Indonesian
Teachers Need More Training
Teachers reveal that the real problem in Indonesian
education is the poor quality of the country’s teachers. This is because
teachers, mainly those in elementary schools, rarely participate in training to
update their skills and knowledge. Retno Listiyarti of the Indonesian Teachers
Union Federation ( FSGI ) said the government should schedule a longer
preparation period before implementing curriculum 2013.
Both England and Singapore, she said, spent three years
in preparing, doing trial runs and evaluating their new curriculums before
applying them. “I heard that the government plans
to create 40.000 national instructors in a limited time period. How can that be possible ? How can that run well? Even
UNICEF ( United Nations Children’s Fund ) spent five years creating 10.000
similar teachers in Indonesia,” she said.
Retno cited Education and Culture Ministry data that
showed that 62 percent of elemtary school teachers nationwide had not
undertaken any training at all, including those teachers who were about to
retire. “By way of comparison, a teacher in
Singapore is obliged to take 100 hours of training per year,” said
Retno. Amid such conditions, Retno, who is also a high school teacher in
Jakarta, said that she considered the government’s plan to implement the new
curriculum an impossible mission. “The new curriculum applies a ‘thematic and
intergrated’ approach, which we already have in the current curriculum [
implemented in 2006 ].
The concept is not working in the country, especially in
remote areas, because teachers there don’t have the skills or supporting
materials to adopt such an approach,” she said, adding that the new curriculum
would become yet another of the ministry’s paper tigers. “The upcoming curriculum
is going to be another document on the shelf, and it won’t be perfectly
implemented across the country.”
Education and Culture Minister Mohammad Nuh said that
around 49.000 teachers from 30 percent of the 148.000 elementary schools
nationwide would be participating in a national training on how to implement
the new curriculum, according to reports by Antara News Agency. The training,
which will total 52 hours, comprises 33 hours of face-to-face sessions and 19
hours of mentoring sessions. Deputy Education and Culture Minister for
Education Musliar Kasim said that his team had been working on producing
teachers’ guidance books, which underwent a massive print run on March 17.
Itje Chodidjah believes the government must be very
careful in its selection of trainers, should it insist on implementing the new
curriculum within the next four months. “Let’s just
say that the implementation is a done deal. The
next important thing is for the government to select master trainers in this
limited time,” she said. The government, said Itje, has to be certain that it
can find highly qualified national instructors who really understand how to
impart the new curriculum’s concept to the master trainers.
“Furthermore, the government must also ensure that the
master trainers have the ability to swap concept language with functional
language when they deliver the curriculum concept to teachers who have varying
levels of ability,” she explained.
Source: http://www.thejakartapost.com/news/2013/03/24/indonesian-teachers-need-more-training.html
- Statement
a.
“I heard that the government plans to
create 40.000 national instructors in a limited time period”, said Retno
Listiyarti.
Indirect Speech : Retno said that she
had heard that the government plans to create 40.000 national instructors in a
limited time period.
Explanation : If a sentence is directly expressed in
terms of Direct Speech statement, so it must be changed into the form of
statement in indirect speech. Past tense in direct speech is changed into past
perfect in indirect speech.
b.
“A teacher in Singapore is obliged to
take 100 hours of training per year”, she said.
Indirect Speech : She said that a
teacher in Singapore was obliged to take 100 hours of training per year.
Explanation : Present tense in direct speech is
changed into past tense in indirect speech.
- Question
a. “How
can that be possible?”
Indirect Speech : She wanted to know how that could be possible.
Explanation : Interrogative sentence in indirect
speech changes become affirmative sentence and question mark (?) doesn’t use
again. If reporting verb which is used “say”, “say” changes to ask, inquire,
wonder, or want to know in indirect speech. The question word “how” still is
used in indirect and it fixed in the middle of sentence then it followed by
affirmative sentence. The present tense is changed into past tense.
b. “How
can that run well?”
Indirect Speech : She wanted to know how
that could run well.
Explanation : Interrogative sentence in indirect
speech changes become affirmative sentence and question mark (?) doesn’t use
again. If reporting verb which is used “say”, “say” changes to ask, inquire,
wonder, or want to know in indirect speech. The question word “how” still is
used in indirect and it fixed in the middle of sentence then it followed by
affirmative sentence. The present tense is changed into past tense.
- Imperative
a.
She said, “Let’s just say that the
implementation is a done deal.”
Indirect Speech : She suggested saying that
the implementation is a done deal.
Explanation : “Let’s” normally is used to indicate a
suggestion and in indirect speech “let’s” is changed into “suggest”. In indirect,
imperative is changed into infinitive sentence. The verb is changed into gerund.
b.
She said, “Don’t leave me alone”
Indirect Speech : He asked not to leave
him alone.
Explanation : If reporting verb which is used “say”, “say”
changes to ask, tell, and wonder in indirect speech. To make an infinitive
negative, put not in front of infinitive.
Nama : Mia Rusliana
Kelas : 4 SA 04
NPM :
14611454
