Reviewed by Riko Arfiyantama

Submitted as the synthesis  paper in Dual Degree Program UNNES

            School is a place where the teachers teach and the students learn. Everyone can find schools everywhere they go. Some schools are considered as an elite school and some belong to the struggling schools. The elite school is funded well with enormous financial supports to build a luxurious building and facilities. On the other hand, the struggling school has small building in rural area with a big size of students from poor family. However, school cannot be defined as simple as what has been mentioned. The measurement of how good the school is also deals with the school accountability and other aspects. The development of school has taken on several changes, movements, reforms, issues, and problems attached toward its education track record. Since what happened in the past, education still has many obstacles to provide the equal opportunity for their entire citizens nowadays. Continue reading


Reviewed by Riko Arfiyantama

Submitted as the fourth response paper in Dual Degree Program UNNES

The shortage of the teachers had been faced by the Indonesian education reform since 1960s. The Government planned to uphold the basic education compulsory and to provide the big amount of teachers by minimum funding. The establishments of many teacher education schools were initiated i.e. SGA and SGB (Sekolah Guru A and B established for producing elementary school teachers). The graduation from IKIP (teacher training and education institute) and FKIP (Faculty of Teachers Training and Education) also got lacking in fulfilling the higher education around 1960s until 1970s. Only one-third of Sarjana Muda (baccalaureate) and one-fourth Sarjana (undergraduate) graduation were perceived to have no significance help for solving the shortage. The financial support as a teacher was very inadequate which insisted some teachers moved to other occupations. The curriculum held by the Ministry of education and culture (MOEC) was not yet giving a big influence to the education reform because the system exerted the dualism authorities between the MOEC and Ministry of Home Affairs. Therefore, the content of the curriculum tended to teach or transmit the national ideology into some subjects taught at schools. Although the curriculum had implemented four basic elements namely the purpose, content, method (pedagogy), and evaluation, the success of holding a better education used to stumble so many obstacles. Along the past of education effort up to now, the MOEC or called MONE now (Ministry of National Education) has changed the curricula to assist better improvements forward education in Indonesia. However, it will never come true if the teachers as the main player do not come along to improve their teaching quality (Beeby, 1982). Continue reading


Reviewed by Riko Arfiyantama

 Submitted as the third response paper in Dual Degree Program UNNES

            One of some items that can be considered as a measurement of the country’s progression is education quality. It has been obviously exerted as a parameter whether the country has succeeded to build their nation well or not. Accordingly, some countries have a big willing to spend lots money to fund their education. They put the education quality in the first priority. Both Indonesia and US also do the same thing. In the recent years, the Indonesian president, Susilo Bambang Yudoyono, declared that 20 percent of Anggaran Pendapatan dan Belanja Negara (APBN) or budget revenues and expenditures will be given to educational sector. This becomes very good news for education stakeholders throughout the nation. It can be exerted to equalize the education in many provinces not only in the cities but also the rural areas. The primary and secondary schools have BOS (school operation assistance) to help the basic education sector so that they do not need to pay the tuition. Moreover, the Indonesian teachers have a better life because their salary is increased. Continue reading


Reviewed by Riko Arfiyantama

Submitted as the second response paper in Dual Degree Program UNNES

“On September 2000, the U.S general accounting Office released a report on the commercialization of U.S schools. The report stated, in-school marketing has become a growing industry” (Spring, 211: 2008). Both U.S and Indonesia have already faced this trend of commercialization since past up to present. It explicitly shown at many schools that financial support is the important thing to build a good school so that some schools needs to make contracts with some products. Then the financial benefits given to the schools will be exerted to enhance the teachers’ quality, provide every student with high facilities, computers, and books, and become fully equipped schools. This method seems to be mushroomed to make good schools instantly in short time than depending only from tuition or aids from government. But something underlined of this phenomena is not every school getting benefits similarly, in this case some schools get much, some adequate, and others lacking. This similar trend also happens in Indonesia. Some schools make contracts with some products. However the way in advertising the products are different with U.S. In Indonesia they tend to give the financial support in some events held by schools so the products have opportunities to promote or sell theirs at schools. This case can be regarded as win-win solution but this kind of phenomena still bring others problem followed. In this case the products prefer making contracts with some big schools because the big mass in that schools give promising big benefits for the products. Thus there will be a gap between big and small schools. Some small schools with few students become smaller and undeveloped. In contrast, the big schools become bigger and bigger because of the contracts. Moreover the big schools in Indonesia usually take the higher tuition than small schools do. So the gap between big and small schools may become farther in the future. In conclusion this trend affects good in one side and bad in another. The control of the government can be exerted as one of solution in balancing all aspects to be better. Continue reading


Reviewed by Riko Arfiyantama

 Submitted as the first paper in Dual Degree Program UNNES

Indonesia and U.S are two examples of many countries that still study and develop education field.  So many movements, reform, issues, and problems of education were walking together in both countries. Some of them were similar and others were different. Some people think that teaching is simple, but actually it is not as simple as it seems. Those things happen because education couldn’t be separated with students, society, politics, system and others. Teaching is very different with other jobs because a teacher is in identity not only in profession.

As a developing country, Indonesia has many periods of education time. First is the colonized era. At that time, Indonesia was colonized by Dutch (around 350 years). The education situation was very tragic. There was no studying opportunity for the poor people. Those were from ‘priyayi’ (High status people) that only studied at school. Ironically, there was no gender equality also. The men had bigger opportunity to studying than women. All the women had to stay at home to nurturing their children and manage home well. So it means that no women studied although they were from ‘priyayi’ family. Actually the colonizer still provided the education for public but they ran the education only for getting cheap labors in fulfilling what they needed. Moreover, they were taught in very limited knowledge to work in some ‘rough’ jobs. So the society became suffering and uneducated. Those issues were going on in many years and even centuries. Continue reading


Just now, I had a very good idea to gain your English mastery. The problem comes when I think my students need to read more English articles or texts besides their limited text-book material. As what I experience when I studied in Senior and Junior high school. My teachers only ask me to translate some texts. And the result is I can translate well but you know I cannot write or speak in English. the second reason is the step or reading and translating are in line with their goals to get high score in the final test or national examination. As you know, Indonesia implements Ujian nasional (Standardized national examination) by assessing the students through multiple choice questions which rely on the reading and translating skills. Therefore I’d like to make another model of my teaching by proposing the three-steps. That is what I call the three steps of Reading-translating and writing. To make it clearer, read the below explanation:

Reading step: the students are given some materials or articles which they are interested in such as story, their hobby, or novel in English. As my preference, I prefer using motivational article because it can build the students character. the length of the article or story should meet our students’ ability or level.

Translating step: the students are asked to summarize what they have read in their own word by using their mother tongue (Bahasa Indonesia). Then the students should submit or consult their summary to the teacher.

Writing step: this step is added because in this phase the students learn to produce the language and give them chance to recall all the vocabularies in the article. This assumption can be proven exactly because usually students are lack of reading and they seldom use the vocabularies they get from reading. Therefore the recall of what they read and gain the ideas from their own mother tongue (Bahasa Indonesia) is influencing them much to gain their writing ability through the easy way.

Finally, by implementing this model, your students will be successful in National examination and their English competence is also improved. Thus it will be helpful for you. Good luck. Have a nice tryng.

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Thanks. Have a nice reading and Good Luck.