The Role of Parents in Sundanese Language Preservation
Dingding Haerudin
Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung,
Indonesia
Keywords: Parents, Preservation, Sundanese Language.
Abstract: This study aims to describe the efforts of parents in the preservation of the Sundanese language as a native
language and a local language. The description of this paper includes the use of Sundanese language in
everyday life at home and its surrounding environment; in communication with teachers at school; the
importance of instilling manners of speaking (undak-usuk/unggah-ungguh) to children; the importance of
Sundanese language teaching in schools; the importance of children learning local culture; the types of
culture that children learn; the efforts of parents to encourage children to learn the culture; and the opinion
that the local language is used as the language of education at the elementary level. The research used
descriptive method. The data collection technique in this study was a questionnaire technique. The
instrument used to collect data was a list of questions or questionnaires distributed to each respondent. The
data analysis technique used in this research was descriptive statistical analysis techniques. This study
concludes that the preservation of Sundanese should begin in households, where parents use it in
communicating with members of the family. Parents must motivate, encourage, and facilitate children, or
other family members, to have an understanding of the importance of Sundanese language as the local
language, as well as having Sundanese language skills properly.
1 INTRODUCTION
There are various problems underlying this study.
They include the weak language skills of young
children, the fact that Sundanese is not introduced in
family environment, and the low of public attention
to the Sundanese language. Public indifference
towards local language marks the start of the decline
of the position and the function of Sundanese
language among communities. This will decrease the
number of speakers (Brock-Utne, 2015), the value
strength, and the significance of the local language.
Likewise, the Sundanese language, in turn, will be
abandoned by the community, especially the
younger generation, because they do not understand
the language’s position and functions.
Kartini (1982) states that the Sundanese language
is more widely used in rural areas (outside the city)
than in urban areas. On the results of the study, it is
also explained that the use of Sundanese language in
West Java also influenced by pressures. The
definition of pressure in the study refers to speaking
partner, who is the higher-ranking or older
(Panicacci and Dewaele, 2017).
To address the problems certainly requires the
cooperation of all parties, especially the family
environment (parents) and educational institutions. It
is important to expose knowledge and understanding
of the cultural richness embodied in language and
literature, as a valuable treasure and universal source
of local wisdom (Cornhill, 2014).
Therefore, this paper presents one of the results
of research on “A Need Analysis of Mother Tongue
Program Development 2013.” The one of the results
is efforts of parents to empower Sundanese language
in the Districts of Bungbulang, Garut, and Pasir
Jambu, Bandung.
2 LITERATURE REVIEW
The local language, as stated in the conclusion of
National Language Politics 1975, in Alwasilah
(1989), has several functions. The functions are to
be a symbol of regional pride, a symbol of regional
768
Haerudin, D.
The Role of Parents in Sundanese Language Preservation.
DOI: 10.5220/0007174807680774
In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 768-774
ISBN: 978-989-758-332-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

identity, means of communication in family
environment and the local community, benefactor of
the national language, the language of instruction in
elementary schools in a certain area, development
tool, and benefactor of local culture. The similar
idea is also stated by Hult and Källkvist (2016) and
Von et al. (2012).
2.1 Sundanese as Local Language
In detail, the function and the status of local
languages cover the following. Firstly, the survival
and development of local languages that continues to
be maintained by the speech communities is parts of
Indonesian cultural life that are guaranteed by the
Constitution of 1945. Secondly, the local languages
are cultural treasures that can be used for the sake of
not only development and standardization of our
national language, but also for the sake of promotion
and development of local languages, and therefore
they need to be maintained. Thirdly, the local
languages are the epitome of socio-cultural values
that reflects and ties the culture of the speech
community. Fourthly, the local languages are varied,
not only in their structure but also in the number of
their native speakers. Fifthly, certain local languages
are used as calculation tool, either orally or in
writing, while other local languages are only used
orally. Sixthly, in terms of growth and development,
a local language influences and, at the same time, is
influenced by the national language, other local
languages, and particular foreign languages. The
phenomenon occurs because the increase of
Indonesian language users, the increase of the
smoothness of the relationship between regions, and
the increase of population outflow, as well as the
number of marriages between ethnic groups.
Sundanese language, like other local languages,
is under the protection of the state. The Constitution
of 1945, Chapter IV, Explanation of Article 36,
states, “In regions that have their-own languages
which are well-maintained by their people (i.e.,
Javanese, Sundanese, Madurese, and so on), the
languages will be respected and well-maintained by
the state also. The languages are the part of the live
Indonesian culture“.
Local languages grow and develop in West Java,
as contained in Local Regulation number 5 of 2003,
Chapter I, Article 1 (7), are Sundanese, Cirebon, and
Betawi-Malay. Sundanese is also the second
language with largest speakers in Indonesia. The
speakers are spread in almost the entire region of
West Java, except in Cirebon territories that use
languages of Cirebon, some parts of Bogor, Depok,
and Bekasi, which use Betawi-Malay.
2.2 The Empowerment of Sundanese in
Family Environment
Language is powerful –having power, useful, and
valuable– when it is controlled and used by its
speakers in everyday life (Menegatti and Rubini,
2013). The people of a nation, especially the
children/youth that controls local language will
inherit their cultural norms, i.e. identity. Likewise,
the Sundanese language will be beneficial if it is
maintained and developed by the speech community.
The Sundanese, in fact, is full with cultural norms.
Language is the most prominent distinguishing
feature because language makes each social group to
feel themselves as a distinct entity from the other
groups (Reyes, 2017). A child has potential of
language skills since the day she/he is born.
Mastering language is highly dependent on the
language heard in everyday life. Therefore, family
determines a child’s first language skills. Sundanese
introduced to children from an early age within
family becomes the mother tongue of the child.
At 18 months old, the number of words is
multiplied and they begin to appear in “sentence”
with two or three words. The sentence is commonly
called “telegraphic” (telegram style) utterances. At
two years old, children understand language that is
more sophisticated and they expand their speaking
skills spoken, even to form negative statements and
questions.
At 3 years old, children can receive a quantity of
extraordinary linguistic inputs. Their speech and
comprehension abilities increase rapidly when they
become manufacturers of nonstop chattering. Their
conversation is incessant. Language becomes a
blessing and a curse for the people around them!
Their creativity only brings smiles of their parents
and siblings.
Language fluency and creativity of a child
continues until school age. At school age, when
studying the social functions of language, children
not only learn what they have to say but also what
they cannot say. Introduction of Sundanese, in its
capacity as local languages, actually is not only
important in the family environment, but also in the
formal context of school environment.
This is consistent with the results of the Seminar
on National Language Politics in 1975. The
formulation of the seminar states that the
development of the teaching of local languages
aimed at improving the quality of teaching of the
The Role of Parents in Sundanese Language Preservation
769

local language that its speakers have (1) local
language skills, (2) good knowledge of local
language, and (3) positive attitude toward local
language and its literature. The teaching of local
language is the means to (a) support the
development of national culture elements; (b) direct
the local language development; and (c) standardize
the diversity of local languages.“
The teaching of local language (Sundanese) in
school has an important function in the social life of
Sundanese culture because it is an effective way to
preserve, foster, and develop the language, literature,
and social culture of Sundanese (Von et al., 2012).
Although it already has the legitimacy from the
government, the teaching of local language
(Sundanese) in West Java still faces various
problems. Sudaryat (2001) mentions that the
problems are (1) the lack of professional teachers,
(2) the lack of interest and attitude of students, (3)
the failure of learning process, (4) the content of
curriculum and teaching materials, and (5) the
teaching environment.
One aspect of the issues raised is the
environment in which children learn. Family is an
environment that helps to determine the success of
learning (Zolkoski and Bullock, 2012). It means that
family support also greatly influences the children
success in learning language. Therefore, parents
have an important role in supporting the success of
local language mastery. There are less amount of
researches related to parental supervision of
Sundanese. Therefore, this research is expected to
provide useful information for public.
3 METHODS
3.1 Research Objectives
This study aims to describe the use of Sundanese
language in everyday life at home and its
surrounding environment; in communication with
teachers at school; the importance of instilling
manners of speaking (undak-usuk/unggah-ungguh)
to children; the importance of Sundanese language
teaching in schools; the importance of children
learning local culture; the types of culture that
children learn; the efforts of parents to encourage
children to learn the culture; and the opinion that the
local language is used as the language of education
at the elementary level.
3.2 Research Methods
This research uses descriptive method. The steps
cover a) collecting factual information in detail and
describing the symptoms that exist; b) identifying
the problems that exist; c) making comparisons; and
d) determining things to be taken or the implications
of that experiences for future planning and decision-
making with regard to policies of Sundanese
language guidance.
The respondents of the research were parents of
students. The data is collected in two districts,
precisely in the Bungbulang District in Garut, Pasir
Jambu and Ciwidey Districts in Bandung. The data
collection technique in this study was a
questionnaire technique questionnaire. The
instrument used to collect data was a list of
questions or questionnaires that would be distributed
to each respondent. The data analysis technique used
in this research was descriptive statistical analysis
techniques. The descriptive statistical analysis is to
analyze the data by describing or depicting data that
has been collected as it is.
4 RESEARCH RESULTS
Respondents of this study were 138 parents of
students, consisting of 55 men, 65 women, and 18
that did not mention their sex. The age of
respondents is ranged between 20-25 years (3), 25-
30 years (24), 30-35 years (44), 35-40 years (10),
40-45 years (30), 45-50 years (3), 50-55 years (2),
50-60 years (1), over 60 years (1), and did not
answer (32). Respondents came from two
Regencies: 28 people from Garut (Bungbulang
District); and Bandung (56 people from Pasir Jambu
and 54 people from Ciwidey).
The instrument used to collect data about the role
of parents in maintaining Sundanese is related to (1)
the language used by parents in everyday life at
home; (2) the language used by parents in daily life
at the neighborhood around the house; (3) the
language used by parents to communicate with
teachers in schools; (4) transformation of language
manners (undak-usuk/unggah-ungguh) to children;
(5) the importance of Sundanese language teaching
in schools; (6) the importance of learning local
culture; (7) the type of culture that children learn; (8)
the efforts of parents to encourage children to learn
local culture; and (9) the use of local language as the
language of education at elementary level.
The data obtained from 138 respondents are as
follows.
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
770

4.1 The Language Used by Parents in
Everyday Life at Home
There are 112 (81%) respondents that use local
languages as a daily language in home. One (0.72%)
respondent uses the national language. 12 (8.69%)
respondent’s use a mixture of languages. 13 (9.42
%) respondents did not answer.
4.2 The Language Used by Parents in
Everyday Life at the Neighborhood
around the House
There are 125 (90.57) respondents that use local
language as daily language in the environment
around the house and 13 (9.42%) respondents who
did not answer.
4.3 The Language Used by Parents to
Communicate with Teachers in
Schools
There are 95 (68.84%) respondents who use the
local language to communicate with teachers in
school. Two (1.45%) respondents use the national
language. 28 (20.29%) respondent’s use a mixture of
languages. 13 (9.42%) respondents did not answer.
4.4 Installing manners of speaking
(undak-usuk/unggah-ungguh) to
children
There are 110 (79.71) respondents that teach
manners of speaking (undak-usuk/unggah-ungguh)
to their children. 15 (10.87) respondents do not
teach. 13 (9.42%) respondents did not answer.
4.5 The importance of Sundanese
language teaching in schools
120 (86.95%) respondents agree that the local
language should be taught in school. 18 (13.05%)
respondents did not answer. There are various
reasons for parents who agree that Sundanese need
to be studied in schools. 38 (27.54%) respondents
argue that it is because Sundanese is everyday
language. 30 (21.74%) respondents argue that it is
important for the preservation of the local language.
20 (14.49%) respondents state that it is to assist
student to learn subjects quickly. 28 (20.29%)
respondents state that it is because there are many
children who cannot speak Sundanese well. 19
(13.77%) respondents state that children now feel no
prestige to speak Sundanese. 12 (8.69%)
respondents argue that it is important to make their
children know manners. 27 (19.56%) respondents
did not answer.
4.6 The Importance of Learning Local
Culture
There are 138 (100%) respondents who agree that
their children should learn local culture.
4.7 The Types of Culture that Children
Should Learn
Several respondents emphasized that there are
certain types of culture that need to be learned by
children. Practicing dance is mentioned by 92
(66.66%) respondents. Batik is proposed by 84
(60.86%) respondents. Practicing local music is
agreed by 58 (40.03%) respondents. Practicing
drama is mentioned by 54 (39.13%) respondents.
Practicing a speech in the local language is proposed
by 82 (59.42%) respondents. Reading poetry/singing
local songs is agreed by 44 (31.88%) respondents.
Learning etiquette/manners is mentioned by 15
(10.86%) respondents. Sundanese traditional games
is proposed by19 (13.77%) respondents.
4.8 The Efforts of Parents to
Encourage Their Children to Learn
the Local Culture
Parents do many things to make their children
learning the local culture. Urging children to learn is
proposed by 24 (17.39%) respondents. Urging
children to read textbooks is mentioned by 2
(1.49%) respondents. Listening/watching
news/information is only supported by 2 (1.49%)
respondents. Introducing the local culture since early
ages is considered important by 20 (14.49%)
respondents. Attending local art performances is
accepted by 21 (15.22) respondents. Attending local
contests is proposed by 32 (23.19) respondents.
Introducing Sundanese children’s traditional games
is supported by 20 (14.49) respondents. Telling
Sundanese stories is considered important by 19
(13.77%) respondents. Taking Sundanese courses is
proposed by 17 (12.32%) of respondents. No answer
came out from 9 (6.52%) respondents.
The Role of Parents in Sundanese Language Preservation
771

4.9 The Local Language should be used
as Instructional Language of
Education in Elementary School
106 parent’s respondents (76.81%) agreed that the
local language should be used as instructional
language of teaching and learning activities at the
elementary level. Disagreement was proposed by
only 5 (3.62%) respondents. Lastly, 27 (19.56)
respondents did not answer.
The reasons of parents’ agreement cover many
things. It is believed by 76 (55.07%) respondents
that students understand teaching materials/learning
more easily. One (0.72%) respondent perceives that
children can be a champion/the first rank. Sundanese
language clarifies/helps students to understand
lessons; it is believed by 5 (3.62%) respondents.
Sundanese language course should be in curriculum;
this is an idea of 5 (3.62%) respondents. School
hours for Sundanese lesson only get little portion;
there are 19 (13.77%) respondents that believe the
thought. Sundanese language is very important for
the preservation of culture; the inspiration is hold by
21 (15.22) of respondents. Sundanese language
course should be mixed with Indonesian; the opinion
is proposed by 15 (10.87%) respondents. Last, 17
(12.31%) respondents did not answer.
5 DISCUSSION
Respondents of this research still have concern and
play an important role in preserving and
empowering Sundanese in the region. The data
shows 81% of parents using Sundanese language as
the communication tool with family members at
home. The condition supports efforts to conserve the
local language (Sundanese), which is initiated in
family. The habitation of using the local language to
children at home also means the development of
children as members of family to learn to understand
their identity as Sundanese. Parents place the local
language according to its function. The functions of
local languages (such as Sundanese, Javanese,
Balinese, Madurese, Makassars, and Bataks) are to
be (1) a symbol of regional pride, (2) a symbol of
regional identity, (3) means of communication in
family environment and the local community
(Alwasilah, 1985).
Parents do not use Sundanese language only a
home but also in the surrounding environment. The
data shows 90.57% parents everyday use Sundanese
language as a means of communication with
neighbors in their neighborhood. The condition
describes the positive language behavior because the
use of Sundanese in the neighborhood influences
children’s behavior and speech act. If members of
society around house are accustomed to using
Sundanese in daily communication, it will impact
their children’s attitudes to speak Sundanese
language as the local language.
As noted by Coates (2015), the language attitude
is marked by three characteristics: 1) language
loyalty, 2) language pride, and 3) awareness of the
norm. Language loyalty, according to the concept, is
the attitude that encourages a society to maintain the
independence of the language, or even to prevent the
entry of foreign influence. Language pride is an
attitude that encourages a person or a group to make
a language as a symbol of personal or group identity;
and to differentiate themselves from other people or
groups. Awareness of the language norms
encourages careful, lighters, polite, and decent use
of language (Muñoz, 2014). Such awareness is a
factor that will determine the speech behavior of in
the form of language use. Language fidelity,
language pride, and language awareness are positive
characteristics of language.
Parents generally always use Sundanese
language to communicate with teachers. The data
shows 68.84% parents using Sundanese language
when to communicate with teachers at school or in
other places. Teachers as educators have a
conservative role and provide a role model. Teachers
show good speaking attitudes, not only to the
students, also to the parents of the students.
Likewise, the use of Sundanese with teachers in
schools has become a habit of most people in the
research. The parents try to show his or her identity.
It means that parents have implemented one of the
functions and position of Sundanese as local
languages. As contained in the formulation of
National Language Politics, 1975, “the survival and
development of local languages that continues to be
maintained by the speech communities is parts of
Indonesian cultural life that are guaranteed by the
Constitution of 1945.”
Parents always seek to instill language manners
(undak-usuk/unggah-ungguh) to children. The data
shows 79.71% parents have attempted to instill or
teach undak-usuk/unggah-ungguh of Sundanese to
their children since the early ages. It illustrates that
generally the parents understand the importance of
speaking manners. The use of speaking manners can
create harmony in communication, maintain
pragmatic attitude in speaking, instill mutual respect
between people, and generate understanding of
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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manners in civil society (a society that upholds
values, norms, laws, which are supported by the
mastery of civilized faith, science, and technology).
This is in line with the opinion of Yudibrata (1989)
in the book Bagbagan Makena Basa Sunda, who
states that pragmatically Sundanese is used for
specific purposes in one situation. Rules of
Sundanese use (undak-usuk) constitute the basic
principles of how to implement the use of language.
By learning undak-usuk of Sundanese, children
understand and use language skillfully in
communication. Pragmatic or the rules of language
use propose training to be able to speak, to write, to
read, and to listen; not teaching
theories/knowledge/language systems that are
formal and abstract.
Parents consider Sundanese language is
important to be taught in schools. The data shows
86.95% parents state the need and the importance of
Sundanese language taught in schools. This indicates
that parents have a high sense of viewing the
Sundanese language as a local language and mother
tongue. In addition, they have an intelligent insight.
They state that as the everyday language Sundanese
need to be studied formally in school so that children
have the ability to speak Sundanese well, including
knowing manners, capable of speaking subtle
language, and do not feel embarrassed to speak
Sundanese. This is in line with the objective of
Sundanese language learning in school, as expressed
in Sundanese Curriculum (2013), that students
obtain experience and compose Sundanese language;
appreciate and be proud of Sundanese language as
the local language in West Java, which is also the
mother tongue for most people; understand
Sundanese in terms of form, meaning and function,
and able to use it appropriately and creatively in
various contexts (goals, purposes, and conditions);
able to use Sundanese to improve intellectual ability,
emotional maturity, and social maturity; have the
ability and discipline in Sundanese language
(speaking, writing, and thinking); able to enjoy and
take advantage of literary works to improve the
knowledge and ability of Sundanese language,
personal development, and to expand the horizons of
life; appreciate and be proud of Sundanese literature
as a treasure of culture and the people of Sunda.
Parents state that children should learn local
culture. The data shows 100% parents agree that
their children should learn important local culture.
The reasons are, among others, children must have
an identity (kasundaan), understand the environment
in which they live -the Land of Sunda; the next
generation of Sundanese culture in the future.
As for matters related to the types of culture that
children should learn, parents suggest different
types. They are, among others, 1) practicing dance,
batik, 2) playing local music, 3) playing drama, 4)
practicing speech in the local language , 5) reading
poetry/sing local songs, 6) learning
etiquette/manners, and 7) traditional Sundanese
games (kaulinan urang Sunda).
Parents do some efforts so that their children
want to learn the Sundanese culture, such as
persuading children to read Sundanese textbooks;
facilitating children to listen to/to watch
news/information about Sundanese culture;
introducing regional culture since early ages;
registering their children to participate in art events,
in contests, in games; fostering their children to
listen to the stories in Sundanese language; and
registering their children to courses of arts.
Parents agree that the local language should be
used as the language of education at the elementary
level. The data shows 76.81% parents support the
Sundanese language as the language of instruction in
schools. The reasons of parents’ agreement cover
many things. Some believe that students understand
teaching materials/learning more easily. However,
some parents claim that the Sundanese language
should only be used as a medium to clarify/to help
children to understand subjects, in addition as a
medium of cultural preservation. That is, the
Sundanese language is not used as a language of
education, but the Sundanese language is used when
the child does not understand materials. Local
languages can be used in early grades of elementary
school. As noted in conclusion of National
Language Politics of 1975 in Alwasilah (1985) that
local languages can be used as media of instruction
in elementary schools, especially the early grades. In
addition, local language has several functions. The
functions are to be a symbol of regional pride, a
symbol of regional identity, means of
communication in family environment and the local
community, benefactor of the national language, the
language of instruction in elementary schools in a
certain area, development tool, and benefactor of
local culture.
6 CONCLUSIONS
The parents in the study area use Sundanese
language in everyday life at home, in the
neighborhood around the house, or when
communicating with teachers in schools. The parents
seek to provide examples of usage of speaking
The Role of Parents in Sundanese Language Preservation
773

manners (undak-usuk/unggah-ungguh) in everyday
life to their children. They agree that Sundanese
language and culture are important to be taught in
schools. They expect their children to learn the kinds
of culture, such as practicing traditional dances,
batik, folk music, drama, speech in the local
language, read poetry/sing local songs, learning
etiquette/manners, and traditional games. Parents do
some efforts so that their children want to learn the
Sundanese culture, such as persuading children to
read Sundanese textbooks; facilitating children to
listen to/to watch news/information about Sundanese
culture; introducing regional culture since early
ages; registering their children to participate in art
events, in contests, in games; fostering their children
to listen to the stories in Sundanese language; and
registering their children to courses of arts.
This study reveals only about the language
preservation efforts of parents. There should be a
research to measure the positive impacts of the
efforts of parents on children’s Sundanese language
skills. Therefore, it is important to conduct further
research on children’s Sundanese language skills,
especially the ability to use the undak-usuk of the
language.
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CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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