Mother Tongue-based Literacy Programmes: Case Studies of Good ...

BP-PLSP Region II has distributed around US$300.00 for vocational activities related to iniating a business.Programmes developed include:No. Type of vocational activity Number of learners Level1 Making palm sugars 40 Basic2 Making banana chips 40 Basic3 Making donuts 40 Basic4 Making laundry soap 40 Intermediate5 Making palm sugars (2) 40 Intermediate6 Making palm sugar baskets 40 Intermediate7 Making pungpa (snack food) 40 Advanced8 Making gadung chips (snack food) 40 Advanced9 Collective business 40 AdvancedEvaluationEvaluation was an important factor in the KFBIprogramme. Evaluation consisted of two types,namely: evaluation during the teaching-learningprocess (formative) and evaluation afterward(summative). In addition, proficiency in readingand writing for both Indonesian and Sundanesewas measured using an Informal Reading Inventory(IRI), which had previously been used successfullyin Eastern Indonesia to measure Indonesian andmother tongue proficiency. All three evaluations aredescribed as follows:Formative Evaluation A family-friendly atomsphere motivateswomen to participate in KFBI.© BP-PLSPThe purpose of formative evaluation in the KFBI programme was to measure ongoing improvement inreading, writing, arithmetic and functional daily life skills of learners. Techniques used in the evaluationmeasured learner performance on a variety of skills and activities as well as personal interviews.Evaluation during the learning process aimed to collect data on the progress of learniers as well asfeedback for facilitators on the learning system, including both content and method used which mightneed revision. As a result, the formative evaluation allowed for aspects, techniques and instruments ofthe programme to be improved upon.The on-going evaluation measured the ability of learners to apply reading, writing, arithmetic andcommunication skills in their daily lives, such as in making notes on daily expenditures, calculating dailyincome, and so on.2.1. Summative evaluationThe purpose of summative evaluation at the conclusion of each phase of the learning process was tomeasure the ability of learners in life skills, reading, writing, and arithmetic skills. Evaluation at the end ofeach phase gave data on learners’ abilities in reading, writing and arithmetic skills as integrated with lifeskills. The resulting data was analyzed to determine whether individual learners had mastered enoughskills to be promoted to the next phase of learning.[ 120 ]