Driven by a recent surge of incidents involving harmful language and potential violence occurring both online and offline, the English Language and Literature Study Program of Universitas Pendidikan Indonesia in collaboration with Balai Guru Penggerak of Bali Province (BGP Bali) has launched a critical language awareness program through The Community Service Project in June 28, 2024. This initiative aims to train Junior High School English transformational teachers (guru penggerak) across Bali Province on how to handle the potential for abusive language in educational institutions. The program seeks to equip the trainees with the tools to identify and prevent harmful speech patterns that can lead to bullying, sexual harassment, and other forms of abuse in schools. By empowering the teachers with the knowledge and skills to recognize and address problematic language use, the program hopes to create safer and more inclusive learning environments for students.
According to the Head of the English Language and Literature Study Program and Project Coordinator, Prof. Eri Kurniawan, M.A., Ph.D., in his speech prior to the signing of the implementation agreement between the two institutions, this program in Bali was undertaken as the BGP Bali has been recognized for its high achievements and has shown support to create safer schools by promoting positive and inclusive language use. Prof. Kurniawan emphasized the importance of this collaborative initiative. The Head of BGP Bali, Dr. I Wayan Surata, S.Pd., M.Pd., welcomed the program and expressed his belief that with the active participation from the selected transformational teachers, this initiative will have a significant impact. The training program kicked off on June 28, 2024, at BGP Bali in Denpasar. The program then continued through Zoom sessions until August 4, 2024, totaling 32 hours of training.
In this training program, 19 teachers from 19 junior high schools across Bali Province participated to use an array of linguistic analyses to identify language patterns that can contribute to bullying and violence in schools. The training was facilitated by a team of experts, including (from left to right) Dr. Mahardhika Zifana, M.Hum., Dr. Ruswan Dallyono, M.Pd., R. Dian Dia-an Muniroh, M.Hum., Ph.D., Prof. Eri Kurniawan, M.A., Ph.D., Wawan Gunawan, M.Ed., Ph.D. and Dr. Dadang Sudana, M.A. Each facilitator delivered sessions on the following topics: literacy for teachers, positive and inclusive linguistic practices at school, identification and prevention of language-based violence at school, negative impacts of harmful language used at school, strategies and practices for using positive language at school, and implementation of wise language use movement in daily life. In addition to the lectures and discussions, the training program also included an activity where the participating teachers created awareness-raising posters on promoting positive and inclusive language use in schools. By providing training and resources, the initiative aims to empower the training participants to use language in a way that promotes a positive and respectful school climate.
The team undertook this project through four main stages, each with specific focus and objectives. First, the team did an identification of cases of language-based violence in schools. This initial stage involved collecting and analyzing data on sexual harassment and violence related to language use within school environments. Data were obtained from resolved cases, related to language-based violence in educational settings. The aim of this stage was to gain a deep understanding of the various forms of language-based violence that occur in order to develop relevant training materials.
Second, the team developed a syllabus and training materials. Based on the findings from the identification stage, the team developed a syllabus and training materials that focus on understanding and preventing language-based violence in schools. The materials covered the basics of argumentation, identification of forms of language-based violence, and effective strategies to avoid and anticipate such violence. The training materials were presented in a presentation and discussion format to facilitate effective learning.
Third, the team implemented training with combination of offline and online sessions. This third stage involved conducting training sessions for the target audience. This activity aimed to increase awareness and understanding of the dangers of language-based violence and the importance of using language wisely in all interactions.
Four, we carried out the wise language use campaign. This final stage extended to a socialization campaign aimed at inviting the wider community to actively participate in the wise language use movement via teachers’ projects. Through the use of digital and social media, this campaign was expected to reach a wider audience and build collective awareness of the importance of preventing language-based violence in educational settings.
By focusing on the prevention and handling of language-based violence in educational settings, this Community Service Project adopts a comprehensive and solution-oriented approach, ensuring that each stage of implementation is designed to have a positive impact in creating a safe and conducive learning environment for all. By focusing on language as a catalyst for change, this program represents a promising approach to creating safer and more harmonious school environments in Bali. It is hoped that the initiative will serve as a model for other regions in Indonesia and beyond.