PENGEMBANGAN MODEL BUKU PELAJARAN BAHASA INDONESIA BERBASIS PEMBELAJARAN KONTEKSTUAL

Abstract

This article is about a research with the objective of discovering a model
for a course book based on contextual instruction for junior high school classes of
Indonesian. To achieve the objective, in the first phase of the research, that is, in the
first year, 2007, the research had the specific objective of discovering
manifestations of contextual instruction to serve as starting points in developing
the model. The research subjects consisted of (1) class instruction, (2) students,
and (3) course books of Indonesian.
The research results indicated the following. (1) When a constructive
strategy is used, the contextual manifestations are, among others, simple
formulations of objectives, uses of operational verbs, the appearance of themes,
the mapping of new experiences, an appropriateness of the strategy and method
from the point of objectives and learners’ characteristics, and language suitability.
(2) When an inquiry strategy is used, the manifestations are, among others, a match
between objectives and thematic basic competency indicators, consideration of
learners’ needs, appropriate selection of media, appropriateness of the strategy and
method from the point of learners’ needs, hypothesis confirmation or testing, and
gain of new experience. (3) When a question-and-answer strategy is used, the
manifestations are, among others, apperception, questions and answers,
encouragement through questions, and asking resource persons questions. (4)
When a modeling strategy is used, the manifestations consist of imitation, giving
examples, making use of examples, and variety of examples. (5) When a learningcommunity
strategy is used, the manifestations consist of the discovery of new
experience, problem-solving through group work, development of selfdependence
as well as collaborative work, communication of learning results to
others, communication of works to others, and ethical formation. (6) When an
authentic-assessment strategy is used, the manifestations consist of variety in
method of assessment, presentation of work, and work performance. (7) When a
reflection strategy is used, the manifestations consist of linking learning results
with benefits for learners, self-development, expansion of experience, pursuit of
meaning, creation of a feeling of pleasure, support of what one dreams to achieve,
and creation of motivation. (8) The anatomy of the course book consists of (a) the
introduction, containing the title of the book, preface, table of contents, and
organization of content, (b) the content, containing the material, material
presentation, and strategy of presentation, and (c) the conclusion, containing the
evaluation, reflection, bibliography, index, and relevant answer keys.
Keywords: course book, contextual manifestations and strategies