SMU 6 in Jakarta has been the focus of a study into the practical realities of implementing low-cost learning quality improvement projects in senior secondary schools. A primary goal of the project has been to evaluate the affectiveness of utilizing and maximizing internal human resources to implement and manage the project.

The first stage of the project was the upgrading of the language laboratory. The furniture arrangement for the new laboratory is shown below.

This laboratory layout is part of a new model which utilizes class division. The intention at the outset of the project was to divide the classes of 48 students into two groups of 24. One group of 24 would use the language laboratory and the other group would go to the library for a self-access lesson. However, the language teachers at SMU 6 had concerns about dividing their classes into two if half of their students were going to be released to the library. The time allocated for language classes by the 1994 curriculum is already inadequate and they were mainly concerned about the students effectively utilizing their time if they went to the library. This perception reflects one of the major learning issues, the role of school libraries in Indonesia. In order to address the teachers' concerns I presented my initial language laboratory conceptsfor addressing the problem of lage class sizes.

This plan is based upon one of my early perceptions for improving teacher/student ratios. The floor plan for the language laboratory has remained the same however the room has been divided into a laboratory area and a self-access area. The small room at the top right (Ruang B) is the original materials storage (preparation) room. The division of the room provides us with an area for self-access (Ruang A) that can be continually monitored from the language laboratory. This room can be utilized by the half of the class that would have gone to the library within the basic model. The room has been equipped with the sixteen (16) student units removed from the main laboratory. These units have been connected to the power supply of the main laboratory (to the terminals only supplying four (4) of the main laboratory student units). However, they are not connected to the master console so they can be operated independently of the main laboratory (stand-alone). These 16 units will allow students to practice self-paced learning materials. The room has also been equipped with tables and chairs for another 20 students (total 36). Having an excess of student positions is important so as to allow students a large degree of freedom to chose what materials and mode of study they prefer (ie. group, individual, pair). The small room (Ruang B) will be used as a video viewing area.

It is important to note that all of the learning materials provided for use in the self-access area during normal class time should support the curriculum goals. However, I would like to see materials being included (as time permits) which address a broader range of student needs including vocational outcomes because most SMU students (nationally) are destined for the workforce, not tertiary education. This facility could then be used for extra-curricular studies.

The materials for self-access should be produced by the teachers and be needs based (needs identified by both students and teachers).

Student participation in the determination and selection of the materials for the self-access room is important in order to maintain their interest in the project and to establish high levels of motivation. I strongly recommend that a teacher is chosen to manage the self-access area and that this person is given assistance to visit institutions and organizations like the British Council and the Indonesia Australia Language Foundation (IALF) so that they can learn how to produce effective self-access materials. I also recommend that the designated teacher is then given one month free from their normal teaching duties so that they can concentrate upon building-up the materials collection.

Materials produced by schools utilizing this model can be reproduced and distributed to other schools. I am personally hoping that schools can liaise effectively and pool human resources (perhaps through the MGMP) to develop school self-access centres. The concept of learning through self-access establishes a foundation for independancy from "institutionalized learning" (especially important in developing countries) and promotes the concept of life-long-learning.

The photograps below show the various stages of the development of the self-access room. The modifications to the basic language laboratory are covered in the Language Laboratory Upgrade Instruction Manual.

The important point to remember as you browse through these photographs is that the people who are managing and conducting this work are all from the schools administration staff (TU), they are not professional tradesmen. However, I recommend that you:

1.Consult a local tradesman to provide advice and support to your staff early in the project.

2. Insist that solid footwear is worn by the workers (not like the people in the photographs).

Consulting a local tradesperson should eliminate many of the alterations which had to be made during this pilot study program.

NOTE:
During this study I was deliberately not intevening in the construction except on safety issues. I wanted to see what the genuine locally produced product would look like.

The basic frame (above) was construced in two (2) sections on the floor and then erected and secured in position.

In the photo on the right (above) you can see that the student learning units which are not used in the new laboratory have been moved into the self-access room. Cover these units so as to keep dust out of the equipment during the construction - especially during the sanding and painting of the plasterboard).

The frame for the doorway (purchased - more practical) was then fitted. I recommend that at this stage that a local tradesman is brought in to check the safety and soundness of the frame. The tradesperson can also answer any questions that your staff may have. Any changes must be carried out now before the plaster board is fitted (photo above-right). If electrical power outlets are required to be placed inthe wall they also have to be fitted at this stage. You can have this work done by your school's electrician.

On the left (above) you can see what the final wall looks like. The windows are at a height which allows the teacher working in the laboratory to visually monitor the behaviour and activities of the students in the self-access area. The installation of an intercom between the teacher console and the self-access area is recommended in order to reduce teacher movements to this area. A whiteboard (not in the photo) which can be raised when not in use, or lowered when in use allows the teacher to teach in many different modes while not obscuring the teachers view of the self-access area. An alternative to using a whiteboard is to use an overhead projector with a pull-down screen (much easier). The photo on the right shows the view from the rear corner student position in the new laboratory. Note the good visibility of student activities conducted in the centre of the laboratory, the teacher, and visual and other learning aids.

Inside the new self-access center.

The quality of the finish will depend greatly upon the skills of the staff conducting the work and the quality of the materials used. However, neither will have an effect upon the quality of teaching using this model. Quality of teaching does not depend upon the "prettiness of the wall", it depends upon affective use of the facility.