TEXT BOOK LESSONS AND ROLE
TEXT BOOK LESSONS AND ROLE
(INDONESIA)
Education as the main actor who plays an important role for the progress of the nation is currently still in the stage of improvement and quality improvement. Improvement efforts and improve education quality, especially the Indonesian language study has been carried out systematically by the government. Improvements are made in a variety of things such as educators, school facilities, as well as supporting the structuring of learning the Indonesian language.
Indonesian language learning devices is considered strategic in the effort to improve the quality of Indonesian education curriculum. The curriculum was developed in Indonesia has always experienced significant progress. Curriculum 1975 as curriculum falsifies the previous curriculum 1968 curriculum is a curriculum that has been progressing. Curriculum 1975 is the beginning of the formation of which was originally oriented toward teaching teachers changed at more oriented toward teaching students in the curriculum proved that in 1975 there called CBSA (Students Active Learning). The 1975 curriculum was later refined by the curriculum 1984 and later revised by the 1994 curriculum that has been directed at the communications function. 2004 curriculum is a curriculum which falsifies the previous curriculum to enable more students in the learning process. Curriculum 2004 or Competency-Based Curriculum offers an extensive renewal in learning. The renewal of learning in the curriculum is done for example by applying a contextual approach (Contextual Teaching and Learning). Curriculum 2004 or so-called CBC that was only valid in the period of 2 years. The year 2006 was reissued a new curriculum called Education Unit Level Curriculum. The curriculum is often referred to as SBC is an improvement efforts by the government. This curriculum puts education units manage their own learning as carried out in accordance with the assumption that the unit pendidikanlah who know the potential of their students, how students and student environment.
Efforts to improve the quality of the teaching of Indonesian in addition to the growing curriculum should also prop the book a good lesson in accordance with the applicable curriculum. Textbook as a book support in learning Indonesian have a very important role which was to determine whether poor learning outcomes do because teachers use textbooks as a reference in membelajarkan material. If the quality of textbooks used by schools whether it is possible that the quality of teaching Indonesian language would be good, but if textbooks are used poorly, or even worse then the teaching that occurs will be very difficult to achieve the expected results.
With regard to the importance of textbooks in learning Indonesian language used in the Indonesian language teaching in junior high question arises whether the textbooks used in schools have met the quality standards regarding both the curriculum and benchmarks relevant theories. To know this in advance our understanding of the textbook itself.
Textbook Definition
Textbook understanding has been expressed by experts that include according to Hall-Quest (in Tarigan 1986:11). According to the text book is a recording of racial thought in the bunk for the purposes and goals intruksional. Lange (in Tarin 1986:11) explains that textbooks are the standard books, books and any special branch of study and may consist of two principal types of books / main and supplemental / additional. More detailed again Bacon (in Tarin 1986:11) argues that textbooks are books that are designed for use in the classroom, carefully compiled and prepared by experts ataupara expert in that field and equipped with means of appropriate teaching and harmonious.
Buckingham (in Tarin 1986:11) says that textbooks are commonly dugunakan learning tool in schools and colleges to support a teaching program in the modern sense and commonly understood. Textbooks are books that hold onto students at a particular level as a medium of learning (instructional), related to the particular field of study (Ministry of Education 2004:4).
Based on the opinions of experts proficiency level, it can be concluded that textbooks are textbooks compiled by the experts or experts in the field to support teaching programs that have been outlined by the government.
Functions of Textbooks
Preparation of textbooks in the development of learning in school is not compiled with no obvious function. Funsgsi and the role that textbooks are: (a) reflects a strong point of view and modern about penagjaran and demonstrate its application in the teaching materials presented, (b) present a rich source of subject matter, readability and vary in accordance with the interests and needs of the students, as a basis for activity programs suggested in which the skills acquired ekspresional under conditions that mimic real life, (c) providing a source of well-organized and staged on-keterampila ekspresional skills that carry the main problem in communication, (d) methods of presenting the material in da means textbooks must meet certain conditions. For example should be interesting, challenging, stimulating, varied so that students are really motivated to study the text book, (e) presents the fixation (deep feeling) the beginning of a necessary and also as a support for the exercises and practical tasks, (f ) in sampin as a source of textbook material also acts as a source or means of evaluation and teaching remidial harmonious and appropriate (Green and Petty in Tarin 1986)
The function of the textbook as a guide for teachers is to identify what should be taught or learned by the students, knowing the order of presentation of teaching materials, know the techniques and methods pengajaranya, easily obtained materials, mdan menggunaknya as a learning tool students inside or outside the school (Krisanjaya 1997:85).
The function of textbooks for students is a means of certainty about what she learned, the control tool to find out how much and how far he has mastered the subject matter, learning tools (outside of the classroom teacher serves as a text book) where he can find the clues, the theory , and the concept danbahan materials or evaluation exercise (Krisanjaya 1997:86).
Quality Textbooks
Textbook is closely related to the applicable curriculum. A good textbook should be relevant and support the implementation of the curriculum. There are eleven aspects to determine the quality of text books, namely (1) has a foundation of principles and points of view based on the theory of linguistics, developmental psychology, and theories of learning materials, (2) clarity of concepts, (3) relevant to the curriculum that is applicable, (4 ) in accordance with student interest, (5) motivation to learn, (6) stimulating, challenging, and exciting student activities, (7) illustrations appropriate and interesting, (8) easy to understand students', ie the language used has the appropriate character level Enan students' language development, effective sentences, avoid double meaning, simple, modest and attractive, (9) can support other subjects, (10) respect individual differences, abilities, aptitudes, interests, economic, social and cultural, (11 ) established character values prevailing in society (Tarigan 1986:22)
Matters relating to the quality of textbooks according to the assessment team textbooks can be grouped into four aspects, namely (1) the content or subject matter, (2) presentation of the material, (3) language and readability, and (4) format of the book or graphics. These four aspects are interrelated to one another (Ministry of Education 2004:15). Thus, a large garie standard textbooks measured through aspects of content or material, presentation material, language, and readability, and graphs.
Spiralisasi
To facilitate the students gain a thorough understanding and continuous, author of a complementary need to arrange the order of presentation based on the principles of good spiralisasi. These principles are hierarchy and weighting (Abdussamad 2002: 57). Hierarchy principle requires that the material is sorted from the easier to more difficult, than that must be mastered first to which is a continuation, from simple to more complex.
Weighting principle concerning the breadth and depth of material to be presented in each lesson. The application of this principle must take into account the sustainability of the program. Certain material which has its own difficulty level or the skill is needed can be repeated presentation. Repetition of the presentation that should take into account the breadth and depth of the material. The material should be more extensive and repeated in weight than previous presentation or the development of materials that have served before.
(INDONESIA)
Education as the main actor who plays an important role for the progress of the nation is currently still in the stage of improvement and quality improvement. Improvement efforts and improve education quality, especially the Indonesian language study has been carried out systematically by the government. Improvements are made in a variety of things such as educators, school facilities, as well as supporting the structuring of learning the Indonesian language.
Indonesian language learning devices is considered strategic in the effort to improve the quality of Indonesian education curriculum. The curriculum was developed in Indonesia has always experienced significant progress. Curriculum 1975 as curriculum falsifies the previous curriculum 1968 curriculum is a curriculum that has been progressing. Curriculum 1975 is the beginning of the formation of which was originally oriented toward teaching teachers changed at more oriented toward teaching students in the curriculum proved that in 1975 there called CBSA (Students Active Learning). The 1975 curriculum was later refined by the curriculum 1984 and later revised by the 1994 curriculum that has been directed at the communications function. 2004 curriculum is a curriculum which falsifies the previous curriculum to enable more students in the learning process. Curriculum 2004 or Competency-Based Curriculum offers an extensive renewal in learning. The renewal of learning in the curriculum is done for example by applying a contextual approach (Contextual Teaching and Learning). Curriculum 2004 or so-called CBC that was only valid in the period of 2 years. The year 2006 was reissued a new curriculum called Education Unit Level Curriculum. The curriculum is often referred to as SBC is an improvement efforts by the government. This curriculum puts education units manage their own learning as carried out in accordance with the assumption that the unit pendidikanlah who know the potential of their students, how students and student environment.
Efforts to improve the quality of the teaching of Indonesian in addition to the growing curriculum should also prop the book a good lesson in accordance with the applicable curriculum. Textbook as a book support in learning Indonesian have a very important role which was to determine whether poor learning outcomes do because teachers use textbooks as a reference in membelajarkan material. If the quality of textbooks used by schools whether it is possible that the quality of teaching Indonesian language would be good, but if textbooks are used poorly, or even worse then the teaching that occurs will be very difficult to achieve the expected results.
With regard to the importance of textbooks in learning Indonesian language used in the Indonesian language teaching in junior high question arises whether the textbooks used in schools have met the quality standards regarding both the curriculum and benchmarks relevant theories. To know this in advance our understanding of the textbook itself.
Textbook Definition
Textbook understanding has been expressed by experts that include according to Hall-Quest (in Tarigan 1986:11). According to the text book is a recording of racial thought in the bunk for the purposes and goals intruksional. Lange (in Tarin 1986:11) explains that textbooks are the standard books, books and any special branch of study and may consist of two principal types of books / main and supplemental / additional. More detailed again Bacon (in Tarin 1986:11) argues that textbooks are books that are designed for use in the classroom, carefully compiled and prepared by experts ataupara expert in that field and equipped with means of appropriate teaching and harmonious.
Buckingham (in Tarin 1986:11) says that textbooks are commonly dugunakan learning tool in schools and colleges to support a teaching program in the modern sense and commonly understood. Textbooks are books that hold onto students at a particular level as a medium of learning (instructional), related to the particular field of study (Ministry of Education 2004:4).
Based on the opinions of experts proficiency level, it can be concluded that textbooks are textbooks compiled by the experts or experts in the field to support teaching programs that have been outlined by the government.
Functions of Textbooks
Preparation of textbooks in the development of learning in school is not compiled with no obvious function. Funsgsi and the role that textbooks are: (a) reflects a strong point of view and modern about penagjaran and demonstrate its application in the teaching materials presented, (b) present a rich source of subject matter, readability and vary in accordance with the interests and needs of the students, as a basis for activity programs suggested in which the skills acquired ekspresional under conditions that mimic real life, (c) providing a source of well-organized and staged on-keterampila ekspresional skills that carry the main problem in communication, (d) methods of presenting the material in da means textbooks must meet certain conditions. For example should be interesting, challenging, stimulating, varied so that students are really motivated to study the text book, (e) presents the fixation (deep feeling) the beginning of a necessary and also as a support for the exercises and practical tasks, (f ) in sampin as a source of textbook material also acts as a source or means of evaluation and teaching remidial harmonious and appropriate (Green and Petty in Tarin 1986)
The function of the textbook as a guide for teachers is to identify what should be taught or learned by the students, knowing the order of presentation of teaching materials, know the techniques and methods pengajaranya, easily obtained materials, mdan menggunaknya as a learning tool students inside or outside the school (Krisanjaya 1997:85).
The function of textbooks for students is a means of certainty about what she learned, the control tool to find out how much and how far he has mastered the subject matter, learning tools (outside of the classroom teacher serves as a text book) where he can find the clues, the theory , and the concept danbahan materials or evaluation exercise (Krisanjaya 1997:86).
Quality Textbooks
Textbook is closely related to the applicable curriculum. A good textbook should be relevant and support the implementation of the curriculum. There are eleven aspects to determine the quality of text books, namely (1) has a foundation of principles and points of view based on the theory of linguistics, developmental psychology, and theories of learning materials, (2) clarity of concepts, (3) relevant to the curriculum that is applicable, (4 ) in accordance with student interest, (5) motivation to learn, (6) stimulating, challenging, and exciting student activities, (7) illustrations appropriate and interesting, (8) easy to understand students', ie the language used has the appropriate character level Enan students' language development, effective sentences, avoid double meaning, simple, modest and attractive, (9) can support other subjects, (10) respect individual differences, abilities, aptitudes, interests, economic, social and cultural, (11 ) established character values prevailing in society (Tarigan 1986:22)
Matters relating to the quality of textbooks according to the assessment team textbooks can be grouped into four aspects, namely (1) the content or subject matter, (2) presentation of the material, (3) language and readability, and (4) format of the book or graphics. These four aspects are interrelated to one another (Ministry of Education 2004:15). Thus, a large garie standard textbooks measured through aspects of content or material, presentation material, language, and readability, and graphs.
Spiralisasi
To facilitate the students gain a thorough understanding and continuous, author of a complementary need to arrange the order of presentation based on the principles of good spiralisasi. These principles are hierarchy and weighting (Abdussamad 2002: 57). Hierarchy principle requires that the material is sorted from the easier to more difficult, than that must be mastered first to which is a continuation, from simple to more complex.
Weighting principle concerning the breadth and depth of material to be presented in each lesson. The application of this principle must take into account the sustainability of the program. Certain material which has its own difficulty level or the skill is needed can be repeated presentation. Repetition of the presentation that should take into account the breadth and depth of the material. The material should be more extensive and repeated in weight than previous presentation or the development of materials that have served before.