VCT; Awaken the Giant Within

Awalnya saya melihat sepintas flyer VCT Batch 2 di WAG MGMP Bahasa Inggris Nasional. Di dalam group ada nama pak Gatot yang kemudian saya kenal sebagai Direktur Pembinaan SMK Kemendiknas, dan juga sebagai Direktur SEAMEOLEC Bangkok. Saya tidak ingat apakah beliau yang menshare flyer tersebut atau bukan, yang jelas akhirnya saya mencoba untuk mendaftar. Setelah beberapa lama saya menunggu, saya tidak sabar kemudian saya menghubungi nara hubung yang tertera di flyer. Kalau tidak salah mengirim wa untuk bertanya kepada pak Khaerudin dan ibu Siti Zulaeha. Sayangnya saya tidak mendapat respon, meskipun akhirnya muncul nama group WA baru di HP saya dengan nama VCI 11. Tentu saja saya langsung nyambung dan menyimpulkan bahwa ini adalah group wa sebagai respon pendaftaran yang saya lakukan.

Tibalah kemudian waktu pelatihan. Saya mencoba mengikuti langkah demi langkah untuk bergabung dari clip video yang dishare oleh intruktur. Sayangnya, pengalaman pertama saya bergabung tidak berjalan mulus. Karena saya tidak bisa membuka atau ikut Vicon lewat komputer saya. Webex tidak bisa dibuka di komputer saya. Saya tidak mengerti, karena sampai sekarang saya tidak bisa mengikuti Vicon lewat komputer saya. Saya sudah berusaha bertanya pada teman-teman di group VCI 11, dan ada yang sudah memberikan saran seperti bapak Abdul Manap dari SMK di Bandung. Tapi tetap saja saya tidak bisa. Saya juga sudah mencobanya di laptot saya yang jadul. Maksudnya, karena masih menggunakan OS Window XP, maka ada pesan, perangkat anda tidak mendukung. Tapi alhamdulillah, sy masih bisa mengunakan HP untuk mengikuti Vicon pelatihan.

Meskipun pada saat pelatihan saya berhasil mendengar suara host, moderator, presenter dan panelis, tapi suaranya begitu gaduh. Tapi pengalaman saya ini membawa harapan. Hari berikutnya room yang digunakan sepertinya milik PSMK dan menggunakan fitur lain sehingga terasa lebih tertib. Saya bisa mendengar apa yang disampaikan oleh pak Khaerudin kalau tidak salah, meskipun buat saya terasa agak susah difahami. Menurut saya waktu itu pak Khaerudin terlalu over-estimate, menganggap peserta sudah tahu, padahal untuk orang seperti saya banyak yang tidak saya fahami dan tidak saya mengerti. Tapi untuk teman-teman lain mungkin sudah biasa mendengar istilah-istilah yang disampaikan presenter. Intinya, saya tidak mengerti apa yang disampaikan, tapi saya menikmati kebanggan punya pengalaman baru bisa ikut seminar online, apalagi terlihat oleh teman-teman sy lebih melek IT, hehehe. Saya sebenarnya pernah beberapa kali ikut webinar gratis lewat komputer meskipun bukan menggunakan Webex.

Kemudian tibalah waktunya mengerjakan tugas. Tugas yang harus dikerjakan bukan main-main. Saya harus mencoba menjadi host 2x, moderator 2x, dan presenter 2x. Untungnya, karena sudah punya pengalaman menjadi moderator dalam seminar offline, maka sy langsung mengisi daftar untuk menjadi moderator di dua sesi sekaligus. Hanya saja saya berani mengisi di sesi 3 dan 4 dengan maksud ingin belajar dan melihat dulu apa yang dilakukan oleh moderator pada sesi 1 dan 2. Rupanya, apa yang saya lakukan ada yang mengapresiasi. Sebelumnya mungkin tidak terbayang bahwa saya langsung ingin menjadi moderator di 2 sesi sekaligus. Rupanya ada yang ngikutin cara saya dengan langsung menjadi presenter dalam 2 sesi langsung, kalau tidak salah, namanya ibu Ilma dari SMA PGRI Cibinong. Karena belum ada yang mengisi host, moderator, dan presenter di sesi satu, akhirnya saya menuliskan nama saya untuk menjadi host di sesi 1. Tentu saja, setelah saya menuliskan nama menjadi host, ada teman lain yang mencantumkan nama untuk menjadi moderator dan presenter. Kalau tidak salah, yang menjadi moderator adalah bapak Irpan dari Cianjur, dan sebagai presenternya adalah bapak Fikri dari Tasik.

Tibalah hari dimana the show must go on. Dengan gagahnya kami berbagi peran. Saya yang tidak bisa membuat flyer tentu saja saya tidak membuatnya. Saya yang tidak bisa membuat absensi tentu saja saya tidak membuatnya. Untunglah pada sesi 1, ada pak Irpan yang bisa membuat absensi. Ketika beliau memperlihatkan absensi kepada saya, dengan sombong saya bilang ke pak Irpan, bisa dicustomize tidak link absensinya. Pak Irpan yang hebat, tidak tahu kalau saya tidak tahu sehingga dia jawab bisa pak Yusuf. Akhirnya jadilah absensi dengan link yang sudah dicustomized. Sehingga absensi yang merupakan tugas host, dalam hal ini tugas saya, sudah diselesaikan. Selanjutnya tugas merekam. Untungnya tugas merekam adalah tugas moderator, sehingga saya bisa bersembunyi dibalik kata-kata, saya cuma back up saja, hehehe. Alhamdulillah, sesi 1 berjalan lancar.

Ada pengalaman menarik ketika pertama kali tampil menjadi host. Saya tidak sadar ketika mendekati pukul 9.00, saya buru-buru menyalakan laptop istri saya yang pakai windows 8, dan nyambung ke webex. Rupanya proses koneksi berjalan lancar sehingga audia dan video langsung menyala. Brengggg, ada teman di luar sana komentar pak Yusuf baru selesai olah raga… ketahuan karena saya lagi pakai kaos kutang..hehehe. Lucunya, bukannya sy matikan videonya, malah saya tutup laptop supaya webcamnya tidak memperlihatkan saya, dasar bodo, hehehe lagi.

Buat saya, bergabung di VCT benar-benar pengalaman yang sangat menyenangkan. Setelah ikut VCT Batch 2, saya seperti terbangun kembali. Banyak inspirasi yang saya dapat. Sekarang ini, apa-apa ingin saya videokan dan ingin saya upload ke youtube. Nanti saya berikan link video saya di youtube. Padahal saya sudah punya akun youtube sejak 2013, tapi tidak pernah saya mengupload video ke youtube. Jujur karena saya tidak tahu caranya. Tapi berkat VCT, saya jadi bisa. Sengaja, saya mengupload video yang tidak diedit, agar teman-teman saya yang pemula punya keberanian membuat dan mengupload videonya sendiri. Sebenarnya sih, karena saya belum bisa ngedit video aja, hahaha. Selain itu, sekarang ini, sedikit sedikit pengen bikin google form. Nanti saya perlihatkan juga google form yang sudah sy buat. Setelah itu, sekarang ini, sedikit-sedikit saya ingin menyingkat dan mengcustomize link yang panjang pakai bitly. Pokoknya VCT Batch 2 awaken the giant within deh…

Masih banyak yang ingin saya ceritakan, tapi lain kali aja deh….

Cibinong, 19 Februari 2019

Tulisan terpaksa karena harus menyertakan link blog untuk daftar menjadi calon instruktur VCT Batch 3. Sebenarnya, saya hanya ingin ikutan aja dalam kegiatan VCT Batch 3. Jadi pembelajar mandiri dan konsisten juga tidak apa-apa.

Link Video saya di Youtube.

 

Contoh Form yang sudah saya buat dengan link yang dicustomize.

Penilaian Akhlak Mulia

http://bit.ly/Akhlak1141

http://bit.ly/Akhlak1142

 

Angket sikap

http://bit.ly/Angket1141

http://bit.ly/Angket1142

 

Penilaian antar teman

http://bit.ly/Antar1146

http://bit.ly/Antar1151

 

Minggu ke7

http://bit.ly/Expl1153

http://bit.ly/Expl1151

 

http://bit.ly/Came71163

http://bit.ly/Came71162

http://bit.ly/Report71062

 

Minggu ke-8

http://bit.ly/Tsunami81153

http://bit.ly/Hortatory81163

http://bit.ly/Review1262

http://bit.ly/Came81062

 

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New but old trend in education

Asnan Furinto, Jakarta | Opinion | Mon, August 03 2015, 6:16 AM

Nowadays, our lives are practically dependent on the ubiquity of Information Communications Technology (ICT). The dependence on ICT is so huge so that some people become more frantic if they leave their smartphones at home than if they forget to bring their wallets.

Data from the Communications and Information Ministry shows that Internet users in Indonesia increased from 74 million people in 2013 to 111 million in 2014. In 2015, the ministry is aiming for 50 percent of the total population, i.e. about 125 million people, having access to the Internet.

In Indonesia, Internet penetration has been mainly used for accessing social media. Market research firm eMarketer recently released a report about Facebook (FB) users around the world. Indonesia ranked third among countries with the highest number of Facebook users, below the US and India.

However, Indonesia has the highest numbers of FB users who access the site via cell phones, reaching 88.1 percent in 2014 and set to rise to 92.4 percent this year.

User access to other social media such as Twitter, Instagram and Path are predicted to show similar patterns.

The proliferations of the Internet and social media unfortunately has not extended to the education sector. ICT has not become a backbone of improving the country’s competitiveness through education.

The World Economic Forum ranks Indonesia 77th out of 144 countries in terms of technological readiness, behind Malaysia and Thailand.

The Culture and Elementary and Secondary Ministry recorded that only about 50 percent of the 234,919 primary and secondary schools in Indonesia had access to the Internet in mid 2014.

Schools in eastern parts of Indonesia were those with the biggest lack of ICT infrastructure. Whether the 50 percent of more fortunate schools with Internet access already utilize ICT effectively in the classroom is the main question here.

Advancement of ICT should ideally be able to revolutionalize education. Technology brings new sources of learning beyond teachers. In addition to the existence of teachers, the divide between students and subjects is further narrowed by the availability of educational content through ICT.

A revolution in education is also possible through ICT, as students can learn at the appropriate speed according to their capacity. Interactive digital content allows students to pick particular topics that they want to explore more. In a nutshell, there is a democratization of the learning process.

It is still a long road to revolutionize education in Indonesia through ICT. In addition to building technology infrastructure across the country’s islands, ICT literacy for teachers, parents and students is also of importance. ICT hardware and software installation in schools is relatively straightforward, but if the prevailing educational philosophy still resembles that of the old paradigm, we are constrained from reaping the full benefits of ICT inclusion in education.

An example is the respective methods of teaching math and English (the mastery of these two subjects is often used as a proxy in determining the level of future competitiveness).

Today, many elementary and secondary schools in Indonesia still teach math with the old paradigm. Students are still requested to memorize complex mathematical formulas and to perform lengthy, time-consuming manual calculations.

These schools still use the same philosophy to teach math that was used when computers and the Internet had yet to be invented.

With the ubiquity of computers and ICT, students can actually be exposed to answering more practical life questions, such as “how many people live in my town today and what will the number be 20 years from now?” or “what are the ideal lengths of roads in my town so that the average speed of vehicles does not fall below 20 kilometers per hour?”

Students are then encouraged to develop their own mathematical models and assumptions based on the parameters required to solve the model (mortality, fertility, migration, number of vehicles sold, etc.) and they are free to choose the available ICT applications to compute the answer, just like they would outside the classroom to tackle their everyday problems. They can work individually, in groups, persuade one another with logical arguments and send group findings to the teacher as the judge.

As for English, ICT should not only be used to download traditional materials, text-based approaches, and to memorize tenses and grammar. It should also be used to download listening-based materials and approaches, to engage students with dynamic activities that adjust to individual performance and preferences.

ICT should enable a variety of learning strategies, including voice recording and playback, speech recognition and sentence construction exercises.

The focus on oral skills develops the fast processing and pattern recognition skills necessary for fluency and more efficient reading and writing.

Language learning, like learning to play a musical instrument, requires practice. ICT facilitates the necessary practice to achieve fluency. The competence of teachers is therefore critical to the mission. Of the total of about 3 million teachers in Indonesia, there are only about 10,000 who have received ICT training. The importance of capacity building to upgrade ICT literacy of teachers cannot be overemphasized.

The way forward is to integrate ICT seamlessly into the curriculum, instead of viewing it as an add-on, or worse, as an ad hoc event. As Jennifer Fleming put it, teaching in the Internet age means that we must teach tomorrow’s skills today.
_______________________

The writer is head of strategy and growth studies for the Doctoral Program in Management at Bina Nusantara University, Jakarta. He obtained his doctoral degree in management from the University of Indonesia.

The way forward is to integrate ICT seamlessly into the curriculum, instead of viewing it as an add-on, or worse, as an ad hoc event. As Jennifer Fleming put it, teaching in the Internet age means that we must teach tomorrow’s skills today.
_______________________

The writer is head of strategy and growth studies for the Doctoral Program in Management at Bina Nusantara University, Jakarta. He obtained his doctoral degree in management from the University of Indonesia.

Character building through free reading the right step to take

Setiono Sugiharto, Jakarta | Opinion | Sun, August 02 2015, 6:01 AM

Starting this 2015 academic year, schools nationwide will oblige their students to spend at least 15 minutes prior to the start of class participating in a free-reading activity, as stipulated in Ministerial Regulation No. 23/2015 issued by the Culture and Elementary and Secondary Education Ministry. Though long overdue, the move needs to be applauded.

Culture and Elementary and Secondary Minister Anis Baswedan has initiated the in-class free reading program on the grounds that such an activity can help instill positive traits in school children. In other words, free reading is believed to be beneficial for students’ character development.

While 15 minutes is considered insufficient for exhorting students to choose books they are fond of and then to read them, Anis’ stupendous move to instill positive traits in students through free reading has scientific justification.

Free reading, or what American educator Stephen Krashen calls “Free voluntary reading or recreational reading,” indeed offer huge benefits not only to children’s cognitive development but also to their character development.

Research findings have hitherto accumulated (well documented in Krashen’s book, Free Voluntary Reading), espousing the merits of free reading over instructed reading such as obligatory school textbook reading. Children develop language skills faster when they are encouraged to initially do “light reading” such as folk tales, magazines, comics, simplified novels and story books.

Good reading material should not always be associated with “quality” reading like school textbooks or academic-oriented books.

Free reading in the form of illustrated light reading material has been proven to stimulate children’s imagination and creativity, making them inquisitive and critical, thereby encouraging them to read advanced reading material. Unlike in-school instructed reading, which most students are averse to, free reading allows children to explore and shape their own world. This may include reading accountability like book reports.

More important, free reading contributes to the shaping of positive characters. For example, folktales or biographies can influence children to behave in a positive way.

Likewise, free reading provides the opportunity for students to align what is printed in books with what they witness and experience in their vicinity, thus making them not only cognitively and linguistically mature but also socially sensitive. In this respect, reading becomes an important ecological resource that can connect their cognition with the outside world.

Anis’ newly issued policy, however, is not without its problems. For schools in big cities, imposing the 15-minute free reading activity is without question viable, but for schools in remote, poverty stricken regions that will not always be feasible.

The major stumbling block facing the latter schools is that books are scarce, as the numbers of libraries in those schools are very limited. This certainly results in a lack of access to books, which in turn discourages students from becoming voracious readers.

Meanwhile, for children growing up in poverty, the 15-minute free-reading program is a sheer delusion.

To encourage students to read more, they need to be given access to books. It is evident that easy access to books help stimulate students to develop a reading habit. On the contrary, a lack of book displays in schools seriously hampers students’ effort to read, either voluntarily or for their own pleasure.

It is therefore clear that the free-reading policy needs to be simultaneously supplemented with a program that requires all schools (state-owned and private) to have a school library, so as to ensure that the policy can be equally implemented in all schools nationwide.
__________________________
The writer is an associate professor of English at the School of Education and Language, Atma Jaya Catholic
University, Jakarta.