Mother Tongue-based Literacy Programmes: Case Studies of Good ...

Nature and LivelihoodCommunity people uitlize nature to improve theirincome. Some of the community issues concern:• Outsiders taking more advantage of natural resourcesthan the local community of Kampung Cibago•The community’s dependence on the forest, which isthe main resource for daily income (including palmtrees for making brown sugar, uyun [a tough grass]for making brooms, and other kinds of wood to sell)OrthographySundanese possesses a unique, archaic writing system(see illustration) that closely resembles Sanskrit. Thisorthography is known as Aksara Sunda (Sundanesescript). Unfortunately, Aksara Sunda is no longer beingtaught in formal schools, so younger Sundanese peopleno longer recognize it.The formation of the KFBI programme encouragesbilingual learning and reaffirms the role of the ancientSundanese script as it complements the culturalidentity of Sundanese speakers. A book has beenpublished which is generating a renewed interest inpreserving and using the ancient script to producehistorical legends and songs.Grass is a natural resource usedby the community to feed livestock.Many forest products, however, havebeen exploited by people who do notlive in Cibago.Historically, Sundanese people have learned Arabic script, which was taught in mosques and thepesantren. At that time, the Latin alphabet used in the national language was not well known. The KFBIprogramme enhances the use of Latin script in both the national and local language. Since Indonesianis based on a Latin script for its writing system, the KFBIprogramme uses Latin script for writing activities while© BP-PLSPcontinuing to present the ancient script.© BP-PLSPThe ancientSundanesescript israrely usedby communitymembers,but as thepopulaiondevelopsliteracy skills,interest in it isgrowing.Learning Needs of the CibagoPeopleThe KFBI programme utilizes learning methods thatare based on learners’ needs and interests. Needsassessment procurement is an essential first step andis conducted by tutors using pre-tests, checklists orinformal brainstorming sessions. Village leadershipand individual families were interviewed to assess thepotential for community-based economic projects.The learners’ needs assessments revealed the followingForest products such as coffee areprocessed and sold in markets or tobrokers in order to provide income.[ 114 ]