Aug 27




Quoting what Obama said that “History should be our guide” Indonesia which has ever earned its greatness in the 7th and 14th century, for sure can regain its greatness. Indonesia should learn from its history. Based on what is noted in the history, Indonesia has ever held its greatness in Sriwijaya and Majapahit era. Its rule is not only through out Indonesia, yet it expanded to Malaysian peninsula, Cambodia, Vietnam, South Thailand and Philippine. Similar to Obama, Indonesian minister, Jero Wacik, also has ever explained that according to the living theory it is emphasized that nations which has ever held its greatness in the past tend to rehold their greatness sometime in the future.

Furthermore, the position of Indonesia at the heart of the world most dynamic economic region is also one of the plus points for Indonesia to reachieve its economic success. Its good position let Indonesia to be the centre and lane for the world economy. Besides, Indonesia also has the amount of citizens that make it to be a big nations. Therefore, it is not surprising that Indonesia is predicted to be at the 7th largest economy in the world in 2030. It is moreover predicted that for its reason Indonesia will need 113 million skilled workers.

Referring to the economic forecast, Indonesian history and its recent condition, for sure, Indonesian youngsters must wake up from their very deep sleep. APEC will be just about to come which means that there will be many free competitors coming from other countries. Indonesian youngsters must realize that today competition is keener and the challenges are tougher. Well, it is actually a bit late to give a wake up call for Indonesian youngsters now as we are already heading for APEC CEO Summit. However, still I would like to explore and share some ideas that must be done by Indonesian youngsters; as I believe that it is still better to be late than not caring on what has been happening or not doing any action at all.

Learning from Indonesian history in Majapahit era, the biggest problem that finally triggered the destruction of its country is the unity problem. The disunity is caused by the emergence of two religions; Buddhism and Hinduism. This history must be a big rear-view mirror for all of us that remind us to keep the integrity and unity of the country. Indonesian youngsters must have their efforts to help to strengthen Indonesian identity. They must enhance the awareness of national identity and the sense of “Indonesian-ness”. With the huge amount of citizens with different cultures, religions, and characters, unity must be a big deal for the nation. Nevertheless, the same dream to be a big nation can be a means to equalize all the Indonesians’ step.

Along with the efforts to reinforce and strengthen its unity, in welcoming APEC, Indonesians need to work on preparing its generations. The generations that are equipped by 21th century thinking and acting skills. Its generations must be innovative and adaptive. They must have the sense of business and entrepreneurship. However, before having such senses, they must first have humanity. By having humanity, the generations can keep the unity of the nation besides having fairness and integrity. Furthermore, humanity will also lead the generations to have a strong believe that money is just a means not an end. Gaining profit is important, yet maintaining the nations and the worldwide, including its people and nature, is much more important.
After having the sense of humanity, Indonesian youngsters must also own the sense and ability to survive in this coming challenging world. They must believe that those who tried but failed is much respectful than those who only talk but do nothing. Furthermore, the generations must stop asking “why me?” and start asking “why not?” They must creatively open new chance and opportunity rather than search for chance and opportunity. Another skill that must be owned by Indonesian generation is being more care about the social development. They must be well-prepared to success in a new global economy.

In line with the preparation of the generations, those who are now in the position of older generations must give a trust to their youngsters. They must give not only learning but also chance and opportunity. Besides, they must give a vision for their youngsters that all youngsters have equitable access to work together for their nation. What has been happening so far is that those who are already in the prosperous position tend to be reluctant to move and let others get access to their position. If the situation is just let so, there won’t be betterment for this nation.

However, getting access to ABAC website in which I read many youngsters have been taking the roles and working hand in hand with their older generations, I am positive that much wider opportunities and access are open for all Indonesian youngsters. Besides, the coming ABAC Dialogue with Leaders and APEC CEO Summit 2013 will be able to embrace the opportunities for youngsters to interact, collaborate, and create professional relationships not only among those from the same region but also from all over the world. It is true that APEC can be both the opportunities and challenges for the nation. Indonesians have to be prepared for it as it cannot be avoided. Those come hand in hand; therefore, Indonesians have to work hand in hand to be able to recognize and eradicate all the threats that may endanger the national and regional identity and the sense of “Indonesian-ness.”

In short, heading for APEC, I would like to say that Indonesian needs are many more hungry young entrepreneurs who are keenly willing to conquer the world. Therefore, I would like to re-awake all Indonesian youngsters, including me, to start taking action and be the business owners not only workers.

Check out: ABAC Indonesia, APEC

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Feb 20


Buah Pemikiran yang Dianak Tirikan

Penulis resensi : Rida Afrilyasanti )*

Buku                : Penelitian Naratif dalam Linguistik Terapan: Resonansi untuk Transformasi.

Penulis            : Yazid Basthomi

Penerbit          : Penerbit Bintang Sejahtera, Malang.

Tahun terbit    :  2012.

Tebal              : 155 halaman.

Ukuran           : 16 x 24,2 cm

Menanggapi lemahnya pemahaman dan variasi metode penelitian yang digunakan di lingkup peneliti Indonesia, Basthomi mencoba menyajikan sebuah pemahaman baru mengenai alternatif metode penelitian. Dengan mengutip beberapa ulasan dari Schnee (2009), Lapadat (2004), Gordon (2009), Norton and Early (2011) mengenai penelitian naratif, dan juga pengalaman menulisnya dengan menggunakan metode penelitian ini, Basthomi mencoba meyakinkan pembaca akan signifikansi dari penelitian naratif.

Pemahaman yang ada di masyarakat kita (bahkan di lingkup akademika sekalipun), naratif merupakan bentuk cerita (buah pikiran penulis) yang jauh dari data kuantitatif yang diyakini memiliki kualitas keabsahan dan kevalidan. Buku Basthomi ini dapat dikatakan melawan arus karena sebagaimana yang kita ketahui, saat ini dengan adanya UU dan PP baru mengenai kenaikan pangkat guru dan dosen, para pelaku akademika tersebut dituntut untuk lebih banyak menulis, dan bentuk penulisan yang dihargai sebagai bentuk penelitian yang valid adalah penelitian tindakan kelas (PTK).

Berbeda dengan permintaan pasar terhadap buku-buku yang menyajikan pemahaman mengenai bentuk penelitian tindakan kelas, Basthomi mencoba meyakinkan adanya bentuk penelitian lain yang selama ini tidak dianggap sebagai sebuah penelitian, hanya dianggap sebagai sebuah kajian pustaka. (X.11)

Menjawab isu terhadap kevalidan dan keabsahan data dari penelitian naratif, di halaman 124 Basthomi menjelaskan bahwa kevalidan data penelitian naratif diperoleh dari konsep-konsep objektif melalui pendekatan-pemdekatan subjektif. Penjelasan ini memang kurang memberikan gambaran detail mengenai apa yang dimaksudkan oleh penulis (terutama bagi para peneliti pemula). Namun dengan disajikannya beberapa contoh penelitian naratif, pembaca mendapat gambaran jelas mengenai bentuk penyajian data yang dimaksud.

Bagian yang dirasa paling mendasar, yang merupakan core utama dari buku ini adalah bab 10, dimana Basthomi menarik benang merah dari semua contoh-contoh penelitian naratif yang disajikan di bab-bab sebelumnya dan menuangkan ide kritisnya terhadap kebijakan baru bentuk tulisan ilmiah yang selama ini diterima (diakui) di lingkup akademik serta bagaimana penelitian naratif hanya mendapat posisi sebagai sebuah kajian pustaka. Dalam bab ini pula penulis memberikan pemahaman lebih jauh mengenai isu objektifitas dan subjektifitas dalam penelitian-penelitian naratif.

Hal lain yang menarik dari buku ini adalah ide penulis untuk menyadarkan pembaca (terutama kalangan akademika) akan pentingnya penelitian naratif sebagai sebuah refleksi pendidikan, khususnya dalam lingkup kegiatan belajar mengajar guru. Dalam konteks linguistik serta proses pengajarannya, penelitian naratif mampu menyajikan data yang lebih detail sehingga mampu mengungkapkan sisi-sisi proses pengajaran yang selama ini mungkin tidak tersentuh dalam pengolahan data penelitian menggunakan metode penelitian yang lain dan tidak diasumsikan dalam hipotesa awal penelitian.

Hal yang kurang dari penulisan buku ini adalah bahwa penulis mengganggap semua pembaca buku adalah mereka yang telah tahu banyak mengenai bentuk dan metode penelitian dan atau sering terlibat dalam penelitian, sehingga buku ini lebih banyak menyajikan refleksi yang diberikan oleh penulis terhadap contoh-contoh penelitian naratif serta pemikiran kritis penulis mengenai posisi penelitian naratif dalam konteks akademis di Indonesia. Penulis memang telah menjelaskan di awal (dan dijelaskan lagi di bagian akhir buku) bahwa buku ini bukan merupakan sebuah buku pedoman penulisan penelitian naratif, namun lebih merupakan buah pemikiran yang ditujukan untuk membantu pembaca menjadi lebih kritis dalam melihat metode-metode penelitian yang ada serta posisi metode penelitian tersebut dalam konteks akademis di Indonesia.

Peresensi adalah Rida Afrilyasanti, seorang guru bahasa Inggris, peneliti dan penulis dalam jurnal-jurnal pendidikan nasional maupun internasional.

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Feb 20



A Critical Review of Basthomi, Y., 2012, Penelitian Naratif dalam Linguistik Terapan: Resonansi untuk Transformasi. Malang: Penerbit Bintang Sejahtera. 155 pp.

A Review by Rida Afrilyasanti

In responding to a weak understanding and variations of research methods applied by Indonesian researcher, teachers, and scholars in presenting their study, Yazid Basthomi has begun casting about for another variation to take place of the recurrence of the application of research methods. Using Schnee’s (2009), Lapadat’s (2004), Gordon’s (2009), Norton and Early’s (2011) narrative study, and his own trajectory, Basthomi (2012) attempts to certify the significant of a narrative study.

Ever since Indonesian public (especially in academic context) has not really considered yet that narrative studies provide a valid data and are outlying the subjectivity-objectivity issues. Basthomi’s idea is somewhat different. As it is introduced previously, starting from his understanding on narrative study theories and his own trajectory, Basthomi (2012) confirmed and elucidated that narrative studies endow with valid data that is obtained from the objectivity concept through the subjectivity approach.

What is arguably most significant is Basthomi’s attempt in the 10th chapter of the book to cope all the examples of narrative studies provided in the previous chapters into a conclusion of the significant of narrative studies in linguistic context and use it as a founding theories to give pertinent critiques toward the position of narrative studies in Indonesian academic context in which they are considered as “just a literature review.” In this chapter, he moreover provides the answer toward the subjectivity-objectivity issue on the narrative studies.

It is also interesting that he comes up with an emphasis (through the examples of the narrative studies provided) that in linguistic context and the process of language learning, a narrative study enrich the data with other detail data that might be missed from the studies using other research methods. Furthermore, using narrative studies on the students-teachers reflection toward their language teaching and learning, they can get much more data that may not be predicted and assumsed before.

However reflection given by the writer on the examples of the narrative studies are more about his critical thinking toward the data of the study not focusing on criticizing and explaining the writing style of a narrative study. Moreover, despite these criticisms, the writer still has some value and we need to judge it in terms of his purpose in writing it. It is not intended to be an instructional book for writing a narrtive study, but is intended mainly to assist the readers to have deeper understanding on the narrative studies and be more critical toward the position of narrative studies in Indonesian academic context.

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