Mongondow Pronoun: The Teaching of Indonesian Local Language in the Context of National Language

One of the endangered local languages in Eastern region of Indonesia is Mongondow Language (Bahasa Mongondow). Despite its usage among local people of Mongondow, this language is in the threat of fading out due to the existence of Manado Malay and national language. Dealing with this challenge, the government launched a curriculum emphasizing upon the inclusion of local contents including language in the learning process. One of which is Mongondow pronoun that is significantly used for plural activities and continuous intensity. Within such context, this research paper aims at revealing the comparison of pronoun of Mongondow language to Indonesian national language in terms of form and function. It also discusses the contribution of the local language to the learning of national language in schools. This research is descriptively qualitative in nature. Data are taken from several regions in Mongondow which are considered being the place for the speakers of the language. The data are comparatively analyzed. The results show that it is true that the pronoun of Mongondow language take several forms, however they have its similarities to that of Indonesian national language in terms of forms, functions and meanings. These similarities define the benefits of using the local language to the learning of the national language in the regions of Mongondow.


Introduction
Not only Indonesian language as the national language and the official language in Indonesia serves as a means of communication, but the local languages existing in Indonesia also have the function as a means of communication. In general, it can be said that the local language plays an important role as a tool which enables people to communicate and strengthen the relationship among people living in different regions. In relation to the national language, the local language supports Indonesian language. Thus, local languages do not only signify the identity of an area but they also enrich the national language. In other words, a local language is quite essential for in supporting the development and the sustainability of national language (Badudu, 1992).
In rapid development in Indonesia nowadays, the roles of local language are still very important. (Keraf, 1987) suggests that local languages have following roles: a) enriching the Indonesian language, especially enriching vocabulary and word form; b) good understanding on the local language enables us to comprehend various important factors that determine the style and structure prevailing in Indonesian society; c) having good knowledge on some aspects of local languages leads to recognize local literature, common themes, as well as styles in language and literature.
Mongondow is one of the languages spoken by indigenous people who live throughout Bolaang Mongondow district. Bolaang Mongondow is a district located between Gorontalo and Minahasa. Due to the regional proliferation, Bolaang Mongondow is divided into five districts (Bolaang Mongondow, Central Bolaang Mongondow, North Bolaang Mongondow, East Bolaang Mongondow, South Bolaang Mongondow) and one municipal (Kotamobagu City).
Due to the recent condition of Mongondow as a mother tongue (BI), it can be inferred that its existence is very apprehensive because this language is less spoken compared to the Manado Malay as a second language (B2). People prefer to speak in Manado Malay for their daily communication than in Mongondow language.
To show serious concern on the endangered existence of Bolaang Mongondow language and other regional languages in Indonesia, the central government has issued a policy to incorporate the teaching of local language as the local content in the 2006 computer-based curriculum. This local content is one of educational programs in which its content and media must correlate to the social and cultural environment. It must also be suitable with the values of regional development which must be taught to the students (Ibrahim and Karyadi 1990: 5). It is expected that the local content enables the students of primary and secondary schools to master their local language as a part of their culture (Ibrahim, 1990).
Mongondow language is different from other regional languages. However, the typology of Mongondow language has similarities with the Indonesian language. In addition, the geneology of Mongolian language shows that both languages have the common origin characterized by the similarity of language pattern. (Burhan, 1980) supports the idea by stating that local languages and the Indonesian language have same patterns, both sound patterns, word structure and sentence structure. (Slametmuljana, 1882) also states the Indonesian language and other local languages in Indonesia have the same root of language.
. One of the interesting linguistic elements in Mongondow is pronoun. Due to its literal meaning, pronoun is used to replace people, things or pronouns such as me, you and him. Regarding this matter, (Wirajosoedarmo, 1985) explains that pronoun is a word that subtitutes a thing or something that is considered a noun. On the other hand, researcher argues that pronoun is a word that replaces nouns or noun phrase. Pronoun is also to indicate all words which refer to objects or something which can be classify into nouns (Keraf, 1980). Based on the above statements, it can be concluded that pronoun is a word that replaces the noun or something that is considered objects. One type of pronoun is the personal pronoun.
Personal pronoun is associated primarily with a particular grammatical person -first, second and third person (Alwi, 2000). Personal pronouns point to the category of persona such as I, he, they and so on. (Wirajosoedarmo, 1985) explains that personal pronoun subtitutes the person/objects previously mentioned. (Alwi, 2000) classify personal pronoun into three types,: (1) first-person pronouns; this type can be divided into two parts: singular firstperson pronouns and plural first-person pronouns. The examples of singular first-person in Indonesia language are saya, aku and daku.
(2) second-person pronouns which also consist of singular-second pronouns and plural-second pronouns. Singular-second pronouns in Indonesian language are engkau, kamu, anda, dikau. kau-, and -mu while plural-second pronoun in Indonesia language is kalian.
In general, the main function of pronoun is to refer to subject and object in the sentence as having been explained by (Alwi, 2000). The types of pronouns are first-person pronouns, second-person pronouns and thirdtperson pronouns. Personal pronouns have different meaning, so one must consider the types used in the sentence to determine the meaning because the types of personal pronouns intensifies the meaning of a sentence.
In regard to the relationship between the two language in term of personal pronouns, (Samsuri, 1985) argues that the study of language comparison can be conducted in languages having the same root. It implies that personal pronouns of Mongondow and Indonesian languages share similar functions. The comparison of two different languages will result in a linguistics contrastive which will be useful in language teaching (Alwasilah, 1993). (Broto, 1992) also underlines that teaching the comparison of patterns among languages in the students' mother tongue can accelerate the mastery of language the students being learned. Due to the observation of the researchers, personal pronouns existing in bahasa daerah Mongondow (BDM) share similar type, function and meaning to personal pronouns in bahasa Indonesia (BI).
This study aims to: (1) describe the similarities and differences of personal pronouns in Mongondow language and Indonesian language in terms of form, function, and meaning (2) describe the teaching of personal pronouns existing in Mongondow language Bolaang Mongondow district, particularly in Dumoga Timur.

Method
This research is qualitative which follow these characteristics; (a) natural setting because the data sources are directly obtained by researchers from informants; (b) descriptive; (c) prioritizing the process than the product; (d) inductive. Thus, this study focuses on the comparison between the personal pronouns of Mongondow and Indonesian languages. The results obtained from the comparison can be applied in local language teaching. This research was in Dumoga subdistrict particularly in Pusian village which is located in Bolaang Mongondow District. In order to obtain accurate data, the researcher also gathers data in Torwakat and Siniyung village to get data about teaching pronouns persona in those areas.
Data collection techniques used in this study are interviews, recording and text study. Interviews are conducted to obtain data related to the problems in this study. In the interview, the researcher has prepared a list of questions, but this can be modified based on the conditions. The researcher carefully jots down the informant's explanation especially concerning personal pronoun in Mongondow language. In text studies, the researcher compile some text written in Mongondow primarily related to personal pronouns. Words obtained in interviews and written texts are combined to become the main words in the study. While the data related to the use of personal pronouns in bahasa Indonesia are taken from books and other readings. To obtain accurate and actual data in this study, the researcher uses primary data and secondary data. Primary data are taken from the utterance of Mongondow language spoken by people living in Bolaang Mongondow District particularly in Dumoga Timur sub-district.
Data analysis technique in this research is conduted as follows: first, data are collected by an interview, recording and text study before the researcher conducts data transcription. Second, the data are analyzed by dialectical interactive model as proposed by Miles (1992). Based on the first principle, data analysis is performed when and after data are collected. The researcher relies on the data of the interviews with the informant which is obtained by using the text study.

A. Personal Pronoun of Mongondow Language 1. Forms of Personal Pronoun of Mongondow Language
According to the research result, it finds several forms of personal pronoun of mongondow language which are explained in the following discussion:

a. Singular First Personal Pronoun
The form of akuˀoi 'saya' (I) (1) Akuˀoi momata kon ḷambung Saya mencuci pakaian I wash clothes (2) Akuˀoi mondungu kon kaˀanon Saya memasak nasi I cook rice Singular first personal pronoun, akuˀoi in Mongondow language refers to 'diri sendiri' itself. In the sentences (1-2), and form of akuˀoi is presented in the beginning, in the middle, and in the end of sentences. Form of akuˀoi is used for formal situation either for the person who has high status or low status, as it is neutral. Based on the examples, we may conclude that similarity between Mongondow language and Indonesian language can be found in the singular first personal pronoun.

3) Togiku baḷoi tatua Milik saya rumah itu
That is my house (4) Kuyat togiku ginama Sayur milik saya diambil I take my vegetable The form of togiku in Mongondow language refers to possession. In sentences (3-4), togiku can be found in the beginning, in the middle, and in the end of sentences. Take a look the following examples. The personal pronoun in the form of akuˀoi olaki in sentences (7-8) is used to refer 'laki-laki' (man) while the form of akuˀoi bobai is to refer I (woman).

b. Plural First Personal Pronoun
The form of nami 'kami' (we) (9)Nami naˀa tumoru, dia mopira gaḷagatnya 'Kami marah, dia Berperilaku buruk' (We are angry as he behaves badly) In its usage, nami in sentence (9) is commonly used in Mongondow language. It is used for formal situations, and same as the use of pronoun 'kami' (we) in Indonesian.
The form of togi nami 'milik kami' (ours) (10) Togi nami bokeˀ noloben tatua Milik kami babi besar itu That big pig is ours (11) Togi nami tamako no lanit tu Milik kami kapak tajam itu That sharp axe is ours The form of togi nami in sentences (1-2) is presented in the beginning, in the middle, and in the end of sentences. The form of togi nami in this sentence is to refer 'milik' (possession). The form of namiˀ is not only to refer 'milik' (possession) but also to express in an answer to questions (can be seen in sentences 10-11).
The form of kamiˀ 'kita' (we -plural) In whose garden, we (men) are doing lawn (22) Kamiˀ bobai momataˀ kon ḷambuŋ 'Kita (perempuan) mencuci pakaian' We (women) wash clothes The form of kamiˀ oḷaki and kamiˀ bobai are only used to answer questions. The form of kami olaki in sentences (20-21) is used to express that 'kita laki-laki' (we as a subject for men) who is doing a task, while the form of kami bobai in sentence (22) is used to express 'kita peremuan' (we as a subject for women) who are doing tasks.
The form of togiˀ nami olaki 'milik kita laki-laki' (refers to something which belongs to men) and ktogi nami bobai 'milik kita perempuan' (refers to something which belongs to women)

c. Singular Second Personal Pronoun
The form of iko 'engkau, anda, kamu' (you In its usage, singular second personal pronoun togimu in sentences (34-37) is to refer possession. Togimu olaki refers to possession of something which belongs to men and togimu bobai refers to possession of something which belongs to women. The form of oḷaki in the previous sentences refers to 'mereka laki-laki' -they (men) who are doing something. The form of mosia bobai in the sentence refers to 'mereka perempuan'they (women) who are doing something.

B. Teaching Pronouns of Mongondow Language at School
Comprehensive learning process at class cannot run without managing learning system. The way teachers teach students at class can be an important variable to determine the success of learning. It obviously concludes that the teacher's ability to manage class is the main variable for effective learning. Definitely, the capability of teacher to organize class is related to the ability to choose and use certain method and teaching strategy or model. Besides, teachers should comprehend characteristics of teaching materials, and they should master them. It can be a base to conduct language learning especially pronouns in Mongondow Language.
As a local language taught in the area of Mongondow native speakers, teachers should comprehend and master the details of pronouns in Mongondow and Indonesian since they have some similarities particularly in pronoun form and caharacter. From the research data, it presents that pronouns in Mongondow are similar to Indonesian by their form, function, and meaning. Therefore, these similarities can be used to teach personal pronouns of Mongondow language at school of Bolaang Mongondow particularly in East Dumogo. Through the same style and characters, teachers can be easier to explain lesson of personal pronoun in Mongondow language which has been as a local subject at school. To teach about personal pronoun or personal reference, teachers can use constructive method by these following stages.

a) Introduction Stage
Teachers make students learn a schema of personal pronouns of Mongondow language. First, they can introduce them and give after defined them in Indonesian. Example

b) Identification Stage
After explaining some examples, teachers have students learn to identify personal pronouns of Mongondow. Teachers need to plan learning activities which are oriented to students. Besides, they become facilitators and mediators. They do not need to explain kinds of pronouns, and let the students discover. Therefore, Indonesian personal pronouns can be taught to the students. Having this understanding, students can categorize personal pronouns of this language. The similarities between Indonesian and Mongondow language should be explained into such as the following elements.
1. Singular first personal pronoun 2. Plural first personal pronoun 3. Singular second personal pronoun 4. Plural second personal pronoun 5. Singular third personal pronoun 6. Plural third personal pronoun If students' opinion is not correct, teachers may revise and make a correction. By learning its forms, students can comprehend the personal pronouns in Mongondow.

c) Exercise stage
In this stage, students train them selves to use personal pronouns in sentences. Teaching method is very essential in this stage. Students can have a game section like scramble to study this materials in order to avoid students bored. Scramble is an agile game to reach highest score or position. Scramble derived from English word means an act, a competition, and a fight. It is to name a word game which involves the player to arrange jumbled letters into a proper word. This learning model can make students comfortable since it is in the format of a game, for example: word scramble, sentence scramble, and paragraph scramble. These are very suitable to teach personal pronouns. It is the following activity which can be used to teach students in class. In word scramble, students will arrange words or personal pronouns of which the letters are jumbled like in the following example: amin = nami 'kami' (we) ais = sia 'dia' (he) ku'oia kiola = aku'oi olaki 'saya laki-laki (Imale) ikutog = togiku 'milik saya' (mine) It continues in wider like sentence scramble. Teachers show simple sentences containing personal pronouns, yet they are arranged by jumbled words. It would require students to arrange the jumbled words in a good order like these following examples: nolaben -togi nami -tatu bokeˀ mo tayak -nami olaki -kon baŋoˀ' no loben-togi nami olaki-butaˀ' Those three sentences are randomly arranged; therefore, students compete to arrange those sentences into proper order then they should translate them into Indonesian.

d) Follow-up Stage
It requires students to perform a simple conversation in the front of the class. Students will work in pairs to make a simple dialogue and put personal pronouns in each sentence. This learning model can strengthen students to comprehend the teaching materials in order not only to memorize but also to understand the context.
The research finds out that there is similarity of Mongondow and Indonesian language. They have genetic relationship. Their congregation is signed by the similar certain pattern. According to Burhan (1980), local language and Indonesian have same pattern both in the sound pattern and word -sentence structure. It discovers that personal pronouns in Mongondow has six forms: (1) singular first personal pronoun, (2) plural first personal pronoun, (3) singular second personal pronoun, (4) plural second personal pronoun, (5) singular third personal pronoun, and (6) plural third personal pronoun. It is also in line with the findings stated by Alwi (2000) Teaching personal pronouns in this language can be an attempt to maintain, develop, and preserve this endangered language. Therefore, teachers take an important and strategic role to teach students in order to build interaction with the others using this language.

Conclusion
Based on the previous discussion, it can conclude that personal pronouns of Mongondow and Indonesian are similar. It discovers the similarities by form, function, and meaning. Both languages have same forms of first, second, and third personal pronoun. Personal pronoun can be placed as a noun like in a subject, an object, and it can show possession in Mongondow language. They also have predicate in each sentence.
The way teachers organize a class is an important variable which can determine the success of learning personal pronoun. The teachers' ability to manage a class can be a main variable in effective learning. Definitely, their capability to make lesson plan is related to their ability to choose proper method, model or learning strategy. Besides, they comprehend and master material characteristics.