KITAB KUNING AND JAVANESE LANGUAGE MAINTENANCE IN PONDOK PESANTREN AL-FALAH SALAFI BREBES

This study reveals the role of Pesantren and Kitab Kuning in maintaining Javanese Language. This focus on how the Javanese language maintenance process through the transmission of cultural values and learning at the Pesantren Al-Falah Salafi Brebes and other supporting factors of the Javanese language maintenance process. This qualitative research uses a sociolinguistic approach. The type of data is the form of socio-cultural words and expressions, learning curricula, and Javanese language maintenance programs in Pesantren. Data collection techniques used were interviews, observation and document study. Data analysis technique is done by identifying, classifying and interpreting the data. The results showed that the process of maintaining Javanese language takes place on several ways: 1) Learning Kitab Kuning through Sorogan, Bandongan, Pasaran methods. 2) Tradition of dialogue through Khitobahan, Majlis Orda and Bahtsul Masail. 3) Personification of Kiai with the necessity to use Javanese language, and 4) Formal and informal communication. All these activities make Javanese language be maintained in Pesantren.


Introduction
The death of language is a problem for all nations in the world, including Indonesia. Indonesia with this language pluralism are challenged by the inclusion of foreign languages and national languages. Placement of regional languages as the nation's cultural wealth began to swoop in occupying a position that is no longer high. The local language is also being abandoned by its speakers, because it is considered as dishonorable language. Regional languages such as Javanese no longer dominate in public spaces and became an important domains of their citizens. This difference in language placement is referred to as diglossia.
Diglossia occurs when there is a language that is positioned at a low place, while other languages are at a higher place and are considered more prestige. This Vol. 1 No. 1 June (2020) If we associate it with the factual conditions of our national education design, this problem is rooted in the curriculum content and policy direction of educational institutions which tend to be Internationally Based Oriented. For example, placing foreign languages and national languages as priorities with a variety of intensive and specialization programs. Besides indeed some of them become compulsory subjects. Contradictory, the regional languages do not get previlage such as foreign languages and national languages, so that participants are rarely interested in learning. Therefore it is urgent to give an assessment that the extent to which this nation seeks to respond to globalization, by not ignoring the traditions and culture.
The domain of life that plays an important role in solving these problems is education. Making awareness of each educational instrument in formulating education policies, environment and culture that is responsive to the preservation of regional languages. Through formal educational activities, informal and nonformal efforts to prevent language extinction can be done. Wardhaugh (2006)  Research that reveals schools have a significant role in regional language maintenance also conducted by Zulaeha (2017). This can be done through formal and informal communication consistently and continuously at school. In addition, the efforts to maintain regional languages can also be done through traditional arts. As a study conducted by Mardikantoro (2016) that traditional songs and poems can be a tool for language retention through art performances. Nurhayati (2010) in her study found that the people of Jogjakarta made arts and culture as the main media of maintaining regional languages.
Language maintenance also turned out to experience obstacles and challenges. As a study conducted by Syahriyani (2017) reveals that age, interaction, economic development and education have a significant influence in inhibiting the process of keeping regional languages.
Related to Pesantren, some previous studies conducted by Hanafi (2017) revealed that there was Arabic diglossia in learning activities at Islamic boarding schools, besides pesantren had a contribution in maintaining local languages. In line with this, Ningsih, et.all (2019) concluded that santri through their conversation activities by using local languages became the way of language maintenace.
Pesantren with its Kitab Kuning become models in education that are responsive to language issues. Kitab Kuning as revealed in Wahyuni and Ibrahim's research (2017) has the distinctiveness of using Pegon Arabic and Javanese language. This is supported by a study conducted by Thoriqussuud (2012) that not only has a function as a medium for regional language retention, but also Kitab Kuning developed into an authoritative and visionary knowledge discourse.
Some of the previous studies have described the contribution of education, especially Pesantren in maintaining local languages. Moreover, this research seeks to complete with a more radical and comprehensive analysis. It presents data and facts related to the contribution of local wisdom and pesantren culture in maintaining Javanese languages through education and learning. Interestingly, Vol. 1 No. 1 June (2020) Kitab Kuning as a typical model of Nusantara education is also described as a medium to maintain regional languages.

Pesantren and Kitab Kuning
One of the educational institutions in Indonesia is Pesantren. An indigenous education model that teaches many things about religion, science and morals.
In addition, the culture that develops in pesantren is its appreciation of local -lidain (do good to both parents) and the obligation to respect the teacher (stay away from acts that are prohibited, makruh and unclear whether or not) ş q (always honest and act truthfully) Al-wasṭiyyah / -zun --dalah (fair) munkar, collectivity, independence and simplicity Some of the above local wisdoms become the strength of the pesantren tradition in education and social interaction with the community. So that the learning patterns are not only focused on spiritual education, but also intellectual and social. The concept of education that seeks to humanize humanity and struggle for human rights and dignity. Siradj (1999: 201) in the Wahyuni and Ibrahim (2017) quotations described that in the beginning, Kitab Kuning was actually introduced by a circle outside pesantren. Its image embedded in very low level, because it was considered oldfashioned and not modern. Kitab Kuning is suggested as the cause of the decline of human civilization. But in its development this term actually becomes an identity that is proud of by the santri and pesantren.

Language Maintenance and Shift
Fasold (1984) defines that language maintenance is a step to make a decision to keep using a language together in a society. It is a language that has been used before and trying to be maintained. The phenomenon of language maintenance is closely related to language shift. The decision for maintaining a language is usually a conscious response due to language shifts. Both are important studies in sociolinguistic discourse. Through these efforts, language extinction did not occur because of the shift and unwillingness to maintain it.
The reason for the language shift is the situation of diglosis. Certain languages are placed in lower positions and higher jams. So that low-level languages began to be abandoned because they were not prestigious.
Mardikantoro (2016) explained that language maintenance depends on several factors, including: economics, religion and politics. Agreement to maintain a language is determined based on collective decisions and applied in everyday life.
Actually, language shift happens because of language leakage. Language that should apply to certain domains actually belongs to other domains. So that one of the languages becomes pressed and extinct, because of the choice of language that is considered more respectable (Mardikantoro, 2016).

Research Methods
This research used a qualitative descriptive method. School, related to the curriculum, educational and learning programs, as well as the academic and its culture. Then, the data is collected and reviewed.
Methodologically this study used a qualitative descriptive approach.
According to Sugiyono (2011: 14) this approach examines and tries to obtain indepth data. The data contains meaning. In this study, qualitative data through the process of data collection was analyzed from the text and its context. So we get an ideal and comprehensive conclusion.

Pesantren Al-Falah Salafi Brebes
Pesantren Al-Falah Salafi is the second generation of Pesantren Al-Falah  (1991: 3) in Zulaekha (2017: 43) outlines several steps that can be taken in maintaining regional languages; First, using regional languages on various occasions in the family sphere, in meeting forums, and in educational institutions.

Moeliono
Second, promoting the use of regional languages in mass media (print and electronic), such as newspapers, books, magazines, radio, television, and so on.
Third, fight for regional languages into languages that should be maintained and developed by the government and the community.
Some of these steps can be decided through national education policies that favor the preservation of regional languages. This actually becomes the basis that the education sphere plays an important role in maintaining local language.
Education must be able to formulate real concepts and actions in maintaining local languages, in addition to develop national and international languages.

Education and Learning of the Yellow Book
Pesantren Bandongan activities at Pesantren Al-Falah Salafi take place every day after dawn, dhuhur, asr and Isha.
Third, Pasaran model. This activity is similar to Bandongan, but the implementation is carried out in the month of Ramadan. This study takes place after the fardu prayer time and tarawih with a variety of selected Kitab Kuning and is retained in one month. Kyai / Ustadz read the Book in Arabic, translating and explaining it in Javanese. Santri notes and understands its meaning solemnly.

Tradition of Dialogue
Apart from an intensive study of Kitab Kuning, Pesantren also predominates other scientific activities, such as the First, Khitobahan. This is an activity to practice speaking skills through speech in every Thursday night and is followed by all students. Santri take turns to become lecturers and participants. It is hoped that in the future students can become Mubaligh and preachers. Uniquely, the speeches were carried out using Javanese as the core language. So this becomes a space where Javanese language is placed in an honorable position.
Second, Bahtsul Masail. Like other pesantren, the tradition of scientific dialogue is also carried out by the Pesantren Al-Falah Salafi Brebes. Organizing scientific forums to discuss issues surrounding contemporary issues of religion, worship and faith. The ability to argue with authoritative references is carried out by students. Communication activities carried out entirely using Arabic and Javanese language.
Third, Orda Majlis. In contrast to the classical tradition that developed in the Islamic Boarding School, this forum is routinely carried out by the Pesantren as a regional-based hospitality space. But unlike the others, the regional organization forum is designed to discuss the problems faced by their respective regions. This scientific discussion is held once a month by formulating recommendations given to local governments to resolve these problems.

Personification of Kiai
The traditions of learning in Islamic boarding schools is the respect of students to Kyai. For students, the personification of the teacher becomes very important in learning. Teachers who are worthy are good dignity, know the law, persevere in worship, and are pious. The kyai is considered to be a true teacher, Vol. 1 No. 1 June (2020) who has abandoned all of his worldly desires and does not expect rewards. Then they are the most appropriate as teachers to increase our knowledge.
The importance of contextualization in understanding Nash is one of the skills expected in boarding school education. This is obtained besides through the learning process is devotion to the Kyai. This was later applied in the culture of communication at the Pesantren Al-Falah Salafi. Santri communicates with Kyai and Ustadz using Javanese language. Because Javanese is considered as a communication tool that shows students respect for the Kyai.

Formal and Informal Communication
In addition to some of the above, Javanese language maintenance is also

Conclusion
Based on the analysis, the authors conclude that the phenomena of language shift and extinction can actually be minimized through education.
Education plays an important role in formulating regional language preservation agenda. Although impressed slow, but changes through education can occur without anarchism. Mainly through pesantren education that is able to accommodate the culture and traditions of the Indonesian people. Islamic boarding schools which are not anti-tradition have proven to be able to become models of regional language maintenance programs, both through classroom learning and outside the classroom. Through the study of Kitab Kuning, the tradition of dialogue, Kyai personification and formal and informal communication activities become an ideal model in maintaining regional languages. *********