INNOVATION IN EDUCATION
INGGY YULIANI PRIBADY 0805980 (15th OCTOBER 2008)
I.
INTRODUCTION
The word innovation, according to the Oxford Dictionary, means the introduction of novelties, the alteration of what is established, a nove l practice and a change in established methods. Generally, in the field of education to innovate is to create something new which markedly deviates from traditional practices which have been followed since a long time to impart education a t different levels. (Chauhan 1979: v) Innovation is necessary in education because we are now in the middle of a big change of a new era. The changes involve all of the life aspects towards a new era which called globalization era. Indonesia as a big nation should s hould has a positive role in the globalization. We have to prepare ourselves to face it to be able to compete with the other countries and not left behind. Preparing human resources through the mending of our educational e ducational system is one of the solutions to face the globalization. We are aware that our education quality is far behind the other countries. Now, let’s see our closest neighbor, Malaysia and Singapore, our closest neighbor, in 70s and 80s we used to send our teachers to Malaysia to assist their education. How about now? Malaysia and Singapore are running at top speed and left us far behind, their universities are on the world’s Top Top 200 universities list. National University of Singapore ( 18 th ) , Nanyang University ( 50th ), Malaya University ( 89th ),and Sains Malaya University ( 111th ) ( Alwasilah 2008:38 ). The big question is: Can we catch them up? I think innovation in our educational system is the answer. In this essay, I would like to explain about the importance of educational innovation towards the globalization globalization era and the challenges, innovation in English language teaching in Indonesia, the curriculums and the role of vocational school to reduce unemployment. II.
EDUCATIONAL INNOVATION INNOVATION , GLOBALIZA GLOBALIZ ATION AND 21 ST CENTURY CHALLENGES
1
In 21st century we face the new ne w era called globalization. Globalization Globalization refers to the trend toward countries joining together economically, through education, society and politics, and viewing themselves not only through their national identity but also as part of the world as a whole. Globalization is said to bring people of all nations closer together, especially through a common medium like the economy or the Internet. (http://en.wikipedia.org.wiki/globalization (http://en.wikipedia.org.wiki/globalization , accessed August 2008). Globalization Globalization is expected to generate intensified competition among nations, particularly in the fields of economics, science and technology. technology. In addition, the massive and extensive globalization process affects the changes of economic, political and social conditions. The structural shift of the economy generates new trends and challenges which which in turn affect the education system. Therefore, there are needs to adapt education to the industrial needs of the community, as a s well as improve science and technology to reach r each competitive excellence. Many countries are engaged in education reform in order to develop the human resources necessary to remain competitive in the international marketplace. One keyword in many of these reforms is innovation. However, innovation in education appears to have multiple meanings. Sometimes, it refers to the need for education to develop innovative people. Sometimes, it refers to new products, processes and business concepts within education itself. The issues of innovation inn ovation in education involve complex and multi-faceted challenges such as education policies, curriculum reforms, new diversity-oriented learning technologies and methods. Moreover, the challenges faced may differ from school to school in each country, and from country to country. country. Therefore, the challenges will have to take into account the specific nature of th e education innovation in question, the context it is located, the teacher and student profile, the historical background of the country or region, local habits, needs and practices, ethics and even religious beliefs. (http://www.inderscience.com ( http://www.inderscience.com,, accessed September 2008 ) In Indonesia the aim of education is to keep and maintain Indonesia’s cultural background and, on the other, to generate genera te the knowledge, skills and scientific progress that will keep the nation abreast in the twenty-first century. century. National education should improve the life of the nation and develop the Indonesian people fully––i.e. intellectually, morally, spiritually, physically and socially. socially. (http://www.englishunesco.htm , accessed September 2008) Indonesian government has conducted a lot of efforts ef forts in increasing the quality of education. Despite enormous progress, particularly in the areas of primary school enrolment and illiteracy eradication, much remains to be done. Major challenges are identified as the expansion of compulsory basic education from six to nine years, the improvement of the quality of primary and secondary education, and enhancing learning achievements for all levels. Indonesia’s commitment to the further 2
development of education is based on the recognition that development goes hand in hand with advancement in science and technology. technology. The government is also making efforts in expanding educational opportunities at the basic, vocational, and professional levels through school and out-of-school channels. (http://www.englishunesco.htm http://www.englishunesco.htm,, accessed September 2008) Indonesian government commitment in reforming the educational quality should be emphasized. Our educational quality is still far behind the other countries. The government is busy with the other complicated problems, such as: political dispute, corruption, bribery, bribery, ethnic riot and economical problems. We have to to be aware that education is the main factor in building a nation. By increasing educational quality in a country, the states economy of developed by it self because it has high quality of human h uman resource. Additionally, Additionally, education can increase growth by increasing the likelihood of innovation and technological change in an economy. economy. Therefore the education innovation is a crucial agenda which h as to be done to face the globalization and 21 st century rising demand for educated labour.
III.
INNOVATION IN ENGLISH LANGUAGE TEACHING IN INDONESIA
Teachers as a consumer of innovation have a power in educational innovation. Teachers Teachers make decisions whether they will implement the innovation or not and the degree to which they will use it. (House 1974:67) Therefore Therefore teachers play an important role in conducting innovations in education to improve its quality. quality. The quality of education is most affected by the teachers’ instruction in the classroom. Thus, teachers should think creatively to change the strategy of instruction and make the efforts to introduce new methods and evolve new techniques of instruction suiting to our national needs. (Chauhan 1979: vii) To meet the demands of innovations in language teaching, Indonesian government keeps trying to find the most suitable approach in teaching and learning in English as foreign language. Some references of the teaching and learning approach in English as foreign language are Grammar Translation Translation Method or GTM created by, Direct Method or DM created by, Audio-Lingual Method created by, Humanistic Approach or Suggestopedia created by, Silent Way created by, Community Language Learning or CLL created by, Natural Approach created by, Total Total Physical Response or TPR created by, Communicative Language Learning or CLT created by, etc. Being referenced by some teaching approaches above, most of Indonesian English teacher can be assumed as sumed only use Grammar Translation Method in their teaching process in English as foreign language. It can be recognized from the 3
Indonesian teaching and learning curriculum in English as foreign language which is still mainly focused on reading and writing literary including the study of grammatical rules and vocabulary; the teaching and learning l earning activities, like memorizing the vocabulary lists is still being used; the accomplishment which is by giving task, writing, or fills in the blank, is also used in evaluating students’ English ability, etc. although the Indonesian government has changed teaching and learning approach many times. It seems Grammar Translation Translation Method is mostly mo stly used by Indonesian teacher in teaching and learning l earning process in English as foreign language because it is the simplest and common ways in teaching English as foreign language to students. I believe that Indonesian teaching and l earning process in English as foreign language is better not to use only one approach in its process. It means that English teacher needs to mix the suitable characteristics of approaches, like: Grammar Translation Translation Method, Direct Method, Audio-Lingual Method, Humanistic Approach or Suggestopedia, Silent Way, Community Language Learning, Natural Approach, Total Total Physical Response, Communicative Language Learning, etc. with Indon esian teaching and learning condition in order to reach a good and efficient result. From From Grammar Translation Method, a method of teaching and learning English as foreign language which is mainly focused on reading and writing literary can be adopted either in English courses, private schools, and even state schools in Indonesia. Those above characteristics of this method, such as: activity of memorizing the vocabulary lists; the accomplishment by giving task, writing, or fills in the blank, which is also used in evaluating students’ English as foreign language ability, etc. still can be adopted because it is in line with parts of government graduation examination which is still fulfilled with reading text and writing. For Direct Method, a method of teaching and learning in English E nglish as foreign language which is tried to use E nglish communicatively and focused on Reading, can also be adopted either in English courses, private schools, and even state school in Indonesian. In this method, the characteristics which can be adopted are the efforts to make students to speak in English. For students, it can be as reading aloud the English text, using English when asking to teacher or to friends, etc. For teacher, the activity in correcting the pronunciation and grammar use is also good to be applied. For Audio-Lingual Method, a method of teaching and learning in English as foreign language which is focused on using English En glish in repetitive situation is mostly full adopted in Indonesian teaching and learning process in E nglish as foreign language. The characteristics in asking the students to drill and practice dialogue are done to promote a condition so the students have English habits which is believed can encourage them in using English in oral and in written.
4
For Humanistic or Suggestopedia approach, a method of teaching and learning in English as foreign language which is focused on speaking English for everyday communication, is also good to be adopted in either e ither English courses or private school in Indonesia. The teaching activities, such as: as: playing music before the class is started can make students relax and refreshing their mind and the teacher’s action in explaining material can give a good way, facilitating comfortable learning equipment so that students love to stay in the classroom, etc. For Silent way, a method of teaching and learning in English as foreign language which is focused on communicative skills can only be adopted especially at English courses and sometimes at state school in Indonesia. In this approach, the English teachers do not explain the learning material as much as possible. They just show the context and giving example of the learning material. It is done in order to make students be more active as autonomous learner. So, students can learn by practice, discover, and solve the learning material by them selves. The students also can have interaction with the other students because there is activity to correct the student’s answer by the other students. Community Language Learning, a method of teaching and learning l earning in English as foreign language which is focused on speaking speaki ng ability in English, can also be adopted its characteristics. The characteristic which can be adopted is the understanding of teacher to the students’ condition which can improve the confidence of students and give motivation to student in speaking English and teacher’ help when student did not know the English word when they speak English. For Total Total Physical Response, a method of teaching and learning in English as foreign language which is focused on Listening and Speaking comprehension also has some teaching and learning characteristic which can be adopted to enrich the teaching and learning activities in English as foreign language in Indonesia. For Communicative Language Teaching, Teaching, a method of teaching and learning in English as foreign language which is focused on co mmunicative competence, has also positivistic to be applied in Indonesia. Their characteristics in making English as communicative as possible, in practice can encourage student l earn English as if they are in the countries where English is their mother tongue because the students learn about English deeply. deeply. The students are focused to learn about the English use for communication, like encourage the students’ desire to communicate in E nglish, learning the variety of English so they will not feel bored when learning, etc. IV. IV.
THE CURRICULUMS
A. Acade Academic mic curric curriculu ulum m The curriculum is defined as a set of plans and arrangements of content, learning materials and methods used as a s guidelines for the teachinglearning activities. It is designed to achieve the goal of national education 5
taking into account the stages of children's development as well as the local environments, in accordance with the type and level of each educational institution. There are several curriculums which have been conducted in Indonesia. They are : curriculum 1968, curriculum 1975, curriculum 1984, curriculum 1994, curriculum 2004, and the newest curriculum, KTSP. KTSP offers more liberty for the teachers and the schools to elaborate their own curriculum. Teachers Teachers are given the absolute freedom in explaining the curriculum and students are positioned as the subject. ( Alwasilah 2008 : 21 ) The writer school at SMPN 2 Bandung has employed KTSP Since 2006. We also use a contextual learning approach in our teaching and learning process. Constructionist learning is inspired by constructivist theories of learning that propose that learning is an active process wherein learners are actively constructing mental models and theories of the world around them. Constructionism holds that learning can happen most effectively when people are actively making things in the real world. Constructionism is connected with experiential learning and builds on some of the ideas of Jean Piaget.(http://en.wikipedia.org/wiki/constructionist Piaget.( http://en.wikipedia.org/wiki/constructionist , accessed August 2008 ) Contextual learning can create an innovative, observer, critical, creative, and independent students through its seven components constructivism, questioning, inquiry, reflection, learning community, modeling and authentic assessment. B. HUMANI HUMANISTI STIC C CURRIC CURRICUL ULUM UM Humanistic curriculum is a curriculum which provides a way of life centered upon human interests and value. The aim of humanistic education is to change a person into a free individual and a good citizen. To To be a good citizen requires a new dimension of understanding the relationship between the individual and the world. Hence a free individual is located back into his concrete life world in order to become a good citizen. Good citizenship implies a moral responsibility of the person to his society and other fellow citizens. (http://sunzi1.lib.hku.hk/hkjo/view/800035.pdf http://sunzi1.lib.hku.hk/hkjo/view/800035.pdf .. accessed September 2008) C. SOCIAL SOCIAL RECONSTRUCT RECONSTRUCTION ION CURRICULU CURRICULUM M Social reconstruction involves active participation through doing. However this is not mindless drill, skill development, or even the completion of personally chosen project, because the progressive clearly intended a social purpose to all activity. activity. They viewed the school as a community in which 6
value and habits useful in the greater community would be instilled through practice. (http://scholar.lib.ut.edu (http://scholar.lib.ut.edu , accessed September 2008 )
D. TECHNO TECHNOLO LOG GY CURRIC CURRICUL ULUM UM Technology involves knowing and doing. Learning and teaching approaches should address both of these areas. Technology Technology is derived from a variety of knowledge bases, values, processes, and skills. These are used both to create and to evaluate designs, products, systems, and environments critically. critically. There should be flexible, open, collaborative approaches to classroom teaching which accommodate all students' perspectives, interests, aspirations, and learning styles. Teachers Teachers will often work collaboratively to plan and deliver the curriculum. In particular, teachers with special knowledge and skills in different and existing disciplines will have important roles in working with their colleagues to achieve the successful succes sful implementation of a school's technology curriculum. This technology curriculum will need teachers who can contribute expertise in using a wide range of materials; in food technology and processing; in information and communication, such as keyboarding, keyboarding, computing, and language; in electronic, mechanical and biotechnologies; and in drawing and graphics. ( http://www.tki.org.nz , accessed September 2008 ) V.
VOCATIONAL SCHOOLS AS AN AL ALTERNATIVE TERNATIVE TO REDUCE REDUC E UNEMPLOYMENT
Indonesia currently is a high unemployment economy. economy. About 10 percent of the 110 million labor force is unemployed. Annual economic growth of 6 percent is too low to absorb the annual increase in the labor force, adding 300,000 to 500,000 to the total unemployed each year. International Labor Organization data shows the number of unemployed between 15 and 24 years old has grown from 1.4 million in 1990 to 6.9 million in 2006. Only 31 percent of Indonesians in this age group have jobs. This means 69 percent youth unemployment. Economists and businesspeople say the main problem is not low job vacancies but the low quality of human hu man resources. This is shown by the large number of unskilled high school scho ol graduates and drop-outs, aged from 18 to 35, among the 11 million unemployed. (http://www.thejakartapost.com ( http://www.thejakartapost.com , accessed September 2008 ) Vocational schools and training produce ready-for-jobs ready-for-jobs graduates and trainees to fill in job opportunities at home and overseas. It's proven that 7
graduates from vocational schools have been finding jobs more easily compared to those from high schools. Vocational Vocational school has become the main supplier of workers to industry. CONCLUSION
VI.
The notion of globalization globalization and the fact that we are are now in the 21 st century have awaken many Indonesian educators to the need of producing school graduates with skills that can be applied in the borderless world. Globalization demands the qualified human resources to be able to compete with the other countries. Hence th e improvement of education quality should be done through several innovations breakthrough. Education should be related to industry and the business world starting from planning, implementation, assessment, and certification of education and vocational training relevant to economic needs. The objective of the policy is to create a situation where graduates are responsive to the number, quality and dissemination needs for skilled work force and expertise. It requires the expansion and improvement of technical and vocational education for the production of skilled and flexible human resources who master technology.
VII.
REFERENCES
Alwasilah, A. Chaedar.2008. Pokoknya BHMN Ayat –ayat Pendidikan Tinggi .Rosda,Bandung. Brown, H. Douglas.2000.Teaching by Principles. Longman, New York.
8
Chauhan, S.S.1979. Innovations in Teaching-Learning Process. Vikas Publishing House. PVT LTD,New Delhi. Cheung, Chan Fai.1992. Humanities and Humanistic Education. Available at http://sunzi1.lib.hku.hk/hkjo/view/800035,pdf House, R. Ernest,1974.The politic of Educational Innovation. McCutchan Publishing Corporation,USA. Khalik, Abdul.2008. Vocational Schools as Alternative in Drive to Reduce Unemployment. Unemployment. Available at http://www.thejakartapost.com Luck, Petra.et.al. 2008. Innovation in Education. Available at http://www.inderscience.com Zuga, Karen.1992. Social Reconstruction Curriculum and Technology Education. Available at http://scholar.lib.ut.edu _____________2008. Implementing the Technology Curriculum. Newzealand Education Ministry. Available at http://www.tki.org.nz ---------------------- 2008. Principles and General Objectives of The International Bureau of Education of Unesco. Education. The Available at http://www.englishunesco.htm _____________2003.Pendekatan Kontekstual. Pendidikan Kontekstual.Departemen Pendidikan Nasional, Jakarta.
9
10
11
