Martha Betaubun, Suwarsih Madya, Margana
The purpose of this study was to describe the practice of English learning in the border area of the Republic of Indonesia (NKRI) -Papua New Guinea (PNG), then used as a basis for reconceptualization of English learning in accordance with the conditions of students, effective, and can be used at the border NKRI-PNG. This qualitative research is carried out with a grounded theory approach. Its main activity is natural induction in the context of reconceptualization of English learning based on collected data. The researcher immediately goes into the field by releasing conceptual designs, prepositions, and certain theories he has, so as not to be trapped into verification studies that impose empirical level adjustments with theoretical conceptual levels. The research data was collected by means of in-depth interviews, participant observation and documentation studies. The results of this study indicate that the implementation of education in the border NKRI-PNG has not been able to run optimally to date. The constraints are the lack of teachers, the age of students who are not in accordance with the gap, the learning process that does not run optimally due to the limitations of learning facilities, the improvement effort is slow due to simultaneous human development which is then inseparable from the development of the 3T region. These constraints are projected to continue in a long time. At least when viewed from the time series of government efforts that have been running for 40 years if calculated from the year of YPK Elementary School: 1976, or for 18 years from the year of Sota 11: 1997, the obstacles are still apparent today. Therefore, reconceptualization of learning needs to be done by constructing constraints into modalities to open up space to improve the quality of education implementation. Construction begins with the management of students' age as a basis for grouping high and low school time expectations (HLS). Then followed by adjusting the competency target by considering local wisdom. Adjustment of competencies as well as for optimizing limited school resources. Lack of teachers, learning facilities, and learning time, are utilized proportionally to be effective. Working together with education stakeholders in the border region will determine the implementation of learning reconceptualization. © IAEME Publication.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
