1 New-Active_Learning-Based_Indonesian_Language_Textbook_to_ Improve_Students’_Ability_in_Writing

8/12/2019 1 New-Active_Learning-Based_Indonesian_Language_Textbook_to_ Improve_Students_Ability_in_Writing

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Aninditya Sri Nugraheni

Lingua Franca, Vol.1, No.1, Tahun 2013/1435 H1

An Active Learning-BasedIndonesian Language Textbookto Improve Students bility in Writing

Aninditya Sri NugraheniLecturer of Elementary School Teacher Education Department , UIN

Sunan Kalijaga

AbstractAcademic writing is an inseparable part of language proficiency.

Indonesian language proficiency of students is reflected through

good thinking, organization, grammar, and all the rules in

Indonesian in the academic context. The opportunity to practice

writing needs to take a proportion of 70% compared to that of

the oral presentation. However, it cannot be denied that in the

reality in the field, the culture of writing is still very low. In fact,

among the teachers, lecturers, and students, the culture is still

far from expectations. In fact, they themselves are actually most

in need of it. In addition, the key to the development of science is

the research and writing. Moreover, the nation needs leading

writers to promote the progress of science can be more

dynamic. This research aims to provide solutions to these

problems, using an active learning-based Indonesian Language

textbook based on the results of the need analysis among

lecturers, students, and other stakeholders. This active learning-

based Indonesian Language textbook aims to facilitate students

in academic writing.

Keywords textbook, academic writing, Indonesian Courses, ActiveLearning, lecturer, students


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Active Learning-Based Indonesian Language...

2 Lingua Franca, Vol.1, No.1, Tahun 2013/1435 H

A. IntroductionAcademic writing is an ability that is inevitable in the age of

globalization and modernity. The purpose of this activity is to solve

and analyze issues based on the framework of academic writingmethods. Writing academic papers is essentially a part of the academic

activities in a comprehensive manner. The implication of this activity is

the emergence of the science and new technologies which are always

sought after and pursued through research activities, exploration of

thought, as well as an appreciation of the various parties. It is

important to remember the basic value is not only valid for scientists

alone but also everyone who has concern for finding academic truth.The importance of academic writing skills among academics is also

agreed by Supriadi. According to Supriadi1, the rapid development of

information flow demands academic community in higher institutions

to have the writing skills to support the learning as well as to enrich

the national culture. During this time among the intellectuals, ideas are

more often delivered orally through seminars, interactive discussions,

debates, and the like, but often they don't come in written materials.

Thus, it can be concluded that the existence and capabilities of

intellectuals are not only measured through their academic oral

presentation alone but also seen through their productivity level in

creating monumental academic works published, either in the form of

term papers, essays, articles in academic journals or news media, book

reviews, and books. It includes the ability to conduct academic

research continued with the preparation of reports on the academic

research to the stage of dissemination of the result.Furthermore, based on the results of Muqowim, Sabarudin, and

Aninditya Sri Nugrahenis research2 funded by the Research Institute

of UIN Sunan Kalijaga on intellectuals in College, students often

experience a deadlock in thinking (writer's block), and they also lack

the mastery of the rules of how to use Indonesian well and correctly.

1

Supriadi, 2007: 1092Muqowim, Sabarudin, and Aninditya Sri Nugraheni, 2011: 17


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Therefore, students writing more often focuses on the aspects of

content (matter), but little attention is given to the aspects of the rules

of writing good and correct academic papers, e.g. organization and

format of academic papers, literature, relevance of the data with theinformation referred, citation technique, analysis, synthesis, and

conclusions.

Students are less proficient in writing academic papers due to

the absence of the mastery of the academic language. Basically they

have been able to present their opinion or ideas for their

argumentation in a spoken language, yet they still do not master the

language diversity. As a result, in writing academic papers there arestill many students who experienced constraints; for example, they

wrote their ideas in the way they are supposed to convey messages

orally. Students are accustomed to using connecting words like dan,

atau, tetapi, setelah itu, lalu, at the beginning of a sentence. In fact the

students have been able to create a discourse, but it usually still has a

lot of errors in the sentences. In addition, the use of punctuation marks,

capital letters, standard diction, spelling or grammar also is still not

right.

Muqowim, Sabarudin, and Nugrahenis research above is

supported by the statement of Rohmadi and Nugraheni3 who argue

that most students now have difficulty in writing academic papers and

tasks on campus. In fact, writing is a means of students self-

development in the world of science. The process of self-development

through the process of writing will make the students capable of

developing the mind, intellect, and existence in the field of science thatis being examined in depth in accordance with their own field.

Therefore, the students of higher institutions in Indonesia need to be

encouraged and fostered by all parties to do serious efforts to continue

to develop their writing skills. One of the ways that can be reached is

by developing the activities of writing academic papers and other

academik tasks.

3Rohmadi and Nugraheni, 2011: 96


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Apart from the importance of the mastery of the writing

competence by every student, it can not be denied that the culture of

writing in this country is still very low. In fact, among the teachers,

lecturer, and students, the culture was still far from expectations. Infact, they are the most in need of it. In addition, the key to the

development of science and research is the existence of academic

papers. Therefore, educating the nation's leading writers is required so

that the development of science can be more dynamic4.

The lecturers writing productivity still needs to be encouraged.

On the other hand, textbooks have an important role in the

development of education. A textbook is not simply a set of materialinstructions but also a source of ideas and activities in teaching and

learning. This view is supported by Cunningswoorth5, who says that

delivering learning materials needs ideas or an initial framework used

by each lecturer to match the needs of the students.

The success of Indonesian teaching and learning cannot be

separated from the existence of supporting textbooks. As one of the

learning resource, the textbooks are expected to answer the needs of

students in learning, to provide convenience for students in gaining

information, knowledge, experience, and skills. Textbooka are also

expected to be a means of opening the students horizons of the

teaching and learning process they will take. To that end, it is desirable,

as a learning resource for students, the textbooks can provide

illustrations and examples related to the materials covered in a given

field of study.

Textbooks also play a role in the development of the courses. Agood textbook gives further understanding of the materials presented

by lectures6. The selection of textbooks for the purpose of a study is

very important. A good and well chosen textbook will be useful in

learning, and it is very good if the lecturer gives certain marks to the

4Suyadi, 2011: iv

5

Cunningswoorth, 1995: 156Kasmadi Hartono, 2003: 2


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materials that will be used in the evaluation process at the end of the

learning process. Thus, an integrated and interconnected textbook is

required. This means that the book is not fragmented and it represents

the needs of the students of the development of their academic writingskills, so it needs an integrated approach.

In order to attract students to learn Indonesian language, an

innovative textbook is needed, which should also pay attention to its

alignment by integrating the up-to-date learning strategies. During this

time there are some approaches that are commonly used in the world

of education, like Beyond Centers and Circle Time, Quantum Learning,

Cooperative Learning, Independent Learning, Contextual Teaching andLearning, Integrated Approach, Actractive Approach and Learning

Styles. Basically all of these approaches have the same goal which is to

maximize studentsparticipation

In this paper, the researcher uses Active Learning approach for

addressing a problem that has been presented above. Active Learning

is the type of learning that is able to represent the entire general

learning approach. All of these learning approaches comes to a single

goal, namely to make students more active in the process of teaching

and learning, such as Quantum Learning. Quantum Learning is the

creation of a conventional learning into an innovative learning by

applying various forms of interaction as well as the creation of a breezy

atmosphere to evoke students interest in studying7. When the

students learning interest has risen, it is certain that students can

participate actively in learning. So does the Cooperative Learning

approach. Logically, Cooperative Learning is an instructional approachthat emphasizes a cooperation system among students during the

learning process.

In the Active Learning method, every new subject matter

should be attributed to a variety of previous knowledge and

experience. New learning materials are provided to cooperate actively

with the existing knowledge. In order that students can learn actively,

7Andayani, 2008: 424.


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the teachers need to create appropriate strategies so that students

have high motivation to learn8. From the explanation above some

differences can be seen to exist between Active Learning and

conventional learning approach. Conventional Learning is centered onthe professors, puts emphasis on receiving knowledge, is less fun,

empowers less senses and potential of the students, uses monotonous

methods, uses less media, and does not adjust with the students

schemata. In contrast to conventional learning, Active Learning is more

centered on students, put emphasis on finding, is very fun, empowers

all students potential, uses many methods, uses many kinds of media,

and is adapted to the students schemata.The comparison above can serve as a consideration and reason

for applying Active Learning approaches within the Indonesian

language learning in all Islamic Higher Institutions (PTAIN) in

Indonesia. The purpose of this research is to produce a learning

material in the form of a textbook of Indonesian Courses based on

Active Learning by observing the difference in the students ability,

supporting the individual or independent learning, well facilitating the

students learning, as well as meeting the qualifications as a good

learning material and the principles of learning development.

This research is a development of research that aims to

produce a product: (1) a syllabus; (2) an active learning-based

Indonesian Language textbook; and (3) an evaluation. The

development of such product begins with a need analysis activity. This

activity was carried out to obtain information concerning the

Indonesian Language program learning process, by conductinginterviews with the managers of educational programs in PTAIN in

Central Java Province and Yogyakarta Special Province.

Based on the above description, it can be summarized that the

reasons for the implementation of this research are (1) the Indonesian

Language Course is important as a compulsory subject in PTAIN as a

means to develop proficiency (particularly of the academic writing), as

8Mulyasa, 2004: 241


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well as part of the special purpose of Indonesian Language Courses is

to develop the nation personality or character building; (2) there is a

need for a special action (treatment) to provide solutions for students

in understanding and directly practicing academic writing in College;(3) it is necessary to facilitate Indonesian Language Course lecturers in

PTAIN in delivering the courses. On the basis of the discussion, the

research was oriented on the development of an active learning-based

textbook of Indonesian Language to enhance the students ability in

writing academic papers.

Based on the background of the problem which has been

described comprehensively and integratively, the problems of thepaper can be formulated as follows: (1) how is the need of students

and teachers with regard to the need to improve the quality of

Indonesian Language learning in PTAIN (associated with the materials

to be developed)?; (2) how can the result of the development of a

draft/prototype model become a model of an active learning-based

textbook of Indonesian Language learning?; (3) how is the

effectiveness of the use of the active learning-based textbook of the

Indonesian Language; and (4) how is the process of dissemination of

the active learning-based textbook of Indonesia Language Courses?

Overall this research aims to find a textbook that is appropriate to be

applied in the Indonesian Language Courses in PTAIN in Central Java

province and Yogyakarta Special Province, according to the lecturers,

students, authors of the textbook, and stakeholders.

B. Literature ReviewAs a comparison to strengthen this research direction, here are

presented the results of research considered relevant to the issue.

Masashi Sugiyama9 writes Active Learning in Approximately Linear

Regression Based on Conditionals Expectation of Generalization Error

in theJournal of Machine Learning Research. In this research, she uses

a method of active learning called ALICE (Active Learning using the

9Masashi Sugiyama, 2006: 2


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Importance-weighted least-squares learning Conditionals based on

Expectation of the generalization error). The distinctiveness of this

method is the researcher can predict the likelihood of errors in general

so it will need to be given some advice, while the existing methods stillhave a lot of mistakes in general, the instructional design is adapted to

the actual errors. Theoretically, the criteria proposed in active learning

is a means for estimating the learning problems more accurately in

accordance with the circumstances that exist.

Sue Odom, Betty Glenn, Susan Sanner, and Kathleen A.S.

Cannella10write Group Peer Review as an Active Learning Strategy in

a Research Course in the International Journal of Teaching andLearning in Higher Education. An active learning strategy with Peer-

Review is used to increase the understanding and involvement of

students in the critical process. The active learning strategy involves

small groups of students who work together as a team to evaluate the

work of the other group of students with the use of criticism sections.

This illustrates the development and incorporation of an activity of

Peer-review into a research at the college level. Its relevance with this

research is that Active Learning has various strategies to select and

adapt to the materials, facilities, and condition of the diversity of

learners.

The deepening of the Active Learning material is written by

Liam Kane 11in the International Journal of Lifelong Educationwith the

title Educators, Learners and Active Learning Methodologies. The

main objective of this study is to conduct a critical analysis of the

concept and practice of Active (including partisipatory) learning aswell as the usefulness of Active Learning Methodologies to educators.

Through the study of literature and relevant research, highlighting

problems in the theory and analyzing examples of active learning in

practice, this study highlights a number of discussion about active

learning. The study concludes that for the time being the use of active

10

Kathleen A.S. Cannella, 2009: 111Liam Kane, 2004: 3


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learning in general is a good thing. The success of active learning

methodologies does not depend on only the methodology but there is a

constant relationship between the methodology and learners, which is

mediated by educators. The practical implications for educators is thatthey need not be too obsessed about the methodology, although it is

important to experiment with new methods but the most important is

the implementation of learning in the field among educators, learners

and discussions that have been taking place.

Isabelle Cherney, D.12also writes associated with Active

Learning in theJournal Active Learning in Higher Educationunder the

title The Effects of Active Learning on Students Memories For CourseContent. The objective of this research is to study how students

memory and level of understanding regarding their experience of the

active learning process. At all levels of classes, it is most often that the

most frequent concepts introduced are active learning exercises,

followed by a video and lecture materials. Depending on the level and

content of the program, various types of classroom presentations

generated increase the understanding of the material.

C. TheoriesWriting is defined by Pennebaker 13 as a human creativity

which is done naturally. One of the values that can be given of the

writing activity is to help a person integrate and organize this complex

life. In addition, writing can also be interpreted as an activity to

express ideas in a written form14. The ideas are the result of thinking

about anything made as the subject for thinking the next ideas15.Further, McCrimmon in St. Y. Slamet 16 defines writing as an

activity to explore the thoughts and feelings of a subject, choose the

things that will be written, decide how to write so that readers can

12Isabelle Cherney, D., 2008: 2

13Pennebaker, 2002:252

14Wiyanto, 2004:2

15

Moeliono, 1989:28516St. Y. Slamet, 2008: 141


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understand it easily. Next, from the same source, according to St. Y.

Slamet17 the terms writing and composingare two things considered

as having similar meanings by some experts, but as having different

meanings by some others. In line with this, the writing text as a writingresult corresponds with a composition as the result of composing. The

writing proficiency is a skill used in communicating with others

indirectly.

Writing is not an easy and simple thing to learn, but through a

process of the emergence of a desire to elaborate on something, then

realize it in a language, describing what the writer wants to say. It can

be started from planning, drawing up the framework, and developing atext. This stage is called drafting. Next, the revision and editing phases

lead to the final result. Without the final targeted result, the process

will bring the author on a sea of incessant revision18. As a skill, writing

is a complex ability, in a number of knowledge and skills. Even to write

a simple script, mechanically it needs to meet the basic requirements,

such as choosing a topic, limiting the idea, presenting in sentences,

arranging paragraphs logically, etc.19.

Next, an academic paper can also be interpreted as the result of

scientific thought on a particular scientific discipline that is arranged in

a systematic, scientific, logical, true, responsible way, and uses

language that is good and correct. So scientific works are written not

just to account for the use of research resources (money, materials,

and tools), but also to account for the writing of academic papers

technically and materially. This happens because the result of a

scientific paper will be read and studied by others in an unlimitedperiod as a means to develop science, technology, and the arts.

While Maryadi20 defines an academic paper as a work that

contains and examines a specific problem using scientific norms.

17St. Y. Slamet, 2007:45

18Peter Elbow, in Brown, 2002: 321-322

19Sabarti Akhadiah, Maidar, and Sakura, 1991: 2

20

Hariwijaya Maryadi, Pedoman Teknis Penulisan Karya Ilmiah.Yogyakarta: Citra Pustaka, 2006, p. 67.


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Djuroto21 argues that an academic paper is one type of essays that

contains a series of thought-provoking results obtained in accordance

with the nature of the field. Nana Sudjana 22 argues that a scientific

paper is a writing addressing an issue that is based on theinvestigation, observation, data collection, fieldwork, laboratory tests,

and review of the literature and the issue is exposed and analyzed

based on scientific thinking.

In relation to the teaching materials, this term consists of two

words, namely teaching and material. Teaching or learning materials

are materials that are arranged systematically used by lecturers and

students in the learning process23

. Materials have a systematicstructure and sequence, in which the instructional goals to achieve are

described, to motivate students to learn, to anticipate the students

difficulties in learning in the form of guidance for the students. In

addition, the materials also contain exercises and evaluation about the

materials described. The term textbook according to Wibowo24 is a

manuscript (a must read) written by the lecturers in order to support

the subject of courses that they teach.

Mbulu25 defines learning materials as integral part of

curriculum and learning system development. As for the definition of

the development of learning materials is a systemic approach in

designing, evaluating, utilizing open facts, concepts, principles, or

theories in a course or subject to achieve the learning objectives. A

similar opinion is delivered by Abdul Majid26 that defines learning

materials as a set of information, instruments, and texts needed by a

teacher for planning and reviewing the learning implementation.Learning materials are any materials used in the performance of

21 Totok, Djuroto, Menulis Artikel dan Karya Ilmiah. Bandung: PT.

Remaja Rosdakarya Offset, 2007, p. 12.22

Nana Sudjana, 1991, p. 8.23

Pannen and Franky, 2001: 6.24

Wahyu Wibowo, Tata Permainan Bahasa Karya Tulis Ilmiah. Jakarta:

Bumi Aksara, 2010, p. 18.25

Mbulu, 2004: 9.26Abdul Majid, 2007: 174.


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teachers in teaching-learning activities in the classroom. Such

materials can be either written or non written materials.

Hall-Quest27says that a textbook is a record of rational thinking

compiled for specific instructional objectives and goals. Bacon28defines it as a book designed for the use in class, carefully compiled

and prepared by an expert or experts in that field and equipped with

appropriate and suitable teaching media. A textbook is such a learning

tool that is commonly used by schools and colleges to support a

teaching/learning program. A textbook is a published book that

contains information in a certain field or science written by one or

more individuals on behalf of their own selves or a school. This issue isusually used as learning materials in schools, lectures, or trainings and

can be studied independently29.

Textbooks cannot be detached from the teaching and learning

activities. According to Mahfouz and Solehan,30 a textbook contains

instructional materials which are arranged systematically and used by

teachers and students in the learning process. A textbook has a

systematic structure and order, explains the instructional objectives to

achieve, motivates students to learn, anticipates students possible

difficulties in learning so that it provides guidance for the summary,

and it is generally oriented to independent students due to its

systematic and complete content.

The urgency of a textbook is since it can be used as a primary

guidance for for teachers and students. Practically, a textbook is one of

the main sources in the implementation of teaching and learning

activities. Below is the flow of the formulation of the title, subtitles andsub-subtitles in the active-learning based textbook of the Indonesian

Language Course to Improve students academic writing.

27Henry Guntur Tarigan and Djago Tarigan, Telaah Buku Teks Bahasa

Indonesia. Bandung: Angkasa, 2009, p. 11.28

Henry Guntur Tarigan, Telaah Buku Teks Bahasa Indonesia, p. 11.29

Lasa, H.S., 2003: 1.30Mahfouz and Solehan, 1995: 25.


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CS BC Indicators

Comprehend EYD

and punctuations

b. Standard Spelling dan Writing Rulesc. Capitalization; Italicization;

Orthographic Word Chunks; writing

words, terms, prepositions, loanwords, and numbers;, dan

Punctuation Use

1. Explain EYD conceptand functions

2. Explain and usepunctuations in differentacademic papers in

standard IndonesianPicture 1. How to Arrange Titles and SubtitlesThe position of a textbook is so important to direct and

determine the knowledge, skills and abilities as well as the attitude

that should be owned by the learners. Therefore, a textbook should be

designed and prepared in accordance with the prevailing curricula.

When it is not organized in accordance with the prevailing curricula,

with such a textbook, the knowledge, skills, and abilities gained by

students will not be in accordance with the instructional objectives,

and in turn it makes the efforts to realize the goals of national

education fail.

Below is how this textbook is presented.

Table of Content

Bab I EYD dan Tanda Baca

A. EYD1. Pengertian EYD2. Fungsi EYDB. Tanda Baca1. Pengertian Tanda Baca2. Fungsi Tanda Baca3. Kaidah Huruf Miring4. Kaidah Huruf Tebal

dan Sebagainya.

CS

BC

IND

Chapter Title

Sub-chapter Title

Sub-sub- Chapter

BAB I

Ejaan yang Disempurnakan dan Tanda Baca

Standar KompetensiMemahami Ejaan yang Disempurnakan dan Tanda Baca

Kompetensi Dasar1. Ejaan dan Kaidah tata tulis2. Penggunaan huruf kapital, huruf miring, pemenggalan kata secara

ortografis, penulisan kata, istilah, kata depan, dan unsur serapan, penulisan

angka, dan penggunaan tanda baca.


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Picture 2. Arrangement of Complete Components in the Textbook

According to Kirschner, Sweller, and Clark31 is the terms

pembelajaran is atranslation of the word instruction, which is widely

used in the world of education in the United States. This term is much

influenced by the holistic school of cognitive psychology, which puts

students as a source of events. In addition, the term is also influenced

by the development of technology that is assumed to enable learners to

31Kirschner, Sweller, and Clark, 2006: 2.

Pengertian Tanda

Baca

Pengertian EYD

Penggunaan

Tanda Baca

Penggunaan

EYD

EYD

Penggunaan

Tanda

Baca

Pengertian

Uraian MateriBab I EYD dan Tanda Baca

A. EYD1. Pengertian EYD2. Penggunaan EYDB. Tanda Baca1. Pengertian Tanda Baca2. Penggunaan Tanda Baca

Rangkuman

Uji Kompetensi

Soal-soal Latihan


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learn everything through a variety of media, such as printed materials,

television programs, pictures, audio, and so on, so that all encourage

the changes in teachersrole in managing the process of teaching and

learning, from educators as a learning resource to educators asfacilitators in teaching and learning. It is as expressed by Gagne32,

"instruction is a set of event that effect learners in such a way that

learning is facilitated.". Therefore, according to him, teaching or

teaching is part of instruction, where the role of educators is more

emphasized to how to design or arrange a variety of sources and

facilities available to use or utilize by learners in learning something.

Fuller Gagne says:"Why do we speak of instruction rather than teaching? It is

because we wish to describe all of the events that may have a

direct effect on the learning of a human being, not just those set in

motion by individual who isa teaher. Instruction may includeevents that are generated by a page of print, by a picture, by a

television program, or by combination of physical objects, among

other things. Of course, a teacher may play an essential role in the

arrangement of any of these events." 33

In instruction, learners are positioned as subjects of study who

hold a primary role, so in the setting of the teaching and learning

process, learners are required to be fully active, even to individually

study the lesson materials. Thus, if in teachingeducators are placed as

the main actors in delivering the information, in the instruction

educators play their role more as facilitators, managing the use of avariety of sources and facilities for learners to learn.

Mel Silberman 34 says that active learning contain activities

which help learners to examine their feelings, values, and behavior.

Mel Silberman describes that in active learning, learners do many

32Gagne, 1992: 3

33

Gagne, 1992: 334Mel Silberman, 2004: 5.


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activities. They use their brains to learn the ideas, solve problems, and

apply what they learn.

D. Research MethodsThis research uses the methods of Research and Development

(R & D). This research method is used to produce a particular product

or to develop a product that has already existed before as well as to

test the effectiveness of the product. On testing the model goes through

the development of an educational product and strives to find new

knowledge regarding the fundamental phenomena, as well as

educational practices. Thus this research uses research anddevelopment model (R & D) with a reason to overcome the gap

between the results of the theoretical base with the practical applied

research. The products resulting from this research is in the form of a

hardware and software that have certain characteristics. The

characteristics are a mixture of a number of concepts, principles,

assumptions, hypotheses, and procedures with regard to something

that has been found or produced from the basic research.

With regard to this strategy, Gall, Gall, & Borg35suggests that:

Educational Research and Development (R & D) is an industry-

based development model in which the finding of research are

used to design new products and procedures, which then are

systematically field-tested, evaluated, and refine untill they meet

specified criteria off effectivenes, quality, or similar standards.

Essentially, according to Gall, Gall, Borg, a Research andDevelopment (R & D) research is a research based on model

development, the goal of which is to design new products or

procedures, which are then tested systematically in the field,

evaluated, and improved to meet specified criteria including the

effectiveness, quality, or certain standards.

35Gall, Gall, & Borg, 2003: 569


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The stages of the R & D, according to Gall, Gall, & Borg, include

product development, product testing in the field, and the product

revision based on the input or data obtained after the product is tested

in the field. Similar to the above opinion, Sugiono36mentions ten stepsof a research and development method, namely: (1) the potential and

problems; (2) data collection; (3) design products; (4) design

validation; (5) revision of design; (6) testing products; (7) the revision

of the product; (8) operational trials; (9) the revision of the product;

and (10) the mass production of the product.

Basically Sugiono explains37 the steps of the research and

development method as follows:

Picture 3. Illustration of the Steps in Research and DevelopmentSource: Sugiono, 2011: 298)

Research Result1. Students Need AnalysisThe term need analysis is also often referred to as need

assessment. The concept of need analysis,according to Cohen et al.,38is

a research designed to render decision-making informed rather than

36Sugiono, 2011: 298.

37

Sugiono, 2011: 298.38Cohen et al., 2000: 390-391.

Potentialand Problem

DataCOllection

ProductDesign

DesignValidation

OperationalTrials

ProductRevision

Testingproducts

Revisionof Design

ProductRevision

MassProduction


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conjectural and speculative. Need analysis can be used for the

following purposes: (a) identifying various teaching needs; (b)

identifying needs and gaps in the program provision and supplies (c)

identifying students achievement weaknesses or equipment; (d)providing in-service needs; (e) determining the existing deficiencies to

overcome; and (f) identifying areas of expenditure and the

development of education.

a. The Results of the Distribution of Questionnaires on Perception atUIN Sunan KalijagaIn addition to conducting the interviews directly, the researcher

also spread questionnaires on the perception of the students majoringin Islamic Teaching, Faculty of Tarbiyah and Education, UIN Sunan

Kalijaga, Yogyakarta. The number of the questionnaires the researcher

spread is 48 (corresponding to the number of students), which

contains 35 items. Below is the result of the distribution of the

questionnaires.

Chart 1. The Percentage of Need Analysis Based on the Perception of TheStudents of Islamic Teaching Program PAI) UIN Sunan Kalijaga

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Sangat Perlu Perlu Tidak Perlu

UIN SUNAN KALIJAGA

Mata Kuliah Bahasa Indonesia

Kemampuan Menulis Ilmiah

Mahasiswa Ditingkatkan

Prosedur Pembelajaran

Collaborative Writing


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Based on that data, there are 67% students who have the

perception that the Indonesian Language Course highly needs to be

taught at UIN Sunan Kalijaga. The reason is due to their need to

practice their ability in using the language, especially to improve theiracademic writing competency. It is expected that the presence of

Indonesian Language Course at UIN Sunan Kalijaga will help students

to have sufficient ability in language use (given the students are part of

the academic community). Twenty five percent of students state that

the Indonesian Language Course needs to be taught at the UIN Sunan

Kalijaga, although there have been Indonesian Language Subjects (in

elementary school, junior high school, and senior high school) but thestudents language skills mastered can be honed and developed again

in the college. The 8% of students who state that the Indonesian

Language Course does not need to be taught again at UIN Sunan

Kalijaga argue that the Indonesian Language Course can be integrated

into other Courses.

In relation to the students perception that their academic

writing skill needs to be improved, there are 83% of students who

opine that it is very necessary and there are 15% of students who

deem it just necessary. Furthermore, two percent of students consider

it unnecessary. In other words, students are very aware that their

ability in writing is still low and they realize the necessity of

Indonesian Language Course, particularly the materials of how to write

scientific papers which needs to be optimized to fix their errors in

spelling, diction, punctuation, sentence and paragraph alignment,

which have already widespread in UIN Sunan Kalijaga.Last is the distribution of the questionnaires on the perception

of the implementation of Active Learning strategies in the Indonesian

Language textbook. The results are (1) there are 77% of students who

consider that the implementation of the Active Learningstrategies is

very necessary; (2) there are 22% of students who consider that the

implementation of the active learning strategies needs to be done; (3)

one percent of students feel there is no need to manifest the Active

Learning strategies in the form of an Indonesian Language textbook,


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considering that the learning materials will be increasingly complex

and its implementation would be very time-consuming.

b. The Results of the Distribution of Questionnaires on Perception inIAIN WalisongoStudents have much hope for the Indonesian Language Course.

The implementation of the Indonesian Language Course expected by

students is the one which (1) gives the students more writing tasks, be

it writing poetry, short stories, and other simple works to hone their

writing skills; (2) gives students chances to go into the field (such as

searching for scientific papers in the library, then correcting the paperswhether they conform to Indonesian standard Grammar and

orthography or not, but this activity should always be guided and

under the supervision of lecturers, so they can directly ask the

lecturers when they do not understand something not debating with

other students who are also uninformed about it; (3) uses methods

and approaches that are fun.

Following are the results of the questionnaires on perception

filled out by the students of IAIN Walisongo (50 students).


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Chart 2. The Percentage of the Need Analysis Based on Perception ofStudents of Islamic Teaching Program PAI), IAIN Walisongo

Based on the distribution of the questionnaires on the

perception, the results are acquired in the form of percentages of each

item that is the core point of this study. (1) There are 78% from 50

students majoring in Islamic Teaching, Faculty of Tarbiyah IAIN

Walisongo, who state their assumption that the Indonesian Language

Course is very necessary to be taught in IAIN Walisongo. (2) There are

20% of the students who perceive that the Indonesian Language

Course needs to be taught in IAIN Walisongo. (3) There are 2% of the

students who argue that the Indonesian Language Course does notneed to be studied in IAIN Walisongo, considering that it is not a core

course in the field, but only belongs to general supporting courses.

Relating to the perception of the students whether their

academic writing skills need to be improved, the results are (1) there

are 81% from the 50 students who state that their academic writing

skills highly need to be improved in an Indonesian Language Course;

(2) twenty seven percent of the students state that their academic

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


78%

20%

2%

81%

12%7%

65%

27%

8%

IAIN WALISONGO

Mata Kuliah Bahasa

Indonesia

Kemampuan Menulis Ilmia


Prosedur Pembelajaran

Collaborative Writing


22/40



writing skills need to be improved. Most students realize and feel the

need of self development in terms of their logic through academic

writing practices; and (3) there are 7% of students who do not think

they need a special academic writing course because they can just beintegrated into every course.

In terms of the Active Learning strategies as an innovation in

the teaching materials, the results shows that: (1) there are 65% of the

50 students who perceive that Active Learning learning strategies

highly need to be applied in the learning materials of the Indonesian

Language Course; (2) there are 2% of the students who opine that the

Active Learning strategies need to be realized in a single unity withIndonesian Language Course teaching materials to support the

learning process; and (3) eight percent of the 50 students state that the

Active Learning strategies do not have to be manifested in the

Indonesian Language Course learning materials, because they do not

yet exist and there are not many Indonesian Language lecturers doing

so.

c. The Results of the Distribution of Questionnaires on Perception inSTAIN SalatigaIf the Indonesian Language Course is given at the beginning of

the semester, much of its components will help students to be able to

make good papers. One of them is in the use of standard Indonesian

language (EYD). Often freshmen still have troubles in writing a good

paper like in the writing of footnotes, body notes, effective sentences,

prepositions and prefixes, etc.. This complaint is only a discoursebecause the Indonesian Language Course is only given a little portion.

The higher institutions would like to have students who can write

academic papers well but there are still many students who would not

like to write for a variety of reasons like the fear of making mistakes,

the lack of confidence in writing academic texts, too many rules to

follow and so on. If a student is exposed to writing an academic articles

or writing an essay, most of them are confused where to start.


23/40



One of the solutions to these problems is that the Indonesian

Language course is expected to provide insight to the students to really

learn the language. From this course, students are supposed to master

how to make a paper or a proposal. It cannot be denied also that one ofthe aspects of the lecturers assessment of the assignments is language.

With this language course, students are provided a technical help to

make their assignments.

Indonesian Language courses in the college should also come

with a teaching material as a support in the implementation of the

course, because students often have difficulties in understanding the

rules of standard Indonesian so that students feel the need of teachingmaterials to get an answer before they can confirm the lecturers. In

addition, it is better to assign those who major in Indonesian Language

as the lecturers of this course because incompetent lecturers will

reduce the professionalism in teaching. This course is also often

considered not important. Therefore, the lecturers need a fit and

proper qualification before they are assigned to teach this course.

Learning should not only refer to theories. Students should also

be taught to directly make compositions. This will encourage them to

express their ideas freely and pour them in the paper. Whatever the

outcome will be their starting point to continue their study in writing.

The compositions can get input from the Indonesian Language lecturer.

Thus they will develop their confidence in writing.

The following is the data regarding the distribution of

questionnaires on perception of the students at STAIN Salatiga.


24/40



Chart 3. The Percentage of the Need Analysis Based on Perception ofThe Students of Islamic Teaching Program PAI) STAIN Salatiga

The percentages of the need analysis of Indonesian Language

Course in STAIN Salatiga are (1) eighty five percent of the students

state that the Indonesian Language course really needsto be taught at

STAIN Salatiga; (2) ten percent of students consider that the

Indonesian Language Course needsto be taught in STAIN Salatiga; (3)

five percent of students hold that there is no need for the Indonesian

Language Course to be taught at STAIN Salatiga, because the materials

given in the previous schools are deemed to be relatively adequate for

academic writing, and the Indonesian Language Course also does not

support other fields of science or other disciplines.

As for the percentages of students' perception on the need to

improve their academic writing skill, (1) there are 87% of students

who have argued that the students academic writing skills in Salatiga

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


85%

10%5%

87%

10%

3%

79%

15%

6%

STAIN SALATIGA

Mata Kuliah Bahasa

Indonesia

Kemampuan Menulis Ilmiah


Prosedur PembelajaranCollaborative Writing


25/40



STAIN really need to be improved; and (2) there are 3% of students

who assume that their academic writing skills need to be improved.

In terms of their perception on the implementation of active

learning strategies in the learning materials, the results of the analysisare: (1) there are 79% of students who state innovative learning

strategies highly needs to be integrated into the Indonesian Language

Course teaching materials; (2) fifteen percent of students expressed an

innovative learning integrated into the Indonesian Language Course

teaching materials is needed; and (3) 6% of students says the

integration is not needed.

2. The Model Development StageThe development of a prototype model to be the model of an active

learning-based textbook starts from its function. A textbook in fact has

an important function that it should be able to present information

contained therein to the readers in a clear and communicative way.

Each textbook must have interesting content (complex but simple, easy

to understand, and clearly arranged) so that students are interested in

studying the content of the book on an ongoing basis.

Creating and presenting a good textbook surely go through

certain procedures that must be met in accordance with BSNP and the

previously mentioned theories as well as the need analysis of the

teachers, students, and policy makers in PTAIN according to the

problems that have been elaborated in the background of the problem.

Based on those considerations, the researcher formulates several

stages in the preparation of the prototype model of the IndonesianLanguage Course textbook. The steps are: (1) comparing some existing

Indonesian Language Course Textbooks in PTAIN; (2) redesigning the

syllabus and course outline (SAP) of the Indonesian Language Course

in PTAIN; (3) deciding the Standard Competence and Basic

Competences; (4) drafting the framework of the textbook; (4)

arranging the concept map; (5) collecting related references; (6)

composing the core of the textbook, which includes the materials,

language and readability, presentation, and graphs; (7) summarizing;


26/40



(8) composing the reflection; (9) editing; (10) reviewing/finishing;

and (11) mass production and printing.

The need analysis that has been presented is the first step for

the researcher to formulate learning procedures that are appropriatefor students to improve their ability in academic writing, namely by

using active learning. Here are five steps that can be applied in the

Indonesian language teaching so that students are competent in

academic writing skills.

a. The writing by CollaborationCollaboration is a technique of teaching writing by involving

friends or peers to proofread each other. The peer invited to

collaborate is called a collaborator. In large classes, students are

divided into small groups to form small circles/ literacy circles,

consisting of three or four students. Each student reads the writing of a

friend in his/her group. During the reading, the collaborator puts

marks on small mistakes and after that gives a comment or response to

the writing. Here is the example.

In the sentence, the student can fix and provide feedback for

the ineffective sentence to be effective one. When the student edits

his/her own writing, it will be very difficult to find faults because

he/she feels contended that his writing is indeed good and right. The

mistakes found in the writing by others is an effective feedback in

addition to the input from the lecturer to produce a better

composition.

Dengan penjelasan dalam makalah ini diharapkan ke depanketika kita akan

menulis dan ketika kita akan menuangkan gagasan sudah merasa tidak ragu

lagi dan lebih percaya diri, karenamengetahui teknik dan sistematika dalam

menulis makalah.


27/40



b. Fostering Love towards WritingTo develop the students writing skills, the teacher needs to let

their potential to explode, shout, scream, cry, whisper wistfully, joke

with their conscience in their preferred form, either in the form ofinformative, exploratory, argumentative, imaginative, persuasive, or

expressive writing. It is also emphasised by Peter Elbow in his book

Writing Without Teacher and James W. Pennebaker in his book

Opening Up. Teachers should be able to make students love to write.

This way needs teachers not to convey the theory in advance. Student

will know how to write a good article in accordance with the rules of

writing gradually. This is done not to make students frustrated becausewhen they feel the theory is difficult, it is hard to expect them to love to

write. It is better to ask them to write in advance without thinking of

the theory. Once it is done, way first way can be conducted followed by

a review of the errors by comparing against the existing theories. This

way will be more effective because there is a real comparison before

the students.

It means, according to Hernowo in his book entitled Mengarang

Bebas Free Writing, people often think with their right brain first

then after it using the left brain. For example: when a man sees a

beautiful woman, it is certainly the first time that he has to do is to look

at her and admire her beauty. After that, he thinks the aspects of ethics

and decency. This way the writing activity is unlike the existing

activities beginning with the submission of excessive theories so that

students do not dare to express themselves.

c. Giving FeedbackTeachers should provide input and comments which are

productive, interactive, dialogical, and constructive on the students

writing, rather than simply giving empty comments. This way makes

students feel their teachers really care of their improvement. The

teachers attention inspires the students unleash their achievements.

Giving feedback is often missed by Indonesian Language lecturers in

learning to write. It is difficult to assess a writing. It requires high


28/40



concentration and a lot of time to judge a composition properly.

However, should it not be a reason for Indonesian Language lecturers

who indeed have committed to educate students to have good writing

skills.

d. Exercising Free WritingLecturers need to give students the opportunity to write on a

theme that they are good at. It is necessary to let them write freely.

They are free to write whatever they want according to their field of

interest. This way opens to the fact that not all students like the

language field because they do not have good capabilities in that field.Perhaps this is related to the multiple intelligences developed by

Howard Gardner. In addition, this way conforms to the second

language acquisition strategy (Indonesian is the second language for

many Indonesians since their first language/mother tongue is the

regional language) which suggests teachers to use anything or

everything that is important, that stands out and attracts the studentss

interest.

e. Teach Writing as Early as PossibleStudents can perform spoken language fluently because they

have been getting used to it since their childhood. If they are also

trained to write that early, their writing skill will have the same of at

least similar to their speaking one. So, the conditioning factor and a lot

of practices are major keys in writing. Continuous practice is a process

that must be done in order to master writing skills. Thus, lecturersshould prepare a scheme of writing exercises. They do not stop when

the basic writing competence has been given because writing is a

productive activity that needs to be practised during the learning

process.

f. Giving Appreciation to the Students WorksThe Indonesian Language Course teacher should keep on

encouraging students to be able to write any kinds of forms. In the


29/40



collaborative writing activity there is no discrimination between good

and bad writing. To produce good writing all have to go through the

process of practice, so the lecturer must appreciate the students

writing no matter how bad it is. The students have attempted to dig outtheir scattered ideas in their mind to be a good composition.

3. The Effectiveness TestThe test of the active learning model of the Indonesian

Language Course is conducted by giving a pre-test and post-test. A

writing test is done to assess the mastery of the academic writing

components that include: (1) paper format; (2) the linguistic elements;(3) creativity; (4) the topic raised; (5) data and information sources;

and (6) analysis, synthesis, and conclusion. The data of the test result

is analyzed using analysis of variance (Anova). Anova is used as the

basis to test the effectiveness of the research product (which in this

case is the application of the Active Learning methods) through the

results of the experiment39.

The description of the difference between the results of the

academic writing pretest of students of UIN Sunan Kalijaga, IAIN

Walisongo, and STAIN Salatiga can be seen in the following chart.

39Sugiyono, 2007: 174.


30/40



The description of the results of the frequency, percentages,

and the cumulative percentages of the data of the academic writing

skills of students in STAIN Salatiga appears in the following table.

Interval Class

f

(absolute) Relative F

51.3 - 54.4 2 3.9 2

54.4 - 57.6 8 15.7 10

57.6 - 60.8 14 27.5 24

60.8 - 64.0 9 17.6 33

64.0 - 67.2 7 13.7 40

67.2 - 70.4 8 15.7 48

70.4 - 73.5 3 5.9 51

51 100

Table 1. Description of the Data of the Distribution of the ScoreFrequency of Academic Writing Skills of Students in STAIN Salatiga

61.461.6

61.8

62.0

62.2

62.4

62.6

62.8

63.0

63.2

63.4

Hasil Menulis Ilmiah

62.1

63.3

62.1

UIN Sunan Kalijaga

IAIN Walisongo

STAIN Salatiga


31/40



The description of the data of the distribution of the score

frequency of academic writing skills from students in Salatiga STAIN

can also be seen in the following histogram.

Chart 5. Histogram of the Distribution of the Score Frequency ofAcademic Writing Skills of Students in STAIN Salatiga

The following is a description of the distribution of the data

obtained from the test on students in IAIN Walisongo. This description

is also done with statistics. It is visualized in the form of tables and

histograms of the scores of the academic writing pretest of students inIAIN Walisongo.

Interval Class

f

(absolute) Relative F

47.5 - 51.5 2 4 2

51.5 - 55.6 1 2 3

55.6 - 59.6 8 16 11

59.6 - 63.7 15 30 26

0

2

4

6

8

10

12

14

2

8

14

9

7

8

3Frekuens

i

51-54 54-57 57-60 60-64 64-67 67-70 70-73

STAIN Salatiga

Kelas Interval


32/40



63.7 - 67.7 13 26 39

67.7 - 71.8 8 16 47

71.8 - 75.8 3 6 50

50 100

Table 2. Description of the Data of the Distribution of the ScoreFrequency of Academic Writing Skills of Students in

IAIN Walisongo

Chart 6. Histogram of the Distribution of the Score Frequency ofAcademic Writing Skills of Students in IAIN WalisongoNext is the description of the data obtained from the academic

writing test of the students at UIN Sunan Kalijaga. This description is

also done with statistics. Here is the visualized with tables and

histograms.

Interval Class f Relative F

0

2

4

6

8

10

12

14

16

21

8

15

13

8

3

Frekuensi

47-51 51-55 55-59 59-63 63-67 67-71 71-75

IAIN Walisongo

Kelas Interval


33/40



(absolute)

50.2 - 53.7 2 4.2 2

53.7 - 57.2 6 12.5 8

57.2 - 60.7 8 16.7 16

60.7 - 64.1 12 25.0 28

64.1 - 67.6 9 18.8 37

67.6 - 71.1 9 18.8 46

71.1 - 74.6 2 4.2 48

48 100

Table 3. Description of the Distribution of the Score Frequency ofAcademic Writing Skills of Students in UIN Sunan Kalijaga

Chart 7. Histogram of the Distribution of the Score Frequency ofAcademic Writing Skills of Students in UIN Sunan KalijagaThe following is the comparison of the mean score of the

pretest and post-test of the academic writing competence among

students of UIN Sunan Kalijaga, IAIN Walisongo, and STAIN Salatiga.

0

2

4

6

8

10

12

2

6

8

12

9 9

2

Frekuensi

50-53 53-57 57-60 60-64 64-67 67-71 71-74

UIN Sunan Kalijaga


34/40



Chart 8. Histogram of the Comparison f the Mean of the Scores of theAcademic Writing Pre-test and Post-test of PTAIN Students

The difference is clearly visible on the students in experiment

group and students in the control group. The experiment group

students who have experienced the active learning methods shows a

very clear difference in their score of the academic writing pre-test andpost-test. Students of UIN Sunan Kalijaga have the average value 62.1

for their pretest and 90.7 for their post-test, whereas the control group

students (who are not subject to the application of the active learning

strategies), i.e. the students at IAIN Walisongo and STAIN Salatiga,

have the difference of the average score of the pre-test and post-test

which is not really significant. Students of IAIN Walisongo have the

average score of 63,3 in their pre-test and 77.4 in their post-test,

0.0

20.0

40.0

60.0

80.0

100.0

UIN Sunan

Kalijaga

62.1 63.3 62.1

90.7

77.4 79.3

IAIN Walisongo STAIN Salatiga

Comparison of the Pre-test dan Post-test Scores

PretesPostes


35/40



whereas students of STAIN Salatiga have the average score of 62.1 in

their pre-test and 79.3 in their post-test.

4. The Stage of DisseminationDissemination is an activity intended to a target group or

individuals in order that they obtain information so they have

awareness, accept, and finally make use of such information. The main

factor that can support the development of an activity/practice in a

particular science is the use of research results. Any research that has

been done needs to be published and disseminated. Research results

will reinforce or override the assumptions that have been there beforewith more scientific information. The most important benefit is that

the results of such research can be utilized as the basis for decision

making in specific areas. The final product of this research is in the

form of an active learning-based Indonesian Language textbook for

college students.

F. The ClosingBased on the results of the findings that have been described in

the discussion, the researcher can draw several conclusions. First, the

preliminary study or the exploration stage to the model development

of active learning use in Indonesian Language course especially on the

academic writing in PTAIN shows the existence of problems based on

the need analysis of the lecturers and students. Those needs should be

met in the Indonesian Language learning courses. The students need

academic writing learning process which is innovative, easy tounderstand, and enjoyable, while lecturers need an overhaul of the

Indonesian Language Course syllabus. The effort made is to overhaul

the Indonesian Language Course syllabus as well as to implement

active learning strategies when teaching academic writing.

Secondly, the development of a prototype model (draft) to be a

model of an active learning-based academic writing instruction in

PTAIN is included in the procedural model. This procedural model is


36/40



developed with the emphasis on the form of learning with

Collaborative Wrtiting.

Third, the effectiveness test of the collaborative writing-based

academic writing instruction model is conducted using a simpleexperiment carried out to 149 PTAIN students. The result of the

effectiveness test shows that the competence of the students academic

writing increases after the implementation of the active learning

strategy. This is evident in the fact that there is a significant difference

between the control group and experiment group. This significant

difference indicates that the active learning strategy in teaching

academic writing is proven to be more effective.Fourth, the acceptability of the active learning model

developed in this research can also become a dissemination stage, i.e.

the stage of socialization of an end product in the form of an active

learning-based Indonesian Language textbook for college students.

Based on the research results and conclusions above, the

researcher recommend the following suggestions. First, Indonesian

Language lecturers are encouraged to continue to make innovations in

the Indonesian Language learning at college. In addition, it is the

obligation of the lecturers to develop a syllabus, lesson plans, learning

strategies, and innovations to make Indonesian Language Course

attract students interest to learn. Secondly, the presence of active

learning strategies is expected to make students more active in writing,

for the lecturers have given special treatment which invites students to

write with fun according to their interest and which directs students to

provide a research on their peer. Third, the next researchers areexpected to develop an empirical research on the development of

active learning models for other Indonesian Language course

materials.

G. Bibliography


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http://unnes.ac.id/berita/%20publikasi-di-jurnal-jadi-syarat-lulus-s1-s2-dan-s3/http://unnes.ac.id/berita/%20publikasi-di-jurnal-jadi-syarat-lulus-s1-s2-dan-s3/http://unnes.ac.id/berita/%20publikasi-di-jurnal-jadi-syarat-lulus-s1-s2-dan-s3/http://www.stemnet.nf.ca/http://www.stemnet.nf.ca/http://www.stemnet.nf.ca/http://www.stemnet.nf.ca/http://unnes.ac.id/berita/%20publikasi-di-jurnal-jadi-syarat-lulus-s1-s2-dan-s3/http://unnes.ac.id/berita/%20publikasi-di-jurnal-jadi-syarat-lulus-s1-s2-dan-s3/


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