Enchantment fading Indonesian

The Jakarta Post ,  Jakarta   |  Tue, 07/14/2009 7:32 PM  |  National

What would happen if young children oath anonymous originator of youth rose from the grave and found that young children present when talking and writing nginggris rather than using the Indonesian language is good and true.

School students are now putting Indonesian on the serial number of shoes, no longer a favorite lesson. No favorite means not important to learn. This is evident from the results of national examinations (UN) last three years continues to decline.

For SMP, the average Indonesian UN in 2006 was 7.46, in 2007 to 7.39, and in 2008 to 7.00. Language Programs for High School level, the average value of Indonesian in 2006 was 7.40, then in 2007 dropped 7.08, and in 2008 to 6.56. The same thing happens to high school Science and Social Science Department (Kompas, 11/1/2008).

Not only that, the less favorite Indonesian also led to low interest in Indonesian students choose majors in college. As a result, majoring in Indonesian in a number of college students lack, and some even threatened to close.

Pursue some perangkaan above maybe true if anyone says that the Indonesian charm has faded and no longer powerful. Less with foreign languages, especially English and Mandarin.

Impromptu language teachers

Some asnad (evidence) above also raises important questions: what are the factors that led to Indonesian charm faded. And, efforts such as what to do for the charm that comes back.
Based on my reading, there are three reasons. First, not all students get Indonesian lessons from teachers (graduate) Indonesian. Because of the shortage of teachers, teacher competence outside the language family, such teacher Sports, Physics, or Mathematics forced (forced?) Teaches Indonesian.

No problem if it is classified as an impromptu teacher munsyi double-comprehension between one and inklanasi joy in Indonesian language, and therefore compelled to master it, and one who was challenged to produce creative forms of written language in the identity above kepujanggaan kedibyaan cultural traits (Alif Danya Munsyi , 2005). If the teacher impromptu teachers, calculate their own risk "chaos" (cognitive, affective, psychomotor) keberbahasaan that will arise.

Therefore, if the quantity and quality of Indonesian teachers are stuck, in my opinion, one way to solve it is to ask the munsyi down arena, teaching students and teachers.

Secondly, the purpose of assessment is less understood by many parties. Being pursued just end quantitative value. Speaking of language would be related to the expression / language practices (qualitative aspect).

In terms of practice, mastery of language has four domains. Order human growth and development, namely aspect listening (listening), speaking (speaking), reading (reading), and writing (writing).

Should have encouraged students to relate what they can with their own experience when spending time jejulur life: in schools, homes, and neighborhood association.

"When students are able to associate with their own experience, they find meaning and significance to give them a reason to learn," wrote Elaine B Johnson in Contextual Teaching and Learning.

Third, the Indonesian language, like a product, it is more often offered inferior. No packaged good, but perfunctory, monotonous. Teacher as a marketer is not able to convince prospective buyers that the products it carries is important and full benefits.

Therefore, it should be a breakthrough on how to package learning Indonesian for attractive that publishes the love and enthusiasm for learning. If you love, the students will give high attention.
New breakthroughs, for example, from the aspect of writing can take advantage of student blogs as a creative space. Original nature are personal blogs that will enable them to write about whatever they like, as long as whatever they can afford. In the realm of listening, reading, and speaking, students can also directly touch on the world-known and very closely related to Indonesian, the world's literacy (literacy). More specifically, the Book and the journalism world.

Periodically learning can be done outside the classroom through visits to the exhibition of books, into the homes of authors and writers, engage in discussion for Book, a visit to the mass media and book publishers (see tour), and so forth. That way, learning Indonesian come alive, dynamic, and full of new surprises.