Papua is rich with cultural heritages: hundreds of vernacular languages, tribes, folklores and other unique traditions. Unfortunately, these heritages are not recognized by the young generation anymore. Modernization, technology, and new comers are assumed as the background. As the capital of the province, Jayapura is the most influenced place for the changes. As an attempt to re-introduce and preserve the ancestor's cultural heritages, cultural infusion in learning English (as one type of learning) is regarded important. From seven tribes living in Jayapura, as the first step, Sentani is chosen as the priority. This paper discusses English learning materials by infusing Sentani culture. Folktales are chosen as learning materials for Elementary School students, malo 1 for Junior High School students, the procedure to make kayi/ifa 2 for Senior High Schoo students. This infusion hopes that young generation is able to learn English as well as to acknowledge one of the cultural heritages of Papua. They can be strongly rooted in their culture and respect others' culture.

Sentani is one of more than two hundred tribes in Papua that has various folklore as their invaluable cultural heritages. One of them is folktale.  Folktales that used to be passed down with some purposes are not recognised by the people anymore. This serious phenomenon cannot be ignored since there are philosophy, mythology, and indigenous knowledge they carried with that can be used to build identity and the whole social life of Sentani people.  This writing aims at igniting Sentani folktales and using them as learning sources for children. Data were collected through observation, deep interview, and recordings in three areas of Sentani, namely East, Central, and West Sentani. The research used socio-cultural approach and involved tribal chiefs, elderly people, parents, and teachers as the informants.  The research found that folktales were still recognised in remote areas of Sentani, known by some tribal chiefs and elderly people and told mostly in Indonesian. Folktales collected can be used as various learning sources for children, i.e. (1) Sentani language, (2) literacy, (3) indigenous knowledge, and (4) character building. Igniting folktales as learning sources also means doing preservation of Sentani cultural heritages. Initiatives and discussion with tribal chiefs, government, and educators are urgently needed. Keyword: Sentani, cultural heritages, folktales MENGHIDUPKAN KEMBALI CERITA RAKYAT  SEBAGAI SUMBER BELAJAR ANAK-ANAK DI SENTANI JAYAPURA PAPUA AbstrakSentani adalah satu dari ratusan suku di Papua yang mempunyai berbagai pusaka budaya yang tak ternilai harganya. Salah satunya adalah cerita rakyat. Cerita rakyat yang dahulu dituturkan dengan bermacam tujuan ini kini telah ditinggalkan oleh sebagian besar  masyarakat. Fenomena seperti ini tak dapat dibi­ar­kan karena dalam cerita rakyat terdapat filosofi, mitologi, pengetahuan, dan nilai kearifan masyarakat yang dapat digunakan untuk membangun identitas dan kehi­dupan masyarakat secara keseluruhan. Artikel ini bertujuan untuk menghidupkan kembali cerita rakyat dan menggunakannya sebagai sumber pembelajaran untuk anak-anak. Data dikumpulkan melalui observasi, wawancara mendalam, dan rekaman di tiga wilayah Sentani, yaitu Sentani Timur, Sentani Tengah dan Sentani Barat. Penelitian menggunakan pendekatan sosial-budaya dan  melibatkan pe­mang­ku adat, tokoh masyarakat, orang tua dan guru sebagai informan.  Penelitian ini menemukan bahwa cerita rakyat masih dikenali di wilayah terpencil Sentani, dikuasai oleh sebagian kecil pemangku adat dan tokoh masyarakat, dan dituturkan sebagian besar dalam Bahasa Indonesia. Cerita yang diperoleh dapat digunakan sebagai sumber pembelajaran bagi anak-anak, yaitu (1) bahasa Sentani, (2) lite­rasi, (3) kearifan lokal, dan (4) pengembangan karakter. Menghidupkan kembali cerita rakyat sebagai sumber pembelajaran berarti melakukan preservasi pusaka budaya masyarakat. Inisiatif dan diskusi dengan para pemangku adat, pemerintah dan pemangku pendidikan perlu segera dilakukan. Kata Kunci: Sentani, pusaka budaya, cerita rakyat

Folktale is one of Sentani people’s cultural heritages that is rarely told anymore. As social products that teach knowledge, history and moral values, folktales have to be preserved. In Jayapura Regency, there are some communal agents for children that have various programs and one of them is teaching English. To keep motivating them learning, it needs more interesting and challenging materials. From the research on revitalization of Sentani language for children through folktales in Jayapura Regency in 2017-2018, it was found that children like to listen and read Sentani folktales. Accordingly, this paper aims at utilizing folktales to teach English for children focusing on speaking in some children communal agents in Jayapura Regency by exploring two main questions, i.e. (1) why teaching speaking using Sentani folktales and (2) how to teach speaking using Sentani folktales. This is a qualitative-descriptive study utilizing data of folktales that were obtained via observation, interview, and FGD from some informants, namely tribal chiefs and Sentani elders in East, Central, and West Sentani in 2017. This writing adopts theory of literature and language teaching (Lazar, 2002) and Vigotsky’s scaffolding learning (Omrod, 2020). This study concludes that (1) children are more active and enthusiastic to speak in English, (2) children are able to learn their ancestor’s heritages, (3) it is an alternative way of both revitalizing Sentani folktales and disseminating the socio-cultural values embedded in them.

Abstrak: Penelitian ini bertujuan untuk membahas kedudukan dan fungsi ungkapan tradisional

Sentani tribe in Jayapura, Papua  is  rich with cultural heritages. One of them is yung robhoni, i.e. traditional payment after somebody’s death. Commonly, in society yung robhoni is literally translated into “head payment”. This terminology raise controversion. Thus, besides as an attempt of clarification, this  writing aims at exploring (1) What is yung robhoni?,  (2) Why  yung robhoni is needed?, dan (3) How is yung robhoni  carried out?. Data were collected from some informants: tribal chiefs (ondofolo, khote, akhona) and  Sentani elders in East, Central, and West  Sentani via deep observations and interviews. By adopting socio-cultural approach, this writing found that yung robhoni is a medium to unite, harmonize, and improve the kinship relation as a form of love and respect based on the balance of right and obligation. Hopefully, through this writing the term of “yung robhoni” is not misunderstood and the harmony of social life by maintaining the social relation, respect and balancing the  right and obligation may become the positive energy for Papuan people in general.