Aninditya Sri Nugraheni

An Active Learning-Based Indonesian Language Textbook to Improve Students Ability in Writing

Aninditya Sri Nugraheni Lecturer of Elementary School Teacher Education Department , UIN Sunan Kalijaga Abstract Academic writing is an inseparable part of language proficiency. Indonesian language proficiency of students is reflected through good thinking, organization, grammar, and all the rules in Indonesian in the academic context. The opportunity to practice writing needs to take a proportion of 70% compared to that of the oral presentation. However, it cannot be denied that in the reality in the field, the culture of writing is still very low. In fact, among the teachers, lecturers, and students, the culture is still far from expectations. In fact, they themselves are actually most in need of it. In addition, the key to the development of science is the research and writing. Moreover, the nation needs leading writers to promote the progress of science can be more dynamic. This research aims to provide solutions to these problems, using an active learning-based Indonesian Language textbook based on the results of the need analysis among lecturers, students, and other stakeholders. This active learningbased Indonesian Language textbook aims to facilitate students in academic writing. Keywords: textbook, academic writing, Indonesian Courses, Active Learning, lecturer, students
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A. Introduction Academic writing is an ability that is inevitable in the age of globalization and modernity. The purpose of this activity is to solve and analyze issues based on the framework of academic writing methods. Writing academic papers is essentially a part of the academic activities in a comprehensive manner. The implication of this activity is the emergence of the science and new technologies which are always sought after and pursued through research activities, exploration of thought, as well as an appreciation of the various parties. It is important to remember the basic value is not only valid for scientists alone but also everyone who has concern for finding academic truth. The importance of academic writing skills among academics is also agreed by Supriadi. According to Supriadi1, the rapid development of information flow demands academic community in higher institutions to have the writing skills to support the learning as well as to enrich the national culture. During this time among the intellectuals, ideas are more often delivered orally through seminars, interactive discussions, debates, and the like, but often they don't come in written materials. Thus, it can be concluded that the existence and capabilities of intellectuals are not only measured through their academic oral presentation alone but also seen through their productivity level in creating monumental academic works published, either in the form of term papers, essays, articles in academic journals or news media, book reviews, and books. It includes the ability to conduct academic research continued with the preparation of reports on the academic research to the stage of dissemination of the result. Furthermore, based on the results of Muqowim, Sabarudin, and Aninditya Sri Nugrahenis research2 funded by the Research Institute of UIN Sunan Kalijaga on intellectuals in College, students often experience a deadlock in thinking (writer's block), and they also lack the mastery of the rules of how to use Indonesian well and correctly.
1 2

Supriadi, 2007: 109 Muqowim, Sabarudin, and Aninditya Sri Nugraheni, 2011: 17

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Therefore, students writing more often focuses on the aspects of content (matter), but little attention is given to the aspects of the rules of writing good and correct academic papers, e.g. organization and format of academic papers, literature, relevance of the data with the information referred, citation technique, analysis, synthesis, and conclusions. Students are less proficient in writing academic papers due to the absence of the mastery of the academic language. Basically they have been able to present their opinion or ideas for their argumentation in a spoken language, yet they still do not master the language diversity. As a result, in writing academic papers there are still many students who experienced constraints; for example, they wrote their ideas in the way they are supposed to convey messages orally. Students are accustomed to using connecting words like dan, atau, tetapi, setelah itu, lalu, at the beginning of a sentence. In fact the students have been able to create a discourse, but it usually still has a lot of errors in the sentences. In addition, the use of punctuation marks, capital letters, standard diction, spelling or grammar also is still not right. Muqowim, Sabarudin, and Nugrahenis research above is supported by the statement of Rohmadi and Nugraheni3 who argue that most students now have difficulty in writing academic papers and tasks on campus. In fact, writing is a means of students selfdevelopment in the world of science. The process of self-development through the process of writing will make the students capable of developing the mind, intellect, and existence in the field of science that is being examined in depth in accordance with their own field. Therefore, the students of higher institutions in Indonesia need to be encouraged and fostered by all parties to do serious efforts to continue to develop their writing skills. One of the ways that can be reached is by developing the activities of writing academic papers and other academik tasks.
3

Rohmadi and Nugraheni, 2011: 96

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Apart from the importance of the mastery of the writing competence by every student, it can not be denied that the culture of writing in this country is still very low. In fact, among the teachers, lecturer, and students, the culture was still far from expectations. In fact, they are the most in need of it. In addition, the key to the development of science and research is the existence of academic papers. Therefore, educating the nation's leading writers is required so that the development of science can be more dynamic4. The lecturers writing productivity still needs to be encouraged. On the other hand, textbooks have an important role in the development of education. A textbook is not simply a set of material instructions but also a source of ideas and activities in teaching and learning. This view is supported by Cunningswoorth5, who says that delivering learning materials needs ideas or an initial framework used by each lecturer to match the needs of the students. The success of Indonesian teaching and learning cannot be separated from the existence of supporting textbooks. As one of the learning resource, the textbooks are expected to answer the needs of students in learning, to provide convenience for students in gaining information, knowledge, experience, and skills. Textbooka are also expected to be a means of opening the students horizons of the teaching and learning process they will take. To that end, it is desirable, as a learning resource for students, the textbooks can provide illustrations and examples related to the materials covered in a given field of study. Textbooks also play a role in the development of the courses. A good textbook gives further understanding of the materials presented by lectures6. The selection of textbooks for the purpose of a study is very important. A good and well chosen textbook will be useful in learning, and it is very good if the lecturer gives certain marks to the

4 5

Suyadi, 2011: iv Cunningswoorth, 1995: 15 6 Kasmadi Hartono, 2003: 2

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materials that will be used in the evaluation process at the end of the learning process. Thus, an integrated and interconnected textbook is required. This means that the book is not fragmented and it represents the needs of the students of the development of their academic writing skills, so it needs an integrated approach. In order to attract students to learn Indonesian language, an innovative textbook is needed, which should also pay attention to its alignment by integrating the up-to-date learning strategies. During this time there are some approaches that are commonly used in the world of education, like Beyond Centers and Circle Time, Quantum Learning, Cooperative Learning, Independent Learning, Contextual Teaching and Learning, Integrated Approach, Actractive Approach and Learning Styles. Basically all of these approaches have the same goal which is to maximize students participation In this paper, the researcher uses Active Learning approach for addressing a problem that has been presented above. Active Learning is the type of learning that is able to represent the entire general learning approach. All of these learning approaches comes to a single goal, namely to make students more active in the process of teaching and learning, such as Quantum Learning. Quantum Learning is the creation of a conventional learning into an innovative learning by applying various forms of interaction as well as the creation of a breezy atmosphere to evoke students interest in studying7. When the students learning interest has risen, it is certain that students can participate actively in learning. So does the Cooperative Learning approach. Logically, Cooperative Learning is an instructional approach that emphasizes a cooperation system among students during the learning process. In the Active Learning method, every new subject matter should be attributed to a variety of previous knowledge and experience. New learning materials are provided to cooperate actively with the existing knowledge. In order that students can learn actively,
7

Andayani, 2008: 424.

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the teachers need to create appropriate strategies so that students have high motivation to learn8. From the explanation above some differences can be seen to exist between Active Learning and conventional learning approach. Conventional Learning is centered on the professors, puts emphasis on receiving knowledge, is less fun, empowers less senses and potential of the students, uses monotonous methods, uses less media, and does not adjust with the students schemata. In contrast to conventional learning, Active Learning is more centered on students, put emphasis on finding, is very fun, empowers all students potential, uses many methods, uses many kinds of media, and is adapted to the students schemata. The comparison above can serve as a consideration and reason for applying Active Learning approaches within the Indonesian language learning in all Islamic Higher Institutions (PTAIN) in Indonesia. The purpose of this research is to produce a learning material in the form of a textbook of Indonesian Courses based on Active Learning by observing the difference in the students ability, supporting the individual or independent learning, well facilitating the students learning, as well as meeting the qualifications as a good learning material and the principles of learning development. This research is a development of research that aims to produce a product: (1) a syllabus; (2) an active learning-based Indonesian Language textbook; and (3) an evaluation. The development of such product begins with a need analysis activity. This activity was carried out to obtain information concerning the Indonesian Language program learning process, by conducting interviews with the managers of educational programs in PTAIN in Central Java Province and Yogyakarta Special Province. Based on the above description, it can be summarized that the reasons for the implementation of this research are (1) the Indonesian Language Course is important as a compulsory subject in PTAIN as a means to develop proficiency (particularly of the academic writing), as
8

Mulyasa, 2004: 241

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well as part of the special purpose of Indonesian Language Courses is to develop the nation personality or character building; (2) there is a need for a special action (treatment) to provide solutions for students in understanding and directly practicing academic writing in College; (3) it is necessary to facilitate Indonesian Language Course lecturers in PTAIN in delivering the courses. On the basis of the discussion, the research was oriented on the development of an active learning-based textbook of Indonesian Language to enhance the students ability in writing academic papers. Based on the background of the problem which has been described comprehensively and integratively, the problems of the paper can be formulated as follows: (1) how is the need of students and teachers with regard to the need to improve the quality of Indonesian Language learning in PTAIN (associated with the materials to be developed)?; (2) how can the result of the development of a draft/prototype model become a model of an active learning-based textbook of Indonesian Language learning?; (3) how is the effectiveness of the use of the active learning-based textbook of the Indonesian Language; and (4) how is the process of dissemination of the active learning-based textbook of Indonesia Language Courses? Overall this research aims to find a textbook that is appropriate to be applied in the Indonesian Language Courses in PTAIN in Central Java province and Yogyakarta Special Province, according to the lecturers, students, authors of the textbook, and stakeholders. B. Literature Review As a comparison to strengthen this research direction, here are presented the results of research considered relevant to the issue. Masashi Sugiyama9 writes Active Learning in Approximately Linear Regression Based on Conditionals Expectation of Generalization Error in the Journal of Machine Learning Research. In this research, she uses a method of active learning called ALICE (Active Learning using the
9

Masashi Sugiyama, 2006: 2

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Importance-weighted least-squares learning Conditionals based on Expectation of the generalization error). The distinctiveness of this method is the researcher can predict the likelihood of errors in general so it will need to be given some advice, while the existing methods still have a lot of mistakes in general, the instructional design is adapted to the actual errors. Theoretically, the criteria proposed in active learning is a means for estimating the learning problems more accurately in accordance with the circumstances that exist. Sue Odom, Betty Glenn, Susan Sanner, and Kathleen A.S. Cannella10 write Group Peer Review as an Active Learning Strategy in a Research Course in the International Journal of Teaching and Learning in Higher Education. An active learning strategy with PeerReview is used to increase the understanding and involvement of students in the critical process. The active learning strategy involves small groups of students who work together as a team to evaluate the work of the other group of students with the use of criticism sections. This illustrates the development and incorporation of an activity of Peer-review into a research at the college level. Its relevance with this research is that Active Learning has various strategies to select and adapt to the materials, facilities, and condition of the diversity of learners. The deepening of the Active Learning material is written by Liam Kane 11 in the International Journal of Lifelong Education with the title Educators, Learners and Active Learning Methodologies. The main objective of this study is to conduct a critical analysis of the concept and practice of Active (including partisipatory) learning as well as the usefulness of Active Learning Methodologies to educators. Through the study of literature and relevant research, highlighting problems in the theory and analyzing examples of active learning in practice, this study highlights a number of discussion about active learning. The study concludes that for the time being the use of active
10 11

Kathleen A.S. Cannella, 2009: 1 Liam Kane, 2004: 3

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learning in general is a good thing. The success of active learning methodologies does not depend on only the methodology but there is a constant relationship between the methodology and learners, which is mediated by educators. The practical implications for educators is that they need not be too obsessed about the methodology, although it is important to experiment with new methods but the most important is the implementation of learning in the field among educators, learners and discussions that have been taking place. Isabelle Cherney, D.12also writes associated with Active Learning in the Journal Active Learning in Higher Education under the title The Effects of Active Learning on Students Memories For Course Content. The objective of this research is to study how students memory and level of understanding regarding their experience of the active learning process. At all levels of classes, it is most often that the most frequent concepts introduced are active learning exercises, followed by a video and lecture materials. Depending on the level and content of the program, various types of classroom presentations generated increase the understanding of the material. C. Theories Writing is defined by Pennebaker 13 as a human creativity which is done naturally. One of the values that can be given of the writing activity is to help a person integrate and organize this complex life. In addition, writing can also be interpreted as an activity to express ideas in a written form14. The ideas are the result of thinking about anything made as the subject for thinking the next ideas15. Further, McCrimmon in St. Y. Slamet 16 defines writing as an activity to explore the thoughts and feelings of a subject, choose the things that will be written, decide how to write so that readers can
12 13

Isabelle Cherney, D., 2008: 2 Pennebaker, 2002:252 14 Wiyanto, 2004:2 15 Moeliono, 1989:285 16 St. Y. Slamet, 2008: 141
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understand it easily. Next, from the same source, according to St. Y. Slamet17 the terms writing and composing are two things considered as having similar meanings by some experts, but as having different meanings by some others. In line with this, the writing text as a writing result corresponds with a composition as the result of composing. The writing proficiency is a skill used in communicating with others indirectly. Writing is not an easy and simple thing to learn, but through a process of the emergence of a desire to elaborate on something, then realize it in a language, describing what the writer wants to say. It can be started from planning, drawing up the framework, and developing a text. This stage is called drafting. Next, the revision and editing phases lead to the final result. Without the final targeted result, the process will bring the author on a sea of incessant revision18. As a skill, writing is a complex ability, in a number of knowledge and skills. Even to write a simple script, mechanically it needs to meet the basic requirements, such as choosing a topic, limiting the idea, presenting in sentences, arranging paragraphs logically, etc.19. Next, an academic paper can also be interpreted as the result of scientific thought on a particular scientific discipline that is arranged in a systematic, scientific, logical, true, responsible way, and uses language that is good and correct. So scientific works are written not just to account for the use of research resources (money, materials, and tools), but also to account for the writing of academic papers technically and materially. This happens because the result of a scientific paper will be read and studied by others in an unlimited period as a means to develop science, technology, and the arts. While Maryadi20 defines an academic paper as a work that contains and examines a specific problem using scientific norms.
St. Y. Slamet, 2007:45 Peter Elbow, in Brown, 2002: 321-322 19 Sabarti Akhadiah, Maidar, and Sakura, 1991: 2 20 Hariwijaya Maryadi, Pedoman Teknis Penulisan Karya Ilmiah. Yogyakarta: Citra Pustaka, 2006, p. 67.
18 17

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Djuroto21 argues that an academic paper is one type of essays that contains a series of thought-provoking results obtained in accordance with the nature of the field. Nana Sudjana 22 argues that a scientific paper is a writing addressing an issue that is based on the investigation, observation, data collection, fieldwork, laboratory tests, and review of the literature and the issue is exposed and analyzed based on scientific thinking. In relation to the teaching materials, this term consists of two words, namely teaching and material. Teaching or learning materials are materials that are arranged systematically used by lecturers and students in the learning process23. Materials have a systematic structure and sequence, in which the instructional goals to achieve are described, to motivate students to learn, to anticipate the students difficulties in learning in the form of guidance for the students. In addition, the materials also contain exercises and evaluation about the materials described. The term textbook according to Wibowo24 is a manuscript (a must read) written by the lecturers in order to support the subject of courses that they teach. Mbulu25 defines learning materials as integral part of curriculum and learning system development. As for the definition of the development of learning materials is a systemic approach in designing, evaluating, utilizing open facts, concepts, principles, or theories in a course or subject to achieve the learning objectives. A similar opinion is delivered by Abdul Majid26 that defines learning materials as a set of information, instruments, and texts needed by a teacher for planning and reviewing the learning implementation. Learning materials are any materials used in the performance of
Totok, Djuroto, Menulis Artikel dan Karya Ilmiah. Bandung: PT. Remaja Rosdakarya Offset, 2007, p. 12. 22 Nana Sudjana, 1991, p. 8. 23 Pannen and Franky, 2001: 6. 24 Wahyu Wibowo, Tata Permainan Bahasa Karya Tulis Ilmiah . Jakarta: Bumi Aksara, 2010, p. 18. 25 Mbulu, 2004: 9. 26 Abdul Majid, 2007: 174.
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teachers in teaching-learning activities in the classroom. Such materials can be either written or non written materials. Hall-Quest27 says that a textbook is a record of rational thinking compiled for specific instructional objectives and goals. Bacon28 defines it as a book designed for the use in class, carefully compiled and prepared by an expert or experts in that field and equipped with appropriate and suitable teaching media. A textbook is such a learning tool that is commonly used by schools and colleges to support a teaching/learning program. A textbook is a published book that contains information in a certain field or science written by one or more individuals on behalf of their own selves or a school. This issue is usually used as learning materials in schools, lectures, or trainings and can be studied independently29. Textbooks cannot be detached from the teaching and learning activities. According to Mahfouz and Solehan,30 a textbook contains instructional materials which are arranged systematically and used by teachers and students in the learning process. A textbook has a systematic structure and order, explains the instructional objectives to achieve, motivates students to learn, anticipates students possible difficulties in learning so that it provides guidance for the summary, and it is generally oriented to independent students due to its systematic and complete content. The urgency of a textbook is since it can be used as a primary guidance for for teachers and students. Practically, a textbook is one of the main sources in the implementation of teaching and learning activities. Below is the flow of the formulation of the title, subtitles and sub-subtitles in the active-learning based textbook of the Indonesian Language Course to Improve students academic writing.

Henry Guntur Tarigan and Djago Tarigan, Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa, 2009, p. 11. 28 Henry Guntur Tarigan, Telaah Buku Teks Bahasa Indonesia, p. 11. 29 Lasa, H.S., 2003: 1. 30 Mahfouz and Solehan, 1995: 25.

27

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CS Chapter Title

BC

Sub-chapter Title

IND

Sub-sub- Chapter Titles

Table of Content Bab I EYD dan Tanda Baca A. EYD 1. Pengertian EYD 2. Fungsi EYD B. Tanda Baca 1. Pengertian Tanda Baca 2. Fungsi Tanda Baca 3. Kaidah Huruf Miring 4. Kaidah Huruf Tebal dan Sebagainya. Indicators Explain EYD concept and functions Explain and use punctuations in different academic papers in standard Indonesian

CS Comprehend EYD and punctuations

BC b. Standard Spelling dan Writing Rules c. Capitalization; Italicization; Orthographic Word Chunks; writing words, terms, prepositions, loan words, and numbers;, dan Punctuation Use

1. 2.

Picture 1. How to Arrange Titles and Subtitles The position of a textbook is so important to direct and determine the knowledge, skills and abilities as well as the attitude that should be owned by the learners. Therefore, a textbook should be designed and prepared in accordance with the prevailing curricula. When it is not organized in accordance with the prevailing curricula, with such a textbook, the knowledge, skills, and abilities gained by students will not be in accordance with the instructional objectives, and in turn it makes the efforts to realize the goals of national education fail. Below is how this textbook is presented.
BAB I Ejaan yang Disempurnakan dan Tanda Baca
Standar Kompetensi Memahami Ejaan yang Disempurnakan dan Tanda Baca Kompetensi Dasar 1. Ejaan dan Kaidah tata tulis 2. Penggunaan huruf kapital, huruf miring, pemenggalan kata secara ortografis, penulisan kata, istilah, kata depan, dan unsur serapan, penulisan angka, dan penggunaan tanda baca.

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Pengertian EYD EYD Tanda Baca Penggunaan

Pengertian Tanda Baca

Pengertian Penggunaan EYD

Penggunaan Tanda Baca

Uraian Materi Bab I EYD dan Tanda Baca A. 1. 2. B. 1. 2. EYD Pengertian EYD Penggunaan EYD Tanda Baca Pengertian Tanda Baca Penggunaan Tanda Baca

Rangkuman

Uji Kompetensi Soal-soal Latihan

Picture 2. Arrangement of Complete Components in the Textbook

According to Kirschner, Sweller, and Clark31 is the terms pembelajaran is a translation of the word instruction, which is widely used in the world of education in the United States. This term is much influenced by the holistic school of cognitive psychology, which puts students as a source of events. In addition, the term is also influenced by the development of technology that is assumed to enable learners to
31

Kirschner, Sweller, and Clark, 2006: 2.

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learn everything through a variety of media, such as printed materials, television programs, pictures, audio, and so on, so that all encourage the changes in teachers role in managing the process of teaching and learning, from educators as a learning resource to educators as facilitators in teaching and learning. It is as expressed by Gagne32, "instruction is a set of event that effect learners in such a way that learning is facilitated.". Therefore, according to him, teaching or teaching is part of instruction, where the role of educators is more emphasized to how to design or arrange a variety of sources and facilities available to use or utilize by learners in learning something. Fuller Gagne says: "Why do we speak of instruction rather than teaching? It is because we wish to describe all of the events that may have a direct effect on the learning of a human being, not just those set in motion by individual who is a teaher. Instruction may include events that are generated by a page of print, by a picture, by a television program, or by combination of physical objects, among other things. Of course, a teacher may play an essential role in the arrangement of any of these events." 33 In instruction, learners are positioned as subjects of study who hold a primary role, so in the setting of the teaching and learning process, learners are required to be fully active, even to individually study the lesson materials. Thus, if in teaching educators are placed as the main actors in delivering the information, in the instruction educators play their role more as facilitators, managing the use of a variety of sources and facilities for learners to learn. Mel Silberman 34 says that active learning contain activities which help learners to examine their feelings, values, and behavior. Mel Silberman describes that in active learning, learners do many

32 33

Gagne, 1992: 3 Gagne, 1992: 3 34 Mel Silberman, 2004: 5.

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activities. They use their brains to learn the ideas, solve problems, and apply what they learn. D. Research Methods This research uses the methods of Research and Development (R & D). This research method is used to produce a particular product or to develop a product that has already existed before as well as to test the effectiveness of the product. On testing the model goes through the development of an educational product and strives to find new knowledge regarding the fundamental phenomena, as well as educational practices. Thus this research uses research and development model (R & D) with a reason to overcome the gap between the results of the theoretical base with the practical applied research. The products resulting from this research is in the form of a hardware and software that have certain characteristics. The characteristics are a mixture of a number of concepts, principles, assumptions, hypotheses, and procedures with regard to something that has been found or produced from the basic research. With regard to this strategy, Gall, Gall, & Borg35 suggests that: Educational Research and Development (R & D) is an industry-

based development model in which the finding of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refine untill they meet specified criteria off effectivenes, quality, or similar standards.
Essentially, according to Gall, Gall, Borg, a Research and Development (R & D) research is a research based on model development, the goal of which is to design new products or procedures, which are then tested systematically in the field, evaluated, and improved to meet specified criteria including the effectiveness, quality, or certain standards.

35

Gall, Gall, & Borg, 2003: 569

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The stages of the R & D, according to Gall, Gall, & Borg, include product development, product testing in the field, and the product revision based on the input or data obtained after the product is tested in the field. Similar to the above opinion, Sugiono36 mentions ten steps of a research and development method, namely: (1) the potential and problems; (2) data collection; (3) design products; (4) design validation; (5) revision of design; (6) testing products; (7) the revision of the product; (8) operational trials; (9) the revision of the product; and (10) the mass production of the product. Basically Sugiono explains37 the steps of the research and development method as follows:
Potential and Problem
Data COllection

Product Design

Design Validation

Operational Trials

Product Revision

Testing products

Revision of Design

Product Revision

Mass Production

Picture 3. Illustration of the Steps in Research and Development (Source: Sugiono, 2011: 298) Research Result 1. Students Need Analysis The term need analysis is also often referred to as need assessment. The concept of need analysis, according to Cohen et al.,38 is a research designed to render decision-making informed rather than

36 37

Sugiono, 2011: 298. Sugiono, 2011: 298. 38 Cohen et al., 2000: 390-391.
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conjectural and speculative. Need analysis can be used for the following purposes: (a) identifying various teaching needs; (b) identifying needs and gaps in the program provision and supplies (c) identifying students achievement weaknesses or equipment; (d) providing in-service needs; (e) determining the existing deficiencies to overcome; and (f) identifying areas of expenditure and the development of education. a. The Results of the Distribution of Questionnaires on Perception at UIN Sunan Kalijaga In addition to conducting the interviews directly, the researcher also spread questionnaires on the perception of the students majoring in Islamic Teaching, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga, Yogyakarta. The number of the questionnaires the researcher spread is 48 (corresponding to the number of students), which contains 35 items. Below is the result of the distribution of the questionnaires.

UIN SUNAN KALIJAGA

90%
80% 70% 60% 50% 40% 30% 20% 10% 0% Sangat Perlu Perlu Tidak Perlu
Mata Kuliah Bahasa Indonesia Kemampuan Menulis Ilmiah Mahasiswa Ditingkatkan Prosedur Pembelajaran Collaborative Writing

Chart 1. The Percentage of Need Analysis Based on the Perception of The Students of Islamic Teaching Program (PAI) UIN Sunan Kalijaga

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Based on that data, there are 67% students who have the perception that the Indonesian Language Course highly needs to be taught at UIN Sunan Kalijaga. The reason is due to their need to practice their ability in using the language, especially to improve their academic writing competency. It is expected that the presence of Indonesian Language Course at UIN Sunan Kalijaga will help students to have sufficient ability in language use (given the students are part of the academic community). Twenty five percent of students state that the Indonesian Language Course needs to be taught at the UIN Sunan Kalijaga, although there have been Indonesian Language Subjects (in elementary school, junior high school, and senior high school) but the students language skills mastered can be honed and developed again in the college. The 8% of students who state that the Indonesian Language Course does not need to be taught again at UIN Sunan Kalijaga argue that the Indonesian Language Course can be integrated into other Courses. In relation to the students perception that their academic writing skill needs to be improved, there are 83% of students who opine that it is very necessary and there are 15% of students who deem it just necessary. Furthermore, two percent of students consider it unnecessary. In other words, students are very aware that their ability in writing is still low and they realize the necessity of Indonesian Language Course, particularly the materials of how to write scientific papers which needs to be optimized to fix their errors in spelling, diction, punctuation, sentence and paragraph alignment, which have already widespread in UIN Sunan Kalijaga. Last is the distribution of the questionnaires on the perception of the implementation of Active Learning strategies in the Indonesian Language textbook. The results are (1) there are 77% of students who consider that the implementation of the Active Learningstrategies is very necessary; (2) there are 22% of students who consider that the implementation of the active learning strategies needs to be done; (3) one percent of students feel there is no need to manifest the Active Learning strategies in the form of an Indonesian Language textbook,
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considering that the learning materials will be increasingly complex and its implementation would be very time-consuming. b. The Results of the Distribution of Questionnaires on Perception in IAIN Walisongo Students have much hope for the Indonesian Language Course. The implementation of the Indonesian Language Course expected by students is the one which (1) gives the students more writing tasks, be it writing poetry, short stories, and other simple works to hone their writing skills; (2) gives students chances to go into the field (such as searching for scientific papers in the library, then correcting the papers whether they conform to Indonesian standard Grammar and orthography or not, but this activity should always be guided and under the supervision of lecturers, so they can directly ask the lecturers when they do not understand something not debating with other students who are also uninformed about it; (3) uses methods and approaches that are fun. Following are the results of the questionnaires on perception filled out by the students of IAIN Walisongo (50 students).

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IAIN WALISONGO
90% 80% 70% 60% 50% 40% 81% 78% 65% Mata Kuliah Bahasa Indonesia

30%
20% 10% 0% Sangat Perlu

27% 20% 12% 2% Perlu

Kemampuan Menulis Ilmiah Mahasiswa Ditingkatkan Prosedur Pembelajaran Collaborative Writing

7% 8%

Tidak Perlu

Chart 2. The Percentage of the Need Analysis Based on Perception of Students of Islamic Teaching Program (PAI), IAIN Walisongo Based on the distribution of the questionnaires on the perception, the results are acquired in the form of percentages of each item that is the core point of this study. (1) There are 78% from 50 students majoring in Islamic Teaching, Faculty of Tarbiyah IAIN Walisongo, who state their assumption that the Indonesian Language Course is very necessary to be taught in IAIN Walisongo. (2) There are 20% of the students who perceive that the Indonesian Language Course needs to be taught in IAIN Walisongo. (3) There are 2% of the students who argue that the Indonesian Language Course does not need to be studied in IAIN Walisongo, considering that it is not a core course in the field, but only belongs to general supporting courses. Relating to the perception of the students whether their academic writing skills need to be improved, the results are (1) there are 81% from the 50 students who state that their academic writing skills highly need to be improved in an Indonesian Language Course; (2) twenty seven percent of the students state that their academic

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writing skills need to be improved. Most students realize and feel the need of self development in terms of their logic through academic writing practices; and (3) there are 7% of students who do not think they need a special academic writing course because they can just be integrated into every course. In terms of the Active Learning strategies as an innovation in the teaching materials, the results shows that: (1) there are 65% of the 50 students who perceive that Active Learning learning strategies highly need to be applied in the learning materials of the Indonesian Language Course; (2) there are 2% of the students who opine that the Active Learning strategies need to be realized in a single unity with Indonesian Language Course teaching materials to support the learning process; and (3) eight percent of the 50 students state that the Active Learning strategies do not have to be manifested in the Indonesian Language Course learning materials, because they do not yet exist and there are not many Indonesian Language lecturers doing so. c. The Results of the Distribution of Questionnaires on Perception in STAIN Salatiga If the Indonesian Language Course is given at the beginning of the semester, much of its components will help students to be able to make good papers. One of them is in the use of standard Indonesian language (EYD). Often freshmen still have troubles in writing a good paper like in the writing of footnotes, body notes, effective sentences, prepositions and prefixes, etc.. This complaint is only a discourse because the Indonesian Language Course is only given a little portion. The higher institutions would like to have students who can write academic papers well but there are still many students who would not like to write for a variety of reasons like the fear of making mistakes, the lack of confidence in writing academic texts, too many rules to follow and so on. If a student is exposed to writing an academic articles or writing an essay, most of them are confused where to start.

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One of the solutions to these problems is that the Indonesian Language course is expected to provide insight to the students to really learn the language. From this course, students are supposed to master how to make a paper or a proposal. It cannot be denied also that one of the aspects of the lecturers assessment of the assignments is language. With this language course, students are provided a technical help to make their assignments. Indonesian Language courses in the college should also come with a teaching material as a support in the implementation of the course, because students often have difficulties in understanding the rules of standard Indonesian so that students feel the need of teaching materials to get an answer before they can confirm the lecturers. In addition, it is better to assign those who major in Indonesian Language as the lecturers of this course because incompetent lecturers will reduce the professionalism in teaching. This course is also often considered not important. Therefore, the lecturers need a fit and proper qualification before they are assigned to teach this course. Learning should not only refer to theories. Students should also be taught to directly make compositions. This will encourage them to express their ideas freely and pour them in the paper. Whatever the outcome will be their starting point to continue their study in writing. The compositions can get input from the Indonesian Language lecturer. Thus they will develop their confidence in writing. The following is the data regarding the distribution of questionnaires on perception of the students at STAIN Salatiga.

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STAIN SALATIGA
90% 80% 70% 60% Mata Kuliah Bahasa Indonesia Kemampuan Menulis Ilmiah Mahasiswa Ditingkatkan Prosedur Pembelajaran Collaborative Writing 5% 3% 6% Tidak Perlu 87% 85% 79%

50%
40% 30% 15% 10% 10%

20%
10% 0% Sangat Perlu

Perlu

Chart 3. The Percentage of the Need Analysis Based on Perception of The Students of Islamic Teaching Program (PAI) STAIN Salatiga The percentages of the need analysis of Indonesian Language Course in STAIN Salatiga are (1) eighty five percent of the students state that the Indonesian Language course really needs to be taught at STAIN Salatiga; (2) ten percent of students consider that the Indonesian Language Course needs to be taught in STAIN Salatiga; (3) five percent of students hold that there is no need for the Indonesian Language Course to be taught at STAIN Salatiga, because the materials given in the previous schools are deemed to be relatively adequate for academic writing, and the Indonesian Language Course also does not support other fields of science or other disciplines. As for the percentages of students' perception on the need to improve their academic writing skill, (1) there are 87% of students who have argued that the students academic writing skills in Salatiga

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STAIN really need to be improved; and (2) there are 3% of students who assume that their academic writing skills need to be improved. In terms of their perception on the implementation of active learning strategies in the learning materials, the results of the analysis are: (1) there are 79% of students who state innovative learning strategies highly needs to be integrated into the Indonesian Language Course teaching materials; (2) fifteen percent of students expressed an innovative learning integrated into the Indonesian Language Course teaching materials is needed; and (3) 6% of students says the integration is not needed. 2. The Model Development Stage The development of a prototype model to be the model of an active learning-based textbook starts from its function. A textbook in fact has an important function that it should be able to present information contained therein to the readers in a clear and communicative way. Each textbook must have interesting content (complex but simple, easy to understand, and clearly arranged) so that students are interested in studying the content of the book on an ongoing basis. Creating and presenting a good textbook surely go through certain procedures that must be met in accordance with BSNP and the previously mentioned theories as well as the need analysis of the teachers, students, and policy makers in PTAIN according to the problems that have been elaborated in the background of the problem. Based on those considerations, the researcher formulates several stages in the preparation of the prototype model of the Indonesian Language Course textbook. The steps are: (1) comparing some existing Indonesian Language Course Textbooks in PTAIN; (2) redesigning the syllabus and course outline (SAP) of the Indonesian Language Course in PTAIN; (3) deciding the Standard Competence and Basic Competences; (4) drafting the framework of the textbook; (4) arranging the concept map; (5) collecting related references; (6) composing the core of the textbook, which includes the materials, language and readability, presentation, and graphs; (7) summarizing;
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(8) composing the reflection; (9) editing; (10) reviewing/finishing; and (11) mass production and printing. The need analysis that has been presented is the first step for the researcher to formulate learning procedures that are appropriate for students to improve their ability in academic writing, namely by using active learning. Here are five steps that can be applied in the Indonesian language teaching so that students are competent in academic writing skills. a. The writing by Collaboration Collaboration is a technique of teaching writing by involving friends or peers to proofread each other. The peer invited to collaborate is called a collaborator. In large classes, students are divided into small groups to form small circles/ literacy circles, consisting of three or four students. Each student reads the writing of a friend in his/her group. During the reading, the collaborator puts marks on small mistakes and after that gives a comment or response to the writing. Here is the example.

Dengan penjelasan dalam makalah ini diharapkan ke depan ketika kita akan menulis dan ketika kita akan menuangkan gagasan sudah merasa tidak ragu lagi dan lebih percaya diri, karena mengetahui teknik dan sistematika dalam menulis makalah.

In the sentence, the student can fix and provide feedback for the ineffective sentence to be effective one. When the student edits his/her own writing, it will be very difficult to find faults because he/she feels contended that his writing is indeed good and right. The mistakes found in the writing by others is an effective feedback in addition to the input from the lecturer to produce a better composition.

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b. Fostering Love towards Writing To develop the students writing skills, the teacher needs to let their potential to explode, shout, scream, cry, whisper wistfully, joke with their conscience in their preferred form, either in the form of informative, exploratory, argumentative, imaginative, persuasive, or expressive writing. It is also emphasised by Peter Elbow in his book Writing Without Teacher and James W. Pennebaker in his book Opening Up. Teachers should be able to make students love to write. This way needs teachers not to convey the theory in advance. Student will know how to write a good article in accordance with the rules of writing gradually. This is done not to make students frustrated because when they feel the theory is difficult, it is hard to expect them to love to write. It is better to ask them to write in advance without thinking of the theory. Once it is done, way first way can be conducted followed by a review of the errors by comparing against the existing theories. This way will be more effective because there is a real comparison before the students. It means, according to Hernowo in his book entitled Mengarang Bebas Free Writing, people often think with their right brain first then after it using the left brain. For example: when a man sees a beautiful woman, it is certainly the first time that he has to do is to look at her and admire her beauty. After that, he thinks the aspects of ethics and decency. This way the writing activity is unlike the existing activities beginning with the submission of excessive theories so that students do not dare to express themselves. c. Giving Feedback Teachers should provide input and comments which are productive, interactive, dialogical, and constructive on the students writing, rather than simply giving empty comments. This way makes students feel their teachers really care of their improvement. The teachers attention inspires the students unleash their achievements. Giving feedback is often missed by Indonesian Language lecturers in learning to write. It is difficult to assess a writing. It requires high
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concentration and a lot of time to judge a composition properly. However, should it not be a reason for Indonesian Language lecturers who indeed have committed to educate students to have good writing skills. d. Exercising Free Writing Lecturers need to give students the opportunity to write on a theme that they are good at. It is necessary to let them write freely. They are free to write whatever they want according to their field of interest. This way opens to the fact that not all students like the language field because they do not have good capabilities in that field. Perhaps this is related to the multiple intelligences developed by Howard Gardner. In addition, this way conforms to the second language acquisition strategy (Indonesian is the second language for many Indonesians since their first language/mother tongue is the regional language) which suggests teachers to use anything or everything that is important, that stands out and attracts the studentss interest. e. Teach Writing as Early as Possible Students can perform spoken language fluently because they have been getting used to it since their childhood. If they are also trained to write that early, their writing skill will have the same of at least similar to their speaking one. So, the conditioning factor and a lot of practices are major keys in writing. Continuous practice is a process that must be done in order to master writing skills. Thus, lecturers should prepare a scheme of writing exercises. They do not stop when the basic writing competence has been given because writing is a productive activity that needs to be practised during the learning process. f. Giving Appreciation to the Students Works The Indonesian Language Course teacher should keep on encouraging students to be able to write any kinds of forms. In the 28 Lingua Franca, Vol.1, No.1, Tahun 2013/1435 H

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collaborative writing activity there is no discrimination between good and bad writing. To produce good writing all have to go through the process of practice, so the lecturer must appreciate the students writing no matter how bad it is. The students have attempted to dig out their scattered ideas in their mind to be a good composition. 3. The Effectiveness Test The test of the active learning model of the Indonesian Language Course is conducted by giving a pre-test and post-test. A writing test is done to assess the mastery of the academic writing components that include: (1) paper format; (2) the linguistic elements; (3) creativity; (4) the topic raised; (5) data and information sources; and (6) analysis, synthesis, and conclusion. The data of the test result is analyzed using analysis of variance (Anova). Anova is used as the basis to test the effectiveness of the research product (which in this case is the application of the Active Learning methods) through the results of the experiment39. The description of the difference between the results of the academic writing pretest of students of UIN Sunan Kalijaga, IAIN Walisongo, and STAIN Salatiga can be seen in the following chart.

39

Sugiyono, 2007: 174.

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63.4 63.2 63.0 62.8 62.6 62.4 62.2 62.0 61.8 61.6 61.4

63.3

UIN Sunan Kalijaga IAIN Walisongo 62.1 62.1 STAIN Salatiga

Hasil Menulis Ilmiah

The description of the results of the frequency, percentages, and the cumulative percentages of the data of the academic writing skills of students in STAIN Salatiga appears in the following table.

Interval Class 51.3 54.4 54.4 57.6 57.6 60.8 60.8 64.0 64.0 67.2 67.2 70.4 70.4 73.5

f (absolute) 2 8 14 9 7 8 3 51

Relative 3.9 15.7 27.5 17.6 13.7 15.7 5.9 100

F 2 10 24 33 40 48 51

Table 1. Description of the Data of the Distribution of the Score Frequency of Academic Writing Skills of Students in STAIN Salatiga

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The description of the data of the distribution of the score frequency of academic writing skills from students in Salatiga STAIN can also be seen in the following histogram.

STAIN Salatiga
14 14 12 10 Frekuensi 8 6 4 2 0 51-54 54-57 57-60 60-64 64-67 67-70 70-73 2 3 8 9 7 8 Kelas Interval

Chart 5. Histogram of the Distribution of the Score Frequency of Academic Writing Skills of Students in STAIN Salatiga The following is a description of the distribution of the data obtained from the test on students in IAIN Walisongo. This description is also done with statistics. It is visualized in the form of tables and histograms of the scores of the academic writing pretest of students in IAIN Walisongo. f Interval Class (absolute) Relative F 47.5 51.5 2 4 2 51.5 55.6 1 2 3 55.6 59.6 8 16 11 59.6 63.7 15 30 26
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63.7 67.7 71.8

67.7 71.8 75.8

13 8 3

26 16 6

39 47 50

50 100 Table 2. Description of the Data of the Distribution of the Score Frequency of Academic Writing Skills of Students in IAIN Walisongo

IAIN Walisongo
16 14 12 Frekuensi 10 8 6 4 2 2 3 1 15

13

8
Kelas Interval

0
47-51 51-55 55-59 59-63 63-67 67-71 71-75

Chart 6. Histogram of the Distribution of the Score Frequency of Academic Writing Skills of Students in IAIN Walisongo Next is the description of the data obtained from the academic writing test of the students at UIN Sunan Kalijaga. This description is also done with statistics. Here is the visualized with tables and histograms. Interval Class f Relative F

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(absolute) 50.2 53.7 57.2 60.7 64.1 67.6 71.1 53.7 57.2 60.7 64.1 67.6 71.1 74.6 2 6 8 12 9 9 2 4.2 12.5 16.7 25.0 18.8 18.8 4.2 2 8 16 28 37 46 48

48 100 Table 3. Description of the Distribution of the Score Frequency of Academic Writing Skills of Students in UIN Sunan Kalijaga

UIN Sunan Kalijaga

12 12 10 8 Frekuensi 8 9 9

6
6 4 2 2

2
0 50-53 53-57 57-60 60-64 64-67 67-71 71-74

Chart 7. Histogram of the Distribution of the Score Frequency of Academic Writing Skills of Students in UIN Sunan Kalijaga The following is the comparison of the mean score of the pretest and post-test of the academic writing competence among students of UIN Sunan Kalijaga, IAIN Walisongo, and STAIN Salatiga.
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Comparison of the Pre-test dan Posttest Scores

100.0 80.0 60.0 40.0 20.0 0.0 UIN Sunan Kalijaga IAIN Walisongo STAIN Salatiga Pretes Postes 62.1 90.7

77.4
63.3 62.1

79.3

Chart 8. Histogram of the Comparison f the Mean of the Scores of the Academic Writing Pre-test and Post-test of PTAIN Students

The difference is clearly visible on the students in experiment group and students in the control group. The experiment group students who have experienced the active learning methods shows a very clear difference in their score of the academic writing pre-test and post-test. Students of UIN Sunan Kalijaga have the average value 62.1 for their pretest and 90.7 for their post-test, whereas the control group students (who are not subject to the application of the active learning strategies), i.e. the students at IAIN Walisongo and STAIN Salatiga, have the difference of the average score of the pre-test and post-test which is not really significant. Students of IAIN Walisongo have the average score of 63,3 in their pre-test and 77.4 in their post-test,

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whereas students of STAIN Salatiga have the average score of 62.1 in their pre-test and 79.3 in their post-test. 4. The Stage of Dissemination Dissemination is an activity intended to a target group or individuals in order that they obtain information so they have awareness, accept, and finally make use of such information. The main factor that can support the development of an activity/practice in a particular science is the use of research results. Any research that has been done needs to be published and disseminated. Research results will reinforce or override the assumptions that have been there before with more scientific information. The most important benefit is that the results of such research can be utilized as the basis for decision making in specific areas. The final product of this research is in the form of an active learning-based Indonesian Language textbook for college students. F. The Closing Based on the results of the findings that have been described in the discussion, the researcher can draw several conclusions. First, the preliminary study or the exploration stage to the model development of active learning use in Indonesian Language course especially on the academic writing in PTAIN shows the existence of problems based on the need analysis of the lecturers and students. Those needs should be met in the Indonesian Language learning courses. The students need academic writing learning process which is innovative, easy to understand, and enjoyable, while lecturers need an overhaul of the Indonesian Language Course syllabus. The effort made is to overhaul the Indonesian Language Course syllabus as well as to implement active learning strategies when teaching academic writing. Secondly, the development of a prototype model (draft) to be a model of an active learning-based academic writing instruction in PTAIN is included in the procedural model. This procedural model is

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developed with the emphasis on the form of learning with Collaborative Wrtiting. Third, the effectiveness test of the collaborative writing-based academic writing instruction model is conducted using a simple experiment carried out to 149 PTAIN students. The result of the effectiveness test shows that the competence of the students academic writing increases after the implementation of the active learning strategy. This is evident in the fact that there is a significant difference between the control group and experiment group. This significant difference indicates that the active learning strategy in teaching academic writing is proven to be more effective. Fourth, the acceptability of the active learning model developed in this research can also become a dissemination stage, i.e. the stage of socialization of an end product in the form of an active learning-based Indonesian Language textbook for college students. Based on the research results and conclusions above, the researcher recommend the following suggestions. First, Indonesian Language lecturers are encouraged to continue to make innovations in the Indonesian Language learning at college. In addition, it is the obligation of the lecturers to develop a syllabus, lesson plans, learning strategies, and innovations to make Indonesian Language Course attract students interest to learn. Secondly, the presence of active learning strategies is expected to make students more active in writing, for the lecturers have given special treatment which invites students to write with fun according to their interest and which directs students to provide a research on their peer. Third, the next researchers are expected to develop an empirical research on the development of active learning models for other Indonesian Language course materials.

G. Bibliography

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____. 2000. Membenahi Perkuliahan MKDU Bahasa Indonesia di Perguruan Tinggi (in Kajian Serba Linguistik by Anton Moeliono). Jakarta: PT. BPK Gunung Mulia. Achmadi, Suminar Setiati. 1988. Penuntun Penulisan Ilmiah. Jakarta: Universitas Indonesia Press. Agus Suriamihardja, H. Akhlan Husen, and Nunuy Nurjanah. 1997. Petunjuk Praktis Menulis. Jakarta: Dirjen Dikti Depdikbud. Alwasilah. Chaedar. 1999. Linguistik: Suatu Pengantar. Bandung: Angkasa. Arifin, E. Zaenal. 1989. Penulisan Karangan Ilmiah. Jakarta: Akademika. Brookes, Arthur and Peter Grundy. 1990. Writing for Study Purposes: A Teacher Guide to Developing Individual Writing Skill. Cambridge: Cambridge University Press. Brotowidjoyo, D. Mukayat. 1985. Penulisan Karangan Ilmiah. Jakarta: Akademika Pressindo. Cahyani, Isah. 2010. Peningkatan Kemampuan Menulis Makalah Melalui Model Pembelajaran Berbasis Penelitian pada Mata Kuliah Umum Bahasa Indonesia, Sosiohumanika, Vol. II, 3 Februari 2010. Confrey, J. 1995. A Theory of Intellectual Development. For the Learning of Mathematics. Vol. 15, 1995 No. 3, pp. 8-48. Dewey, J. 1916. Democracy and Education. An Introduction to the Philosophy of Education (1966 Ed.). New York: Free Press. Djuroto, Totok. 2007. Menulis Artikel dan Karya Ilmiah. Bandung: PT. Remaja Rosdakarya Offset.
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Dwiloka, Bambang; and Rati Riana. 2005. Teknik Menulis Karya Ilmiah. Jakarta: Rineka Cipta. Hernowo. 2002. Mengikat Makna. Bandung: Kaifa. Lembaga Ilmu Pengetahuan Indonesia. 2007. Kontribusi Karya Ilmiah Indonesia. Jakarta: LIPI. Maryadi, Hariwijaya. 2006. Pedoman Teknis Penulisan Karya Ilmiah. Yogyakarta: Citra Pustaka. Nartani, I. C. 1997. Pengembangan Materi Pengajaran Menulis Karya

Ilmiah Bagi Mahasiswa Prodi Jurusan Pendidikan Bahasa dan Sastra FKIP Sarjanawiyata Yogyakarta. Malang: PPS Universitas
Negeri Malang. Nugraheni, Aninditya Sri. 2012. Pengembangan Materi ajar Mata Kuliah Bahasa Indonesia Berbasis Active learning untuk Meningkatkan Kompetensi Menulis Ilmiah Mahasiswa, Dissertation. Surakarta: UNS. Semi, Atar. 1990. Menulis Efektif. Padang: Angkasa Raya. Susilowarno, and Remigius Gunawan. 2003. Kelompok Ilmiah Remaja. Jakarta: PT Gramedia. Syamsudin, A. R. and Damaianti, Vismaia. 2006. Metode Penelitian Pendidikan Bahasa. Bandung: PT Remaja Rosdakarya. Tanudjaja, F. Cristian J. Sinar. 1989. Metode Penyusunan Karya Tulis. Yogyakarta: Universitas Atmajaya.

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Tarigan, Henry Guntur and Djago Tarigan. 2009. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa. Temple, C. 1987. The Beginning of Writing. Boston: Allyn and Bacon. Tompkins, G. E. 1994. Teaching Writing Balancing Process and Product. New York: Macmillan. UNNES. 2012. Publikasi di Jurnal Jadi Syarat Lulus S1, S2, dan S3. http://unnes.ac.id/berita/ publikasi-di-jurnal-jadi-syarat-luluss1-s2-dan-s3/, hlm. 1 Voigt, R. 1996. Buku Pelajaran Teknologi Farmasi, 5th Ed. Trans. by Soendani Noerono Soewandhi. Yogyakarta: Gadjah Mada University Press. Vygotsky. 2012. Characteristics of Constructivist Learning and Teaching. In http://www.stemnet.nf.ca Wibowo, Wahyu. 2010. Tata Permainan Bahasa Karya Tulis Ilmiah. Jakarta: Bumi Aksara.

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