chosen to be implemented as a multimedia-based mobile application to promote language learning due to its richness in unique culture and language. The application; I- MMAPPS for learning Iban language was designed and developed by adapting conversational method and constructivism learning theory to provide learners a different approach in learning language based on various environments and situations. Since Iban pronunciations are different from any Malaysians local dialects, thus the correct pronunciations are vital to assists the learner. 30 non native speakers were chosen to test the application. The outcomes that this research presented have shown that, this application is a promising development in future research. Most of the respondents were satisfied when they learn Iban language using the application.