PAKEM is OK!

Kun Widayati Zulaikha, an English teacher at SMP 1 Pacitan (photo below) writes as follows to Suara MBE:

The PAKEM model is very suitable for teaching subjects which the students feel are difficult, such as English for example. Because of the high student interest and participation in PAKEM activities it has a significant positive effect that greatly improves their motivation and desire to learn the language.

To create a pleasant and enjoyable learning environment requires creativity because the teacher must think about what outcomes they are looking for in the form of creative outputs from their students. Now SMP 1 Pacitan is in a better condition than before and I continually try to make the English language lessons a favorite which the students look forward to, and which are useful to them now and in the future.

With PAKEM / CTL a teacher can easily incorporate their ideas into the lessons and make them interesting and challenging. Often my students ask what new strategies will I use in my lessons. At the beginning I was concerned about use of time and achieving my objectives because of the many other duties I have to perform which require me to often leave my class.

Actually this problem is easy to overcome, if students are used to learning with good, friendly communication between the students and they are engaged in enjoyable classroom learning activities. I avoid punishing students with-out looking at it from the students' perspective, and without taking into account educational objectives, because it will only have a negative impact on the students, teachers and the learning itself. I am very concerned that learning is meaningful and not a waste of time or meaningless.

You should not underestimate your students' abilities because of their social situation, socio-economic situation, intelligence, etc. I accept that if a student cannot understand, it is my fault for not finding a better method that is more suitable for them. Because of this students often express directly or indirectly their desire that they would like me to teach them again in the next grade, or even until they finish school. Some students after having the end of the English lesson want to carry on and this can only be done by providing special courses.

Thematic Learning in Grade 1

When using the Competency Based Curriculum teachers of grade 1 and 2 are encouraged to teach thematically , by integrating different subjects into one theme. Thematic learning means that students work on one theme for several days. Within these themes they develop several activities including, for example, Bahasa Indonesia (discussion, reading, writing), drawing, Science, Mathematics and Social Studies.

This method is more meaningful to students if the theme is interesting. Several examples of themes developed by Mariaulfah, a first grade teacher at SD Kebon Dalam in Mojokerto and an MBE National Trainer were used in the recent training.

A note from the editor: Not all activities in the early grades can be implemented thematically. Several activities such as mathematics, reading and handwriting still need to be taught systematically and regularly.

Student Organization (OSIS) in SMPN 1 Banyuwangi

The MBE Program being implemented in Banyuwangi district, is not only about teaching and learning, but also had a number of other wide ranging effects, one of which is the development of creativity. These issues were identified in an interview with the student organization leader (OSIS), Rosalia at SMP 1 Banyuwangi. As a female she is honored to be the OSIS chairman as the post is usually held by a male student, although in carrying out her duties she has to face many challenges. For example, how can she divide her time between her OSIS duties and her responsibilities as a student.

Because of her OSIS duties she often misses lessons, so she has to catch up with the lessons of her own initiative. According to Rosalia with the new ways of learning there are more challenges for the student, because with these new learning methods students are more active than the teacher in discussions. If a student is not capable of solving the problem with one friend he/she can ask another friend. If the student comes to a dead-end only then do they ask the teacher. With this model of learning students feel proud because the best of her/his work is put on display. And this provides a great deal of motivation for student to be creative.

MBE is Spreading ....(continued from page 1)

MBE has spread to more than 900 schools outside the target schools. In Kabupaten Pati 88 schools in the target sub-districts and 20 schools in each of 17 other sub-districts have been trained for 3 days. In Kabupaten Banyuwangi all schools (140 schools) in the target sub-districts have been trained.

In Probolinggo about 45 schools in 3 MBE districts have been trained and more than 200 schools in other districts - in collaboration with the CLCC Program. In Probolinggo the four biggest Pesantren has been trained in SBM and PAKEM. In Batang 80 schools spread over 8 sub-districts have been trained, and in Pacitan 37 schools in the target sub-districts and 12 schools in two other sub-districts have also been trained.