The
ultimate goals of BERMUTU (Better
Education through Reformed Management and Universal Teacher Upgrading) project
seems coincidence with Reuters’ news release about the research finding of the
Program for International Student Assessment (PISA) which oblige us to improve
our teaching practices especially related to reading skills. Based on the
research, Indonesian students rank among the lowest in basic reading skills
compared to their peers in other countries. Indonesia is in 51st position among
57 countries on five continents.
PISA is an
internationally standardized assessment that was jointly developed by
participating countries and administered to15-year-olds in schools. PISA administers tests
and background questionnaires to between 4,500 and 10,000 students in each
participating country to assess three forms of literacy: reading, mathematical
and scientific. The assessments focus on how well students apply knowledge and
skills to tasks that are relevant to their future life, rather than on the
memorization of subject matter knowledge.
In
reading, well over 50 percent of students surveyed in Indonesia
performed at level 1 - the lowest out of five - or below. Level 1 represents
those students who have serious
difficulties in using reading as a tool to advance and extend their knowledge
and skills in other areas. Level 5 indicates those students who are able to
manage information that is presented in unfamiliar texts, show detailed understanding
of complex texts and infer which information is relevant to the task, and
critically evaluate and build hypotheses with the capacity to draw on
specialized knowledge and concepts that may be contrary to expectations. The
lowest results were scored in Albania,
Indonesia and Peru.
PISA
2000 and PISA 2003 also consistently stated that Indonesian students surveyed
had serious difficulty in using reading as a tool to advance and extend their
knowledge and skills in other areas, such as daily problem solving. They
couldn't comprehend information when it was presented in an unfamiliar format
and showed a difficulty in understanding texts at the highest level of
literacy.
Are
Indonesian students really weak in all the basic skills of reading? Another
survey on reading ability of primary students conducted by International
Educational Achievement (IEA) in 2000 placed Indonesia in 38th position out of
39 countries, the lowest position among ASEAN countries.
These
positions lead us to the question: “what’s wrong with our reading classroom?”
Many factors influence this situation ranging from ineffective governmental
regulation on educational system at macro level and low engagement of student
in the classroom due to dull learning process at micro level. The supplementary
material has an effort to take part in resolving the problem through increasing
seeing teachers’ awareness on teaching reading comprehensively.
Actually,
new and exciting reading materials keep appearing on the market almost daily.
Many universities and teacher training institutions have developed courses to
deal with the teaching of reading comprehension. Yet, when it comes down to it,
the classroom teacher is left with the enormous task of adapting all these
materials and ideas to his/her particular class. This supplement is also intended
to help the teacher in the daily decision-making process within the reading
comprehension lesson and across national standard.
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