School facilities and teacher guidance in Indonesian language learning

Abstract

School facilities are essential to Indonesian language learning, yet their availability does not necessarily translate into optimal use. This study aimed to (1) describe how school facilities are used to support Indonesian language learning at SMA Negeri 1 Sentolo, (2) analyse the patterns of access to and control over these facilities, and (3) examine the teacher’s role in guiding students’ use of the facilities. Data were collected through observation during the Teaching Practicum (Praktik Kependidikan) and analysed descriptively and qualitatively, focusing on the bulletin board (mading), library, textbooks, language laboratory, and computer laboratory. The observations showed that the bulletin board served as a venue for publishing students’ writing; the library provided relevant textbooks, fiction, and nonfiction; and the language and computer laboratories supported listening and speaking practice as well as digital literacy. The bulletin board and library were flexibly accessible, whereas both laboratories required special permission outside class hours. Teacher guidance functioned as scaffolding that bridged the availability of facilities and their meaningful use. In conclusion, school facilities support the development of students’ listening, speaking, reading, and writing skills when availability, accessible use, and teacher guidance operate together.