CURRICULUM AND MATERIAL DEVELOPMENT

FINAL SEMESTER ASSIGNMENT

UHAMKA POST GRADUATE PROGRAM
NAME	ANDI MAHMUDIN
REG. NUMBER	0908066093
PROGRAM STUDY	ENGLISH EDUCATION MAGISTER PROGRAM
SUBJECT	CURRICULUM AND MATERIAL DEVELOPMENT
LECTURE	HARTOYO, MA, Ph.D
DATE	15TH JANUARY 2011

The Department of English Language Education

Graduate School of the University of Muhammadiyah

Prof. DR. HAMKA (UHAMKA) Jakarta

2011

 

1. INTRODUCTION
   1. School-Based Curriculum (KTSP)

According to Ronald C. Doll, in his book, Curriculum Improvement: Decision Making and Process, (Doll, (1996 p15) in  Agus Dharma, PhD ” Indonesia Basic Education Curriculum Current Content And Reform “ a paper, 2008). goes further, stating that:

The curriculum of a school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of that school.

Extremely, there are two ways in developing a curriculum, at one extreme is center-based or top down curriculum development in which the curriculum is determined by the centre, and there is little autonomy for schools. At the other extreme is the bottom-up or school-based curriculum, developed entirely by individual schools. (http://74.125.95.132/search?q=cache:7KcAZbNv4iAJ:www.puskur….)

School-Based Curriculum (KTSP) is bottom up curriculum. It has been released supported by the spirit of decentralization, as showed by act of local autonomy No. 22, 1999 revised by Act of local Autonomy No.32, 2004 and hand in hand with Act No. 20, 2003. Formerly, it states that yg dimaksud dg ‘satuan pendidikan’ adalah lembaga penyedia layanan pendidikan atau sekolah.  It has been seen in the 2006 curriculum (KTSP) launched by government. In this curriculum, government shares his educational responsibility to the local government and the schools. The government has made guidance in applying the School-Based Curriculum. It explains in some standards a school should rely on. There are eight standards according to Governmental Regulation (PP) No. 19, 2005 concerning National Standard of Education (SNP) at May 16, 2005 has been described in 8 Educational standards; (1)standar isi, (2)standar proses, (3)standar kompetensi lulusan, (4)standar pendidik dan tenaga kependidikan, (5)standar sarana dan prasarana, (6)standar pengelolaan, (7)standar pembiayaan, dan (8)standar penilaian pendidikan.

THE CHARACTERISTIC OF KTSP

1. Emphasizing the attainment of the students’ competence individually and classically;
2. Orienting toward learning outcomes, and diversity;
3. Using genre approaches in the learning process and   greatly is influenced with Systematic Functional Grammar of Halliday (1987).
4. Accepting any other educative learning sources besides teachers;
5. Emphasizing its evaluation on the learning process and outcomes in acquiring or attaining a certain competence.
6. The implementation

Before 2006, education in Indonesia was determined by the National Education Ministry. Now local school communities, of course in accordance with the national standard and guidelines and under the supervision of the local government, are responsible for designing the curriculum for their own schools. Thus schools are given the freedom to develop and implement a curriculum that is relevant to the needs of their specific pupils or students. The general model of this school-level curriculum, which was being developed, was quite similar to the one that was being implemented before 2006. This means that most schools develop their own curriculum by referring to national standards.

Even though government has given the guidance to apply the KTSP most schools still have any difficulties:

THE PROBLEMS IN IMPLEMENTING KTSP

KTSP is an ideal curriculum based on its characteristic but it is hard to imply.

Emphasizing the attainment of the students’ competence individually and classically;

The KTSP need students’ competence individually, but how can the competence reach if in the class has 40 students? A teacher just effort as he can, if the average of students gets a good point he thinks he has done well. The teacher refers to manipulate his data on students’ competence.

Orienting toward learning outcomes, and diversity;

How to control learning outcomes if the teacher and the decision makers manipulate the learning outcomes to be considered that he has done well as decision makers think.

Using genre approaches in the learning process and        greatly is influenced with Systematic Functional Grammar of Halliday (1987).  Genre based curriculum forced students to exposure their English analytically. The teacher and the students have not been ready to expose their English as genre based curriculum demanded. Indonesia doesn’t provide adequate exposure to English for the majority of the learners. This perhaps used to be a universal constraint among other countries where English is used as a foreign language. People did not have ready access to read and listen to English materials. Besides, at the immediate level, there are no urgent real needs for the majority of Indonesians – as well as no adequate resources – to develop communicative competence in English.

Accepting any other educative learning sources besides teachers;

Most of school has problems on learning media resources. It related to the limited budget Teachers’ habitual and their previous experiences influence the way of their teaching.  Some research found that the English teachers are not active users of English. The limited budget also led to the lack of educational resources. Only exceptional schools have language laboratories, adequate libraries or self-access learning centers. Most schools don’t even provide a tape recorder and cassette tape to let students listen to model input.

The 2006 syllabus is not followed by the changing of approaching used by the teacher in classroom. Teachers tend to teach more grammar and structure separately and explicitly out of their communicative competence. Teachers’ habitual and their previous experiences influence the way of their teaching.  Some research found that the English teachers are not active users of English. Some teachers teach the material following the English handbook given by publisher. He rare see and look up the objective and indicators of the material in the syllabus.

Basically, school-based curriculum (KTSP) which is developed by the school consists of  some components;

1. Objective of educational Institution
2. Legal Guidance of KTSP
3. Body and content of KTSP
4. Academic Calendar
5. Syllabus

1. REVIEW ON CURRICULUM  AND MATERIAL DEVELOPMENT

1. Meaning

According to Hass (1987:9-10), curriculum is a guidelines to determine learning experience. The learning experience should be based on the objectives which depicted before. The Curriculum should include the objectives of teaching, how the objectives will carry on in the teaching process and how to measure that the objectives have been reached or not. If the objectives could not be reached in which element should be repaired? In other word, the curriculum should have five points; the first is objective, second material, third method of teaching, fourth is evaluating and fifth is remedial.

The students and teacher should know and understand the objectives of what they would learn or the material objectives they would learn. The objective should tell specific targets so the teacher is easy to evaluate and make decision whether the objectives have been reached or not and it can be analyze the weakness of his curriculum.

The goals of curriculum should cover education for citizenship, vocation, self realization, and critical thinking. They are related to the society, individual talents, need, interest, and ability in changing society.

1. Element of Curriculum

The elements should provide in the curriculum are:

• Objectives/ goal : the first step of planning to do something is aim or goal. The goal will bring the next step is choosing material.
• Material. The material should be given to students should follow according to the goals
• Method: it means how the teacher bring the material in order to the target reached
• Evaluations; to know the targets have reached it need to evaluate
• Remedial. It means  if the target has not reached it should see in which the weakness happened.

The development of curriculum is dynamic. It based on the element of curriculum itself that the curriculum can be changes if the target has not reached, we should do remedial to the curriculum.

1. The principle of curriculum development

There are many views in curriculum , here is based on Australian Council Curriculum, the curriculum should covers

1. Encompassing view of curriculum
2. Explicit acknowledgement of core value
3. Inclusivity
4. Flexibility
5. Integration, breadth, and balance
6. A developmental Approach
7. Collaboration and partnership

1. Outlines five  principles of curriculum development
   1. Curriculum should be grounded in an understanding of the middle school child
   2. Curriculum should be based on what we want student to know and be able to do
   3. students and teachers should be engaged in authentic, intellectual work
   4. assessment should demonstrate that students can do important work
   5. a coherent curriculum should be developed across entire school.

1. DISCUSSION: A School-Based Curriculum  Analyses on English KTSP

1. The Principles of Curriculum

As states above, curriculum should be grounded in understanding of the middle school child. It means that the students have to know what and where a subject they learn carry on. Thus the students consider that the material they learn would be useful for her future. And, the curriculum should accommodate the students need also.

The English curriculum in Indonesia is far from the principle above. School Based curriculum needs school to participate as a center of curriculum development. Most schools never do analyzing on students needs and socio-potential around the school. There are many reasons a school never try to develop its KTSP such as, it spends a lot of time and money, and the school has misunderstood about KTSP. The local government does not know how to guide schools to develop their own KTSP. Most of all, they just adopt without any reserving the syllabus given by Pusat Kurrikulum.

1. Material Development

According to English Syllabus the material should covers in four skills; speaking, listening, reading and writing. They are;

• Genres
• Functional texts
• Transactional and Interpersonal expression

English KTSP also is known as Genre Based Curriculum, the KTSP cover more than 7 types of text. They should be taught integrated with functional text and expressions. There are many problems in teaching English material based on Genre based given by Government:

Genre based Curriculum is adopted from Australia where English is a first language. The Genre based Curriculum needs students to analyze the content of various texts and it runs well in teaching English as a first language as well as Bahasa Indonesia for Indonesian as first language.

So many material should be taught integrated in  68-72 hour of session. The teacher should work hard to teach the material in which are not related easily. Lets we see and analyze the syllabus content below:

SYLLABUS CONTENT ANALYSIS

Transactional & Interpersonal	Functional Text	Genre (Text Type)
Greeting	announcement	Recount
Introducing	advertisement	Narrative
Invitation	Invitation letter	Procedure
Offering
Accepting promise
Refusing/ promise
Expressing feeling
Empathy
Sympathy
Commanding

1. Achievement

It is clear that the achievement of English teaching learning is the students are able to communicate in English both oral and written. The English school based curriculum has analyzed that there are many problem in teaching English based on the curriculum. The writer worried about curriculum achievement which government stated in English syllabus and Ministry Regulation will far to reach.

1. SUMMARY AND RECOMMENDATION
   1. The government should consider to the background and the need of the English learners.
   2. It is better to compare the English curriculum of the countries in which is English as foreign language as in Indonesia, rather than adopt the English curriculum from countries which are English as first or second language.
   3. The government should not put the English learning achievement higher than students and school needs. It is better to see Japanese who still communicate in their own language but they used to write in English better.

1. 1. Each school should conduct a thorough need analysis before adopting the most appropriate curriculum.
   2. Each school should add, modify, and leave out competencies to suit their own context to make a more realistic alignment of curricular objectives and students’ needs.
   3. Each school should decide to set advanced competencies in their English curriculum, the very first step to take is to improve the quality of their English teachers themselves

1. REFERENCES

1. Pusat Kurikulum , Badan Penelitian dan Pengembangan , Naskah Akademik KTSP, Departeen Pendidikan Nasional , 2007
2. http://www.multiage-education.com/russportfolio/curriculumtopics/bibliography.html#doll
3. Agus Dharma, PhD ” Indonesia Basic Education Curriculum Current Content And Reform “ a paper, 2008
4. Hartoyo, M.A, Ph.D., Curriculum and Material Development, Syllabus/Course Outline, Program Pascasarjana, Universitas Muhammadiyah Prof. DR. Hamka, 2009

ENGLISH IN SMA SCHOOL BASED CURRICULUM

A.       FRAMEWORK OF KTSP

Curriculum is a set of planning and managing objectives, material, resources and method used to in the teaching learning process to reach certain educational objectives. The development of curriculum especially English curriculum in Indonesia can be mapped in 5 periods; (1) The 1975 curriculum,; the 1986 curriculum; the 1994 curriculum; the 2004 curriculum and the 2006 curriculum known as KTSP, or Kurikulum Tingkat Satuan Pendidikan. The KTSP is developed from the 2004 curriculum which based on the text based communicative approach and literacy approach. In other words the KTSP is based on the both approaches.

The KTSP is School Based Curriculum, it is arranged by school to let the educational program suitable for the students’ needs and potencies of the region where the school is in. Consequently, KTSP varies one to another but the government has given government educational goal and standardizes the content and the competence of graduate through PP. No. 19, 2005 concerns on National Standard of Education (SNP) at May 16, 2005.

Standard of content which is needed in PP No. 19 2005 has attached in PERMENDIKNAS, No. 22, 2006. It states that English is given as local content (mulok) in elementary school for two hours in a week. In SMP and SMA is 4 hours except in language program is 5 hours per week. According to PERMENDIKNAS No. 23, 2006, the standard graduate of English competence is communicative competence in the form of spoken and written for achieving literacy level for senior high school.

To reach the educational goal as in the PP. No. 19 2005, the school must have a set of planning and managing the objectives through written documents. The written documents relates to the PP. No. 19 2005 are syllabus,  RPP, standard of competence , basic standard, material, learning activities, learning indicators, assessment, time allocation and resources  . The syllabus is developed by a teacher or group teacher supervised by department of education based on standard of content, standard competence of graduate and guiding of arrangement of school-based curriculum (Appendix of PERMEN No. 41, 2007).

B.      THE CAHARACTERISTIC OF KTSP

1.       emphasizing the attainment of the students’ competence individually and classically;

2.       orienting toward learning outcomes, and diversity;

3.       using genre approaches in the learning process and                greatly is influenced with Systematic Functional Grammar of Halliday (1987).

4.       accepting any other educative learning sources besides teachers;

5.       emphasizing its evaluation on the learning process and outcomes in acquiring or attaining a certain competence.

 

C.      THE PROBLEMS IN IMPLEMENTING KTSP

KTSP is an ideal curriculum based on its characteristic but it is hard to imply.

1. Emphasizing the attainment of the students’ competence individually and classically;

The KTSP need students’ competence individually, but how can the competence reach if in the class has 40 students? A teacher just effort as he can, if the average of students gets a good point he thinks he has done well. The teacher refers to manipulate his data on students’ competence.

 

1. Orienting toward learning outcomes, and diversity;

How to control learning outcomes if the teacher and the decision makers manipulates the learning outcomes to be considered that he has done well as decision makers think.

 

1. Using genre approaches in the learning process and        greatly is influenced with Systematic Functional Grammar of Halliday (1987).  Genre based curriculum forced students to exposure their English analytically. The teacher and the students have not been ready to expose their English as genre based curriculum demanded. Indonesia doesn’t provide adequate exposure to English for the majority of the learners. This perhaps used to be a universal constraint among other countries where English is used as a foreign language. People did not have ready access to read and listen to English materials. Besides, at the immediate level, there are no urgent real needs for the majority of Indonesians – as well as no adequate resources – to develop communicative competence in English.

 

1. Accepting any other educative learning sources besides teachers;

Most of school has problems on learning media resources. It related to the limited budget Teachers’ habitual and their previous experiences influence the way of their teaching.  Some research found that the English teachers are not active users of English. The limited budget also led to the lack of educational resources. Only exceptional schools have language laboratories, adequate libraries or self-access learning centers. Most schools don’t even provide a tape recorder and cassette tape to let students listen to model input.

 

5.       Emphasizing its evaluation on the learning process and outcomes in acquiring or attaining a certain competence.

The 2006 syllabus is not followed by the changing of approaching used by the teacher in classroom. Teachers tend to teach more grammar and structure separately and explicitly out of their communicative competence. Teachers’ habitual and their previous experiences influence the way of their teaching.  Some research found that the English teachers are not active users of English. Some teachers teach the material following the English handbook given by publisher. He rare see and look up the objective and indicators of the material in the syllabus.

 

 

 

D.      THE RECOMMENDATION

1.       The school should use SWOT (Strength, Weaknesses, Opportunities, and Threat) analyses to make a decision before adopting the most appropriate curriculum.

2.       The curriculum should meet student’s need, so the school must have the data what students expect in the class.

3.       Each school should decide to set advanced competencies in their English curriculum, the very first step to take is to improve the quality of their English teachers themselves

4.       It’s time that the scholarship and fellowship be directed also to secondary school teachers rather than to university teachers only.

5.       The teacher certification program required in the Bill of Teachers and Lecturers (UU Guru dan Dosen) should be given to the valid and qualified institution to carry out the certification.

Computer Assisted Language Learning: Blogging in language learning communities

Computer Assisted Language Learning (CALL) relates to the use of computers for language teaching and learning. CALL offers many advantages for both teachers and students in learning language. First, computers can provide instructions, feed-back, and testing in grammar, vocabulary, writing, pronunciation, and other dimensions of language and culture learning. In this case, the teacher will only be a facilitator. He or she has been much helped by a computer. The teacher can easily control the activities of learning being done by his students. The programs that are installed and connected to the server will be easily controlled by a teacher. Not only that, a computer can also provide reading access to write audio and visual materials relate to the language and culture being studied by students. CALL also offers freedom for users to choose any topics of information available within the package (Hartoyo, 2006:27). If the program which installed in the server in the too big for our server, we can entrusted the datas and program to the commercial web server such as wordpress.com. We just need a blog as a media to activate our program.  CALL also has any disadvantage, it is costly enough for the programmers or teachers. A lot of funds have to be provided to buy some equipments, design programs, and for its maintenance. The school with limited budget will find some obstacles in funding the CALL program. To create a program of CALL must have at least forty computers for one class capacity. Of course, lots of money needed for building computer laboratory. The effective and cheap media is blog since it introduces in education, especially in language learning.

There are many advantages, of course, and disadvantages of using blogs in language learning community. When a language teacher introduces blogging activities within the language “reflections” in classroom. It is the opportunities for student interaction and the horizons of that “learning space”. Blogs, which is interactive homepages that are easy to set up and manage, enable students to engage in online exchanges, thereby expanding their language study and learning community beyond the physical classroom. Regular blogging also encourages more autonomous learning. When a student’s audience includes his or her classmates, the teacher and potentially anyone with an internet connection, motivation to engage in meaningful written communication appears to increase. At the same time, when a teacher utilizes blogs the result can be an effective means of facilitating greater learner interaction and reflection on skills development.

According to Darabi (2006), “The core principles of learning communities focus on integration of curriculum, active learning, student engagement, and student responsibility…” (p. 53). Blogging activities realize these principles. To illustrate, Pinkman (2005) writes that blogging becomes communicative and interactive when participants assume multiple roles in the writing process, as writers who write and post, as readers/reviewers who respond to other writers’ posts, and as writer-readers who, returning to their own posts, react to criticism of their own posts. Dieu (2004) reaffirms this by stating that blogging gives a learner the chance to “maximize focused exposure to language in new situations, peer collaboration, and contact with experts” (p. 26). Within the scope of classroom-based blog activities, assignments can require the student blogger to communicate closely with a particular group of student bloggers. Moreover, the exchange can be almost instantaneous (during class time) or at the leisure of the student bloggers. This combination of planned and spontaneous communicative exchanges inside and out of the classroom makes blogging a meaningful and engaging social exercise. It is within this context that Williams and Jacobs (2004) contend that blogging has “the potential to be a transformational technology for teaching and learning” (p. 247).

The remote area where internet access does not provide become a big burden. The students should come in to “warnet” internet rent provider to access it. The students skill in operating computer and internet are other difficulties to language learning trough blog. The most important is the students should have a blog and understanding in managing it. To solve the problems, wisely, a teacher gives a basic in operating computer and how to make a blog.

Managing Blog in Language Learning Communities

A Student should make a blog for the class or their community. It is better to make the blog in wordpress.com. In the blog must add with tags or categorical or group of articles; Writing, Reading,  Listening and Speaking. The user name and password should give to all classmates to give them a chance to post their works. Each student can post their assignment or articles whenever they want. The teacher should guide for better display of blogs. The user name and password should be changed after the students posted their articles.

The first activity, the teacher gives a writing task and the works post to the writing group individually. It can ease to see the post in certain categories. The teacher, the classmates or public netters can give a comment and correcting the composition in comment box each posts or article. The teacher can give scores through errors analyses and the improved comments given by their classmates and the netters. If it needs long correctness, it can be given in the classroom.

The second activity is reading, teacher post a certain text and the directions and questions for the target of understanding reading. The students can give their answers through filling in the comment box. It is better to give an interactive program and upload it to the blog so students can see his score and it paves the teacher tasks way. The interactive reading program will motivate students learning English. The listening can be uploaded to the blog with the questions as in the reading. The interactive program of listening is more interest than it just gives the material in sound only. And the students responses can be written in the comment box. Both reading and listening did not give the teacher, classmates or other netters comments.

The last activity is speaking; the speaking spent more time to prepare. A teacher should give the students assignment to speak in a certain topic and they should save the recording in sound or movie. It is more interest if they save their speaking in movie then the teacher, classmates or other netters can give comments and scores.

Learning English more interest if we as a teacher can use all media around us to improve students’ language ability. This tips will be useful if we try to apply in the class. I hope so

Bibliograpy

Hartoyo. (2006). Individual Differences in Computer Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press.

Darabi, R. (2006). Basic writing and learning communities. Journal of Basic Writing, 25(1), 53-72

Dieu, B. (2004). Blogs for language learning. Essential Teacher, 26-30.
Pinkman, K. (2005). Using blogs in the foreign language classroom. The JALT CALL Journal, 1(1), 12-24.

Williams, J., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australian Journal of Educational Technology, 20(2), 232-247. Retrieved on September 25, 2007, from http://www.jeremywilliams.net/AJETpaper.pdf

ITS STRENGTHS AND WEAKNESSES OF COMPUTER ASSISTED LANGUAGE LEARNING

Learning is a social activity. It requires many activities and it involves not only students and a teacher but also students and other students or even the students and educational media. Language learning can be done without being accompanied by a real teacher. A computer can act as if it is a teacher. Many teachers conduct teaching learning process through a computer as a medium. Computer can be a good medium to help the students learn English in an easier and interesting way. Through a computer, students can learn more than the language itself, they will be given a chance to know more about the language; here, I try to discuss the use of computer in teaching English. Of course, there are some advantages and disadvantages of utilizing computer in language learning process.
Computer Assisted Language Learning (CALL) relates to the use of computers for language teaching and learning. CALL offers many advantages for both teachers and students in learning language. First, computers can provide instructions, feed-back, and testing in grammar, vocabulary, writing, pronunciation, and other dimensions of language and culture learning. In this case, the teacher will only be a facilitator. He or she has been much helped by a computer. The teacher can easily control the activities of learning being done by his students. The programs that are installed and connected to the server will be easily controlled by a teacher. Not only that, a computer can also provide reading access to written audio and visual materials relate to the language and culture being studied by students. CALL also offers freedom for users to choose any topics of information available within the package (Hartoyo, 2006:27). A study conducted by Amstrong (2003) shows that learning achievement can be increased up to 50 percent when a teaching learning process utilizes CALL. Second, because of CALL’s flexibility of time, it can allow the students to determine what particular topics and how long they want to learn. Hence, students who miss the class because of some reasons, for instance illness, still have an opportunity to learn the particular topic taught in the classroom because the programs are available in the CALL program (Hartoyo, 2006:30). It can stimulate an individual interactive learning program, so both ‘fast and slow’ learners can take the benefit from it. The third, CALL can give a new role to teaching materials. Out of the content of CALL, teaching materials are really passive. Although the students said or did could influence in any deep sense the linear progression of the contents in CALL, materials adapt themselves to the requirements of the individual students; that is they become interactive (Peter, 1993:5).
Despite the fact that there are some advantages of utilizing computers in language learning, there are also a bit of disadvantages of CALL. The CALL program is considered to be much less handy. It is much different from traditional books that are small enough to be carried around and studied wherever and whenever students wish, on a train, on a bus, at home, in the middle of the night, or in a dentist’s waiting room (Anzel et al, 1992). Furthermore, at current time most of students do not possess their own computer at home; therefore, they just used computers available in their schools in which the opening hours are very restricted. Working long hours with computers also can make students’ eyes strain and tiring. It may, sometimes, account for the eye irritation and pain. CALL sometimes decreases the interaction among students or what we call the social aspect of schooling. It can not promote physical activities. Besides that, CALL is costly enough for the programmers or teachers. A lot of funds have to be provided to buy some equipments, design programs, and for its maintenance. The school with limited budget will find some obstacles in funding the CALL program. To create a program of CALL must have at least forty computers for one class capacity. Of course, lots of money needed for building computer laboratory. A lot of money is also needed to train teachers, especially English teachers, since there are only a few of English teachers who can operate computers as well as its new software.
In conclusion, the use of computers in language learning has so many advantages that we as English teachers must utilize it in a real teaching learning process to maximize students’ language potentiality. Talking about its weaknesses, we, as teachers, must inform to stake holders about the urgency of utilizing CALL in teaching learning process since most of the weaknesses come from the financial point. A school can train some English teachers to be able to operate computer as long as there is enough budget to do the program.

HYPERTEXT

What is HyperText

Hypertext is text which is not constrained to be linear.

Hypertext is text which contains links to other texts. The term was coined by Ted Nelson around 1965 (see History ).

HyperMedia is a term used for hypertext which is not constrained to be text: it can include graphics, video and sound , for example. Apparently Ted Nelson was the first to use this term too.

Hypertext and HyperMedia are concepts, not products.

See also:

• A list of terms used in hypertext litterature.
• Conferences
• Commercial (and academic) products
• A newsgroup on hypertext, “alt.hypertext” .
• WorldWideWeb is a project which uses hypertext concepts.

SOURCE:  http://www.w3.org/WhatIs.html

VOCABULARY GAMES

A COMMENT ON GAMES FOR LEARNING

Title                       : English Word

Category              : Language Game

Competence      : Vocabulary Acquisition

Level                     : Elementary – Intermediate

Product/year     : Triple ‘M’ Developments 2000

The English Word is vocabulary games program, it is suitable for kindergarten. The program contains 4 games, Roadhog, Rescue, Night Search, and Frozen Food. To run the program we should install program.exe let computer process it. In the first display, there are two icons represent games and catalogue. There are some icons in the display if you click game; an animated coin in first row will serve if we need help. The second row has 4 icons represents the game each. They are Roadhog, Rescue, Night Search, and Frozen Food.

Roadhog is about hedgehog want to cross and come into the drain. They are 4 colored drains, the player guides the hedgehog crosses the street to the correct colored drain. The player should see the word in the box then the player move the hedgehog to the drain based on the colored frames in which is the suitable picture.

Basically, all programs have the similar way, the player just chooses the colored frame contains the picture which has similar meaning with the word given. And, move the main point into target.

The games are interesting, full color and easy to play for kindergarten and elementary students. They would be easier to see if the option and the question put on the top of the display field. It is hard to play in higher level because the sight should move down then up to choose the answer. It has spent the time to move the mouse.

Hajj

IDEOLOGI KAUM REFORMIS

AUTHOR:             DR. ACHMAD JAENURI

Resumed by ANDI MAHMUDIN

NIRM 08090066093

To fulfill Philosophy of Muhammadiyah Assignment

LECTURE: DR. ABDUL MU’TI M.Ed.

Introduction

This book analyzes on the Indonesian Muslims overview on their religion. The writer scanned the Muslims thought who have definitely differed from the common. The Indonesian Muslim Culture refers to reserve all social habits, even though there do not literate on the Islamic law. Some of them concerned in, not only on this case but also in any reasons. They, whether individually or a group, are effort to teach and preach what the Islamic law is according to Al Quran and Al Hadist.  One of the organizations in which has taught according to those Al Quran and Al Hadist and has many contributes on the social and education for Indonesian’ Muslim is Muhammadiyah.

The Ideas in Islamic Reform

1. Social and Culture of Indonesian Muslim

KH. Achmad Dahlan lived among common Muslims practiced their Islam based on their cultural background. Hinduism and Buddha came to Indonesia a hundred years before Islam, it means that the people cultural mind-set were in Hinduism and Buddha. They referred to reserve their offspring habits, or they tolerate to practice Islam in their way or culture. It is way in their Islamic daily practice still giving a tribute to their offspring every Friday or doing ceremony to memorize the dead in certain day 3^rd , 7th, “mendak” 2 months and “nyatus “ for 3 months. He saw some Muslim practice their sholat  didn’t face to Baitullah in Mecca but just to the west in which differ some points to Mecca. KH. Achmad Dahlan wants to see the Indonesian muslim practice their religion as Al Quran and Hadist depicted, but he could not change this condition by himself, he need people who have same idea to change. He need an organization or an institution in which contains the Muslim has same idea as him.

1. Inspired by world  Muslim movement

KH Achmad Dahlan got much information since he went to Mecca to do fifth Islamic principal, Hajj. He had much discussion with the people who concerned on the religion problems in all  muslim countries. Each muslim countries has reformers who have similar idea, thus has same problem as Achmad Dahlan.  Most of the reformers , not only all over the world but in Indonesia  also, convey their contributions through organization or movement. E.g. Shaykh Ahmad Al Surkati  in 1920 roled in Al Irsyad (Indonesia), Ibnu Hambal (164 – 241 /780 – 855) and its follower Ibnu Taymiah (661 – 726 / 1263 – 1328) in Wahabi movement (Mecca), Sah Waliullah (114-1176/1703-1792)  India followed by Sayyid Akhmad Khan 1817 -18980 leaded Aligarh Movement. Those reformers had similar idea on reform and purify islam from cultural society, government, other religion practices and all aspect beyond Islam. And,  It inspired KH Akhmad Dahlan to build Muhammadiyah.

1. Dutch colonialism

Other  reasons,  KH Akhmad Dahlan found Muhammadiyah is  because of  the Indonesian situation  where Indonesia was under Dutch colonialism. All the Indonesians were eager to free from this circumstance. The Indonesian always fought and struggled to get their independence, in any ways. Some of those contacted  in war like Imam Bonjol, and Pangeran Diponegoro. Meanwhile, Ki Hajar Dewantara, KH. Hasyim Asy’ari and KH Akhmad Dahlan were the ones whom gave their idea and hearts for Indonesian and their religion through organization. There are many reason why KH Akhmad Dahlan enforced his struggles through Muhammadiyah movement

• It would be more effective to achieve a goal in a group than individual to enforce the Dutch  giving an independence for Indonesia.
• It is harmless for the Muslim if they stayed beside the Dutch to get Indonesian independence.

Through ethic politic released by the Dutch it was a chance for Muhammadiyah to improve its activities in enlarging the efforts. It was not only on the Theological terms but in sociological term and welfare included. Muhammadiyah reform his organization through establish the social like PKU and Muhammadiyah gives a chance to the Muhammadiyah women to take a chance in  Aisyiah a part of Muhammadiyah movement.

1. Christian Missionary

KH Achmad Dachlan concerned the Christian mission on the people who have had religion, especially Islam. The missionaries asked the poor Muslims for coming to their religion with noodles and breads.  Muhammadiyah expects to reduce the missions in two ways:

1. Muhammadiyah blocked the spreading of missionaries through sending  the Muhammadiyah preachers to rural area to improve the beliefs of the muslims
2. Muhammadiyah efforts to improve the welfare of the muslim through PKU and education in order to they cannot go to be poor but to be rich and educated Muslims

Islamic Reconstructions

• Basic Muhammadiyah overview on the religion

Muhammadiyah takes Islam as the basic Ideology of the movement with some reason:

1. Reform agent (Islah )

Muhammadiyah as religion  movement does not hope to fall in creating a new religion sect in Islam but it just tries to apply all according to Alqur ‘an  and Al Hadist, although Muhammadiyah often gives new interpretation on the Islamic rules and laws. Muhammadiyah lets the members and participants to apply Islam as prophet said in Al Hadist and depicted in Al Qur’an. In some facts, they should interpret in logical way. This is the reason why Muhammadiyah known as reformation movement.

1. World Overview

Most Muslims view their religion is only doing the 5 principals,  witnesses (syahadat), daily prayer (shalat), fasting in ramadhan(puasa), religious tax (zakat), and hajj. They avoid saying or doing economic, social and politics according to Islam. As Snouck Horgronje said Let religious ceremony held by Kiayi or preachers and let me do the others.  It means that the Kiayi have responsibilities just on the religious ceremony but the Dutch colonial arranged and take the economy and social of the Muslim.

Muhammadiyah concerns on the muslims who just discussed about halal and haram about  something but never think how to improve the muslim welfare. Muhammadiyah argues that there has equal position in Islam between  5 principals (Rukun Iman ) and World (Urusan Dunia). As a responsible in the case, Muhammadiyah found PKU (people education and wlfare) beside build Majlis Tarjih.

Islamic doctrine interpretation in social reform

Based on above, Muhammadiyah placed Rukun Iman and Urusan Dunia in same position, the organization held PKU. It means Muhammadiyah has had responsibility on the Muslim’s welfare since the Dutch colonialism. Muhammadiyah and Sarikat (1912) Islam had against the colonial policies on tax of landform and harvesting. Muhammadiyah assumed that the complaint was not only for the Dutch but it was also for the Muslims themselves to joint against the Dutch policy. Muhammadiyah issued to the Muslims through education. If the Muslim had knowledge and skill, they would be wealthier. If they had been educated they would have confident and brave to be against the Dutch.

AGGRESSIVE DRIVERS

The number of vehicles on freeways and streets is increasing at an alarming rate. This influx of motor vehicles is creating hazardous conditions. Moreover, drivers are in such a rush to get to their destinations that many become angry or impatient with other motorists who are too slow or who are in their way. Aggressive drivers react foolishly toward others in several dangerous ways.

One way an angry driver may react to cut off another motorist. The angry driver is impatient’ person against the motorist who is too slow in front of him and he passes it toward to take the space. It makes the motorist is in danger because his way has blocked by the car.

Another ways is to tailgate the other car. A motorist drives his car behind a bigger vehicle closer than the distance allowed. The motorist, indeed, has been in danger while the vehicle in front of him closed his scene. He will lose the control when the driver breaks the car accidently. Then, he will crash the car in front of him.

In addition to cutting off and tailgating other cars, aggressive drivers often use rude language or gestures to show their anger.  Their expresses will make the other motorists avenges and chase them to complain or fight. It sometimes ends in jail because of fighting on the street.

Although law enforcement authorities warn motorists against aggressive driving, the numbers who act out their angry impulses has not declined. Policemen have worked hard to decrease traffic accident caused by the aggressive drivers. The policemen warned and sentenced the drivers who make the others motorists get accident, crash other vehicles or hit the pedestrians. Merely, the numbers of traffic accident victims are caused by the aggressive drivers on the street are still increased.

To conclude, aggressive divers are endangering everyone because they create hazardous conditions by acting and driving foolishly. They should control their anger and learn to drive safely. After all, the lives they save could be their own.

CREATING CHALLENGING CLASSROOM ACTIVITIES

Students are eager to get something new, whether it is knowledge or a skill, from their class. Merely, they just see the teacher used to talk explaining from a handbook or they have tasks from the books. Those conditions indicate the students are boring, they prefer to sleep or silent while their teacher is explaining. The student need a challenge to make them interest in the subject they learn.  The teacher should carry the subject on the proper method and he should have a good personal skill. The method and a good personal skill of the teacher will make challenging classroom activities.

There is no a good method for all subject. The teacher should be able to know which method is suitable for his students based on the subject. The teacher can choose discussion if the subject is a knowledge. Discussion is one of method to make students have responsibilities in understanding the subject they learn.  If it is about a skill, a demonstration method is a good choice. A clear instruction and good example how to do something will make students give their best results. Presenting a subject in a good method is guaranty to make challenging classroom activities.

The other aspect to make challenging classroom activities is the teacher personal skill. It closes to performance and speaking ability when he carries subject on the class. Good performance like neat, fresh and friendly make students gives their attention to the teacher and the subject presented. The important thing is the sound of the teacher when he explains the subject and clear instruction when he gives assignment.  The student will takes their eyes on what the teacher says clearly and while he looks fresh, neat and friendly too.

Finally, the challenging classroom activities can be create while the students expected to come to the class when the teacher gives the subject in a suitable method and in a good performance. They wish they will get something new every their teacher come to the class.