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Vol. 27, 2022
A new decade
for social changes
ISSN 2668-7798
www.techniumscience.com
9 772668 779000Technium Social Sciences Journal
Vol. 27, 169-179, January, 2022
ISSN: 2668-7798
www.techniumscience.com
The importance of Monitoring and Evaluation of the
Application of Indonesian Language in SPK School: A Case
Study of Public Policies Implementation on national language
use in Education
Wahidin Septa Zahran
STIAMI-Institute of Social Sciences and Management, Jakarta-Indonesia
Abstract. One thing that is trending in the world of education today is an international standard
school or what is currently known as the Cooperation Education Unit (SPK). The advantages of
this school in addition to using national and international curricula, also use English as the
language of instruction. The latter then creates a new problem, considering that many children
who attend SPK schools cannot speak Indonesian language, even though this is the national
language of Indonesia. This research is aimed at answering the questions of how to implement
the use of Indonesian language in the SPK schools, how monitoring and evaluation are carried
out and what efforts must be made so that Indonesian children who study in SPK Schools can
communicate in Bahasa Indonesia well and keep having the character and identity as Indonesian.
This is a qualitative research with a case study approach. Data collection used semi-structured
interviews with 11 people consisting of 1 SPK principal and 10 parents of students. The results
of this study indicate that the monitoring and evaluation method for supervising the use of
Indonesian language which consists of documentation, surveys, observations, and FGDs, needs
to be more intensively carried out in SPK schools so that the goal to produce students who do
not only excel academically but also understand and possess the character and identity as
Indonesian.
Keywords. Monitoring and Evaluation, Indonesian language, policies, SPK School
1. Introduction
The rapid development of technology and digital progress has spurred increasingly
competitive competition in all fields, both in business, politics, arts and culture, and others.
With this condition, it is certain that those who do not have special skills and competencies will
be left behind. This is a challenge in itself for parents to prepare their children so that they have
sufficient provisions when entering the society. One of the efforts made is to provide the best
international standard education. Parents do not hesitate to pay high tuition fees in institutions
that are considered prestigious. One of the impacts of today's developments is that international
school are mushrooming especially in big cities in Indonesia.1
1 https://kabar24.bisnis.com/read/20170604/255/659062/sekolah-internasional-wajib-ganti-status-jadi-spk.-bagaimana-
standar-pendidikannya.
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The government has set rules for international schools to change their status to SPK
since 2014. This is in accordance with Permendikbud 31/2014 issued by the Ministry of
Education and Culture, so that as of December 31, 2014, all international schools in Indonesia
changed their status to SPK. They also have their own association under the Indonesian SPK
School Association. From statistical data on the economic growth of the middle class, it is
known that the trend of sending children to international schools in Indonesia continues to rise.
In recent years, the participation of Indonesian students in international schools has even
increased. In general, a more global curricula and foreign language competence are the main
reasons for young couples to send their children to SPK schools.
Viewed from the point of view of language skills, this multicultural education provides
opportunities for all students to speak in foreign languages more optimally at school. At a
relatively young age, they are already proficient in speaking more than one foreign languages.
This is of course inversely proportional to the ability of students in Indonesia in general. Data
released by the English First – English Proficiency Index (EF EPI), shows that Indonesia ranks
74th out of 100 countries in the world in terms of the English proficiency index. The survey
involved 750,000 respondents. A total of 52.74% of the Indonesian population has English
proficiency in the average category. Meanwhile, neighboring countries such as Singapore are
in 13th (59.8%) and Malaysia at 12th (59.73%) with English proficiency in the high category.
Young couples in Indonesia show a lifestyle that tends to be modern. They also
familiarize themselves and their families with speaking English and Mandarin in their daily life.
This condition is almost certain to have an impact on current education. On the one hand, this
shows an encouraging development, but on the other hand it also poses a threat to the country,
where Indonesian children are fluent in both English and Mandarin since childhood, but stumble
in communicating in their national language. What is even more concerning is the inability of
children in SPK schools to understand the meaning of the national anthem, Indonesia Raya. If
this is allowed to continue to develop without strict supervision from the government, it will
result in a loss of pride in Indonesian children to use their national language. This will also
result in a sense of nationalism about Indonesia's being increasingly dwindling. Furthermore,
language is always related to culture. Fluent in English means that Indonesian children will also
be more familiar with the culture and habits of native speakers of the language. It is not
surprising that Indonesian children who attend international schools (SPK) do not recognize the
tradition of 'kissing hands of parents' when they go from home to school or anywhere, and also
become more individualistic in their nature and behavior.
Until now, the development of SPK schools throughout Indonesia is growing rapidly. A
total of 681 schools have obtained SPK permits, consisting of 72 Early Child Education, 115
Kinder Garten, 196 Primary School, 176 Junior High School, and 122 Senior High School.2
The extinction of languages is a major disaster for humanity. If a country or region loses its
original language, then it will experience 3 major losses, namely related to lost knowledge
systems, lost cultural heritage, and human cognitive systems that are not revealed (Harrison,
2007). Meanwhile, UNESCO (2011) also states that if a language is lost or extinct, this will
eliminate human understanding of biodiversity because the treasury of knowledge about the
universe is transferred by language. In fact, currently 43% (2500) of the 6000 languages in the
world that are still actively spoken are threatened with extinction. According to UNESCO
2 https://referensi.data.kemdikbud.go.id/index11_sd.php
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records, 178 languages currently only have 10-50 speakers, 199 languages have speakers of less
than 10 people and there are about 200 languages that have become extinct.
Based on the problems above, this research is aimed at answering the questions: (1)
How is the implementation of the use of Indonesian language in the SPK schools, and (2) How
is the monitoring and evaluation carried out on SPK schools? (3) What efforts should be made
so that Indonesian children who study at SPK Schools can communicate in Indonesian language
well and still have a sense of nationality as Indonesian children. The results of this study will
make a major contribution to the Indonesian government, especially institutions under the
Ministry of Education and Culture so that they can carry out supervision and evaluation,
especially on the use of Indonesian in SPK schools in Indonesia. The results of this study also
provide great benefits for parents in Indonesia to be wiser in deciding schools for their children,
as well as for observers of the world of education.
2. Literature Review
Language, Culture and Policies on Bahasa Indonesia as a National Language
Language shows national identity. The high and low culture of a nation can be shown
by language (Indrayanti, 2015). The Bahasa Indonesia learning process must be able to provide
skills to students, especially those related to the way of thinking. So it can be concluded that the
more skilled a person uses a language, the clearer his way of thinking (Mundziroh, et al., 2013:
2). As said by Indrayanti (2015) that language has a very close relationship with culture. When
someone is communicating, their behavior will be influenced by their cultural background.
Human behavior is controlled by a cultural system through a social control system and a
personality system (Parsons in Mahsun, 2013). Meanwhile, Koentjaraningrat (1990) in his
statement emphasized that the form of language is very much determined by culture. In other
words, both language and culture equally affect a person's behavior in language. Hudson
(1991:84) describes a close relationship between culture, language and language behavior as
shown in Figure 1 below.
Figure 1
Relationship of Culture, Language, and Language Behavior
Language
eehasa Language
Behavior
Culture
Source: Hudson (1990: 84)
President Joko Widodo stipulates the Presidential Regulation of the Republic of
Indonesia Number 63 of 2019 concerning the Use of Bahasa Indonesia. The underlying legal
force is Article 4 paragraph (1) of the 1945 Constitution of the Republic of Indonesia, which
contains a statement that Law Number 24 of 2009 is concerning the Flag, Language, and
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Emblem of the State, as well as the National Anthem (State Gazette of the Republic of Indonesia
109/ 2009, Supplement to the State Gazette of the Republic of Indonesia Number 5035). It is
clearly stated in this Presidential Regulation that what is meant by language is Bahasa Indonesia
which is designated as the state language and is used throughout Indonesia. In addition to
Bahasa Indonesia, the regional languages which are used from generation to generation are also
local languages in the territory of Indonesia. And, lastly are foreign languages, which are
languages other than Bahasa Indonesia and regional languages.
Bahasa Indonesia must be used as the language of instruction in schools and in national
education, Meanwhile in the fifth part, Article 23 of the Presidential Regulation clearly states
that Bahasa Indonesia must be used as the language of instruction in compulsory use at all levels
of education. Regional languages can also be used as the language of instruction in primary
schools, or madrasas (Islamic Schools) in the first and second years to support learning.
Paragraph (1) of the Presidential Regulation states that foreign languages can be used as an
introduction to support students' foreign language skills. In this Presidential Regulation, there
is a section that specifically states about the supervision of the use of the Indonesian language,
namely Article 42. In that article it is stated that the Central Government and Regional
Governments carry out supervision over the use of Bahasa Indonesia. More specifically, it is
stated that the Minister who has the authority to carry out supervision (paragraphs 21 and 3).
Even the Minister also stipulates guidelines for monitoring the use of the Bahasa Indonesia.
Meanwhile at the regional level, supervision is carried out by the Governor or at the level of the
Governor and the Mayor/Regent.
The Indonesian government has also regulated the use of languages in Indonesia, with
the aim of protecting Bahasa Indonesia, namely by the existence of Law Number 24 / 2009 and
Presidential Regulation Number 63/2019. In these two laws, it is stated that Bahasa Indonesia
must be used in 14 fields, which are regulated in articles 26-39, namely: (1) Bahasa Indonesia
is used in laws and regulations, (2) Bahasa Indonesia is used in official state documents, (3)
Official speeches of the president, vice president and state officials both at home and abroad,
(4) As the language of instruction in national education, (5) In public services, (6) Memorandum
of Understanding, (7) Forum activities on a national or international scale in Indonesia, (8)
Bahasa Indonesia is an official communication tool in both government and private institutions,
(9) Bahasa Indonesia is used in official writings such as institutional reports, (10) scientific
publications and writing in Indonesia, (11) Bahasa Indonesia is used for mentioning the names
of roads, buildings, settlements, offices, business, educational/organizational/trademarks, (12)
Bahasa Indonesia is used to name products domestically or from abroad that are sold in
Indonesia, (13) Bahasa Indonesia is used to indicate public facilities, road signs, and public
services, (14) Bahasa Indonesia is used as information in the media (UU 14/2009, articles 26-
39).
Definition of SPK
SPK is an education unit that collaborates between an international curriculum and a
national curriculum. Prior to the issuance of Permendikbud No. 31 of 2014, SPK was known
as an international school or national plus private school. The Indonesian SPK School
Association (PSSI) established legitimately in 2015, is the only of SPK school with the widest
coverage in Indonesia whose member has reached 425 SPK.3
3 https://spkindonesia.org/
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SPK can be translated as a cooperative educational unit managed by foreigners (non
Indonesian passport) in collaboration with educational institutions in Indonesia. The
requirements to become a teacher in SPK are stipulated in the Minister of Education and Culture
Regulation No. 31 of 2014 concerning Collaboration in the Implementation and Management
of Education by Foreign Educational Institutions with Educational Institutions in Indonesia.
The requirements set include, among others, that educators at SPK must meet international
educator standards. In addition, the law also explains the quantity of educators in SPK, namely
that at least 30% of Indonesian teachers are able to master information and communication
technology. Talking about the curriculum, in the SPK schools, the curriculum is arranged in a
semester credit system. For students who are Indonesian citizens, there are special subjects that
must be applied, namely Religion, Pancasila and Citizenship, and Bahasa Indonesia.
On December 31, 2014, all international schools in Indonesia changed their status to
SPK based on Permendikbud No. 31 of 2014. SPK schools are a type of multicultural school
where students come from different countries. The combination of the national curriculum and
foreign curriculum makes this school unique. If a school is going to become an SPK, then this
school must get national A accreditation by a foreign institution that will cooperate with the
school.4
Definition of Monitoring and Evaluation
Supervising activities for an ongoing program are known as monitoring (Suharto, 2010).
In addition to monitoring, the society is also familiar with the term evaluation. The difference
between monitoring and evaluation lies in the timing of their implementation. If monitoring is
carried out during the activity, the evaluation is carried out when the activity has been completed
or has been running for 3 months. Another researcher who also researched on monitoring and
evaluation, namely Nalahudin (2010) who said that monitoring was carried out to see problems
in the program being implemented, while evaluation was carried out to see the effectiveness of
the program and the resulting impact after the program was implemented. Between monitoring
and evaluation cannot be separated because the available basic data will be used to find
solutions to problems found during monitoring, while evaluation is carried out after monitoring
by comparing one data with another (Widiarto, 2012). Meanwhile, Oteng Sutisna formulated
(1993) that monitoring activities are very important to be carried out during the program
because it can find problems faced during the program and can immediately find a solution for
program improvement in schools. Evaluation is carried out with the aim of seeing effective and
efficient implementation and advancing the ability of teachers and parents to develop school
organizations.
Monitoring and Evaluation Method
Monitoring can be done by various methods, one of which is that proposed by William
N. Dunn (2003), by (a) the Documentation Method which is done by taking data from various
existing reports such as weekly, monthly or annual reports, (b) Survey Method, whose purpose
is to obtain data from the target group, (c) Field Observation Method, whose purpose is to
monitor facts in the field so that they can be used as evidence and complement the survey
method, (d) Mixed Method, which combines several types of methods include interviews and
4 https://nasional.tempo.co/read/1369091/mengenalkan-pendidikan-indonesia-di-sekolah-spk/full&view=ok
173Technium Social Sciences Journal
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documentation, or a combination of the four, (e) FGD method, whose system is in the form of
discussions with various stakeholders and it is hoped that through this discussion data and
information can be more accurate.
The diversity of monitoring and evaluation systems makes each approach has subsystem
indicators. According to Suharto (2010), these indicators are: (a) Input, which is what is needed
in the implementation of monitoring and evaluation in order to produce something as expected,
(b) Process, namely processing activities after the input and before it becomes a result/output,
(c) Output, what is obtained after monitoring and evaluation activities, both physical and non-
physical, (d) Outcome, is the result that gives the impression that the results obtained have been
successful/functioning, (e) Impact, which is the thing that is caused or is the result of each
indicator, both positive and negative.
3. Research Method
Case Studies come from the translation in English “A Case Study” or “Case Studies”.
The word "Case" is taken from the word "Case" which according to the Oxford Advanced
Learner's Dictionary of Current English 3 (1989; 173), is defined as 1). “instance or example of
the occurrence of sth., 2). “actual state of affairs; situations”, and 3). “circumstances or special
conditions relating to a person or thing”. When viewed from the point of view, the case study
is a qualitative research method based on human understanding and behavior based on
differences in values, beliefs and scientific theory (Polit & Beck, 2004; Borbasi 2004). Yin
(2003) also defines case studies as a method of conducting research on phenomena that occur
with a focus on one's life experience (real life context), when there is a gap between the
phenomenon and the existing context, or when using multiple source evidence (Borbasi, 2004).
According to Yin (1994: 21) it is not enough if the Case Study questions only ask "what”
but also "how" and "why". The question "what" is intended to obtain descriptive knowledge,
"how" and “why” to obtain explanative knowledge. Yin emphasizes the use of "how" and "why"
questions, because these two questions are considered very appropriate to gain in-depth
knowledge of the phenomenon being studied. In addition, the form of the question will
determine the strategy used to obtain data. This research uses a case study because it will explore
information related to the implementation of Bahasa Indonesia in SPK schools, especially
those related to the use of the Indonesian language.
The researcher employed semi-structured interviews for this study. Semi-structured
interviews lead to depth of information. Semi-structured interviews are more flexible than
structured interviews in terms of its implementation (Sugiyono, 2010). For this research, the
researcher Interviewed 1 principal of SPK school, located in Jakarta and 10 parents (5 parents
whose children are still in SPK school and 5 parents who finally decided to transfer their
children to a national private school from SPK school. Dealing with the ethical issues and
objections from informants to mention their names, the researcher only write their initials and
positions. In this study, the analytical technique used is the analysis model of Miles and
Huberman who says that there are 4 main aspects in the analysis, namely: Data Collection, Data
Reduction, Data Presentation, and Conclusion and Verification.
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4. Results and Discussion
The results of interviews with 10 parents are summarized in the following table.
Table 2
Results of interviews with 5 parents of students who are still studying at SPK schools
Themes Responses
Reasons for sending children to a) International curriculum
SPK schools b) To be fluent in speaking foreign languages
c) Have a good communication skills when communicating
with people from different cultural background
d) After the graduation, it is easier to continue studying abroad
Anxiety about lack of No worries, because after school the children also take the Koran
Religious Lessons lessons at home
No worries because at home you are also taught to pray
Anxiety about lack of No worries. Later the children can also learn Indonesian by
Indonesian lessons themselves from their environment. At home the children are also
accustomed to speaking English.
Anxiety that there is a change No worries. The important thing is that children follow the rules
in behavior that is not in taught at school.
accordance with eastern norms
Table 2
Results of interviews with 5 parents of students who have been transferred from
SPK schools to national private schools
Themes Responses
Reasons for sending children to (a) International curriculum
SPK schools (b) To be fluent in speaking foreign languages
(c) Have a good communication skills when communicating
with people from different cultural background
(d) After the graduation, it is easier to continue studying abroad
Anxiety about lack of Extremely worried, because even though there are religious lessons
Religious Lessons at school, there is only theory and no practice. Students are not
accustomed to praying before eating, before starting to study, before
going home etc.
Anxiety about lack of Extremely worried because students only get the opportunity to
Indonesian language used communicate in Bahasa Indonesia only 2 times a week. Outside of
this schedule, students are continuously accustomed to
communicating in English because this language is used as the daily
medium of instruction at school.
Positive and Negative Side of (1) The positive sides:
study in SPK School (a) Children’s English is very fluent
(b) Academic achievement is very good
(c) Able to follow the international curriculum.
(d) Have many friends from foreign countries
(2) The Negative sides:
(a) Students are increasingly having difficulty speaking Bahasa
Indonesia
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(b) Students are unable to sing Indonesian National Anthem
and folk songs.
(c) There is never a flag ceremony, except on Independence
day 17 August (only once a year)
(d) Religious lesson is only once a week, and more theory than
practice.
(e) Lack of understanding of Indonesian history
(f) Not familiar with Indonesian culture
In this study, researchers conducted interviews with 5 parents whose children were still
attending SPK schools and 5 parents who initially sent their children to SPK schools, but later
transferred them to national private schools. This is done because there are concerns about their
children's development in the future, considering that some important subjects such as religion,
and Bahasa Indonesia are only given a few hours a week.
“Initially, I was very happy that my child was able to go to SPK school, especially since
he had only been there for 3 months, his English was fluent. But over time, my husband
and I noticed changes in behavior that didn't seem to fit our culture as easterners, for
example, my son didn't want to kiss our hands anymore when he went to school, because
that was not taught at school, he said. Besides that, when he left for school, he also used
words that we thought were impolite, such as “Hi mom, Hi dad, I'm leaving.” However,
what’s really worrying is that our son didn’t want to speak Bahasa Indonesia anymore.
Whenever asked in Indonesian language, he always answered in English. In our opinion,
that is very disrespectful. Seeing his development, we finally decided to transfer him to
a national private school. Now we are happy, because our child is back as an Indonesian
child, with its eastern culture. and Bahasa Indonesia. English and other foreign
languages can still be learned and applied in the right place and environment. The
important thing is that the Indonesian language and eastern culture should not be lost.”
(TE – housewife)
“I was sad when my son didn't want to speak Indonesian anymore, he even said that
now we have to speak English because it's an international language. Even at home, if
we asked him in Bahasa Indonesia, he always answered in English. He only spoke
Indonesian with our driver and housekeeper. Even talking to his friends at the
neighborhood in English, so he is considered arrogant. In addition, our child who
studied in SPK schools could not sing Indonesian national songs such as Rayuan Pulau
Kelapa, Indonesia Pusaka, because they were not taught in their schools. What is
surprising is why there seems to be no supervision from the government regarding this
SPK school. Especially in the use of Bahasa Indonesia. Finally we decided to transfer
him back to the national school. We want to raise our child in an eastern culture with an
identity as an Indonesian child.” (RE-housewife).
From the results of the interview above, data is obtained that language is very closely
related to culture and behavior. This is in line with the statement of Parsons (in Mahsun, 2013)
which says that when a person speaks, his behavior will be influenced by his cultural
background. This is also in line with the opinion of Koentjaraningrat (1990) and Hudson
(1991:84).
Meanwhile, in an interview with the Head of the SPK School who is an American
citizen, data was obtained that the SPK School still follows the regulations of the Indonesian
government, namely from the Ministry of Education and Culture, to provide lessons on
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Religion, Bahasa Indonesia, Pancasila and Citizenship. The use of Bahasa Indonesia has also
been implemented, not only if there is Indonesian language lesson, but outside the schedule,
they also can speak Bahasa Indonesia with Indonesian teachers, because in accordance with
government regulations, in every SPK school there must be at least 30% teachers who are
Indonesian citizens (Permendikbud Number 31 of 2014). Article 23 paragraph (1) of the
Presidential Regulation even states that foreign languages can be used as an introduction to
support students' foreign language skills. Meanwhile, specifically related to monitoring and
evaluation, it is rarely carried out by the government, only once a year and not specifically
monitor the use of Bahasa Indonesia.
“Monitoring is usually in the form of documenting the learning process in the
classrooms, after that the monev team from the government usually make observations,
then our teachers are asked to fill out questionnaires. After that, there will be a FGD
between the school team and the government monev team. But so far, there has been no
monitoring that specifically checks the problem of using Indonesian in schools, and
unfortunately after this monitoring and evaluation activity there has never been any
follow up and we never know the result of the evaluation from the government, even
though we really want to know what the results are. If they inform us the weaknesses
that we do, of course, it is an advantage for us so that we can improve the teaching and
learning process.” ( AD – Principal of SPK School).
From the results of the interview above, it is known that the stages of monitoring carried
out are in accordance with what was stated by William N. Dunn (1981) but unfortunately the
activities of monitoring and evaluation are conducted very rarely. The government even more
often only asks SPK schools to submit the implementation reports only. In fact, monitoring and
evaluation is very important so that if there are obstacles or problems, solutions can be found
(Oteng Sutisna, 1993), including problems in the use of Bahasa Indonesia which is very limited
in SPK schools, causing students who study there to have no pride in Bahasa Indonesia and
more proud to use the language of another country. Students are also not proud of their national
culture because they have never learned to sing folk songs, national songs and the cultural
diversity that makes this nation great.
5. Conclusion
The results of the analysis above show that monitoring and evaluation in SPK schools
is very demanding for the government to do in order to know how the use of Bahasa Indonesia
is implemented among teachers and students. Based on the results of interviews, it is known
that monitoring and evaluation is still very rarely done. The government often sends a
questionnaire only and asks schools to submit reports. Thus, how the implementation in the
field is not monitored properly. The results of this study also indicate that the monitoring
method with documentation, surveys, observations, and FGDs is very necessary in supervising
the use of Bahasa Indonesia in SPK schools so that the main goal of such school to produce
students who not only excel academically but also have character and identity as Indonesian
children can be achieved. The limitation of this research is that it only examines the use of the
Indonesian language in SPK Schools with a case study approach, therefore, for further research,
the researcher suggests that research related to the supervision of the use of the Indonesian
language be carried out with a different approach.
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Policies:
[1] Peraturan Presiden Republik Indonesia Nomor 63 tahun 2019 tentang Penggunaan
Bahasa Indonesia.
[2] Undang-Undang Nomor 24 Tahun 2009 adalah tentang Bendera, Bahasa, dan Lambang
Negara, serta Lagu Kebangsaan
Websites:
[1] https://kabar24.bisnis.com/read/20170604/255/659062/sekolah-internasional-wajib-ganti-
status-jadi-spk.-bagaimana-standar-pendidikannya.
178Technium Social Sciences Journal
Vol. 27, 169-179, January, 2022
ISSN: 2668-7798
www.techniumscience.com
[2] EF, English Proficiency Index (2020)
[3] https://referensi.data.kemdikbud.go.id/index11_sd.php
[4] https://spkindonesia.org/
[5] https://nasional.tempo.co/read/1369091/mengenalkan-pendidikan-indonesia-di-sekolah-
spk/full&view=ok
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