I.

REFLECTIONS ON EDUCATION IN INDONESIA

Education is one of the key vehicles for the intellectual and professional development of
our people and plays an increasingly important role in supporting a stronger and more
globally competitive Indonesia. However, education in Indonesia still has several problems
related to quality and access as well as the even distribution of well-trained teachers.

Limited access to education in rural areas has contributed to increased urbanization as

families relocate to cities in order to acquire better education. According to the Indonesian
education activist Anies Baswedan, "the problem is that the number of education facilities
in [the] Greater Jakarta area (Jabodetabek) is proportional, but we have a problem in the
rural areas and it is causing urbanization to Jakarta." Baswedan calls for expanded
educational access through the provision of increased educational services for communities
as a whole. "If the schools are only located in district's capital, then many people might not
be able to achieve proper education," he said.

Furthermore, the number of qualified teachers is still not evenly distributed in rural areas.
According to the Director General of Primary Education at the Ministry of Education and
Culture, Muhammad Hamid, many elementary schools (SD) in Indonesia face a serious
shortage of teachers. The amount is estimated to reach 112,000 teachers.

To overcome the uneven teacher distribution, the Ministry of Education and Culture will
work closely with local governments, both provincial and district / city, to improve teacher
allocation in these areas. “If the teacher allocation can be optimally managed, areas that
have a surplus of teachers can be transferred to nearby districts,” said Hamid.
In order to increase the number of qualified teachers in schools in Indonesia, the Ministry
will offer bachelor degree scholarships for elementary (SD) and secondary school (SMP)
teachers. Hamid estimates that only 60% of the 1.85 million elementary school teachers in
Indonesia have bachelor degrees. Each year, the ministry also provide 100,000 bachelor
degree scholarships for aspiring elementary and secondary school teachers.

Of 120 countries included in the 2012 UNESCO Education For All Global Monitoring
Report, which measures education quality, Indonesia is ranked 64th. UNESCO’s 2011
Education Development Index (EDI) ranked Indonesia 69th out of 127 countries.

Additionally, the number of children that have dropped out of school in Indonesia is still
high. "Based on the Ministry's data in 2010, there are more than 1.8 million children each
year cannot continue their education. This is caused by three factors, namely economic
factors, children who are forced to work to support the family, and marriage at an early
age," according to the Directorate General of Higher Education Secretary Dr. Ir. Patdono
Suwignjo, M. Eng, Sc in Jakarta.
According to the latest Human Development Index, reported by the UNDP, Indonesia
ranked 121st out of 185 countries, with an HDI of .629. The report shows that Indonesia is
ranked lower than two of its neighboring ASEAN countries, Malaysia (64th) and Singapore
(18th). The average score for the region was 0.683.

Many educational scholars, activists, and ministry officials have all recognized the need to
address Indonesia’s educational problems. "We have to solve the education problems,
because knowledge ownership is key to achieving one's well-being," according to Anies
Baswedan. In addition to providing scholarships for teachers, the Government of Indonesia
has implemented various policies to improve the education quality in order to face the
global competition which marked by the realization of the ASEAN Community in 2015 .

In order to strengthen basic education for students, the Ministry has committed operational
and budgetary resources to the implementation of the latest 2013 Curriculum by 2014.
"[We’re] ready for next year and almost all schools can implement the 2013 Curriculum,"
said Deputy Minister of Education and Culture, Musliar Kasim.

The 2013 Curriculum focuses on the acquisition of contextual knowledge in respective

areas and environments. The curriculum seeks to develop students' evaluation skills in
three areas: attitude (honesty, politeness, and discipline), technical skills (through practical
work/school projects), and scientific knowledge. At the elementary level, the curriculum
emphasizes the formation of attitudes and functional skills over scientific knowledge,
which receives more attention at higher educational levels. At the junior and senior high
school levels, the academic rigor is increased since the students’ personalities were
emphasized at the primary level. According to Musliar, the new curriculum will be applied
to elementary students' grade 1, 2, 4 and 5, junior high school students’ grade 8 and 9, as
well as high school students’ grade 10 and 11.

The government will not print textbooks. As with the implementation of the previous year,
the Ministry's textbooks will be uploaded to the internet.
The ministry will also set the maximum price for textbooks, which will be sold to the
public. The 2013 Curriculum has been implemented since mid-2013 at a number of
designated schools -- despite being criticized for its implementation seemed to be forced.

As an international aid agency supporting socio-economic development in Indonesia,

USAID Indonesia has prioritized educational development through a number of initiatives
including the USAID – PRESTASI program.

This year, USAID-PRESTASI selected 30 Indonesia professionals to receive scholarships

 for master’s degree programs at universities in the U.S. and Indonesia. The program is open
to the public and is expected to support the development of human capital in candidates
who are skilled in their field. These future leaders will ultimately make a positive
contribution in their respective work environment once they returned to the Indonesia.

II. QUESTIONS
1. How to influence educational facilities in rural areas with the level of urbanization in
Indonesia?
Limited access to education in rural areas has contributed to increased urbanization.
like many families moving to cities to obtain a better education.
2. What the factors that influence children out of school in Indonesia based on Ministry data
in 2010?
Based on Ministry data in 2010, there are three factors that influence school dropouts,
namely economic factors, children who are forced to work to support families, and
marriage at an early age.
3. What policies are issued by the government in dealing with uneven teacher distribution in
Indonesia?
To increase the number of qualified teachers in schools in Indonesia, the Ministry
will offer undergraduate degree scholarships for elementary school (SD) and junior
high school (SMP) teachers. Every year, the ministry also provides 100,000
undergraduate scholarships for prospective primary and secondary school teachers
because many school teachers in Indonesia do not have a bachelor's degree.

4. Based on the information above, why is the education system in Indonesia still relatively
low?
because of the lack of equitable education facilities and teacher distribution in rural
areas. this makes cities
5. What policies will the government apply to improve the quality of education in Indonesia?
The government can implement the 2013 Curriculum in all schools in Indonesia and
also the Ministry of Education will not print school books, but will be uploaded via
the internet. The government is collaborating with USAID Indonesia in developing
education through a number of initiatives including the USAID program -
PRESTASI.
III. DESCRIBING PEOPLE

The 1st Meeting

1. Teacher introduce some vocabulary in the form of personality, facial features and physical
appearance to the students and teaches how to produce them out.
Tall
Eyebrow
Pointed nose
Friendly Short
Blonde hair
Smart
Skinny calm
Shy
Plump
Chubby
Round face
Kind
Helpful
Stubborn
2. Teacer give a reading related to describing someone, then the teacher instructs students how
to read and then translate together the contents of the reading.

Read the following text, and then answer the following questions.
My Best Friend

I have a lot of friends in my school, but Dinda has been my best friend since junior high
school. We don’t study in the same class, but we meet at school everyday during recess and after
school. I first met her at junior high school orientation and we’ve been friends ever since.

Dinda is good-looking. She’s not too tall, with fair skin and wavy black hair that she often
puts in a ponytail. At school, she wears the uniform. Other than that, she likes to wear jeans,
casual t-shirts and sneakers. Her favourite t-shirts are those in bright colors like pink, light green
and orange. She is always cheerful. She is also very friendly and likes to make friends with anyone.
Like many other girls, she is also talkative. She likes to share her thoughts and feelings to her
friends. I think that’s why many friends enjoy her company. However, she can be a bit childish
sometimes. For example, when she doesn’t get what she wants, she acts like a child and stamps
her feet.

Dinda loves drawing, especially the manga characters. She always has a sketchbook with
her everywhere she goes. She would spend some time to draw the manga characters from her
imagination. Her sketches are amazingly great. I’m really glad to have a best friend like Dinda.

3. The teacher gave the students some agreement to retell the contents of the reading and what
information is contained therein.

The 2nd Meeting

1. The teacher gives questions related to reading in previous meetings.

 The teacher mentions several vocabulary words in Bahasa Indonesia then the
students take turns holding up the brand's hand and the students write the vocabulary
mentioned into English on the board.
 The teacher mentions several vocabulary words in English Then the students take
turns holding up the brand's hand and the students mention the meaning and produce
them out.
 After that, the teacher gives the question below and the students take turns holding
up the brand's hand and the students mention the answers and meaning.

Comprehension Questions

1. Who is being described in the text?

2. How long have the writer and Dinda been friends?

3. What does Dinda look like?

4. What are her favourite clothes?

5. What kind of t-shirts does she like?

6. Describe Dinda’s personality briefly.

7. Why do many friends enjoy Dinda’s company?

8. What is Dinda’s bad habit?

9. What is Dinda’s hobby?

10. How does the writer feel about Dinda?

The 3rd Meeting

1. The teacher gives English riddle sheets. the teacher must mention the vocabulary in
English, then the student must find the vocabulary and cross it out.

2. . Teachers divide the students into groups which consist of 5 people. Each group must make
a few sentences in a small paper to describe their friends in another group using personality
vocabulary, facial features and phsycal appearance. Then each group must go up to read
the results of the description while the other groups must guess who the person is. This
activity / game is called "WHO IS HE/SHE?". Through this game, students must listen
carefully and understand the picture given by their friends
REVIEW OF RELATED LITERATURE

1. Mark and Anderson (2003) point out that dictogloss is more than just dictation.
Dictogloss comes from the words “dictation” and “glossary”. Dictation is when one person
reads a passage aloud and the audience writes what is said (dictated). A glossary is a list of
words with their meaning written beside them. Dictogloss is designed to draw the learners’
attention to language form, it promotes negotiation of meaning as well as negotiation of
form. In this case student can discuss the material with their friends either in pair, group or
other activities during the process of learning and teaching Wajnryb (1990:5-6).

2. Kurniawati (2012) who states that dictogloss technique could help develop students’ skill,
especially in speaking activities. It could be used to train and improve their ability to speak
English correctly and fluently (good intonation and juncture better than before); to increase
vocabulary mastery; and to raise their bravery or self-confidence to explore, to express,
and to appreciate ideas in their mind.

3. Davis in Risefa Fronica (2010) states that Word Riddles strategy is instructional strategy
arouses students interest in experimenting with different word uses, meanings, and
structures.this strategy to encourage students to think about language beyond the classrom.
According to some expert opinion above the writer concluded of Word Riddles strategy is
a strategy that is used to invite or have their brains and tell students to make a riddles from
the same root. This strategy can help students increase vocabulary and extensive
knowledge to be able to perform the instructions given in the learning of vocabulary. So
this strategy can increase student interest in experimenting with the use of words and
different meanings and different structures.