REVITALIZATION OF BAHASA MINANG.

ACKNOWLEDGEMENTS

The writer would like to express her deep devotion gratitude to the
Almigllty God Allah SWT, for health, strength, and blessing which has given in
finishing this thesis. Her profound gratil.ude lA.'> Prophc:t Muhammad SAW, .., well
as his companions to all mankind and the writer herself in writing this thesis.
A deeply grateful due to Prof. Dr. Busmin Ouming. M.Pd as the bead

LTBI program to patiently advice and moral support particuWty in administrative
~remnts

in accomplishing this thesis, which have been very helpful for the

basic aspett this thesis.
The writ« wishes the expi'CSI her warm and sincere tMnlcs to Prof. Amrin

•

Saragih, M.A. Ph.D, htt fnt supervisor and Prof. Dr. Busmin Ouming, M.Pd the

writer second supervisor. Both the abundantly helpful and offered invaluable

11$Sistance, support and guidance throught the process of accomplishing this thesis

without their knowledge and assistance this thesis would not have been
accomplished.
Her warmly gratitude is also extended to Prof. Tina Mariany Arifin. M.A.
Ph.D, Prof. Dr. Lince Sihombing, M.Pd.. and Dr. Dldik Santo.so, M.Pd as the
euminers who l~tion

............................................... 34

3.4Technique of Data Analysis .................................................. 35
J.S~

TrustWorthiness of the Study ......................................... 35

CHAPTER1V DATA ANALYSIS AND FINDINGS ...................................... 37
4.1Data and Data Analysis......................................................... 37
4.1.1Description ofData..................................................... 37
4. i .2Family Roles in Revitalize BM .................................. 39

4.1.2.1Minang Family's Roles .....................................39
4.1.2.2lntramaraige and Intermarriage Families Roles 39

4.1.2.3Minang culture Institution ................................ 44
4.13~

Potential efforts of revitalizing BM ............ ..45

4.2 Discussion ........................................................................... 48
CHAPTER V CONCLUSIONS AND SUGGESTIONS ................................. 52
S.l Conclusions ......................................................................... S2

5.2 Suggts*ions .......................................................................... 53
REFERENCES ................................................................................................... 54

CHAPTER I

INTRODUCTION

1.1 Backgroaad of the Stady

Language is the nucleus of a certain culture since languages allows cultutal
symbols and artifacts to be clarified. The richness of culture is mainly indicated
and explained by language. Ia Indonesia at the moment there
~

746 IOC8l or

indigenous l.ngutBes, of which 442 have been. mapped. (Pusat Bahasa 2009}.

Some noted IOC8l languages in Sumatra island for the example are Aceh. Bengka.,

Batak Alas-Kiuet, Batak AasJtola, Batak: Daiti, Batak Karo, Batalc Mandailing.
. Bata.lc: Simalungun, Batak: Toba, Col, Duano, Enggano, Ot.yo, Haji, Kaur, Kerinci,
Kornering, Kubu, l..ampung Api, Lampung N)'O, Loncong. Lubu, Melayu, Metayu
Tengah, Melayu Jambi, Mentawai, Minang. Musi, Nias, Pebl, Rejang. Sikule.

Simeulue, (most indigenous lllli81Jage around the coastal region around Sum&ml
island; Kerinci, Jarnbi, Riau, similar

to

Min.ang language) etc. There are also

many more indigenous languages spread in Java, Kalimantan, Irian. and Sulawesi.
They ~

spread in around. 33 provinces which exist in Indonesia, beside Bahasa

Indonesia as the national language and English that have a strong position on
education domain. Its make most of Indonesian children involves multilingualism
as they speak their mother tongue at home. Bahasa Indonesia at school and
English as lesson should be by Indonesian' students.
Indigenous languages are still taught in the early years of schooling in some
schools. In the Youth Pledge of 1928, Bahasa Indonesia was adopted as the

1

. II;'

t

national language, and 1inee 1948 it has been used as bo1h the national and oftieial
language. Its condition compel the young generation of Indonesia to be

multilingual. The indigenous language is be used on limited aituation. it3 realizing
certain language regeneration stops in the future.
Futthennore, in the education domain, there are more dwJ SO percent

indigenous languages replaceable by Bahasa Indonesia and English. A$ the
national

Bahasa Indonesia is used in every aspect of life; educalion
l~nguae.

domain, social, politic. busineu, etc. English ~

domain since

and tcdulology boob
ac:ien~

~R

its position in education

printed in English. Indigenous

languages are rarely used by l.n