Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Mother Tongue-based Literacy Programmes: Case Studies of Good ... Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Learners not meeting the minimum activities foradvancement received remedial instruction from thetutor and were tested again so that they could join thenext phase.Questions in the formative and summative evaluationsrevealed comprehension in reading, writing andarithmetic skills. In Phase I and Phase II, the questionsused the Sundanese language and incorporatedappropriate materials from the learners’ environmentin Kampung Cibago with varying levels of difficulty.To determine whether learners passed the examinationor not, the following scoring and criteria were used:Scoring of Reading, Writing and Arithmetic Results :No. Score Criteria1. 0-15 Poor2. 16-30 Sufficient3. 31-50 GoodScore of Reading/Writing Speed Points :No. Rate / Second Criteria1. 0-3 Fast2. 4-6 Average3. 7-10 LowProficiency MeasuresIn 2005, BP-PLSP staff learned of an Informal Reading Inventory (IRI) used by SIL International in EasternIndonesia to measure reading and writing proficiency. SIL agreed to let the tool be adapted and usedin Kampung Cibago. From July to September 2006, reading and writing proficiency in both Indonesianand Sundanese were measured using the newly adapted instrument. A random sample of 70 residentswas surveyed in both Sundanese and Indonesian using the instrument. Results have been reported in abook produced by BP-PLSP, Jayagiri. 4© BP-PLSPSumative evaluation is sometimes watched bythe learners’ children, which can motivate thenext generation to value education.4 Final Report : Using an Instrument to Measure Literacy Levels. 2006. BP-PLSP Regional II, Jaragiri, Lembang, Bandung,West Java, Indonesia.[ 121 ]
Impact of theProgrammeThe KFBI programme in Kampung Cibago hasimpacted several facets of community life:© BP-PLSPIncome-generating activities duringKFBI include the making of strawbrooms with resources found in thelearners’ environment.Impact on Educational PolicyBefore the KFBI programme, people in Cibago lackedthe ability to read, write and do arithmetic or tocommunicate in the Indonesian language. Some werepre-literate. The educational situation of the majorityof Cibago people was low, as many had dropped outfrom Elementary School at Grade 4 or less. Therefore,Cibago residents needed the KFBI programme tohelp them in mastering necessary reading, writingand arithmetic skills applicable to daily life, as well asto learn how to communicate in the Indonesian language while maintaining their local culture andlanguage heritage.After joining the KFBI programme, the Cibago people could use their newly acquired reading, writingand arithmetic skills in their daily lives. These skills enabled them to read Sundanese newspapers, writearticles to be included in the newspaper, fill in forms, calculate income and profit or loss of their homebusiness, and so on. Little by little, they were also beginning to read and write in Indonesian well.Cibago parents now encouraging their children to stay in school and they have begun a new preschoolprogramme for mothers and young children.A major impact of the Cibago programme has been interest generated in other areas of the country forbeginning mother tongue programmes. The Jayagiri staff held a dissemination seminar in December forNon-formal Education leaders from the other four regions, which continues to generate interest.Impact on LearnerParticipationPrior to joining the KFBI programme, the Cibagopeople didn’t dare express their ideas to strangers. Butafter joining the programme, they could express theirideas in class and actively asked for clarification fromthe tutors (who were outsiders) about unclear items.© BP-PLSPPaddy fields serve as an appropriatebackdrop for dicussing agriculturaltopics.The learners joined in the tasks of preparing thelearning place, providing cooking utensils, or cleaningup after instructional times.Learners’ comprehension of the material was quitevaried. Some learners could grasp the material easily,but others had more difficulty understanding the[ 122 ]
- Page 77 and 78: © Norman Geary
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- Page 103 and 104: BackgroundIndia is home to a large
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- Page 133 and 134: After learning some skills, learner
- Page 135 and 136: © BASE
- Page 137 and 138: © BASEBackground‘If we stop usin
- Page 139 and 140: een forced into bonded labor. Cultu
- Page 141 and 142: cows, bulls, sheep, and goats) kept
- Page 143 and 144: Most of the NFE programmes implemen
- Page 145 and 146: The Key Word Approach was used whil
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- Page 155 and 156: Minister of Education Chaturong Cha
- Page 157 and 158: All of the NPKOM teachers have asso
- Page 159 and 160: simple sentence structures and much
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- Page 171 and 172: Lindholm-Leary, K. 2001. Dual Langu
Impact <strong>of</strong> theProgrammeThe KFBI programme in Kampung Cibago hasimpacted several facets <strong>of</strong> community life:© BP-PLSPIncome-generating activities duringKFBI include the making <strong>of</strong> strawbrooms with resources found in thelearners’ environment.Impact on Educational PolicyBefore the KFBI programme, people in Cibago lackedthe ability to read, write and do arithmetic or tocommunicate in the Indonesian language. Some werepre-literate. The educational situation <strong>of</strong> the majority<strong>of</strong> Cibago people was low, as many had dropped outfrom Elementary School at Grade 4 or less. Therefore,Cibago residents needed the KFBI programme tohelp them in mastering necessary reading, writingand arithmetic skills applicable to daily life, as well asto learn how to communicate in the Indonesian language while maintaining their local culture andlanguage heritage.After joining the KFBI programme, the Cibago people could use their newly acquired reading, writingand arithmetic skills in their daily lives. These skills enabled them to read Sundanese newspapers, writearticles to be included in the newspaper, fill in forms, calculate income and pr<strong>of</strong>it or loss <strong>of</strong> their homebusiness, and so on. Little by little, they were also beginning to read and write in Indonesian well.Cibago parents now encouraging their children to stay in school and they have begun a new preschoolprogramme for mothers and young children.A major impact <strong>of</strong> the Cibago programme has been interest generated in other areas <strong>of</strong> the country forbeginning mother tongue programmes. The Jayagiri staff held a dissemination seminar in December forNon-formal Education leaders from the other four regions, which continues to generate interest.Impact on LearnerParticipationPrior to joining the KFBI programme, the Cibagopeople didn’t dare express their ideas to strangers. Butafter joining the programme, they could express theirideas in class and actively asked for clarification fromthe tutors (who were outsiders) about unclear items.© BP-PLSPPaddy fields serve as an appropriatebackdrop for dicussing agriculturaltopics.The learners joined in the tasks <strong>of</strong> preparing thelearning place, providing cooking utensils, or cleaningup after instructional times.Learners’ comprehension <strong>of</strong> the material was quitevaried. Some learners could grasp the material easily,but others had more difficulty understanding the[ 122 ]
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