Academic journal article International Education Studies

Developing Language Learning Textbooks Enriched with Sense of Literacy: The Case of Junior High School in Indonesia

Academic journal article International Education Studies

Developing Language Learning Textbooks Enriched with Sense of Literacy: The Case of Junior High School in Indonesia

Article excerpt

Abstract

This research is aimed at developing an Indonesian course-books integrated with the materials for life skill education (LSE). It can support effective learning through literacy models and results qualified book on Indonesian language learning. By applying Fenrich's method on development model (1997) include five phases of analysis, planning, constructing, developing, and implementation, analysis was carried out by focusing on the synergy of the basic competence (BC) compared to the competency of general life skill (CGLS) and the students learning needs. The research was conducted at Sekolah Alam Insan Mulia or SAIM (Insan Mulia School of Universe) Junior High School in Surabaya as a case of study. The research data consists of information about the validity of the course-books, the applicability of the lesson unit, teacher's activities, student's activities, student's responses, completeness of the learning outcomes, and information about field barriers during the course-books implementation. By developing and enriching sense of literacy in Indonesian learning textbooks, numerous positive impacts could be achieved.

Keywords: Indonesian textbooks, literacy, language learning development

1. Introduction

There is an element of creativity in the creation of techniques and media communication between individuals and communities. The element of creativity became a mainstay for each individual to master both technical and communication tools. Every people is required to master literacy adequately. It is the importance of literacy education development, particularly in strenghtening of Indonesian language learning in the schools.

According to Kern (2000, pp. 16-17), there are some principles of literacy include interpretation, collaboration, rules, knowledge of the culture, problem solving, reflection, and the use of language. Those seventh principles are systematically can be seen at stages and the learning cycle such as the development of the field of knowledge, modeling the text, the preparation of joint problem solving (joint construction), and (4) the preparation of individual problem solving or independent construction (Hammond et al., 1992, p. 14). Considering the principles and some previous stages, this study attempts to describe Indonesian textbooks enriched with literacy learning and conceptualize the quality of Indonesian textbooks.

In line with its position as a center of learning, the development of materials is an important step after a review of the curriculum and syllabus, before learning activities will be implemented (Samani, 2007, p. 143). Dubin and Olstain (1992) explained that the purpose of development is to prepare the material continuity of learning activities that are always filled with new material, displayed in a new way, and overcome by the new strategy as well. In that regard, there are three principles in the development of teaching materials namely relevance, consistency, and adequacy (Depdiknas, 2006, pp. 6-7).

Language teaching materials are all things that are used by teachers or students to facilitate the process of language learning (Tomlinson, 1998, p. 1). Language teaching materials can be either tapes, videos, CD-ROMs, dictionaries, grammar books, reading, workbooks, training matters, newspapers, food packages, photos, direct conversation with a native speakers, teacher instructions, written assignments, cards, and discussion between students. For example, Indonesian language and literature materials consist of materials to improve language skills and attitudes and materials to increase the skills and compose attitudes. Material or language learning discourse should be selected based on the context of social, cultural, linguistic, and student life (Nunan, 1995, p. 211). Besides, linguistic materials must always be presented, either expressed or implied.

In this work, Indonesian learning materials are selected in the context of real life. …

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