INNOVATION IN EDUCATION

INGGY YULIANI PRIBADY 0805980

(15th OCTOBER 2008)

I. INTRODUCTION

The word innovation, according to the Oxford Dictionary, means the

introduction of novelties, the alteration of what is established, a novel practice and
a change in established methods. Generally, in the field of education to innovate is
to create something new which markedly deviates from traditional practices which
have been followed since a long time to impart education at different levels.
(Chauhan 1979: v)

Innovation is necessary in education because we are now in the middle of a

big change of a new era. The changes involve all of the life aspects towards a new
era which called globalization era. Indonesia as a big nation should has a positive
role in the globalization. We have to prepare ourselves to face it to be able to
compete with the other countries and not left behind.

Preparing human resources through the mending of our educational system is

one of the solutions to face the globalization. We are aware that our education
quality is far behind the other countries. Now, let’s see our closest neighbor,
Malaysia and Singapore, our closest neighbor, in 70s and 80s we used to send our
teachers to Malaysia to assist their education. How about now? Malaysia and
Singapore are running at top speed and left us far behind, their universities are on
the world’s Top 200 universities list. National University of Singapore ( 18th ) ,
Nanyang University ( 50th ), Malaya University ( 89th ),and Sains Malaya University
( 111th )

( Alwasilah 2008:38 ). The big question is: Can we catch them up?

I think innovation in our educational system is the answer. In this essay, I

would like to explain about the importance of educational innovation towards the
globalization era and the challenges, innovation in English language teaching in
Indonesia, the curriculums and the role of vocational school to reduce
unemployment.

II. EDUCATIONAL INNOVATION , GLOBALIZATION AND 21ST CENTURY

CHALLENGES

1
 In 21st century we face the new era called globalization. Globalization refers
to the trend toward countries joining together economically, through education,
society and politics, and viewing themselves not only through their national identity
but also as part of the world as a whole. Globalization is said to bring people of all
nations closer together, especially through a common medium like the economy or
the Internet. (http://en.wikipedia.org.wiki/globalization , accessed August 2008).
Globalization is expected to generate intensified competition among nations,
particularly in the fields of economics, science and technology. In addition, the
massive and extensive globalization process affects the changes of economic,
political and social conditions. The structural shift of the economy generates new
trends and challenges which in turn affect the education system. Therefore, there
are needs to adapt education to the industrial needs of the community, as well as
improve science and technology to reach competitive excellence.

Many countries are engaged in education reform in order to develop the

human resources necessary to remain competitive in the international marketplace.
One keyword in many of these reforms is innovation. However, innovation in
education appears to have multiple meanings. Sometimes, it refers to the need for
education to develop innovative people. Sometimes, it refers to new products,
processes and business concepts within education itself.

The issues of innovation in education involve complex and multi-faceted

challenges such as education policies, curriculum reforms, new diversity-oriented
learning technologies and methods. Moreover, the challenges faced may differ from
school to school in each country, and from country to country. Therefore, the
challenges will have to take into account the specific nature of the education
innovation in question, the context it is located, the teacher and student profile, the
historical background of the country or region, local habits, needs and practices,
ethics and even religious beliefs. (http://www.inderscience.com, accessed
September 2008 )

In Indonesia the aim of education is to keep and maintain Indonesia’s cultural

background and, on the other, to generate the knowledge, skills and scientific
progress that will keep the nation abreast in the twenty-first century. National
education should improve the life of the nation and develop the Indonesian people
fully––i.e. intellectually, morally, spiritually, physically and socially.

(http://www.englishunesco.htm , accessed September 2008)

Indonesian government has conducted a lot of efforts in increasing the quality

of education. Despite enormous progress, particularly in the areas of primary school
enrolment and illiteracy eradication, much remains to be done. Major challenges are
identified as the expansion of compulsory basic education from six to nine years,
the improvement of the quality of primary and secondary education, and enhancing
learning achievements for all levels. Indonesia’s commitment to the further

2
development of education is based on the recognition that development goes hand
in hand with advancement in science and technology. The government is also
making efforts in expanding educational opportunities at the basic, vocational, and
professional levels through school and out-of-school channels.
(http://www.englishunesco.htm, accessed September 2008)

Indonesian government commitment in reforming the educational quality

should be emphasized. Our educational quality is still far behind the other countries.
The government is busy with the other complicated problems, such as: political
dispute, corruption, bribery, ethnic riot and economical problems. We have to be
aware that education is the main factor in building a nation. By increasing
educational quality in a country, the states economy of developed by it self because
it has high quality of human resource. Additionally, education can increase growth
by increasing the likelihood of innovation and technological change in an economy.
Therefore the education innovation is a crucial agenda which has to be done to face
the globalization and 21st century rising demand for educated labour.

III. INNOVATION IN ENGLISH LANGUAGE TEACHING IN INDONESIA

Teachers as a consumer of innovation have a power in educational

innovation. Teachers make decisions whether they will implement the innovation or
not and the degree to which they will use it. (House 1974:67) Therefore teachers
play an important role in conducting innovations in education to improve its quality.

The quality of education is most affected by the teachers’ instruction in the

classroom. Thus, teachers should think creatively to change the strategy of
instruction and make the efforts to introduce new methods and evolve new
techniques of instruction suiting to our national needs.

(Chauhan 1979: vii)

To meet the demands of innovations in language teaching, Indonesian

government keeps trying to find the most suitable approach in teaching and
learning in English as foreign language. Some references of the teaching and
learning approach in English as foreign language are Grammar Translation Method
or GTM created by, Direct Method or DM created by, Audio-Lingual Method created
by, Humanistic Approach or Suggestopedia created by, Silent Way created by,
Community Language Learning or CLL created by, Natural Approach created by,
Total Physical Response or TPR created by, Communicative Language Learning or
CLT created by, etc.

Being referenced by some teaching approaches above, most of Indonesian

English teacher can be assumed only use Grammar Translation Method in their
teaching process in English as foreign language. It can be recognized from the

3
Indonesian teaching and learning curriculum in English as foreign language which is
still mainly focused on reading and writing literary including the study of
grammatical rules and vocabulary; the teaching and learning activities, like
memorizing the vocabulary lists is still being used; the accomplishment which is by
giving task, writing, or fills in the blank, is also used in evaluating students’ English
ability, etc. although the Indonesian government has changed teaching and learning
approach many times. It seems Grammar Translation Method is mostly used by
Indonesian teacher in teaching and learning process in English as foreign language
because it is the simplest and common ways in teaching English as foreign
language to students.

I believe that Indonesian teaching and learning process in English as foreign

language is better not to use only one approach in its process. It means that English
teacher needs to mix the suitable characteristics of approaches, like: Grammar
Translation Method, Direct Method, Audio-Lingual Method, Humanistic Approach or
Suggestopedia, Silent Way, Community Language Learning, Natural Approach, Total
Physical Response, Communicative Language Learning, etc. with Indonesian
teaching and learning condition in order to reach a good and efficient result.

From Grammar Translation Method, a method of teaching and learning

English as foreign language which is mainly focused on reading and writing literary
can be adopted either in English courses, private schools, and even state schools in
Indonesia. Those above characteristics of this method, such as: activity of
memorizing the vocabulary lists; the accomplishment by giving task, writing, or fills
in the blank, which is also used in evaluating students’ English as foreign language
ability, etc. still can be adopted because it is in line with parts of government
graduation examination which is still fulfilled with reading text and writing.

For Direct Method, a method of teaching and learning in English as foreign

language which is tried to use English communicatively and focused on Reading,
can also be adopted either in English courses, private schools, and even state
school in Indonesian. In this method, the characteristics which can be adopted are
the efforts to make students to speak in English. For students, it can be as reading
aloud the English text, using English when asking to teacher or to friends, etc. For
teacher, the activity in correcting the pronunciation and grammar use is also good
to be applied.

For Audio-Lingual Method, a method of teaching and learning in English as

foreign language which is focused on using English in repetitive situation is mostly
full adopted in Indonesian teaching and learning process in English as foreign
language. The characteristics in asking the students to drill and practice dialogue
are done to promote a condition so the students have English habits which is
believed can encourage them in using English in oral and in written.

4
 For Humanistic or Suggestopedia approach, a method of teaching and
learning in English as foreign language which is focused on speaking English for
everyday communication, is also good to be adopted in either English courses or
private school in Indonesia. The teaching activities, such as: playing music before
the class is started can make students relax and refreshing their mind and the
teacher’s action in explaining material can give a good way, facilitating comfortable
learning equipment so that students love to stay in the classroom, etc.

For Silent way, a method of teaching and learning in English as foreign

language which is focused on communicative skills can only be adopted especially
at English courses and sometimes at state school in Indonesia. In this approach, the
English teachers do not explain the learning material as much as possible. They just
show the context and giving example of the learning material. It is done in order to
make students be more active as autonomous learner. So, students can learn by
practice, discover, and solve the learning material by them selves. The students
also can have interaction with the other students because there is activity to correct
the student’s answer by the other students.

Community Language Learning, a method of teaching and learning in

English as foreign language which is focused on speaking ability in English, can also
be adopted its characteristics. The characteristic which can be adopted is the
understanding of teacher to the students’ condition which can improve the
confidence of students and give motivation to student in speaking English and
teacher’ help when student did not know the English word when they speak English.

For Total Physical Response, a method of teaching and learning in English as

foreign language which is focused on Listening and Speaking comprehension also
has some teaching and learning characteristic which can be adopted to enrich the
teaching and learning activities in English as foreign language in Indonesia.

For Communicative Language Teaching, a method of teaching and learning in

English as foreign language which is focused on communicative competence, has
also positivistic to be applied in Indonesia. Their characteristics in making English as
communicative as possible, in practice can encourage student learn English as if
they are in the countries where English is their mother tongue because the students
learn about English deeply. The students are focused to learn about the English use
for communication, like encourage the students’ desire to communicate in English,
learning the variety of English so they will not feel bored when learning, etc.

IV. THE CURRICULUMS

A. Academic curriculum

The curriculum is defined as a set of plans and arrangements of

content, learning materials and methods used as guidelines for the teaching-
learning activities. It is designed to achieve the goal of national education
5
 taking into account the stages of children's development as well as the local
environments, in accordance with the type and level of each educational
institution.

There are several curriculums which have been conducted in Indonesia.

They are : curriculum 1968, curriculum 1975, curriculum 1984, curriculum
1994, curriculum 2004, and the newest curriculum, KTSP. KTSP offers more
liberty for the teachers and the schools to elaborate their own curriculum.
Teachers are given the absolute freedom in explaining the curriculum and
students are positioned as the subject. ( Alwasilah 2008 : 21 )

The writer school at SMPN 2 Bandung has employed KTSP Since 2006.
We also use a contextual learning approach in our teaching and learning
process.

Constructionist learning is inspired by constructivist theories of learning

that propose that learning is an active process wherein learners are actively
constructing mental models and theories of the world around them.
Constructionism holds that learning can happen most effectively when people
are actively making things in the real world. Constructionism is connected
with experiential learning and builds on some of the ideas of Jean
Piaget.(http://en.wikipedia.org/wiki/constructionist , accessed August 2008 )

Contextual learning can create an innovative, observer, critical,

creative, and independent students through its seven components
constructivism, questioning, inquiry, reflection, learning community, modeling
and authentic assessment.

B. HUMANISTIC CURRICULUM

Humanistic curriculum is a curriculum which provides a way of life

centered upon human interests and value. The aim of humanistic education is
to change a person into a free individual and a good citizen. To be a good
citizen requires a new dimension of understanding the relationship between
the individual and the world. Hence a free individual is located back into his
concrete life world in order to become a good citizen. Good citizenship implies
a moral responsibility of the person to his society and other fellow citizens.
(http://sunzi1.lib.hku.hk/hkjo/view/800035.pdf . accessed September 2008)

C. SOCIAL RECONSTRUCTION CURRICULUM

Social reconstruction involves active participation through doing.

However this is not mindless drill, skill development, or even the completion
of personally chosen project, because the progressive clearly intended a
social purpose to all activity. They viewed the school as a community in which

6
 value and habits useful in the greater community would be instilled through
practice. (http://scholar.lib.ut.edu , accessed September 2008 )

D. TECHNOLOGY CURRICULUM

Technology involves knowing and doing. Learning and teaching

approaches should address both of these areas. Technology is derived from a
variety of knowledge bases, values, processes, and skills. These are used
both to create and to evaluate designs, products, systems, and environments
critically. There should be flexible, open, collaborative approaches to
classroom teaching which accommodate all students' perspectives, interests,
aspirations, and learning styles.

Teachers will often work collaboratively to plan and deliver the

curriculum. In particular, teachers with special knowledge and skills in
different and existing disciplines will have important roles in working with
their colleagues to achieve the successful implementation of a school's
technology curriculum. This technology curriculum will need teachers who
can contribute expertise in using a wide range of materials; in food
technology and processing; in information and communication, such as
keyboarding, computing, and language; in electronic, mechanical and
biotechnologies; and in drawing and graphics. (http://www.tki.org.nz ,
accessed September 2008 )

V. VOCATIONAL SCHOOLS AS AN ALTERNATIVE TO REDUCE

UNEMPLOYMENT

Indonesia currently is a high unemployment economy. About 10

percent of the 110 million labor force is unemployed. Annual economic
growth of 6 percent is too low to absorb the annual increase in the labor
force, adding 300,000 to 500,000 to the total unemployed each year.

International Labor Organization data shows the number of

unemployed between 15 and 24 years old has grown from 1.4 million in 1990
to 6.9 million in 2006. Only 31 percent of Indonesians in this age group have
jobs. This means 69 percent youth unemployment.

Economists and businesspeople say the main problem is not low job
vacancies but the low quality of human resources. This is shown by the large
number of unskilled high school graduates and drop-outs, aged from 18 to 35,
among the 11 million unemployed. (http://www.thejakartapost.com , accessed
September 2008 )

Vocational schools and training produce ready-for-jobs graduates and

trainees to fill in job opportunities at home and overseas. It's proven that
7
 graduates from vocational schools have been finding jobs more easily
compared to those from high schools. Vocational school has become the main
supplier of workers to industry.

VI. CONCLUSION

The notion of globalization and the fact that we are now in the 21st
century have awaken many Indonesian educators to the need of producing
school graduates with skills that can be applied in the borderless world.
Globalization demands the qualified human resources to be able to compete
with the other countries. Hence the improvement of education quality should
be done through several innovations breakthrough.

Education should be related to industry and the business world starting

from planning, implementation, assessment, and certification of education
and vocational training relevant to economic needs. The objective of the
policy is to create a situation where graduates are responsive to the number,
quality and dissemination needs for skilled work force and expertise. It
requires the expansion and improvement of technical and vocational
education for the production of skilled and flexible human resources who
master technology.

VII. REFERENCES

Alwasilah, A. Chaedar.2008.Pokoknya BHMN Ayat –ayat Pendidikan

Tinggi.Rosda,Bandung.

Brown, H. Douglas.2000.Teaching by Principles.Longman, New York.

8
Chauhan, S.S.1979. Innovations in Teaching-Learning Process.Vikas
Publishing House. PVT LTD,New Delhi.

Cheung, Chan Fai.1992. Humanities and Humanistic Education.

Available at http://sunzi1.lib.hku.hk/hkjo/view/800035,pdf

House, R. Ernest,1974.The politic of Educational Innovation. McCutchan

Publishing Corporation,USA.

Khalik, Abdul.2008. Vocational Schools as Alternative in Drive to

Reduce Unemployment. Available at http://www.thejakartapost.com

Luck, Petra.et.al. 2008. Innovation in Education. Available at

http://www.inderscience.com

Zuga, Karen.1992.Social Reconstruction Curriculum and Technology

Education. Available at http://scholar.lib.ut.edu

_____________2008. Implementing the Technology Curriculum.

Newzealand Education Ministry. Available at http://www.tki.org.nz

---------------------- 2008. Principles and General Objectives of

Education.The International Bureau of Education of Unesco.
Available at http://www.englishunesco.htm

_____________2003.Pendekatan Kontekstual.Departemen Pendidikan

Nasional, Jakarta.

9
10
11