Teaching English based on local cultural values: an analysis of melting pot paradigm as reflected learning activities at Rumah Bahasa Surabaya.

TEACHING ENGLISH BASED ON LOCAL
CULTURAL VALUES:
AN ANALYSIS OF MELTING POT PARADIGM
AS REFLECTED LEARNING ACTIVITIES AT
RUMAH BAHASA SURABAYA
COVER
THESIS

Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English

By
Lam’atut Durori
NIM D55212059

ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
2017

ABSTRACT
Durori, L (2017). Teaching English Based on Local Cultural Values: An Analysis of
Melting Pot Paradigm As Reflected Learning Activities at Rumah Bahasa
Surabaya. A Thesis. English Education Department, Faculty of Tarbiyah and
Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor:
M. Hanafi
Key Words: local cultural value, melting pot paradigm, learning activity, teaching
English
The coming of Asean Economic Community (AEC) era, Indonesians confronted with
heterogeneous society from other countries and compete with them in many aspects
of life, not only on the economic aspect, but also social, cultural, political,
educational, and communication. To cope with it, Surabaya society as part of
Indonesian need to improve communication skills while maintaining national
identity, in this matter Rumah Bahasa becomes a solution to answer those challenges.
Indeed, inserting local cultural values in language learning by melting pot paradigm
can be a way to strengthen students’ nationalism in these global and heterogeneous
societies. Moreover, as Siti Sudartini (2012) said in her journal, practically language
learning cannot be separated from teaching the accompanied culture, it will much
beneficial to insert the local cultural values and norms in the practice of English
teaching. This thesis analyzes melting pot paradigm in learning activities as a way to

insert local and national cultural values. The local cultural values refer to the values
within Pancasila and daily life, appropriate with book “Undang-Undang Dasar
Pedoman, Penghayatan dan Pengamalan Pancasila, Garis-Garis Besar Haluan
Negara” said that life values and morals within culture which showed of how are
Indonesian personalities is Pancasila. Melting pot paradigm in education terms
(intended in this study) refers to integration of local cultural values in the main topic
(material) implicitly. The method of study was qualitative descriptive and data
collected by observation, semi structured-interview, and documentation. From that
method found out that tutor used melting pot paradigm in three ways. Then, to decide
local and national cultural values which integrated in learning activity researcher
guided by some values of Pancasila and daily life, there are 83 values mentioned, e.g.
respect the diversity, tolerance among fellows in a religion, belief and god-fearing to
the God Almighty, recognition of the tribes’ diversity and nation culture and
simultaneously develop national unity, develop the pride of national and fatherland
Indonesia, Sungkem, togetherness, kinship, hardworking, empathy, gentlemanly.

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ABSTRAK

Durori, L (2017). Pengajaran Bahasa Inggris Berbasis Nilai Budaya Lokal: Sebuah
Analisis Paradigma Melting Pot Sebagai Cerminan Aktifitas Pembelajaran di
Rumah Bahas Surabaya. Skripsi, Program Studi Bahasa Inggris, Fakultas
Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel, Surabaya.
Pembimbing: M. Hanafi
Kata Kunci: nilai budaya lokal, paradigma melting pot, aktifitas pembelajaran,
pembelajaran bahasa Inggris
Dengan datangnya era Masyarakat Ekonomi Asean (MEA) atau biasa juga disebut
Asean Economic Community (AEC), bangsa Indonesia dihadapkan dengan
masyarakat heterogen dari Negara-negara lain dan diharuskan untuk berkompetisi di
berbagai aspek kehidupan, tidak hanya aspek ekonomi, tetapi juga aspek sosial,
kebudayaan, politik, pendidikan, dan komunikasi. Untuk mengatasinya, masyarakat
Surabaya sebagai bagian dari bangsa Indonesia dirasa perlu untuk meningkatkan
kemampuan komunikasi serta memelihara identitas nasional; hadirnya rumah bahasa
menjadi solusi sebagai jawaban tantangan tersebut. Mengintegrasikan nilai budaya
lokal dengan paradigma melting pot dalam pembelajaran bahasa bisa menjadi salah
satu cara untuk menguatkan nasionalisme peserta didik di zaman global dan
masyarakat heterogen. Terlebih lagi, Siti Sudartini (2012) berargumen dalam
jurnalnya, bahwa secara praktis pembelajaran bahasa tidak bisa dipisahkan dari
pengajaran budaya dari bahasa yang dipelajari, maka sesungguhnya amat bermanfaat

untuk memasukkan nilai dan norma budaya lokal di dalam praktek pengajaran bahasa
inggris. Skripsi ini menganalisa pengintegrasian nilai budaya lokal dengan paradigma
melting pot dalam aktifitas pembelajaran. Nilai Budaya lokal yang dimaksudkan
dalam skripsi ini merujuk pada nilai-nilai yang terkandung dalam Pancasila dan
kehidupan sehari-hari, hal ini sesuai dengan yang tercantum dalam buku “UndangUndang Dasar Pedoman, Penghayatan dan Pengamalan Pancasila, Garis-Garis
Besar Haluan Negara” bahwa nilai dan moral kehidupan dalam budaya yang
mencerminkan kepribadian bangsa Indonesia adalah Pancasila. Mengingat bahwa
paradigma melting pot dalam terminologi pendidikan adalah pengintegrasian nilai
budaya lokal ke dalam materi utama secara implisit. Metode penelitian yang
digunakan adalah kualitatif diskriptif dan data digali dengan observasi, semi
structured-interview, dan dokumentasi. Hasil penelitian menunjukkan bahwa tutor
menerapkan tiga cara paradigma melting pot. Kemudian, untuk menentukan nilai
budaya lokal yang di integrasikan di aktifitas pembelajaran peneliti menggunakan
nilai-nilai ke-Pancasila-an dan kehidupan sehari-hari, ada sebanyak 83 nilai, seperti:
toleransi antar pemeluk agama, percaya dan taat terhadap tuhan YME, pengakuan
perbedaan suku dan budaya bangsa, Sungkem, kekeluargaan, kerja keras, ramah,
sopan santun.

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TABLE OF CONTENTS
COVER ........................................................................................................................ I
APPROVAL SHEET ..................................................................................................II
EXAMINER APPROVAL SHEET ......................................................................... III
MOTTO ..................................................................................................................... IV
DEDICATION SHEET............................................................................................... V
ABSTRACT ............................................................................................................... VI
ACKNOWLEDGEMENT ...................................................................................... VIII
PERNYATAAN KEASLIAN TULISAN .................................................................. X
TABLE OF CONTENTS .......................................................................................... XI
LIST OF TABLES ................................................................................................... XIII
LIST OF PICTURES .............................................................................................. XIV
LIST OF APPENDICES .......................................................................................... XV
CHAPTER I : INTRODUCTION .............................................................................. 1
A.
B.
C.
D.
E.

F.

Background of the Study............................................................................... 1
Research Questions ....................................................................................... 1
Objective of the Study................................................................................... 4
Scope and Limitation of the Study ................................................................ 5
Significance of the Study .............................................................................. 6
Definition of Key Terms ............................................................................... 7

CHAPTER II : REVIEW OF RELATED LITERATURE ..................................... 9
A.

Review of Related Literature ........................................................................ 9
1. Teaching English-based on Local Cultural Values ................................... 9
2. Melting Pot Paradigm ............................................................................. 21
3. Learning Activities .................................................................................. 26
B. Review of Previous Studies ........................................................................ 28
CHAPTER III : RESEARCH METHOD................................................................ 31
A.
B.

Approach and Research Design .................................................................. 31
Subject, Object, and Location of Study ...................................................... 32
1. Profile of Rumah Bahasa ........................................................................ 32
2. The Staffs of Rumah Bahasa Surabaya................................................... 33
3. The Function of Rumah Bahasa.............................................................. 35
4. The Purpose of Rumah Bahasa ............................................................... 35

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xii

5. The Effect from Rumah Bahasa to the Surabaya society ....................... 36
6. The Vision of Rumah Bahasa Surabaya ................................................. 36
7. The Mission Rumah Bahasa Surabaya ................................................... 36
8. The Pre-requirement of Participant Registration at Rumah Bahasa
Surabaya .......................................................................................................... 37
9. Operational Schedule of Rumah Bahasa................................................. 37

C. Data and Source of Data ............................................................................. 41
D. Method and Instrument of Data Collection ................................................. 42
1. Interview ................................................................................................. 43
2. Observation ............................................................................................. 44
3. Documentation ........................................................................................ 45
E. Data Analysis Technique ............................................................................ 46
1. Data Reduction ........................................................................................ 46
2. Display Data ............................................................................................ 47
3. Put the Conclusion and Verification ....................................................... 47
F. Checking Validity of Findings .................................................................... 47
CHAPTER IV : RESEARCH FINDING AND DISCUSSION .............................. 48
A.

Research Findings ....................................................................................... 48
1. Local Cultural Values in Language Learning ......................................... 48
2. The Learning Process with Inserting Local Cultural Values in Melting
Pot Paradigm ................................................................................................... 53
B. Discussion ................................................................................................... 76
1. The Insertion of Local Cultural Values in Melting Pot Paradigm as
Reflected Learning Activity at Rumah Bahasa ............................................... 76

2. Local Cultural Values Integrated in the Learning Activity..................... 86
CHAPTER V : CONCLUSION AND SUGGESTION ......................................... 106
A.
B.

Conclusion ................................................................................................ 106
Suggestion ................................................................................................. 107

REFERENCE .............................................................................................................. 1
APPENDICES ............................................................................................................. 1

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CHAPTER I :
INTRODUCTION
On this chapter, the researcher elaborates several important points covering
(1) Background of the study, (2) Research questions, (3) Objectives of the study, (4)
Significance of the study, (5) Scope and limitation, and (6)Definitions of the key
terms.
A. Background of the Study

As a second big city in Indonesia, Surabaya held on the setter of economic
rapid. The main demands for society are having more potentiality, creativity, and
competitiveness than society in other city. Considering the coming of ASEAN
Economic Community (AEC) era, Indonesians confronted with heterogeneous
society from other countries and compete with them in many aspects of life, not only
economic aspect, but also social, cultural, political, educational, and communication.
AEC, which did in December 2015, purposed to advance the economic and
social progression and also cultural development around member of ASEAN
countries, as Hadi Soesastro (2003) bravely said that AEC is the way to get
stabilization, prosperity, and high competitiveness of economic integration in
ASEAN domain.1
Agree with it, Wuthiya Saraithong (2013) written in her research journal, The
economic perspective of labor’s English language proficiency in the AEC era, that an

Hadi. Soesastro, “An ASEAN Economic Community and ASEAN + 3: How Do They Fit
Together?”, Australia-Japan Research Centre (2003), p. 338.

1

1
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2

adjustment was being a necessity for workers to stay competitive under this
globalizing trend is the enhancement of labor’s (society) English proficiency.2
However, not only being creative and be able to communicate in international
language to build a good communication, but also maintaining national identity were
become a must for people, because in this era human lifestyle getting changes then
what they are really need is personality identity.3 Thus, the job opportunities in some
aspects will wide open for someone who has a good communication and good
attitude; it actually will show national identity while build up the communication.
To cope with it, Surabaya people as part of Indonesian need to improve
communication skills while maintaining national identity. Here, Surabaya
government tried to give the resident a facility, Rumah Bahasa. The presence of
Rumah Bahasa becomes a solution answering those challenges. Besides, Mrs. Tri
Rismaharini also recommends for all of Surabaya society to be able to speak and
understand English and some other languages in the world, it was because five years
later after era AEC Indonesia will entering World Free Trade era.4
On the other hand, nowadays Indonesian confronted with multiculturalism of
ASEAN which consists of many different countries, nations, and languages. Thus, the
development of communication skill (language) and strengthen national identity
Wuthiya Saraithong, “The Economic Perspective of Labor’s English Language Proficiency in the
AEC Era”, WEI International Academic Conference Proceedings (2013), p. 139,
http://www.westeastinstitute.com/wp-content/uploads/2013/02/ANT13-335-Wuthiya-SARAITHONGFull-Paper.pdf, accessed 29 Apr 2016.
3
Moh. Turmudi, Pendidikan Keindonesiaan Dalam Pengembangan Pendidikan Islam Berbasis
Budaya Lokal, vol. 26, no. 1 (2015), p. 6, accessed 2 Jul 2017.
4
Soesastro, “An ASEAN Economic Community and ASEAN + 3”, p. 139.

2

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should be balance in every personal, we cannot only prepare our unifier international
language (English), but also improving the awareness of proprietary rights for
Indonesian customs and cultures, while still open mind of other countries’ culture.
Factually, the practice of English learning often accompanied western cultural
values which were not always in lined with Indonesian cultural values.5 Related to the
important of national identity in this heterogeneous society, the most possible way to
overcome that necessity is by integrating the local cultural values in English learning
and teaching practice. Absolutely, it purposed to strengthening, encouraging,
improving, and maintaining our Indonesian identity in heterogeneous society with the
spirit of nationalism for the next cultured generation.
The liberty of interaction and social intercourse in heterogeneous society in
AEC era will influence our own character. Indeed, a complete package person is
someone who has creativity, good communication, and strong national identity. Thus,
we have to strengthen our identity as Indonesian to being cultured personality and
build the nation character from the basic aspect, our own personality.
By those explanations, we know that Rumah Bahasa needs to have a suitable
treatment for the participants, it is not only comprehending the language but also
strengthen the national identity. The suitable treatment to build language learning
properly based on Rumah Bahasa’s vision, Meningkatkan kompetensi masyarakat
Surabaya dalam berbagai bahasa yang nantinya di butuhkan pada saat pelaksanaan

Siti Sudartini, “Inserting Local Culture in English Language Teaching to Promote Charecter
Education”, Jurnal Pendidikan Karakter, LPPM Universitas Yogyakarta (2012), p. 1.

5

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4

MEA, is inserting local cultural values in melting pot paradigm. In the future people
will need a best solution to answer all challenge faced, thus treatment in learning will
strongly reliable to prepare the nation in facing the next era, agree with it Anies
Baswedan also said that a good education is an education that can be answer the
human challenges in the future.6 This opinion also appropriate with Slamet’s (1988)
opinion at her book “Pancasila Kebudayaan dan Kebangsaan” that as one of
components of culture, education is also an effort to develop the culture itself to bring
dynamic of human life,7 thus showed that there was strong relation both education
and culture in the human life. Then in this study researcher focused to analyze the
local cultural values inserted in English learning process in melting pot paradigm, and
the process on it.
B. Research Questions

1. How is process of inserting local cultural values in melting pot paradigm in
learning activities at Rumah Bahasa?
2. What are the local cultural values integrated in the English learning process at
Rumah Bahasa?
C. Objective of the Study

1. To know the process of inserting local cultural values in melting pot paradigm
in learning activities at Rumah Bahasa.
6

Anies Baswedan, Pidato Menteri Pendidikan dan Kebudayaan Republik Indonesia Pada Hari
Pendidikan Nasional, 2 Mei 2016 (Menteri Pendidikan dan Kebudayaan Republik Indonesia, 2016), p.
2, www.kemendikbud.go.id/files/download.
7
Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, 1st edition (Yogyakarta: Liberty, 1988), p.
102.

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5

2. To know the local cultural values integrated in the English learning process at
Rumah Bahasa.
D. Scope and Limitation of the Study

Based on the problems stated above, this study focused to analyze the
integration of local cultural values in Melting Pot Paradigm as reflected learning
activities at Rumah Bahasa. It covered the process of inserting local cultural values in
melting pot paradigm and the local cultural values which integrated in the learning
activity. Local cultural values here refer to Indonesian cultural values which were
referred to Pancasila or daily life values.8 Basically there are three substances of
culture (1) in the form of ideas, concepts, and values (2) in the form of hereditary
society activities (3) in the form of human physical creation,9 but here the researcher
only focused on the first and second substance which used by society that marked as
good in the daily life,10 that inserted in melting pot paradigm at the Wonderful
Weekend club and Ms. M class at Rumah Bahasa. Furthermore, researcher limited
the finding of study based on research did on those classes on June until August 2016,
caused Rumah Bahasa will always develop in any aspect of management education in
several times later. It does not cover more than things above.

8

Subandi Al Marsudi, Pancasila Dan UUD 45 Dalam Paradigma Reformasi, 1st edition (Jakarta: PT
Raja Grafindo Persada, 2001), p. 5.
9
Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, p. 98.
10
Franz Magnis Suseno, Etika Jawa: Sebuah Analisa Falsafi Tentang Kebijaksanaan Hidup Jawa
(Jakarta: PT Gramedia Pustaka Utama, 1984), p. 6,
http://catalog.uinsby.ac.id/index.php?p=show_detail&id=17434&keywords=Etika+Jawa%3A+Sebuah
+Analisa+Falsafi+tentang+Kebijaksanaan+Hidup.

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6

E. Significance of the Study

Below are the advantages of conducting this study:
1. Theoretically, this study result hopes to develop teaching and learning process
especially in integrating national culture in language learning, English for
Specific Purpose, and TEFL (Teaching English as Foreign Language).
2. Practically, the advantages of this study result hopes to be contribution:
a) For the students: they enjoy the process of English learning activity while
increasing national values awareness by using Melting Pot paradigm, and
have a better skill in criticizing some issues to maintain the own personal
customs, norms and values which were held.
b) For the teachers: they aware to begin teaching with inserting local cultural
values in melting pot paradigm to increase the students’ nationalism and
strengthen the customs, norms and local cultural awareness in this
heterogeneous society. And also for candidate of teachers, they should be
aware of students’ need on their era, thus the teacher will teach students
with materials to answer the problem on the next era that will be faced.
c) For the reader: they get information about application of inserting local
cultural values in Melting Pot Paradigm reflected in language learning.
And give opinion about the important of mastering English while
strengthen national identity in the heterogeneous society in globalization
era.

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F. Definition of Key Terms

a. Local cultural value, culture is the realization of logical (thought), ethics (will),
and aesthetics (feeling) to achieve the development of human character.11
According to J.W. Ajawaila, local culture is specific characteristic of culture from
a group of local society,12 or paradigm of life developed in a social community
which limited by geography and unique historical experiences. 13 Thus, local
cultural value is the result from societies’ cultivation in a territory, which created
and acquired from generation to generation naturally.
To classify the local cultural values, researcher guided by Pancasila values which
were actually the source of national values, it was because national cultural values
forming from some local cultures. Practically, there were many national cultural
values (such as tolerance, mutual assistance, respect diversity, appreciating each
other, integrity, honesty, justice, empathy, mercy, decorous, etc.) reflected in the
local cultural values, thus the “local cultural values was being intended in this
study as refractions from national culture. As an example many Indonesian
practically speak national language (Indonesia) with the systematic, paradigm, and
taste of localism, as a result there were a behavior to speak national language with
the local taste. Indeed, the character of local values was being an important part to

11

Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, p. 101.
Siany L and Atiek Catur B, Khasanah Antropologi dan Pengajaran (Jakarta: PT. Penerbit Wangsa
Jatra Lestari, 2009), p. 3.
13
A. Fauzie Nurdi , I tegralis e Isla da Nilai-nilai Filosofis Budaya Lokal pada Pembangunan
Propi si La pu g , UNISIA, vol. 32, no. 71 (2009), p. 90, accessed 2 Jul 2017.

12

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strengthen national values.14 From the explanation above, to analyze the local
cultural values definitely researcher engaged the national cultural values.
b. Melting Pot Paradigm in education term is integrating local cultural values in the
main topic (material) implicitly, so that both of main topic and local cultural
values are a unity and impartially.15
c. Learning activity is an interaction process between students, educator, and source
of study in a learning environment (classroom) to creating formulation: active
students in the class; find and put forward the argumentations each other.
Furthermore, Moh. Uzer Usman argues that five types of learning activity, they
are: (1) Visual activity, (2) oral activity, (3) listening activity, (4) moving activity,
(5) writing activity.16
d. Teaching English, teaching is sharing knowledge and experience.17 Therefore,
teaching English is sharing knowledge and experience between educator, students,
and source of study in a learning area about English, in order that the students got
some additional knowledge, become more expert, build the attitude,18 and increase
their confidence.19 Indeed, teaching process help students to learn well.

14

A. Safril Mubah, Strategi Meningkatkan Daya Tahan Budaya Lokal dalam Menghadapi Arus
Globalisasi, vol. 24, no. 4 (2011), p. 1, accessed 2 Jul 2017.
15
Ni Nyoman Padmawati, Putu Kerti Nitiasih, and Luh Putu Artini, “Model Konseptual Pembelajaran
Bahasa Inggris Berbasis Budaya Untuk Sekolah Dasar di Bali”, JPP Undiksha, vol. 42, no. 3 Okt
(2009), p. 173, http://ejournal.undiksha.ac.id/index.php/JPP/article/view/1758, accessed 29 Apr 2016.
16
Moh Uzer Usman, Menjadi guru profesional (Bandung: Remaja Rosdakarya, 2005), p. 22.
17
Amy Gratch, “The Culture of Teaching and Beginning Teacher Development”, Teacher Education
Quarterly, vol. 28, no. 4 (2001), p. 125, accessed 29 Apr 2016.
18
Kevin Ryan, James M. Cooper, and Susan Tauer, Teaching for Student Learning: Becoming a
Master Teacher (Cengage Learning, 2012), p. 77.
19
Ibid., p. 76.

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CHAPTER II :
REVIEW OF RELATED LITERATURE
This review of the related literature is intended to provide a conceptual
framework and description about teaching English based on local cultural values and
learning activity in melting pot paradigm. The principal aspects covered on this
chapter are teaching English based on local cultural values, melting pot paradigm,
and learning activities, and also previous study.
A. Review of Related Literature

1. Teaching English-based on Local Cultural Values
Mastering English, as international language, was necessary for every
global people; on the other hand, the investment of cultural values in this
globalization era has become human attention. Underlined, the attitude which
showed when someone having interaction with other people reflect their nation
character. Thus, the challenge of global human is maintaining the nationalism;
on the other hand the investment of cultural values could be doing in the
process of learning.
Mentioned in the language learning principle which was showed by
Brown H. Douglas that
Successful mastery of the second language will be due to a large
extent to a learner’s own personal “investment” of time, effort,
and attention to the second language in the form of an

9
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individualized battery of strategies
producing the language 1

for

comprehending

and

That principle showed mastering foreign language or second language
needs a different strategy than comprehending other knowledge; it also needs
the personal desire to success it, because language is not only knowledge but
also skills such as the way to produce the language including the producing of
expressions or sentences based on the culture of that language. Actually the
way to teach language material to students have a strategic position to build
students moral;2 thus language teaching absolutely accompanied with the moral
within the language which learned, but the teacher also need to consider
inserting the morality where the language learned (national morality), so that
the students will proud of their own nationality even they be able to master
some other language. Moreover, English is western language so the morals
within the language were also western moral values; there were difference
moralities between Indonesia morality and western morality. 3
The teacher could be benefitted cultural values as source or approach in
teaching learning; as Daoed Joesoef, cited by Slamet Sutrisno (1988) in his
book “Pancasila Kebudayaan dan Kebangsaan”, explicitly said that education

1
D.A.N. Douglas and Stefan Frazier, “Teaching by Principles: An Interactive Approach to Language
Pedagogy .: H. Douglas Brown”, TESOL Quarterly, vol. 35, no. 2 (2001), p. 60, accessed 29 Apr 2016.
2
I. Made Sukamerta, “Implementasi Kebijakan Pembelajaran Bahasa Inggris Pada Sekolah Dasar di
Kota Denpasar”, Desertasi (Bali: Udayana, 2011), p. 32, http://www.pps.unud.ac.id/disertasi/detail-27implementasi-kebijakan-pembelajaran-bahasa-inggris-pada-sekolah-dasar-di-kota-denpasar.html,
accessed 29 Apr 2016.
3
Z. S. Nainggolan, Pandangan Cendikiawan Muslim tentang Moral Pancasila, Moral Barat dan
Moral Islam, 1st edition (Jakarta: Kalam Mulia, 1997), p. 164.

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11

(teaching and learning process) was being used for continuing, maintaining, and
processing cultural values as well as become the soul of education itself,

4

in

other word it was a strategic effort to maintain human culture. 5 Because
basically education was fortifying the cultural values,6 here seems the concrete
direct relation between education and culture, so that those two aspects will run
perfectly when the teacher can be conducting them in the suitable way in
teaching learning process.
Definitely, those explanations showed that national education system
handled a prior role to implement the development of national culture. 7 If the
system runs well, as result the students will be not only mastering the
knowledge learned but also increasing their nationalism sense even though they
will live in the heterogeneous and global society. Because the real difference
between Indonesian and other nation is that truly Indonesian are people who
always apply Pancasila (national) values in daily life.8 Underlined, nationalism
values actually is an abstract learning,9 sometimes it was not written values but
only reputed as good values when someone doing something good based on the
society’s customs. Thus, it was actually not really difficult for Indonesian to
4

Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, 1st edition (Yogyakarta: Liberty, 1988), p.
97.
5
Ibid., p. 86.
6
Ibid., p. 99.
7
Ibid., p. 92.
8
H.A.W. Widjaja, Penerapan Nilai-Nilai Pancasila Dan HAM Di Indonesia, 1st edition (Jakarta: PT.
Rineke Cipta, 2000), p. 2.
9
Dewi Murni, Riau Wati, Pembelajaran Bahasa Inggris Berbasis Kearifan Lokal (2013), p. 25,
http://riset.umrah.ac.id/wp-content/uploads/2014/04/PEMBELAJARAN-BAHASA-INGGRISBERBASIS-KEA RIFA N-LOKA L.pdf, accessed 29 Apr 2016.

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12

apply national values, all Indonesian already have a sense to difference between
good thing and bad thing to do, and it is because since in the child age
Indonesian already accustomed

to difference it from their environment.

Sometimes Indonesian were not aware when doing something marked as a good
attitude which mentioned in Pancasila values, It just because our Pancasila
only said five aspects in general, nevertheless actually values within Pancasila
is unlimited,10 but it had explained by 45 cells of Pancasila. Indeed, it showed
that Pancasila became a life guide for Indonesian in daily life, 11 it seems like
Pancasila already flow in Indonesian blood, and in other word Pancasila called
by character of Indonesian cultural values.12
Indonesian cultural values should be appropriate with Pancasila,
because Pancasila was being the root of culture,13 and also a soul of Indonesian
culture development.14 Talk about the development of culture, the advancement
of technology, art, social relation business design, etc., also kind of culture
development. Here Albert Hirschman, cited from Slamet Sutrisno’s (1988)
book, explicitly said that culture also becomes a factor which determines
aspects of life change.15 Indeed, culture handled the all aspects of life.

10

H.A.W. Widjaja, Penerapan Nilai-Nilai Pancasila Dan HAM Di Indonesia, p. 10.
Subandi Al Marsudi, Pancasila Dan UUD 45 Dalam Paradigma Reformasi, 1st edition (Jakarta: PT
Raja Grafindo Persada, 2001), p. 5.
12
Burhanuddin Salam, Filsafat Pancasilaisme, kedua edition (Jakarta: Bina Aksara, 1988), p. 43.
13
H.A.W. Widjaja, Penerapan Nilai-Nilai Pancasila Dan HAM Di Indonesia, p. 26.
14
Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, p. 114.
15
Ibid., p. 173.

11

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13

Appropriate with it, Mr. Anies Baswedan also said, his speech at
Indonesia national education day 2016, that one of skills needed Indonesian in
21 century is a character, there are two kinds of character, one of them is
morality character, and morality character is Pancasila values.16 Besides
Ridwan (2007) also argues, as our society claims usually values which hold by
group of society was becoming attitude and daily behavior. 17 Indeed here
Pancasila claimed as guideline of daily life,18 it used for every aspect of live
because it was containing of life, religion, low, and attitude norms.
Besides Slamet Sutrisno (1988) said that Pancasila was becoming a
source of values, normative systems that directing human to the right way, 19
other source from book “Undang-Undang Dasar Pedoman, Penghayatan dan
Pengamalan Pancasila, Garis-Garis Besar Haluan Negara” said that life
values and morals within culture which showed of how are Indonesian
personalities is Pancasila.20

Based on explanation above, teacher should be

able to teach language while deliver the message of nation character into a
complete package in a teaching learning process. Teaching English with
benefiting local cultural values will be reliable to strengthen national character.

16

Anies Baswedan, Pidato Menteri Pendidikan dan Kebudayaan Republik Indonesia Pada Hari
Pendidikan Nasional, 2 Mei 2016 (Menteri Pendidikan dan Kebudayaan Republik Indonesia, 2016), p.
2, www.kemendikbud.go.id/files/download.
17
Murni and Wati, Pembelajaran Bahasa Inggris Berbasis Kearifan Lokal, p. 27.
18
Subandi Al Marsudi, Pancasila Dan UUD 45 Dalam Paradigma Reformasi, p. 5.
19
Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, p. 87.
20
Ketetapan Majelis Permusyawaratan Rakyat No. II/MPR/1975 and Ketetapan MPR No.
II/MPR/1983, Undang - Undang Dasar, Pedoman Penghayatan Dan Pengamalan Pancasila, GarisGaris besar Haluan Negara (Sekretariat Negara Republik Indonesia), p. 56.

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14

Thus, here researcher standardizes the cultural values that used for analyzing
data were based on local values within Pancasila and daily life. The values will
be mentioned below.
Language learning cannot be separated from teaching accompanied
culture. Considering the need to maintain the nation identity, it will much
beneficial to integrate the local cultural values and norms in the practice of
English teaching.21 Moreover, Slamet Sutrisno also argues that education has
become strategic way to maintain the human culture, even though from the
other side education is part of that culture itself. 22 Those explanation point out
that it was really suitable to conduct teaching learning while maintain the
culture.
Therefore, integrating cultural values in learning (language) can be a
way to strengthen students’ nationalism and cultural identity in this global
heterogeneous society.23 Furthermore, they will be a society that really aware of
their own identity and have a strong nationalism, because the sense of national
cultural awareness is actually one of the character education goals. 24

Siti Sudartini, “Inserting Local Culture in English Language Teaching to Promote Charecter
Education”, Jurnal Pendidikan Karakter, LPPM Universitas Yogyakarta (2012), p. 17.
22
Slamet Sutrisno, Pancasila Kebudayaan dan Kebangsaan, p. 86.
23
Murni and Wati, Pembelajaran Bahasa Inggris Berbasis Kearifan Lokal, p. 25.
24
Kementerian Pendidikan Nasional Badan Penelitian dan Peng embangan Pusat Kurikulum,
Pengembangan Pendidikan Budaya dan Karakter Bangsa Pedoman Sekolah (Jakarta, 2010), p. 7,
http://gurupembaharu.com/home/wp-content/uploads/downloads/2011/11/Panduan-PenerapanPendidikan-Karakter-Bangsa.pdf, accessed 11 May 2016.

21

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15

Table 2.1
Table of Local Culture Values
No.
1.
2.

3.
4.
5.
6.
7.
8.
9.

10.
11.
12.

Aspect
The values consist
in Pancasila

Values
Conviction of the Almighty God presence with
His the most perfect characteristic25
God-fearing towards God Almighty, by doing all
of His commandments, and also stay away from
all His prohibitions26
Respect and tolerance among followers in a
religion or different religions27
Liberty to worship based on the religion or
belief28
Recognition of human prestige and dignity29
Recognition of the human existence as the most
glorious creature created by God30
Upholding the humanity values and having to
receive fair treatment as human beings31
Love to the homeland and the nation32
Recognition the diversity of tribes and culture
and simultaneously develop the national unity,
because Indonesian is the unity of tribes that
populate in a region, Indonesia33
State sovereignty is on hand of societies34
Indonesian as societies and citizens have the
same status, rights and obligations35
Always discussing to reach an agreement by
brotherhood spirit36

25

Burhanuddin Salam, Filsafat Pancasilaisme, p. 37.
Ibid.
27
Ibid.
28
“Nilai Nilai yang Terkandung dalam Sila Pancasila pada Kehidupan Sehari hari”, Sekolah Online.
29
Burhanuddin Salam, Filsafat Pancasilaisme, p. 37.
30
Ibid., p. 38.
31
Ibid., p. 37.
32
Nur Sahed, “Wacana Islam Keindonesiaan Sebagai Asas Dalam Pengembangan Kurikulum
Pendidikan Agama Islam di IAIN Salatiga” (Yogyakarta: UIN Sunan Kalijaga Yogyakarta, 2016), p.
152.
33
Burhanuddin Salam, Filsafat Pancasilaisme, p. 38.
34
Ibid.
35
Ibid.
36
Ibid.
26

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16

13.

14.

15.
16.
17.
18.
19.
20.
21.

22.
23.

24.
25.
26.

Daily Life

Giving priority to the state and society
importance rather than personal or group
importance.37
Creating the justice in the society and state,
especially in the fields of ideological, political,
economic, social, cultural, and national
defense.38
The balance between rights and obligations as
well as respect the others’ rights39
Be fair and help others40
Do the economic activity with kinship41
Love both material and spiritual of the nation's
progress and development42
Togetherness43
Kinship44
Sungkem (show respect by kneeling and pressing
face to another eldest knees.), shaking hand, and
kissing parents’ hands45
Say goodbye before leaving, admiration of
elder46
Greeting to every known people and down the
body as well as put the hand in the side when
pass the elder person47
Smile when meets friends in a public place
The use of the right hand48
Deliberation / consensus49

“Nilai Nilai yang Terkandung dalam Sila Pancasila pada Kehidupan Sehari hari”.
Burhanuddin Salam, Filsafat Pancasilaisme, p. 39.
39
Ibid.
40
Ibid., p. 38.
41
Letjen Nano Sampono, Revitalisasi Nila-Nilai Keindonesiaan Pancasila Dalam Konteks Sistem
Keamanan Nasional Menghadapi Tantangan Global (Disampaikan dalam Sarasean Pusbintal Mabes
TNI Cilacap, 2015), p. 7.
42
“Nilai Nilai yang Terkandung dalam Sila Pancasila pada Kehidupan Sehari hari”.
43
“Menggali Nilai keindonesiaan dalam Dies Natalis Universitas Indonesia”, Orasi ilmiah oleh Guru
Besar Fakultas Ekonomi UI, dalam Rangka Dies Natalis Universitas Indonesia (6 Feb 2015).
44
Ibid.
45
Nicholas Adityas, “NILAI - NILAI BUDAYA INDONESIA YANG MULAI HILANG”, Benedictus
Deus (Oktober 2013).
46
A. Safril Mubah, Strategi Meningkatkan Daya Tahan Budaya Lokal dalam Menghadapi Arus
Globalisasi, vol. 24, no. 4 (2011), p. 303, accessed 2 Jul 2017.
47
Nicholas Adityas, “NILAI - NILAI BUDAYA INDONESIA YANG MULAI HILANG”.
48
Ibid.
49
Ibid.
37

38

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17

27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.

38.

39.
40.

41.
42.

Cells of Pancasila
(the five basic
principles of the
Republic of
Indonesia):
The belief in the
God Almighty

Mutual assistance50
Respect diversity51
Appreciating each other 52
Integrity 53
Honesty54
Justice55
Empathy 56
Mercy57
Decorous 58
Indonesian declared their belief and god-fearing
to the God Almighty.59
Indonesian belief and god-fearing to God
Almighty based on each the religion and beliefs
on the basis of fair and civilized humanity60
Developing respect and cooperation among a
religions or other religion adherents in God
Almighty61
Build the harmony among the member of
religions and belief in God Almighty62
Religion and belief in God Almighty is a matter
concerning on the personal relationship between
each person with his God Almighty63
Developing mutual respect in worship liberty
accordance with each religion and belief64
Do not impose a religion and belief in God
Almighty to others65

Tony Tampake, “Tantangan Globalisasi terhadap Nilai-nilai Keindonesiaan”, Theologia, Jurnal
Teologi Interdisipliner, p. 25.
51
Nur Sahed, “Wacana Islam Keindonesiaan Sebagai As as Dalam Pengembangan Kurikulum
Pendidikan Agama Islam di IAIN Salatiga”, col. Appendix 2.
52
Fariz Ichsan Nugraha, “Nilai-Nilai Budaya bangsa Indonesia”, Penakluk Waktu (22 Mar 2015).
53
Anies Baswedan, Pidato Menteri Pendidikan dan Kebudayaan Republik Indonesia Pada Hari
Pendidikan Nasional, 2 Mei 2016.
54
Ibid., p. 2.
55
Ibid.
56
Ibid.
57
Ibid.
58
Ibid.
59
H.A.W. Widjaja, Penerapan Nilai-Nilai Pancasila Dan HAM Di Indonesia, p. 10.
60
Ibid.
61
Ibid.
62
Ibid.
63
Ibid., p. 11.
64
Ibid.

50

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18

43.

Cells of Pancasila:
Humanity that is
Just and Civilized

44.

45.
46.
47.
48.
49.
50.
51.
52.
53.

54.
55.
56.

Cells of Pancasila:
The Unity of
Indonesia

Recognizing and treating people accordance to
the status and dignity as a creature of God
Almighty66
Recognizes equality, equal rights and obligations
of each human right, without distinction of race,
descent, religion, creed, sex, social status, and so
on67
Developing mutual love as a humans68
Developing mutual tolerance and tepa selira.69
Develop the non-arbitrarily attitude to others70
Upholding human values71
Likes to carry out humanitarian activities72
Dare to stand for truth and justice73
Indonesian recognize themselves as part of the
whole mankind74
Develop the attitude of respect and cooperation
with other nations75
Being able to put unity, as well as importance
and safety of the nation and the state as the
collective importance above the personal and
group importance76
Able and will to sacrifice for the state and the
nation importance when required77
Developing love to the homeland and the
nation78
Developing the pride of having national and
fatherland Indonesia79

65

Ibid.
Ibid.
67
Ibid.
68
Ibid.
69
Ibid.; Ketetapan Majelis Permusyawaratan Rakyat No. II/MPR/1975 and Ketetapan MPR No.
II/MPR/1983, Undang - Undang Dasar, Pedoman Penghayatan Dan Pengamalan Pancasila, GarisGaris besar Haluan Negara, p. 31.
70
H.A.W. Widjaja, Penerapan Nilai-Nilai Pancasila Dan HAM Di Indonesia, p. 11.
71
Ibid.
72
Ibid.
73
Ibid.
74
Ibid.
75
Ibid.
76
Ibid., p. 12.
77
Ibid.
78
Ibid.
79
Ibid., p. 11.
66

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19

57.
58.
59.
60.
61.
62.
63.
64.
65.

66.
67.
68.
69.

70.

Cells of Pancasila:
Democracy Guided
by the Wisdom of
Representative
Deliberation

Maintaining a world low based on freedom,
enduring peace and social justice80
Developing unity of Indonesia on the basis of
Unity in Diversity (Bhineka Tunggal Ikha)81
Promote the association for national unity82
As citizens and residents, every Indonesian has a
same place, rights and obligations83
Do not allowed to impose the own desire to
others84
Giving priority to the deliberation in making
decisions for all85
Deliberating to reach an agreement by
brotherhood spirit86
Respecting and upholding any decision reached
as a result of deliberation87
Accepting and carrying out the decisions of
deliberation with good determination and
responsibility88
Give priority to a collective importance on the
personal and group importance89
Deliberating with common sense and noble
conscience90
The decision taken should be morally responsible
to God Almighty91
Upholding human dignity and prestige, the
values of truth and justice, give priority to the
unity and for the common importance92
Giving credence to society representatives who
believed to carry parley93

80

Ibid., p. 12.
Ibid.
82
Ibid.
83
Ibid.
84
Ibid.
85
Ibid.
86
Ibid.
87
Ibid.
88
Ibid.
89
Ibid., p. 13.
90
Ibid.
91
Ibid.
92
Ibid.
93
Ibid.
81

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20

71.

Cells of Pancasila:
Social Justice for
all Indonesians.

72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.

83.

Daily life

Developing a noble deed, which reflect the
attitude and atmosphere of kinship and mutual
cooperation94
Developing a fair toward others95
Maintain a balance between rights and
obligations96
Respect the rights of others97
Like to help others in order to be able to stand
alone98
Do not use the property rights for businesses
exploitative towards others99
Do not use the property rights for wasteful and
extravagant lifestyle100
Do not use the property rights to conflict with or
harm the public interest101
Hardworking102
Love to appreciate the others creation that are
beneficial to the progress and prosperity103
Like to do activities in order to achieve equitable
progress and social justice104
Unity is being the core values of Indonesia that
accompanied togetherness and family
principles105
Tolerance \ Respect106

94

Ibid.
Ibid.
96
Ibid.
97
Ibid.
98
Ibid.
99
Ibid.
100
Ibid.
101
Ibid.
102
Ibid.
103
Ibid.
104
Ibid., p. 14.
105
“Menggali Nilai keindonesiaan dalam Dies Natalis Universitas Indonesia”.
106
Nur Sahed, “Wacana Islam Keindonesiaan Sebagai Asas Dalam Pengembangan Kurikulum
Pendidikan Agama Islam di IAIN Salatiga”, p. 84.
95

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2. Melting Pot Paradigm
Before explain deeply about melting pot paradigm let’s begin with this
example:
Miguel is Latino; he changed his name from Miguel to Mike. He even styled
his hair in order to “melt” into the dominant culture. No matter how hard he
tried, the society demanding his assimilation did not let him forget that he was
still a Latino. When he tried to get a job to feed his children, the only
emplo