Menyoal Problematika Pendidikan di Indonesia

1. Pendahuluan

KUALITAS pendidikan kita sampai sekarang masih memprihatinkan. Seperti sektor ekonomi yang terpuruk, dunia pendidikan pun sedang menghadapi krisis berat. Kondisi itu terlihat dari hasil ujian akhir nasional tahun 2004-2005 yang mengejutkan banyak orang. Puluhan ribu murid tingkat SMP dan SMA di seluruh Indonesia tidak lulus ujian. Di Yogyakarta yang nota bene sebagai kota pelajar, ada 13 SMA yang persentase kelulusan muridnya nol persen. Bahkan di NTT, Papua, Bengkulu, Sulteng, Kalteng dan NAD, angka ketidaklulusan siswa SMP peserta UAN 2005, sekitar 50 %. Sungguh ironis dan lengkaplah derita kita.

Rendahnya kualitas pendidikan itu selain dapat dilihat dari hasil ujian nasional, menurut International Education Achievement (IEA), bisa dilihat dari kemampuan membaca untuk tingkat SD dan matematika bagi siswa SLTP. Untuk membaca, Indonesia termasuk urutan ke-38 dari 39 negara peserta studi. Sedang matematika kita masuk urutan ke-39 dari 42 negara. Untuk studi IPA, kita masuk urutan ke-40 dari 42 negara peserta.

Selain mutu pendidikan yang rendah seperti tersebut di atas, problematika dunia pendidikan di Indonesia seakan tiada habisnya. Ibarat benang kusut, sejumlah permasalahan klasik masih saja melingkupi dunia pendidikan kita. Tidak hanya pemerataan kesempatan pendidikan, peningkatan kualitas dan fasilitas, namun juga rendahnya tingkat relevansi pendidikan dengan kebutuhan dunia kerja.

Chained Word Game

The game is adapted from “Kata Berkait” Quiz Program at RCTI Channel hosted by Nico Siahaan. It was popular 1n 2002 – 2004. It can be used to review vocabulary, practice spelling and develop the ability to cooperate, to complete without being aggressive, and to be “a good loser”.

Materials:

Some words related to the topics

Preparation:

The teacher makes a draft in his/her paper 3 lists of chain words. Each consists of 8 words related one to another. They are based on the material given.

Example: The teacher will teach the vocabularies of school environment, so the teacher writes the words which relate it.

List 1                           List 2                           List 3

Book                            Flag                              Chair

Teacher                        Ceremony                    Broken*

Room                           Yard*                          Ruler*

Dirty                             Grass*                         Expensive*

Floor                            Green*                         Shoes*

Ceramics                      Bag                              Girl*

White                           Student*                       Beautiful*

Dress                           Uniform                        School

Procedure

1. Divide the class into groups (2 or 4 groups) and name them Group A, B, C, etc. or let the members of the group name themselves.
2. Draw 8 lines on the board and write the key words on the top and bottom lines.
3. The turning group guesses the word by asking to the teacher a letter below, above or between the words.
4. The teacher writes the group’s score. It is based on the number of the letter  in a word which can be guessed by the group.Example: The word “Teacher” has 7 letters. So the group which can guess it gets the score 7. Asterisk mark (*) means doubled score.
5. The winner is the group who gets highest score.

TACKLING EMBARRASSING ATTITUDES

I.       Introduction

Authorities in Indonesian are applying the new curriculum called a school based curriculum (SBC) to ensure that students’ education was relevant to real world situations. It regulates how to teach students to have the potential to stand on their own feet and compete with others both in national and international forum.

Language teaching in Indonesia, especially English language teaching, is also a significant factor to reach the policy goals. Policy reform required that English language is a tool to communicate. Communicating means understanding and expressing information, thinking, emotion and developing science, technology and culture. To communicate, someone must be able to use four skills : listening, speaking, reading and writing (Depdiknas, 2006: 277).

This paper is focused on speaking skill because it is a significant skill for students to communicate in daily life. It is an important skill and to be used widely. It is a basic skill for human beings in communication. Most people who want to learn a language require skills to use the language to communicate with others. Language is primarily spoken (Depdiknas, 2005: 39).

TINJAUAN SUPERVISI PENGAJARAN SECARA HISTORIS DALAM KONTEKS MANAJEMEN PENDIDIKAN

1.      Pengantar

Dalam makalah ini penulis mencoba membahas suatu tinjauan supervisi pengajaran secara historis dalam konteks manajemen pendidikan, dimulai dengan pengertian supervisi dalam konteks manajemen pendidikan, tinjauan historik supervisi pengajaran, dimensi dan prinsip-prinsip supervisi pengajaran dan peranan supervisi pengajaran masa kini.

2.      Pengertian supervisi pengajaran dalam konteks manajemen pendidikan

Untuk memahami lebih dalam tentang peranan dan fungsi supervisi di sekolah, perlu kiranya kita mereview definisi tentang supervisi pengajaran dalam konteks manajemen pendidikan. Sedikitnya ada 6 konsep utama supervisi dalam memahami pengertian tersebut yaitu :

a.       Supervisi administrasi

b.      Supervisi kurikulum

c.       Supervisi pengajaran

d.      Supervisi hubungan personalia

e.       Supervisi manajemen

f.        Supervisi kepemimpinan

EEE METHOD:

 I.       INTRODUCTION

1.1 The Background of Problem

Grammar gains its prominence in language teaching, particularly in English as a foreign language (EFL) and English as a second language (ESL), Without a good knowledge of grammar, learners’ language development will be severely constrained. Practically, in the teaching of grammar, learners are taught rules of language commonly known as sentence patterns. According to Ur (as cited in Widodo, 2006:1), in the case of the learners, grammatical rules enable them to know and apply how such sentence patterns should be put together. The teaching of grammar should also ultimately centre attention on the way grammatical items or sentence patterns are correctly used. In other words, teaching grammar should encompass language structure or sentence patterns, meaning and use.

Further, grammar is thought to furnish the basis for a set of language skills: listening, speaking, reading and writing. In listening and speaking, grammar plays a crucial part in grasping and expressing spoken language (e.g. expressions) since learning the grammar of a language is considered necessary to acquire the capability of producing grammatically acceptable utterances in the language (Corder, 1988:123). In reading, grammar enables learners to comprehend sentence interrelationship in a paragraph, a passage and a text. In the context of writing, grammar allows the learners to put their ideas into intelligible sentences so that they can successfully communicate in a written form. Lastly, in the case of vocabulary, grammar provides a pathway to learners how some lexical items should be combined into a good sentence so that meaningful and communicative statements or expressions can be formed. It is concluded that by learning grammar students can express meanings in the form of phrases, clauses and sentences. It cannot be ignored that grammar plays a central role in the four language skills and vocabulary to establish communicative tasks.

PERKEMBANGAN DAN BIMBINGAN PESERTA DIDIK

A. Pengertian Perkembangan

Dalam pengertian yang sederhana, perkembangan – diterjemahkan dari development (bahasa Inggris) – menunjuk pada adanya perubahan positif, lebih baik, lebih maju. Dengan kata lain, perubahan merupakan substansi yang melekat dalam pengertian perkembangan. Hurlock (Istiwidayanti dan Soedjarwo, 1991) mengemukakan bahwa perkembangan merupakan serangkaian perubahan progresif yang terjadi sebagai akibat dari proses kematangan dan pengalaman. Ini berarti, perkembangan terdiri atas serangkaian perubahan yang bersifat progresif (maju), baik secara kuantitatif maupun kualitatif. Perubahan kuantitatif disebut juga ”pertumbuhan” merupakan buah dari perubahan aspek fisik seperti penambahan tinggi, berat dan proporsi badan seseorang. Perubahan kualitatif meliputi perubahan aspek psikofisik, seperti peningkatan kemampuan berpikir, berbahasa, perubahan emosi dan sikap, dll. Selain perubahan ke arah penambahan atau peningkatan, ada juga yang mengalami pengurangan seperti gejala lupa dan pikun. Jadi perkembangan bersifat dinamis dan tidak pernah statis..