News from BC Indonesia

Agar SBI Tak Sekadar Mengejar Gengsi

Simposium Access English EBE akan digelar 8-11 Juni 2009 di Jakarta. Apa saja persoalan yang ada seputar pengajaran bilingual ini?

Siang itu terik di kawasan Kebayoran Baru, Jakarta Selatan. Namun panasnya udara tak terasa di sebuah ruang kelas tujuh SMPN 19. Ada penyejuk di ruangan itu. Beberapa peralatan multimedia dan hotspot juga terlihat. Sekilas saja orang bisa langsung paham bahwa suasana kelas ini berbeda dengan kelas di sekolah-sekolah Indonesia pada umumnya. Apa lagi, guru yang mengajar menggunakan bahasa Inggris sebagai pengantar.

Nama guru itu Zauki. Hari itu ia menjelaskan tentang fotosintesis atau bagaimana zat asam terbentuk. Bahasa Inggrisnya lumayan lancar meskipun logatnya masih sangat Indonesia. Setiap kali usai menjelaskan sesuatu ia bertanya, “Understand?” Murid-murid tetap diam sehingga Zauki mengulang pertanyaannya. Kali ini dalam bahasa Indonesia. “Anak-anak pada ngerti nggak?” Sontak para murid menjawab serempak. “Yeeees.”

Di kelas Zauki, murid terlihat pasif. Namun, seusai kelas, salah seorang siswi bernama Anindita menyatakan bahwa ia senang-senang saja diajar dalam bahasa Inggris. “Nggak ada kesulitan,” katanya malu-malu.

Di tempat lain, tepatnya di SD Model Islamic Village Tangerang, pemandangan serupa bisa ditemui. Di kelas satu, seorang guru matematika mengenalkan angka dalam bahasa Inggris. Di kelas empat, seorang guru menjelaskan medan magnet: di ujung ini kutub negatif, di ujung yang satunya kutub positif. Guru yang bernama Nelly itu juga membawa baterai sebagai alat peraga. Murid-murid Ibu Nelly cukup aktif. Ketika ia bertanya mengenai fungsi baterai, anak-anak berlomba menjawab, ”Car toys, calculator.”

Proses belajar dengan pengantar bahasa Inggris memang sudah berlangsung beberapa waktu di beberapa sekolah di Indonesia. Tepatnya, sejak 2005 Departemen Pendidikan Nasional (Depdiknas) melalui Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah (Dikdasmen) mencanangkan sekolah bertaraf internasional di Indonesia. Dari sekitar 450 sekolah yang menerapkan sistem ini, kini tersaring 112 yang kemudian ditetapkan sebagai Rintisan Sekolah Bertaraf Internasional (R-SBI).

Di sekolah yang berlabel R-SBI, bahasa Inggris tak lagi diajarkan sebagai bahasa asing. Ia juga dipakai untuk pengantar pelajaran matematika dan sains atau lazim disebut English-medium Teaching of Mathematics and Science through English (EMMS).

Tujuan yang ingin dicapai jelas. Di dunia yang makin menekankan pentingnya kecakapan berbahasa Inggris, Indonesia tak mau ketinggalan. Indonesia tak sendirian dalam menetapkan pendidikan dwibahasa atau bilingual ini. Negara-negara Asia Tenggara lain seperti Malaysia, Thailand, Filipina, dan Vietnam juga melakukan langkah serupa.

Mengingat EMMS relatif baru, pelaksanaan di lapangan memang belum sesuai skenario awal. Para guru SD Model Islam Village, Tangerang, misalnya, menyebut tentang kemampuan murid yang berbeda-beda. Oleh karenanya, bahasa Indonesia masih dipakai sekalipun penekanannya tetap pada bahasa Inggris. Mereka juga merasa kursus bahasa Inggris yang mereka ikuti selama satu bulan jauh dari memadai. “Mestinya kontinyu,” kata Azizah, guru matematika.

Untuk mengatasi persoalan ini para guru rutin mengadakan pertemuan sepekan sekali. Mereka membuat semacam panduan, worksheet. Sadar bahwa boleh jadi di antara para murid ada yang lebih pintar berbahasa Inggris, mereka juga tak ragu menyertakan masukan para murid dalam panduan ini.

Satu hal yang dirasa masih berat bagi mereka adalah materi ajar. Seringkali mereka harus mencari sendiri. Azizah, misalnya, menyebut materi untuk topik bilangan pecahan yang diterimanya dari Diknas kurang sederhana. “Buku terbitan Singapura tak serumit itu,” kata Azizah. Selain itu, masalah juga timbul kala ujian tiba. Pelajaran diujikan dalam bahasa Indonesia, sementara bahasa yang dipakai dalam pelajaran sehari-hari kebanyakan Inggris. Akibatnya, guru dan murid sama-sama bingung.

Orang tua murid mempunyai sikap beragam mengenai pendidikan bilingual. Siti Juhariah, tinggal di Jakarta, menyebut tak punya masalah dengan pengantar bahasa Inggris untuk pendidikan anak-anaknya. Kebetulan, kedua anaknya yang bersekolah di kelas akselerasi SMAN 8 Jakarta begitu lulus langsung diterima di Institut Teknologi Bandung. Retnowati, tinggal di Depok, semula berniat menyekolahkan anaknya di sebuah SMA negeri yang berlabel SBI. Namun, ia ragu-ragu begitu tahu bahwa guru-guru di sekolah itu baru saja menempuh kursus Inggris untuk kelas yang masih sangat dasar.

Konsultan pendidikan Itje Chodijah menilai pendidikan bilingual di satu sisi memang banyak manfaatnya bagi pembelajar: kognitif, kreativitas, kesadaran linguistik dan budaya, bisa menguasai bahasa lain secara lebih cepat dan efisien, serta punya nilai lebih saat masuk dunia kerja. Namun, pendidikan bilingual baru bisa efektif kalau fasilitasnya siap: kefasihan dalam bahasa Inggris, unsur penguasaan bahasa, serta buku teks yang memadai.

“Siapa misalnya yang memeriksa standar mutu bahasa Inggris para guru?” tanya Itje. Baginya, nilai TOEFL yang tinggi saja belum cukup karena agar pelajaran bisa diterima murid dengan baik, guru semestinya menerapkan sistem pembelajaran aktif yang merangsang siswa berpikir mandiri. Padahal, dalam bahasa Indonesia saja metode active learning ini belum cukup dikuasai.

Menurut Itje, harus dilakukan langkah simultan agar SBI bisa berjalan sesuai yang diinginkan. Selain penyediaan buku teks dan pelatihan kepada para guru, mesti dilakukan juga pembenahan kurikulum di perguruan-perguruan tinggi keguruan agar sejalan dengan kebutuhan. Ibaratnya, pembenahan di bagian hulu. Yang tak kalah penting, menurutnya, tuntutan SBI mesti lebih realistis. Mata pelajaran matematika dan sains menurutnya terlalu berat untuk diajarkan dalam bahasa Inggris. “Mengapa tak dicoba dulu untuk pelakaran olahraga, misalnya?”

Dengan ilustrasi beberapa masalah di atas, maka acara Simposium Access English EBE (English for Bilingual Education) yang akan digelar 8-11 Juni 2009 di Jakarta oleh British Council menjadi sangat layak ditunggu. Sebagai lembaga yang sangat peduli untuk meningkatkan pengajaran dan pembelajaran bahasa Inggris, British Council berkepentingan terhadap kesuksesan acara. Dalam acara ini, para praktisi yang merupakan mitra British Council dari kawasan Asia Tenggara akan berkumpul dan berbagi pengalaman. Ada tantangan yang sifatnya umum, ada pula yang khas setiap negara. Mereka juga bakal mendiskusikan isu-isu penting seputar perencanaan dan penerapan program EBE yang efektif dan merancang langka-langkah selanjutnya untuk perbaikan pengajaran dan pembelajaran dengan menggunakan bahasa Inggris.
Diharapkan, acara ini bakal memunculkan pemahaman menyeluruh mengenai hal-hal seputar EBE. Misalnya, pemahaman yang lebih besar dari kementerian-kementerian pendidikan akan rentang program EBE yang tersedia, pula implikasi program berjenis EBE bagi pelatih, guru, dan siswa.
Dalam seminar nanti, salah satu pembicaranya adalah John Clegg. Pada akhir 2007 yang lalu, Clegg pernah melakukan penelitian singkat di sekolah-sekolah Indonesia mengenai pelaksanaan EMMS. Saat itu ia sudah memberikan beberapa rekomendasi, misalnya tentang pemilihan beberapa sekolah sebagai model. Menarik untuk menyimak apa yang akan disampaikannya kali ini.
Anda punya pertanyaan, masukan, atau bahkan kekhawatiran seputar pendidikan dwibahasa? Tunggu kabar selanjutnya dari kami setelah acara Simposium Access English EBE yang akan digelar tanggal 8 – 11 Juni nanti.

It is taken from here

Prophet Muhammad’s Childhood

Childhood of Prophet Muhammad SAW

Prophet Muhammad was born on twelfth Rabi’ul Awal in ‘aamul fiil (Elephant Year). It was precisely two months after the attack of Elephant Troops to Makkah. Muhammad’s father was Abdullah bin Abdul Muthalib and his mother was Aminah binti Wahab. His father had died before he was born in this world. Abdullah was a trader who often travelled to Syam, a country where Arabian trader often visited. In his stopping by in Madinah, he felt sick which brought him into death. He was rest in peace in Madinah.

Long time ago, Arabian people had a habit which was giving a baby to be bottled-fed by a village woman. They believe that the air in a village was fresh and clean. Muhammad’s mother gave him to Halimah Sa’diah. Muhammad lived there in a village namely Bani Sa’ad for four years.

Muhammad was in his mother’s embrace again in his six years old. His mother often took Muhammad to his father’s grave praying for his father and had a visit to Prophet’s family’s house. On the way home, his mother was sick and in a village, Abawa, a village located between Makkah and Madinah. His mother died there.

Since then, Muhammad was taken care by his grandfather, Abdul Muthalib. His grandfather was a well known person in Makkah and he really loved Muhammad.  The name of Muhammad which means “The most praise  person” was given by his grandfather. Maa syaa`allah (everything is on God’s will), Muhammad couldn’t feel his grandfather’s love and care for long. After two years, his 140 years old grandfather followed his parents. Under his grandfather’s will, Muhammad was taken care by his uncle, Abu Thalib (Sayidina Ali’s father).

His uncle had children and was in poverty. His uncle needed to go to Syam for trading in order to keep his family away from hunger. Many times Muhammad intended to help his uncle following him to Syam but his uncle prohibited him caused Muhammad was still too young

The Story of Nyai Bagelan (eps. 3)

cerita yang lalu

Awu – Awu Langit were very sad and regretted of things he had said to Roro Rongganis which made her angry. He blamed himself for the careless he done. He didn’t know that his sons were falling asleep while he was working.

Meanwhile, Roro Rengganis kept accusing her husband as a killer of his own sons. “ You ever accused me as the guilty one, Kakang. In fact, you are the one who had caused our sons’ death.” Said Rengganis.

Their son’s death brought them into deep sadness. In forward, Rengganis asked a divorce even though she was still in love with Awu Langit. She gave the chance to Awu Langit for taking care of their son, Purwo Langit. She felt that the time has came for her to go back home to her home land, a heaven. She was steady for the decision.

Awu Awu Langit felt restless hearing Rengganis’ demand because he knew he couldn’t deny her demand. Awu Awu Langit was afraid that Purwo Langit couldn’t see his mother again. But Awu Awu Langit had to accept it. He finally gave one condition to Roro Rengganis which is said that he would do it if Rengganis wanted to keep stay in the world. She was given the house and all inside it. Roro Rongganis lived alone in her house. She could face the world without her family. She fill in her time by doing his favorite activity, which is wavering the clothes.

Time goes on….… in days …….. in months…… in years……

Roro Rengganis still lived alone. Even though her hobby could cover the broken heart that she felt, she still couldn’t hold her loneliness. Sometimes she cried and regretted of what had happened in the past. She didn’t hear any news from her husband and son. She wished that she could see them one day. None of her wavering that could be finished. She let them laid on the small divan inside of the room.

After a long time, her sadness has attacked her body defense. Her muscles was in pain. The Javanese people called it kepegelan, it means having painful in whole of the body muscles. She stopped doing the wavering. In sadness, she went gone to find her husband and son. Some people say that in her journey, her body was gone untraced at a sudden, in other word is mokhsa.

The people felt sorry and sympathy on her sadness. Nobody knows where she had gone to. But actually, she went to her homeland, a heaven. Her leaving had put the people around an impression especially about her painful and kepegelan which was often said. The legend said that is the reason why the people was finally called the princess, Roro Rengganis as a kepegelan nyai.

This calling was finally known by many people and she was famous in the society at large as “Nyai Bagelan”. This name became an allias for a charismatic and honored lady who had ever filled in the Javanese heart at that time and especially in the region of Purworejo city until now.

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The Story of Nyai Bagelan (2)

cerita yang lalu

Episode 2

Nyai Roro rengganis is finally proposed by Awu – Awu Langit. They became a happy young marriage couple. They went gone to other village leaving his people and lived in the center region of Kedu Regency with his loving wife.

In their new life, they lived happily and didn’t have any lack. They also liked to help poor people. They just like a couple of king and queen which is always there for people who need them. As year went by, their happiness grew stronger. Their life was blessed by having three handsome boys. Many people like the boys. Until one day, a horrible thing descent upon them.

The rift in their marriage life suddenly came and it changed their life after. Their marriage life got test from The Mighty God. Their eldest son, Sobo Langit  and the second one, Kuto Langit was missing in a sudden. There was only the youngest son, Purwo Langit which was still in her carrying cloth staying at home.

At that time, Awu – Awu Langit was busy filling in his rice barn in the back of his house after harvest time. Roro Rongganis who was also busy on her wavering didn’t realize on her son missing. She asked then to her husband.

“Where are Sobo Langit and Kuto Langit, dear my husband?” ask Nyai Roro Rongganis.

“ You should pay more attention to our son than to wavering. You shouldn’t also ask that question to me. “Awu – Awu Langit shouted angrily.

“But, weren’t they with you, Kakang, helping you to fill in the rice barn ?”  Roro Rongganis snapped at him and defended herself.

The fighting couldn’t be held anymore. They were fighting and none of them who would like to give in. Nevertheless, that husband and wife kept looking for their sons even though they had to find from every country. They separately asked to many people whether they had ever seen two little boys around. It was so pity they didn’t have any news of their son.

After a long finding, they were desperate. They went back home without nothing. They were deeply sad. They were talking badly each other. “What a fairy you are! you are so a bad mother for human race. Why don’t you go back to your home land? “ shouted Awu – Awu Langit.

Roro Rongganis cried and was disappointed facing his husband who became so rude. Without having a long thought, she took a decision to go back to her home land as if her son was found.  In the next day, they went back again looking for their son. They were looking for the boys in rice barn. The last place before they disappear. They put down the rice plant one by one. After few minutes, they saw their boys lying under the sack of straws. Sadly, the boys had already died

Continue here

What is a Language ?

Language is a term most commonly used to refer to so called “natural languages” — the forms of communication considered peculiar to humankind. In linguistics the term is extended to refer to the type of human thought process which creates and uses language. Essential to both meanings is the systematic creation and usage of systems of symbols —each referring to linguistic concepts with semantic or logical or otherwise expressive meanings.

taken from Wikipedia, free encyclopedia

Belajar Yuuuuk…

Anak – anakku ……

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