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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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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%
Sangat Perlu Perlu Tidak Perlu
78%
20%
2%
81%
12%7%
65%
27%
8%
IAIN WALISONGO
Mata Kuliah Bahasa
Indonesia
Kemampuan Menulis Ilmia
Mahasiswa Ditingkatkan
Prosedur Pembelajaran
Collaborative Writing
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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.
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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.
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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%
Sangat Perlu Perlu Tidak Perlu
85%
10%5%
87%
10%
3%
79%
15%
6%
STAIN SALATIGA
Mata Kuliah Bahasa
Indonesia
Kemampuan Menulis Ilmiah
Mahasiswa Ditingkatkan
Prosedur PembelajaranCollaborative Writing
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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;
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(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.
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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
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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
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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.
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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
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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
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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
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(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
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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
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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
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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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