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As a non-DBE 2 district in North Sumatra, Pakpak Barat District Administration can see the importance of DBE 2 training in improving teachers skills in teaching and learning. So, the Education Office of Pakpak Barat District decides to replicate the DBE 2 North Sumatra training by conducting Indonesian Language Training in MTSN Negeri Salak, Pakpak Barat District capital on August 12 – 14, 2009. The participants came from 63 schools in Pakpak Barat District. Each school sent 1 teacher each from grade I to VI .
The head of Pakpak Barat Education Office, Drs. Holler Sinamo, accompanied by the head of Education Staff Development (PTK) division, Drs. Losmar Berutu, officially opened the training. In the opening remarks, the Education Office Head said that in order to produce professional teachers, it is important to conduct sustainable trainings to maximize teacher’s role, and that includes the Indonesian language training.
“By using the Local Expenditure Budget (APBD) of 2009, the Education Office is holding the training for Indonesian language teachers to fulfill demands of the Law and government regulations in producing professional teachers,” said the Head of Education Office.
Moreover, he also said that the training is aimed to train the Indonesian language teachers to be competent and capable in teaching the Indonesian language by applying the Active, Creative, Effective, and Fun Teaching (PAKEM) method in the classroom.
Head of Pakpak Barat Education Office, Drs Holler Sinamo, accompanied by the head of Education Staff Development (PTK) division, Drs. Losmar Berutu, officially open the training
In addition, PTK division head, Drs. Losmar Berutu expected that Pakpak Barat District could be part of DBE 2 partners like other districts. “It is expected that DBE 2 can include at least 5 schools in Pakpak Barat District as partners, so we can improve our basic education, just like 8 other DBE 2 district partners,” he explained.
A number of topics were discussed during the 3-day training, among other things are Indonesian language active learning model and the implementation of Indonesian language curriculum, the use of environment as learning resource, Indonesian language syllabus arrangement, the making of low cost learning material to support the learning process, and the simulation of Indonesian language learning process from the early to higher classes.
The participants showed their enthusiasm in the training and realized that teaching Indonesian language is no longer a difficult thing, but it can be fun for students, especially with learning material games.
“I just realize that used papers, woods, and glue can be used to produce low cost learning material for Indonesian language; for example S-P-O-K learning material. I will apply this learning material in my school,” said the participants.
A participant is using the Indonesian language learning material for S-P-O-K sentence structure and other participants are using the environment as learning resource