2006年度 学術交流支援資金申請書

海外の大学等との共同学術活動支援

1−5

報告書

研究課題;「開発ネットワーク(JANP)」/マレー・インドネシア語教育のための教材開発

研究経費;100万円

研究組織;研究代表;野村 亨(総合政策学部教授)

     研究協力者;トトク・スハルディヤント(総合政策学部訪問講師)

           小笠原健二(総合政策学部講師)

           バンバン・ルディヤント(総合政策学部講師、和光大学経済学部助教授

           ウィドド、H. S. , マラン国立大学教授

           ドゥイ・プスピトリニ、国立インドネシア大学言語センター

副所長

           イルサンティ・スタント、国立インドネシア大学言語センター

                       所長、文化学部教授

背景

慶應義塾大学SFCにおいては過去16年にわたってマレー・インドネシア語が開講され、これまでに延べ1000名以上の学生がこの言語を学んで来た。さらに2005年度からはSFCのみならず日吉、三田の両キャンパスでも講座が開講された。しかるにこれまで教材開発は主として実際の授業のなかで試行錯誤しつつ開発してきたので、現在でも授業に使用する教科書はハンドアウトの形のみであり、まとまった形の教科書は出版されていない。このような事情に鑑み、まとまった形の教科書を出版することが教員の間で喫緊の課題となっている。

教科書を出版するにあたり、まず必要なことは言語教育の専門家を交えてワークショップを開き、そこで従来使用してきた教材を客観的に評価ないし批判してもらい、その結果を含めて教科書の質を高めた上で出版したいと考えている。そこで、インドネシアから外国人のためのインドネシア語教育の専門家2名ならびにインドネシア語言語学の専門家を1名、1ヶ月日本に招聘してワークショップを開き、いわば外から客観評価をしてもらい、それをもとに最終的には教科書を出版する予定である。

上記の趣旨に基づき、去る11月1日より30日までの期間に下記の専門家3名を招聘し、国内のインドネシア語専門家を交えてさまざまな学術交流活動を行った。

招聘した専門家

                                               

ウィドド博士(Prof. Dr. Widodo H.S.);前マラン国立大学教授、現マランクセスワラ経済大学教授

             インドネシア語教授法の専門家

ドゥイ・プスピトリニ教授(Dwi Puspitorini, M.Hum.);国立インドネシア大学人間文化学部専任講師

              外国人に対するインドネシア語教育の専門家

イルサンティ・スタント教授(Irzanti Sutanto;国立インドネシア大学人間文化学部教授、同外国語教育センター(BIPA)所長

日本滞在中のおもな活動

1、11月1日;ウィドド氏ならびにドゥイ氏到着。

2、11月2日;SFCにおいて打ち合わせ会開催。

3、11月6日〜8日;SFCにおけるマレー・インドネシア語教育の現状を視察後、懇談会を開催。

4、11月9日;SFCにおいてウィドド氏による模範授業を行う。

5、11月10日;イルサンティ氏到着。

6、11月10日〜12日;滋賀県大津市で開催された日本インドネシア学会大会にて研究発表ならびに討論に参加。

7、11月13日;3名の専門家、東京外国語大学を視察、懇談会を開催。

8、11月16日;SFCにおいてドゥイ氏による模範授業を行う。

9、11月18日;東京都港区六本木、国際文化会館において開催された「インドネシア語教育セミナー」にて研究発表。

10、11月19日;イルサンティ氏離日。

11、11月20日;3名の専門家、神田外国語大学を視察。

12、11月22〜23日;丸の内で開催されたORFに参加。

13、11月27日;折から日本を公式訪問中のスシロ・バンバン・ユドヨノ、インドネシア共和国大統領に対して慶応義塾大学総合政策学部ならびに同大学院政策メディア研究科が名誉博士号を授与するにあたり、2名の専門家と授与式に参列。その後、大統領に同行しているインドネシアの国立大学7校の総長らと懇談。

14、11月30日;2名の専門家離日。

 

学術交流活動の詳細については以下に掲げる2名の専門家の報告書をご参照いただきたい。

 

A REPORT ON THE EVALUATION OF CURRICULUM AND THE TEACHING OF INDONESIAN LANGUAGE AND CULTURE AT INDONESIAN AND MALAY PROGRAM

KEIO SFC UNIVERSITY

 

 

Dwi Puspitorini

University of Indonesia

 

I.        FOREWORD

An evaluation on the curriculum and the teaching of  Indonesian language and culture at Keio SFC  was based on an observation  conducted during November 2006. The observation was carried out on the following classes, i.e. Basic 1 and 2, Intensive 1 and 2, and an Introduction to Indonesian. Besides observation in the classroom, there was also an evaluation on learning materials for basic level.

        The report on the evaluation includes the areas that need attention and development; factors that need improvement; factors that become the strength and  can be exploited; factors that can be impeding; and proposals for future development. The last part of  this report  contains some recommendations for Basic level learning materials which are going to be published.

 

II.      THE AREAS THAT NEED ATTENTION AND DEVELOPMENT

 

The teaching of Indonesian language at Keio SFC need to reformulate the following areas.

 

1.     Position of the Subject

It is important to review the position of  Indonesian subject in the context of  a program at the faculty and university levels. Is Indonesian as one of the cumpolsory subjects or not? The position of  Indonesian as a cumpolsory or an elective subject determines the teaching and learning processes.

2.      Curriculum/Syllabus

Indonesian/Malay Program at  Keio University needs to formulate a curriculum for Indonesian teaching. The curriculum will show the patterns and structure of subjects that have to be taken by students through learning activities. The curriculum load of a subject  is  depicted in the competence that have to be  mastered by the students as the learning hours required by the curriculum.  The syllabus model has to be inline with the objective of the curriculum. Notional – functional syllabus model  seems to the best option because the main objective of teaching Indonesian at Keio is to enable the students to communicate in Indonesian and participate in conversations and discussions with Indonesian speakers. In this case, communication competence is the focus.

3.     Prerequisite to take Indonesian

         Are there any requirements, such as the number of credit units a student has obtained, major, specific test, etc to take Indonesia language class?

4.      Objective of the Subject

         What is the objective of the subject? Say, for example, the objective of Basic 1 level is for introduction, for additional competence development, and so forth.

5.     Description of the Subject

Every subject has a description about the subject which contains its content and scope.

6.      Reference

It is important to establish a reference as the basis for designing learning materials.

7.      Description of the Subject

         To achieve a level of competence required in the curriculum, how is Indonesian subject described at  Keio University? For example, there is a group of  subjects which belongs to language competence (Basic level to Intermediate level) and a group of  subjects which belongs to the knowledge about Indonesia.

 8.    Credit Units for the Subject

         How many credit units and hours required in a semester to achieve the standard competence set?

9.      Inputs from Learners

         What are the inputs from Indonesian language learners, which could be based on the number of students who take up the subject, their majors, their interests, and so forth.

 

III. THE FACTORS THAT NEED IMPROVEMENT

1.      Program Development

         The main aim of teaching Indonesian is to enable the students to communicate with the speakers of Indonesian language. Therefore, it is important for the students to have an experience of living in Indonesia.  Accordingly, Program development for that purpose needs improvement. Intensive Program 3 held at the University of Indonesia, Bunga program in Malang and Matahari Program in Yogyakarta need futher improvement both in curriculum and promotion.

2.     Execution of the Subject

         How is the execution of Indonesian subject seen from the perspectives of lecturers, time, facilities, and processes. The primary goal of Indonesian teaching at Keio University is to give a thorough and comprehensive experience to students so that their mastery of Indonesian language is improved. Therefore, the roles of teachers need to be upgraded. The presence of a native speaker lecturer is very beneficial to the students because he or she can be a perfect language model. To enhance the role, the native speaker lecturer should avoid using the learners’ native language while teaching them. Besides that, he or she should bear in mind that the primary objective of language learning is to increase the students’ language competence. For that reason, the lecturer should not dominate the learning process by lecturing because the effectiveness of such activity to raise language competence is only 20%. Furthermore, he or she is expected to develop materials that can enhance the students’ language competence for communication. In this case, the teaching method required is student-centered.

3.      Variations of Teaching Materials

         To make the learning materials interesting, they should vary. Thus, the kinds and sources of learning materials should be improved. Indonesian teaching through popular literature, films, modern poems, and advertisements has not received enough attention. In fact, the facilities at Keio University  SFC are very conducive for teaching Indonesian using a variety of learning materials suggested above.

 

IV.         THE SUPPORTING FACTORS

There are some potentials that support the teaching of Indonesian at Keio University SFC. The potentials need to be used maximally so that they can boost the result of teaching. The factors are as follow:

1.      Learning Facilities

Keio University SFC has advance facilities that can support the teaching and learning of a language. The presence of  those sophisticated  objects in the classroom such as LCD can be used as a teaching medium. Moreover, nearly every student has a personal computer with internet access. This enable the lecturer to condition learning any time. A lecturer can give an assignment without having to meet the students.

 2.      Lecturers

Keio University SFC  has enough resources to invite native speaker guest lecturers.  This is a very good point because the students have a lecturer who can act as a language model. A native speaker guest lecturer is expected to speed the students’ language mastery.  For that reason, the lecturer should avoid using the native language of the students.

3.     Students’ Interest

Based on the observation on students who take Indonesian, the students have high motivation to learn this language. Although some students are quiet during the lessons, a lecturer can  provide them with some activities which can make them more active.

4.      Cooperation

         The cooperation between Keio University SFC with some universities and institutions that provide Indonesian language program in indonesia so far has been a good point. This cooperation can speed the development of Indonesian Program at Keio University. 

 

V. THE IMPEDING FACTORS

1.    The common barriers faced by Indonesian language program provider outside Indonesia is also faced by Keio University. The problems arise from the difference between formal and informal Indonesian. In general, students only learn formal Indonesian. However, when they come to stay or live in Indonesia they face a situation where most people use informal Indonesian. Furthermore, the growth of informal Indonesian language, especially the vocabulary and abreviations, is quite fast. Therefore, it requires constant and immediate adjustment on learning materials.

2.     There is one problem faced by Indonesian language program at Keio University, i.e. the number of students at Basic Level. Foreign language learning, in general, requires a small number of students in one class. Ideally, one foreign language class is attended by 15 students at the most. The teaching and learning will not run well if the number of students is more than 15. With the big number of  students (± 60 people), the teaching of Indonesian language competence turns out to be the teaching of  Indonesian language knowledge. Moreover, the lecturer tends to lecture about Indonesian knowledge in Japanese (the students’ native language) or tends to translate sentence by sentence. By using this teaching method, the students will only absorb 10% of what they hear and remember.

 

VI.         THE OPPORTUNITIES FOR DEVELOPMENT

The opportunities for future development are as follow:

1.      To publish interesting learning materials which become a trade mark learning materials at Keio University. This can be a good selling point of Indonesian program at Keio university.

  1. To hold the teaching of  one aspect of Indonesian culture in form of practice (not lecturing), such as Indonesian music or traditional dance. The teaching of  these can be inserted into  ”Introduction to Indonesia” which has already run.
  2. To hold the teaching about Indonesia ( Economy, Politics, culture, etc) in Indonesian language as a continuation of  the Indonesian competence class.
  3. Related to point number 3, to cooperate with leading universities in Indonesia regarding the teaching about Indonesia which can be held in Indonesia, either as the continuation of Indonesian language competence course or the course will be delivered in English.

 

VII.  SOME INPUTS FOR BASIC LEVEL LEARNING MATERIALS

A. There are some crucial questions as the basis for developing learning materials.

1.     What is the syllabus like?

2.     Are the materials designed for teachers or students? In other words, are the materials (the book) for teachers’ book or students’ book?

3.     Is there a guide book that shows how to use the book?

4.     What is the reference for the guide book?

5.     What are the components designed for this book?

6.     Is there an emphasis/ focus on a particular component of the book?

7.     How is the book structured?

8.     How are the exercises and assessments designed in the book?

9.     How is the use of Japanese in the book? What is it for?

10.   How are grammar and cultural notes treated in the book? What are they for and how are they selected?

 

II. Some Inputs for The Content of Basic Level Book

 

1.      The Basic level book does not help students to study by themselves. This fact makes the lecturer translate the new words and explain the sentences whose patterns have not been discussed before. The students will not remember much from this kind of translation. They tend to forget and forget it again in the next meetings.

2.      There should be an additional word list which accompanies a group of words or a particular sentence pattern. The students have to memorize those words. For example, when they are introduced with the word “berasal dari (come from)”, provide them with another verb list such as “tinggal di” (live at).

3.      If a speaking text is to be converted into a listening text, there are some texts which are too long. For basic Level, the text should not be too long. For every speaking text, provide the students with some background information of the situation. For example, A and B are ordering some food at a university canteen for lunch. A is a lecturer, and B is a student.

4.      If a speaking text is to be converted into a listening text, the names of the speakers have to be mentioned. The questions must not ask something that merely rely on memory (or solely depend on eyes to look for letters if it is a reading text). The questions about the names of people or other names should be minimized because they count on retention. The questions do not have to be the content of the text, it may also be a contextual question, such as: where does this conversation take place?

If this kind of question is proposed, the background situation or information must not mention the location. If the students understand the content of the text, they will be able to answer the question about location, for example, at restaurant, because they understand the conversation between a waiter and a customer.

5.      The sequence of teaching focus should be paid attention to so that the learning is interrelated. For example, at the beginning the students are introduced with the words “ini” and “itu”, they also also expected to know how to use those words correctly, but then the explanation of how to use them appear later.

6.      It is suggested that on every lesson there are some target vocabularies that have to be mastered by the students (at the most 15 words on every unit of the lesson). On the next lesson, there should not be new words apart from those words previously introduced, especially the words that become the focus of each unit. For example: Lesson 7 focuses on introducing adjectives. Then on Lesson 8, there should not be adjectives out of the ones introduced in Lesson 7.

7.      Exercises as parts of the lesson should be in form of activities that compel can students to produce more sentences (speaking or writing). A variety of games can be used here, for example, Hobby on Lesson 11. The exercise to determine the kinds of hobby is an individual based task. The students are not required to make sentences about a hobby. Therefore, a lecturer needs to provide an activity that can force the students to practice their speaking skills. The examples of activities which are student-centered can be found in the enclosure.


APPENDIX

 

What is your friend’s hobby?

     

Name

Hobby

Mega

 

Citra

 

Rahmat

 

Ari

 

 

1.    Ask your friends about their hobbies. For example:

                            A : Apa hobimu?

                            B : Aku suka berenang.                                         

             

                            A : Apa hobimu?

                            B : Menyelam.

2.      Tell your friends in the class what you know about your friends’ hobbies, or write about their hobbies. For example:

                      Hobi Mega menyelam.

                      Rahmat suka naik gunung. dst

 

 

 

 

 

 

 

 

 

 

 


REPORT ON ACADEMIC ACTIVITY

SCHOLARSHIP PROGRAM KEIO UNIVERSITY-SFC

DESEMBER 2006

 

Widodo Hs.

State University of Malang, Indonesia

INTRODUCTION

Report on academic activity is part of the requirement of the scholarship program of Keio University. This report describes the total academic activity by Prof. Dr. Widodo Hs. M.Ed. (State University of Malang, Indonesia) during his engagement as guest lecturer/expert on Indonesian studies in Keio University-SFC, Japan. His engagement is part of the inter-institutional cooperation which has been conducted for some time, especially in relation to the Indonesian Studies program. Therefore the focus of the engagement is also related to the effort to develop Indonesian Studies program in Keio University-SFC.

The activity lasted for about one month, since 31 October to 1 December 2006. The location of the activity is not limited within the campus of Keio University-SFC but also held in some other places (both other campuses and in different cities) which are related and relevant to the academic activity. This academic activity report is divided into four sections, that is:

(1)      The objectives of the program

(2)      Description of the activities

(3)      Several important achievement, and

(4)      Future perspective

These four sections are presented consecutively as follows.

 

OBJECTIVES OF THE PROGRAM

Basically, the objective of this activity is to honor the formal invitation from Keio University-SFC, Japan. This invitation is a realization of the effort to improve the cooperation relationship between Keio University-SFC, Japan with State University of Malang, Indonesia. In specific terms, the objective of this program is also to conduct a series of activities which is related with the Indonesian Studies program in Keio University-SFC. The activities are as follows:

(1)    To observe the implementation of the program or teaching-learning process of Indonesian Studies in Keio University-SFC.

(2)    To review and evaluate the curriculum of Indonesian Studies program.

(3)    To review and evaluate the learning materials of Indonesian Studies program.

(4)    To provide notes for improvement and development of the implementation of Indonesian Studies program in Keio University-SFC.

 

DESCRIPTION OF THE ACTIVITIES

In accordance with the objectives and mission of the program, this description of academic activities is divided into 8 topics, that is: (1) observation on the implementation of Indonesian Studies prigram, (2) review and evaluation of the curriculum, (3) review and evaluation of learning materials, (4) collaboration in teaching-learning process, (5) seminar presentations, (6) study visit, (7) special activities and (8) discussion on program development.

These eight topics of activities are integrated academic activities which are assigned to the guest lecturer during his stay in Keio University-SFC. However, the main focus and target of the academic activities is on the first three activities. Therefore these three objectives are discussed in separate note (that is the report on the result of review/evaluation of the curriculum and teaching materials of Indonesian studies program).

The description of these academic activities has been designed in the form of schedules for the guest lecturer’s activity for one month. Its implementation is still open for modification, both in terms of the substance or content of the activity and of the timing of the implementation. Modifications were made to the schedule with the intention to improve the effectiveness and efficiency of the mechanism of the activity and the achievement of targets.

What follows is the description of the eight topics of activity.

 

1. Observation on the Program Implementation

Observation on the implementation of Indonesian Studies program consists of two parts, that is: (1) coordination/orientation and (2) teaching-learning process in the classroom.

 

The coordination/orientation activity includes:

(1)         Briefing or initial coordination in order to obtain explanation/information concerning the schedule of activity for one month.

(2)         Familiarizing the guest lecturer with the local surroundings, and to introduce the guest lecturer to the teaching staff and assistants.

(3)         Overview on the Indonesian Studies in Keio University-SFC, especially in relation to the curriculum, teaching material, and its implementation.

(4)         Initial discussion on the program description and other things related to its implementation.

 

The learning activity in the classroom includes:

(1)      Observing the learning process in the classroom for all levels, covering basic level, Intensive I and Intensive II classes.

(2)      Teaching and provide “model” for the basic, Intensive I and Intensive II classes.

(3)      Collaborating with lecturers in assessing/testing the students.

(4)      Making notes on the result of review and evaluation about learning process in the classroom.

(5)      Discussing the result of observation on implementation of learning process in classrooms and dealing with such topics as method, material, media and evaluation.

 

2. Review and Evaluation on the Curriculum

The review and evaluation of the curriculum of the Indonesian Studies program is implemented as the following four activities:

(1)       Reading and understanding the existence and characteristics of the curriculum in the context of the development of Indonesian Studies program.

(2)       Identifying the salient aspects in the curriculum (among others: the basic framework/orientation, objectives, components and their descriptions).

(3)       Studying/reviewing the various aspects of the curriculum in the context of the development of Indonesian Studies program.

(4)       Making notes to report on the result of review and evaluation for the purpose of improving the curriculum, especially its basic framework/orientation, structure, components and their descriptions

 

3. Review and Evaluation on the Learning Materials

The review and evaluation on the learning materials covers the following six points:

(1)       Reading and understanding the learning materials of Indonesian Studies Program (its characteristics, condition and feasibility).

(2)       Identifying the learning materials comprehensively to cover all aspects in it (form, content, and arrangement/structure).

(3)       Detailed examination on each part of the learning material based on the criteria of learning material which has been determined beforehand.

(4)       Making notes on the improvement of learning materials, both comprehensively and in detail for each aspects.

(5)       Discussing the result of review and evaluation of learning materials with material designers and lecturers/teaching staff.

(6)       Formulating a report for the review and evaluation on learning materials as a written documentation for the purpose of writing textbook of BIPA (Indonesian Language for Foreign Learners).

 

 

4. Collaboration in Teaching-Learning Process

Collaboration in teaching-learning process is an activity in which the guest lecturer present teaching materials to the class in cooperation with the teaching staff in charge of the courses in Indonesian Studies Program. This activity is aimed at creating variation in teaching-learning process, to present special course material from the guest lecturer and present model for the teaching activity and also to teach the students in team teaching. The collaboration for the lectures are conducted through the following activities:

(1)      Participating in a course on “Introduction to Indonesia” for which Prof. Toru Nomura is in charge.

(2)      Giving general lectures in the capacity as guest lecturer with the topic “The Ritual Culture in Indonesian Society” to the students on Keio-University-SFC.

(3)      Participating as speaker in the course of Seminar on Research which is managed by Prof. Toru Nomura.

(4)      Providing model for learning in the courses for Speaking, Vocabulary and Grammar of Indonesian Language for students in the Basic, Intensive I and Intensive II levels.

(5)      Taking part in team teaching with the lecturer in charge of the courses of Indonesian Studies Program in peroviding assessment/test on Indonesian language.

(6)      Participating as speaker in the courses of Indonesian Studies, especially for the objective of improving the teaching-learning process in the classroom.

(7)      Providing consultation proposal and thesis writing for graduate students in Indonesian Studies program.

 

5. Seminar Presentations

Basically, seminar presentation is an activity of presenting papers in a forum of seminar. In this seminar the guest lecturer is expected not only to participate as listener but also to present his paper. In relation to this seminar, the program has schedule two seminars. The two seminars were:

(1)    National seminar on Indonesian Studies which was held by professional organizations which is related to Asian Studies, South East Asian Studies and Indonesian Studies. The participants are experts, researchers, lecturers and other related parties. This seminar was held in the town of Otsu (Kyoto) on 10-11 November 2006. The guest lecturer present a paper on the topic of Contextual Interactive Model for Indonesian Language and Culture Learning for Foreign Learners (BIPA).

(2)    National seminar on Indonesian Studies which is held by the Indonesian Studies Program in Keio University-SFC. The participants were experts, researchers, lecturers and students related to the field. This seminar was held in Ropongi (Tokyo) on 19 November 2006. In this seminar, the guest lecturer read a paper on the topic of “Supplementary Material in the Development of Indonesian Language and Culture Learning for Foreign Learners.”

 

6. Study Visit

In this activity, the guest lecturer made several formal visit to several university which offer Indonesian Studies program for the purpose of comparative study. This study visit is based on the common agreement between the guest lecturer with the management of Indonesian Studies Program during the seminar in Otsu on 11-12 November 2006. The purpose of this study visit is to collect comparative information on the implementation of Indonesian Studies in several universities.

This study visit has enabled the guest lecturer to collect further information and perspective which is useful for the purpose of improving Indonesian Studies programs, both the one in Keio University-SFC and in the universities visited. The universities that were visited in this activity is TUFS, Kanda University, and Wako University.

(1)    Study Visit to Tokyo University of Foreign Studies (TUFS)

The visit to this university was made twice, that is on the 14 and 22 November 2006. During the first visit, the guest lecturer made observation on the program and also participated in the teaching-learning process in the classroom. The classroom activity is followed by discussion on the strategy of teachng with other lecturers and program management.

        The second visit is focused on the guest lecturers’ participation in the study result performance by students of TUFS (TUFS festival). There were also discussion on the prospects of program development with the lecturers and preogram management after the students’ performance.

(2)    Study Visit to Kanda University

The study visit to Kanda University was made on 15 November 2006. During this visit, several activity were conducted, including overview of the university’s Indonesian Studies Program by the head of the study program. This activity is then followed by observation on teaching-learning process in the classroom. During this observation, the guest lecturer participated in the teaching-learning process. Then the activity is continued by having a discussion on the problems faced in the development of the Indonesian Studies program with the lecturers and program management.

(3)    Study Visit to Wako University.

The study visit to Wako University was held on 25 November 2006. The activity of this visit was focused only on observation and discussion with the management of the program. The topic of the discussion is problems in the implementation of Indonesian Studies program. The teaching-learning process in class was not observed because the hour of the visit did not coincide with the course schedule. Therefore, the activity during this visit was diverted to orientation or overview presentation and discussion on the relevant aspects of program development.

 

7. Special Activities

Other than the primary academic activities which had been scheduled, there were also several extraordinary or special activities from Keio University, in which the guest lecturer participated. These events were not directly related to the main activity or topics of the assignment but still they have much relevance to the fulfillment of the guest lecturer’s assignment. The role and relevance of these special activities is especially apparent from the substance and opportunity to be involved in the events. These special events were expected to bring deeper understanding and wider experience and also relevant information which can be used for improving and developing cooperation between institutions in the future.

The special events are: (1) Open Research Forum (ORF) and Mita Campus Festival and (2) the grant of doctor honoris causa title to the President of Indonesian Republic, Susilo Bambang Yudhoyono.

These special events are described in more detail as follows:

1)    Open Research Forum (ORF)

Open Research Forum is a special event which is design to exhibit the achievements of the wide public. This activity is part of the routine agenda and took place in the center of Tokyo. The ORF activity also serves as promotion media for various study program in Keio University, including the Indonesian Studies. Therefore the participation of the guest lecturer (on 24 November 2006) in ORF is also related with the existence and promotional effort for Indonesian Studies program.

The agenda of the guest lecturer’s activity after the ORF event is participation in an event in the campus of Mita-Keio University. At the same time, the Mita campus also held a Festival-Mita Campus. This festival presented a variety of students’ activity and shows which is part of the exhibition of the achievements of the Mita campus of Keio University, Tokyo.

 

2)     The Grant of Doctor Honoris Causa

One of the events that has special significance during the guest lecturer’s visit in Japan is the opportunity to be present at the ceremony for granting the title of doctor honoris causa on 27 November 2006. The title of doctor honoris causa in the field of media and government is granted  by the Keio University to the President of Indonesian Republic, Susilo Bambang Yudhoyono. What made this event special is not only because the recipient of the title is the President of Indonesian Republic but also because the title grant as the acknowledgement by the institution for the achievement of the recipient is based on feasibility study with objective criteria.

For Keio University the granting of the doctor honoris causa title is not the first because it had been granted several times before to several figures who have made great contribution to the science for the benefit of society. Therefore the title grant has important strategic ramification, both from the perspective of science development and politics.

 

3)    Meeting with the Rectors

After attending the ceremony for the title grant to the President of Indonesian Republic, the activity continued by a special meeting between the President of the Keio University and his staff with the rectors from several Indonesian university, that is Universitas Indonesia, Institut Pertanian Bogor, Institut Teknologi Bandung, Universitas Gajahmada, Universitas Andalas, Universitas Hasanudin, and Institut Teknologi Surabaya. This meeting is aimed at providing opportunity for the rectors to know more about Keio University and other aspects which are relevant to the mission of their visit.

       In this meeting, several information was communication about the Keio University and perspectives of its program. The activity was followed by the addresses from the rectors about the mission of their visit which was part of the retinue of the President of Indonesian Republic. Discussion during the meeting with the rectors broughy up several issues such as the possibility for cooperation in the future between the universities in relevant scientific disciplines which hold great potential.

 

4)    Visits to Special Venues

Other than the special events above, the guest lecturer also participated in other special activities by visiting several important places in Japan. These visits were expected to improve the knowledge and experience of the guest lecturer during his engagement in Japan. The places visited include among others historical monuments, worship places, cultural heritage sites, buildings, holiday resorts, and natural resorts. These places are located in Tokyo, Kyoto, Yokohama and several other cities.

The visits to these special places were very useful for obtaining much important information that can enrich the perspective on Japan. Besides, this information and experience also have certain value in fortifying the right attitude for fulfilling the assigned duties.

 

8. Discussion on Program Development 

Discussion on program development is aimed at dealing with various problems in relation to the implementation and development of Indonesian Studies program in Keio University-SFC. The topics of the discussion were focused on several essential aspects with strategic relevance, such as the status and existence of the program, direction and objectives of the program, components of the program (curriculum, strategy/methods, materials, media and evaluation), teaching staff/lecturers, and students of the program. The discussion also took note of parts of the results of the program review and evaluation which had been formulated by the guest lecturer.

The idea for having this discussion was initiated by the guest lecturer himself, who felt the need to obtain some important information which is relevant to his assignment. The urgency of having the discussion is also due to the limited availability of time (only one month) to fulfill the targets of the assignment. The discussions were held in flexible manner by using specially assigned time and/or taking any time available between the primary duties. In this way, the fulfilment of the duties can be made more efficient and effective.

Discussions were held by the guest lecturer with persons competent in the relevant fields of expertise that is related to the duties on hand. These persons include lecturers, program managers, assistants and students. The information that was obtained in this way was wide-ranging and significant and was also useful for the improvement and development of the program.

The advantages that were obtained from these disucssion can be divided into two kinds, that is: (1) those directly related to the implementation of the program and (2) those related to the task of reviewing/evaluating the program (curriculum and teaching materials). The first advantage is that the result of the discussion can be utilized directly to suggest recommendations/feedback for the implementation of teaching-learning process such as modification to the materials, alternative learning strategies, use of media and application of assessment/test on learning results. While the second advantage of the discussion for reviewing/evaluating the program is that the result of the discussion can be used for completing the notes on review/evaluation of the curriculum and teaching material. The information can even lead to the agreement about which textbook that will be used for the model of primary material for Indonesian Studies program in Keio University-SFC.

 

SEVERAL IMPORTANT ACHIEVEMENT

The academic activities conducted by the guest lecturer during his assignment in Japan has produced many important results. In accordance with the objectives and mission of the program, some important results have been achieved in line with the target of the activities. The results of the academic activities can be divided into two kinds, that is: (1) the results directly related to the primary duties, that is review/evaluation on Indonesian Studies program, and (2) results related indirectly to the primary duties.

Several important results which are directly related to the main duties are as follows:

(1)   Factual and actual information about the objective condition of the Indonesian Studies program in Keio University-SFC, concerning the status of the program, its orientation and its direction.

(2)   Information on the objective condition of the management system and procedure of Indonesian Studies program including the program components and its implementation.

(3)   Factual information on the implementation of teaching-learning process in Indonesian Studies program, especially information on the selection of material, learning strategy and use of learning media.

(4)   Information on the evaluation of the teaching-learning process in Indonesian Studies program both for the basic and intensive level. This information includes the form, kinds, evaluation tools and evaluation process.

(5)   Data and information on the curriculum used in Indonesian Studies program. The data and information about the curriculum can be used for the purpose of review and evaluation.

(6)   Data and information on the learning material used in Indonesian Studies program. This data and information can be used as the basis for reviewing and evaluating the learning materials.

(7)   Description of the draft for textbook on language and culture for foreign learners (BIPA). It is expected that this draft will be finalized into primary learning material that will be used for Indonesian Studies program.

(8)   Notes on the problems and obstacles in the implementation of Indonesian Studies program. These notes will also serve as the basis for making recommendation and finding solutions for future improvement of the program.

Several important results which have been gained and are not related directly to the primary duties of the guest lecturer are as follows:

(1)    Improved collegial relation between the guest lecturer and the management of Indonesian Studies Program in Keio University-SFC. This relation is especially relevant to the effort of developing programs in the institution.

(2)    Information on the Indonesian Studies programs in other higher educational institutions in Japan. Most of this information were obtained from the seminars in Otsu and Roppongi.

(3)    Creation of relationship based on discipline and profession in Indonesian Studies between the guest lecturer and the experts, researchers, teaching staff and management of the program in Japan.

(4)    Knowledge about the objective condition of the students in Keio University and several other universities in Japan. The condition referred to here is the learning ethics, learning atmosphere, learning strategy, interest/motivation to learn and other aspects related to students’ life.

(5)    Opportunity to give open lecture to the students of Keio University-SFC. This open lecture, which was part of the schedule, took the topic of “Introduction to Indonesia”.

(6)    The chance to collaborate in teaching-learning process with the lecturers in Keio University and lecturers from several other universities. The courses involved in this collaboration are all related to the field of Indonesian Studies.

(7)    Gaining knowledge of the condition of campus life in Keio University and other universities in Japan. The knowledge and experience were gained from comparative study visits to several universities in Japan.

(8)    Obtaining valuable knowledge and experience from visits to several important locations and events of special relevance, such as ORF, ceremony for the title grant to the President of Indonesian Republic, Festival Mita-Campus and TUFS festival, and also visits to the museums, conservation parks, historical buildings and natural resorts.

 

FUTURE PERSPECTIVE

Basically, the description in this section is taken from the notes on follow-up action which was made with the objective to improve and develop Indonesian Studies Program in Keio University. The notes on future perspective are based on the mission of the scholarship program and on the results of the activities conducted by guest lecturer during his engagement in the institution.

As mentioned above, notes on the review and evaluation of curriculum and learning material are set in separate report. As such, the information in this section is not directly related to the report on the review and evaluation though they all have substantial relevance. The notes on the follow-up actions are as follows:

(1)    A review should be made on the role, urgency and perspective on the Indonesian Studies Program, which now consists of Basic I, Intensive I and Intensive II levels. The same applies to the development of in-country program in Universitas Indonesia and ISP-MCE Malang, Indonesia.

(2)    Concerning the implementation of teaching-learning process of Indonesian Studies, there are several things which require special attention, that is: (1) the use of Japanese language as means of communication in the teaching-learning process, (2) variation on teaching techniques, (3) the use of learning resource and media, and (4) attention to the focus in learning, learning motivation and learning development.

(3)    About the presentation of learning material, consideration should be made in a methodical and didactical manner, especially in relation to the substance of the material, its appropriateness with the needs of the learners, gradation and structure of the material. This note also applies to the material presentation in the basic and intensive level.

(4)    About the measurement and evaluation of the teaching-learning process, it should be noted that the substance of the material under evaluation should be based on authentic assessment. Besides, attention should be paid to the form/kinds of the evaluation instrument and the process of its application.

(5)    In order to improve the teaching competence of the lecturers, one needs among other things: intensity in the coordination and collaboration of lecturers’ team teaching, refreshing the understanding of teaching material, teaching methods/techniques, use of media/learning resource and evaluation on the learning process/result. Besides, attention should also be paid to the volume and proportion of lecturers’ teaching load so as to open up opportunities for internal development.

(6)    The professional forum for Indonesian Studies which has been established in Japan needs to be further improved so as to achieve its optimal function. This can be done by efforts to close the gap and by using the forum to obtain feedback and improve lecturers’ competence.

(7)    In order to increase the number of students taking courses offered by Indonesian Studies programs, what is required is not only internal improvement but also intensive socialization and promotion through various modes and media. This effort cannot be separated from the role of foreign institutions which has made cooperation and other kinds of relationship with Keio University.

(8)    Other than the notes on the implementation of the program, several things which are related to the cooperation between Keio University and universities in Indonesia should be further intensified. The relationship and cooperation can be conducted using various means and media, such as (1) overseas assignment for lecturers, (2) student exchange, (3) sharing experience in managing Indonesian Studies programs, (4) collaboration in the development of teaching material and (5) enhancement of the instruments for learning evaluation.

 

CONCLUDING REMARKS

In accordance with the objectives stated above, this academic activity report is part of the professional responsibility as guest lecturer/expert in the field of Indonesian Studies who was assigned in Keio University, Japan. The role and duties of the guest lecturer is related to the effort to improve and develop the Indonesian Studies Program in the said institution. Besides, the role and duties are also related to the need to strengthen the cooperation between the institutions.

The formulation this academic report would certainly require materials from the factual and actual information about the condition of the program. Report writing is based on the achievements gained from a variety of activities which have been designed carefully in the form of a schedule for one month. Therefore, it is expected that this report can fulfill the achievement targets which are expected by relevant stakeholders, especially the Keio University.

As a report which is based on a tight schedule of activities that span within a relatively short period of time, it is inevitable that this report will have many shortcomings. Without any disregard to the valuable contribution from various parties for the implementation of the activities and especially for the writing of this report, the writer hopes that these shortcomings can be understood as a need for further improvement in the future. At last, the writer expresses the wish that this academic report can provide useful and valuable contribution.

 

 

 

APPENDIX

 

ACTIVITIES DURING THE VISIT

 

Delivering guest lecturers at SFC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Seminar at Otsu KKR Hotel, Otsu, Shiga-ken

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Seminar at International House of Japan, Roppongi, Tokyo

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attending the ORF at Marunouchi, Tokyo