COMMUNICATIVE APPROACH TEACHING IN INDONESIAN IN HIGHER EDUCATION

ABSTRACT

 Indonesian language teaching can be made more fun by using a more interesting approach. Interesting approach would entice students to study Indonesian language. That approach is communicative approach. Communicative approach adopted by the four methods, namely simulation methods / The Simulation Method, examine methods of understanding / The Inquiry Method, methods of Students Teams Achievement Division (STAD), and methods of Team Games Tournament (TGT) contains many useful benefits to foster learning active in student self.
In addition, the communicative approach, it is also able to explore the potential of students and faculty to both developing and sharing knowledge, skills, and experience. Keywords: Teaching, Indonesian, Approach, and Communicative.

I. INTRODUCTION

 There are two conflicting opinions in the Indonesian language teaching. On the one hand, a lot of complaints that were raised by the public against Indonesian control of the students. The complaint was mainly because the students considered disadvantaged Indonesian language both orally and in writing. On the other hand, in most of the student / students said learning Indonesian is very boring because they can feel and delivery of content that is less attractive thus indirectly pupil / student to be weak in the capture of material (Harris, 2008). As writers Indonesian in college also find cases like this.This is the author felt when I teach Indonesian in various faculties, such as Faculty of Science (Department of Pharmacy and Department of Chemistry), Faculty of Economics (Accounting Department and Marketing Department), and Faculty of Letters (Department of English Literature) at the University of this. The author teaches Indonesian at different faculties was almost seventeen years. In the early days of teaching, the author found it difficult to cultivate and develop the interest of students towards learning the Indonesian language. The students are not so eager to learn Indonesian. They generally learn Indonesian language solely to fulfill course credits for the Indonesian language as a compulsory subject and university search for a satisfactory value. Departure of the problem, the authors attempt to make changes in the teaching of Indonesian language. one is done by applying a communicative approach in the teaching of Indonesian language. Authors apply the communicative approach as well as the policy of the Indonesian language as personality development courses in college. Indonesian as personality development courses in college in an effort to realize the Indonesian language as stated in the scientific profession and the Minister of Education National Curriculum Guidelines No.232/U/2000 on Higher Education and the Higher Education core curriculum, the Indonesian language in the group Personality Development Courses (see Widjono, 2005:5). In addition, the decree states that the minister 045/U/2000 college curriculum was developed based on the orientation of competence, ie a set of intelligent action and full responsibility one has as a requirement to be able to the public in carrying out certain tasks (see Widjono, 2005:5). Competencies expected in Indonesian college proficiency Indonesia is a supporter of one's professional skills in performing profession or expertise. Therefore, students should understand the concept correctly, skillfully rattled and apply the common traits of good and correct language, specific characteristics related to the standard spelling, diction is good and true, effective sentences, paragraphs slick, and skilled mention errors to fix. To achieve proficiency Indonesia, it is necessary to apply the right approach. The right approach can make students learn actively, ie the communicative approach.

 II. COMMUNICATIVE APPROACHTEACHING IN INDONESIAN

 Process-oriented approach to communicative language teaching and learning based on the duties and functions of communicating. The basic principles of the communicative approach are: a) The material shall consist of language as a communication tool, b) design of materials should emphasize the teaching-learning process and not the subject, and c) the material should give encouragement to students to communicate appropriately (Siahaan in Pateda, 1991:86). In the communicative approach, the reference is the need for educated and language functions. Communicative approach to try to make the educated have proficiency. By itself, the fundamental reference each unit of study is not the function of language and grammar. In other words, the grammar is presented, not as an end, but a means to carry out the purpose of the communication. Teaching and learning strategies in a communicative approach based on student learning / active students, which is now known as the Student Centered Learning (SCL). How active learning is the development of the theory of Dewey Learning by Doing (1854-1952) (see Pannen, dkk.2001: 42). Dewey strongly disagree with rote learning 'learning by rote'. Dewey apply the principles of learning by doing, the students need to engage in spontaneous learning / students are actively involved in the teaching-learning process. In the communicative approach, there are several methods that can be applied, namely simulation methods / The Simulation Method, and the method of reviewing experience / The Inquiry Method (Pateda, 1991:87). Similar formulation expressed by Slavin (in Pannen, et al. 2001:69) active learning methods consist of: methods Students Teams Achievement Division (STAD), the method Team Games Tournament (TGT), and methods Jingsaw II. Of Slavin's opinion, the author only implement methods STAD and TGT method. This is because the method is more complicated jingsaw II. In addition to students, divided into several groups, teachers should choose the level of student ability more. Students who exceed the level of their ability level of their friends will also be grouped into groups of experts. 2.1 Method of Simulation / The Simulation Method Simulation method is applied to the following rules: a. Students are divided into small groups. Each group of five people at most. b. Lecturers provide conversation topics which will be discussed by each group. c. Lecturer group around watching and doing occasional speeding ticket language. d. Common mistakes discussed in general. e members of the group dared to express opinions. f. Lecturer notes error always appears. This error can be raised in the evaluation. g. To fix the error, preferably, the educated fix it . 2.2 Method of STAD / Students Teams Achievement Division STAD method is applied to the following rules: a. Presentation lecturer b. Discussion group of students c. Test / quiz / cross asked intergroup d. Strengthening of lecturers Presentation lecturer on the subject-the subject matter, concepts, rules, and principles of science midwife. Presentation of lecturers in the form of lectures and question and answer. Group discussion is based on the problems presented by the lecturers. After that, tests / quizzes conducted to determine student learning outcomes. Finally, strengthening the faculty made to assure students Doubt-doubt and disagreement between groups in the discussion. 2.3 Method of TGT / Team Games Tournament TGT method is applied to the following rules: a. Identify the problem b. Discussion of problems in the c. Presentation of the results of the discussion groups / tournaments d. Reinforcement by lecturer In identifying the problem, the students were assigned to read a draft in the house. Later, the concept was solved in groups. After that, solving the problem is presented in the form of presentations / tournament. Lecturer and some students became judges. 2.4 Methods Experience / The Inquiry Method The method is applied to examine the experience of the following rules: a. Students are invited to the front of the class. b. He was asked his opinion on a topic that has been provided. c. Lecturer embolden the \students so he can express opinions. d. Lecturers can correct mistakes done by the use of language students. e. The students record the fault and repair are discussed together. f. Mistakes are always made get evaluation materials. The authors recognize that the four methods in a communicative approach offered above is sometimes not suitable for a particular subject. Indeed, on the one hand, the communicative approach has several drawbacks. Weaknesses that may of the students, the preparation of materials, and of the lecturers / tutors themselves. However, on the other hand, all four methods in the communicative approach has been applied and practitioner authors in Indonesian language study various faculties at the University of this. Based on the experience and practice of the author, it turns out, all four methods were effectively used and students are interested in and actively practicing the Indonesian language in class.

 III. CLOSING 

Based on the above, it can be said that the implementation of the communicative approach with different methods of teaching is a breath of fresh air in the Indonesian language. Since the implementation of the communicative approach, the authors can propose and say, in fact, more students interested and excited to learn the Indonesian language. Hopefully, this article into a new discourse for teaching Indonesian language, which for some students is a lesson that is not fun and boring. Hopefully. Resource Library Haris Ishaq, Abdul. , 2008. "Problems of Teaching Indonesian". Pannen, Paulina et al. , 2001. Teaching in Higher Education: Konstrukktivisme in Learning. Jakarta: Directorate General of Higher Education Ministry of National Education. Pateda, Mansoer. 1991. Applied Linguistics. Ende, Flores: Nusa Indah. Widjono Hs. , 2005. Indonesian: Personality Development Courses in Higher Education. Jakarta: Grasindo.