Literary study in appalling state of neglect<\/p>\n
By Sori Siregar<\/p>\n
JAKARTA (JP): Literary study in Indonesian schools has been
\nneglected for 47 years. This tremendously touching fact is also
\ntrue for Indonesian language study.<\/p>\n
How many Indonesians realize this situation and what should be
\ndone to find a solution to the problem?<\/p>\n
Poet Taufiq Ismail has on many occasions expressed his concern
\nover this matter. He seemed to be the only one who, in both his
\nwriting and speeches, never flagged in his efforts to remind
\nothers of this condition.<\/p>\n
Unfortunately his cries received no appropriate response from
\nthe authorities responsible for educational decision-making. They
\nseem to be obsessed with the development of science and
\ntechnology and have made every effort to focus their attention
\nthere.<\/p>\n
No one doubts that science and technology are absolutely
\nnecessary both at present and in the future. Challenges ahead
\nmust be faced with an arsenal of knowledge in order not to be
\nleft behind by the world community.<\/p>\n
But science and technology alone are not sufficient for the
\nestablishment of a solid civilization. Language, literature and
\nother humanity sciences are also extremely important elements to
\nmold this. This is the message Taufiq Ismail has been
\nenthusiastically lobbying everywhere.<\/p>\n
How can Indonesians be friendly with literature if during
\ntheir study at high school do not have the remotest idea of what
\nbooks are worth reading to enrich themselves spiritually and
\nintellectually.<\/p>\n
They are not to be blamed because they have not been prepared
\nfor this by their schools. Perhaps, since its independence,
\nIndonesia is the only country in the world where not even a
\nsingle book has ever been discussed in a class.<\/p>\n
It is understood why the mastery of literature and language by
\nIndonesian students -- and teachers, lecturers, dignitaries and
\njournalists -- is extremely poor. With an indifferent attitude
\ntowards literature and language, Indonesians have actually
\ndisregarded the essence of their own culture. In this condition
\nthey will enter the new world civilization, that is multicultural
\ncivilization.<\/p>\n
Taufiq is remarkably pessimistic that Indonesia will be able
\nto get along side by side with other nations if nothing is done
\nnow. In his letter to M. Amien Rais, chairman of the Muhammadiyah
\nreligious group, he wrote:<\/p>\n
\"Our collective indolence will be rammed into forcefully and
\nwithout mercy by the rapid pace of the millennium civilization
\nwhen geographical boundaries and other various regulation
\nbarriers are removed by others.<\/p>\n
We, well known for our slowness, indolence, negligence and
\ncarelessness, will be purged, swept away, thrashed and then
\nsprawled on the roadside of the world civilization\".<\/p>\n
Some may think that Taufiq is a little excessive in his
\nstatement. But anyone reading the results of Taufiq's research at
\nhigh schools in 13 countries may find that Taufiq is not
\nexaggerating and will understand his concern.<\/p>\n
Based on a survey made by Taufiq on the number of books read
\nand discussed at high schools in various countries, he found that
\nstudents in Singapore read an average of six titles, in Malaysia
\nsix, in Thailand five, Brunei seven, in Japan 15, in Canada 13,
\nin the United States 32, in Germany 22, in Switzerland 15, in
\nRussia 12, in France 20 to 30, in the Netherlands 30 and in
\nIndonesia zero. One can ask if, even from the very beginning of the
\nindependence, Indonesians ever looked upon language and
\nliterature as being important.<\/p>\n
But as Asrul Said wrote in his essay in 1951, six years after
\nindependence: \"It is a fact that humanities in our educational
\nsystem is considered unimportant. There is no doubt that this
\nview can be detrimental to our education.\"<\/p>\n
With this attitude, reading, discussing or analyzing books
\n(except books of exact sciences) cannot be expected to be
\nbeneficial to their readers. Therefore, it will be a good idea if
\nbefore anything else, this unsympathetic mental attitude should
\nbe changed.<\/p>\n
Since this duty is not trivial, a considerable amount of work
\nseems inevitable to formulate and plan the steps to be taken. The
\nworld civilization in the future may only accept people with the
\nproper spiritual and intellectual development to join, and the
\nprice of both is exceedingly high.<\/p>\n
The separation of language and literary subjects in class has
\nlong been appealed against by many, including a number of
\nliterary teachers. Based on past experience, language teachers
\nalso assume the additional responsibility of literary teachers.<\/p>\n
This double capacity has become a heavy burden for the
\nteachers, particularly those with a limited literary background.<\/p>\n
Moreover, with inadequate time in class for both subjects, the
\nteachers have no opportunity to make book reading compulsory for
\ntheir students.<\/p>\n
Even if they were forced to do so, the availability of books
\nin the library is awfully poor. A severely restricted educational
\nbudget makes the problem worse.<\/p>\n
Suppose the budget problem can be overcome, a longer time for
\nlanguage and literary class should be recommended because it will
\ngive the students the opportunity to deepen their understanding
\nof the subjects, and to have ample time to discuss books they
\nhave read and to have long debates on differing views.<\/p>\n
If this appeal is heard and then brought up for discussion by
\neducational experts, the results may serve well in improving the
\npresent condition. But there is still a long way to go. It is
\ntherefore sensible to support and press ahead with Taufiq's
\ncampaign.<\/p>\n
The writer is a novelist.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/literary-study-in-appalling-state-of-neglect-1447893297", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }