IJLLL 2018 Vol.4(2): 65-70 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2018.4.2.152

Local Culture Literacy Movement: Empowering Students' Mother Tongues to Promote Cognitive and Affective Development in the Primary Schools

Sri Minda Murni and Mutsyuhito Solin
Abstract—Previous researches show that students learn better in their mother tongues in the first years of schooling. However, the power of mother tongues as an effective learning resources have been long forgotten. As the consequences, local vocabularies which bring with them local wisdom are replaced with unfamiliar ways of perceiving life which make the first years of schooling become more difficult in terms of cognitive and attitude development. The study was conducted with two purposes: a) To find out relevant learning resources from the mother tongue for students/teachers use in the first years of schooling; b) To describe how these learning resources work in promoting both cognitive and attitude development. The study was conducted in Dairi District in North Sumatera Province. Local wisdoms and narratives were collected, selected, and rewritten to be used as learning resources for students to learn to read. The data were analyzed to show how those learning resources improve students' cognitive achievement (the reading competency) and attitude (the internalization of local wisdom). The results show that students' reading competence and attitude improve better if they are exposed to mother tongues based learning.

Index Terms—Attitude, learning resources, literacy, local wisdom, mother tongue, mother tongue-based learning, narratives, reading competency.

The authors are with the English Department of Universitas Negeri Medan, Indonesia (e-mail: srimindamurni@ gmail.com, mutsyuhitosolin58@ gmail.com).

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Cite:Sri Minda Murni and Mutsyuhito Solin, "Local Culture Literacy Movement: Empowering Students' Mother Tongues to Promote Cognitive and Affective Development in the Primary Schools," International Journal of Languages, Literature and Linguistics vol. 4, no. 2, pp. 65-70, 2018.

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