' PROJECT CB- BLP COMMUNITY BASED BASIC LEARNING PACKAGE PROGRESS REPORT NO. 2 SEAMEO REGIONAL CENTER FOR EDUCATIONAL INNOVATION AND TECHNOLOGY

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PROJECT CB- BLP COMMUNITY BASED BASIC LEARNING PACKAGE

PROGRESS REPORT NO. 2

Funded by the United States Government

SEAMEO REGIONAL CENTER FOR EDUCATIONAL INNOVATION AND TECHNOLOGY Manila , Philippines

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OVERVIEW In w1p1ng out , or at least in minimizing , the problem of dropouts prevalent in Southeast Asian countries , there are several approaches which can be taken. One of them is ·by insuring that what the pupils learn has practical utility and that they can build upon the basic skills they have acquired to become more productive citizens. It is along this line that INNOTECH Project CB- BLP was undertaken . The main thrust of Project CB- BLP , therefore , is to provide out- of- school youths and adults with more relevant learnings based on their community needs . To properly serve this aim , basic learning needs had to be identified . In order to arrive at the basic learning needs which are relevant to a community , a survey of the community ' s needs was first carried out . These community needs were then transformed into educational or learning objectives . On the basis of these objectives the project produced community- based basic learning packages for tryout . Since the clientele of Project CB- BLP vary in terms of ages , compared to those in the formal school system , the methods of teaching them should also be more specific . Consequently , INNOTECH Project CB- BLP also tried to find out specific teaching and learning programs suited to the conditions of the clients . The three Project CB- BLP sites - Indonesia , Philippines and Thailand have developed different programs which , on the whole , have incorporated a comprehen-· sive coverage of the range of community based learning

strategies. To encourage the clientele and to sustain their motivations , the methods of teaching the packages are made specific and adaptive to their condit ions and needs as members of the community . Indonesia , Project CB- BLP , through tutorship tries to inspire the awareness of the villagers towards the community problems and to ensure their capability tJ read and write as well . Philippine CB- BLP stresses on the individual approach in attaining the clientele ' s achievements which are , of course , relevant to their needs . Thailand CB- BLP , on the other hand , stresses on self- learning and learning in a small group or in discussion sessions under the guidance of facilitators . Project CB- BLP is envisioned to provide youths and adults basic learning essentials necessary for effective community living. Toward the completion of the Project , an evaluation shall be undertaken specifically to find out to what extent the project has attained this objective .

DR . LICERIA BRILLANTES SORIANO Di~ector

Philippines , 1979 ii

TABLE OF CONTENTS

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OVERVIEW LI ST

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LIST OF CHARTS/TABLES . . INTRODUCTION . . . . , Chapter I

B.

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Analyzing and Revising/ Finalizing In-Country Models and Packages , .

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STATUS OF THE PROJECT A.

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Writing and Produc i ng Learning Packages • . •

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Chapter II IN- COUNTRY PROJECTS ACTIVITIES •

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A-

Malang , Indonesia

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B.

Iloilo C~- ty- l?hilippines • .

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c.

Chiangmai, Thailand •. • •

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Chapter III PLANNED ACTIVITIES OF THE . NEXT STAGE • . . • . . . • APPENDICES iii

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LIST OF APPENDICES

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APPENDICES Malang , Indonesia 1

Features of CB- BLP Booklets

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CB- BLP Booklet 1

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Matrices of Booklet Evaluation 77

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Bacaan XVII (Leaflet XVII)

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Tutor' s Guide

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Some Management Forms

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Iloilo , Philippines

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CB- BLP Package I , Numeracy

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Chiangmai , Thailand 8

Duties of the Tutors

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LIST OF CHARTS/TABLES Page Chart 1

Flow Chart of Activities of Malang Project CB- BLP

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List of Top ics for CB- BLP Booklets

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1

Composition of Respondents

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2

Classification of Objectives on Literacy as seen by the Respondents

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3

Composition of Respondents

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Classification of Objectives on Agriculture as seen by the Respondents 22

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Composition of Respondents

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Classification of Objectives on Cooking and Clothing as seen by the Respondents

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Priority of Needs as seen by the Local Authorities and the Researchers

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Table

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INTRODUCTION

.. The Progress Reports of INNOTECH Project CB- BLP are unique ones in the sense that these reports are written on the basis of activities of the Project within a specific stage , rather than a description of activities during a certain period of time . From this point of view , it is unders tandable that the time covered by each report is not nec essarily the same for each country .

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The reason behind this is to allow each report to compre hensively describe what the project in each si te has achieved during the stage concerned • Progress Report No . l , which covered the period of October 1977 to June 1978 , described the activities of the INNOTECH Center in ~anila during the preparation for the project launching , and of In- Country Projects during the Assessment of Needs and Information - gathering stage . Th i s Progress Report No . 2 describes the activities of the In- Country Projects after the community needs survey which is a part of the Assessment of Needs and Informationgathering stage - was undertaken . The activities include formulating the educational object ives based on the results of the survey , developing learning "continuum"/materials , creating sample packages , up to writing and producing modules/booklets to be tried out in the next stage . A second Regional Seminar was held in the Philippines on July 31 to August 4 , 1978 aimed at analyzing and revising/ finalizing the In- Country models for deriving educational objectives , models for developing learning " continuum" / materials and in creating sample packages . The report of the said Seminar will be written separately from this Progress Report . vi

CHAPTER I STATUS OF THE PROJECT

A. Analyzing and Revising/Finalizing In- Country Models and Packages 1.

Local Seminar As stated in the Technical Proposal of INNOTECH Project CB- BLP , the main activity of the first stage of the project was to conduct a survey on community needs . These identified needs should be transformed into the educational objectives . Prioritizing of the objectives then would be done . In order to be able to develop models for deriving educational objectives and models for developing learning "continuum" materials , each country projec t team conducted a local seminar. Learning packages would be developed on the basis of the appr oved models . All those models and sample packages would be analyz ed , revised and finalized in a Regional Seminar II held in the Philippines on July 31 to August 4 , 1978 .

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Regional Seminar II A Regional Seminar II was held in INNOTECH Center , Manila , Philippines on July 31, 1978 to August 4 , 1978. The objective of this Seminar was to analyze and revise/finalize In- Country models for deriving educational objectives based on community needs survey , models for developing learning "c ontinuum" materials to attain those objectives and sample learning packages.

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Since the process and the progress of the said Seminar will be written separate from this report , this portion of the report presents some highlights of the several agreements the In- Country Project Staffs have decided and have agreed upon during the Regional Seminar . They are as followss a)

Malang . ( l ) Since Malang , in its study , concentr ated on Paket A program , particularly Paket A1 to A 10 as a starting point , the purpose of i t s community needs identification was to find out the relationship between Paket A1 to A10 and community needs. In order to know the relationship between those two , the i dentification focussed on the following issuess (a)

Which numbers of Paket A1 to A10 wer e already perfect and have covered the community needs? Which numbers of Paket A1 to A10 need to be revised? Which clientele ' s needs have not been covered, and therefore what new learning packages need to be developed?

(2) Based on the community needs survey and the verification of Paket A1 to A10 , five (5) booklets the n wc ~ s de : ~ ~~~ + : be written . Asi de from these five (5) booklets , seventeen ( 17) leaflets were also prepared for those who voluntarily want to read . Tutors ' manual is another product of Malang Project CB- BLP.

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Iloilo . (1) Needs survey focussed on the diagnosis of soc io- economic and learning needs of the t arge t client e le . To survey the socioeconomic needs , Personal Data Sheet was used . This form incladed the fo llowing informations ( a) (b) (c) (d) ( e) (f )

age distribution , l €arner ' s occupation , parents ' occupation and income , water supply and toilet , food production activities , highest grade attended and reason for leaving school , and (g) aspiration of the target cliente le

The learning needs of the clientele were survey ed through a battery of tests in literacy and numeracy . ( 2 ) Deriva tion of CB- BLP continuum . When the needs were identified , categorized a nd prioritized , the CB- BLP continuum was then developed along the thre e areas , namely Lite r a cy , Numeracy and Work skills .

(3) The next steps to be taken ares (a) deriving instructional objectives ,

(b) preparing learning units , and (c) preparing learning packages. c)

Chiangmai. (1) Needs survey , using a check list , has been undertaken . They came up with 32 prioritized needs . These needs then were categorized into groups .

4 (2) Contents syllabi were developed and used as guides to write modules . (3) An integrated package will be written on raising and marketing of secondary crops . B. Writi ng and producing learning packages and manuals The activities of each Project following the period of analyzing and revising/finalizing In- Country models and packages are to write learning packages and manuals for Tutors . These packages , together with the manuals would be tried out and revised accordingly . Sample packages and manuals are appended in this rep or t . These are the initial ones . They might be revised and rewritten pending the results of the tryout .

CHAPTER II IN- COUNTRY PROJECT ACTIVITIES

A, Malang , Indonesia Malang CB- BLP began its study with an expert verification on the utilization of Paket A1- A10 • As has been reported in the first progress report , the project had conducted a case study on utilization of Paket A1- A10 in Ngenep Village from March to June 1978 , where there were three types of learning groups the illiterates who were studying Paket A1- A ; the 3 drop out group studying A4 - A10 and the combined groups studying A1 - A10 • Relationship between the tutors and the learners were observed harmonious. The learners were regular with thei r attendance. The good relationship the Project had with the Village government members has probably made contributions to the learningteaching process . The study revealed that the village Task Force supported by two facilitators could manage the learning group activities . A conclusion was reached during the Expert Verification on Paket A, that CB- BLP booklets are needed to improve Paket A. Thus , the main activities of Malang Project CB- BLP as a result of the expert verification and community survey were as followsa 1 . Conducting a local seminar on July 5- 6, 1978 , 2. Development of a model CB- BLP booklets , 3. Identification of behavioral objectives of the 24 topics and their indicators, 4 . Deciding topics for the learning package and outlining its content , 5. Developing patterns or designs of the learning package and its activities ,

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Consulting and revising the package with experts and the Curriculum Development Center , Finalizing the package design , Writing the learning packages , Tutor's Guides , and Manuals , Planning for the tryout

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Local Seminar

7. 8.

A local seminar was held on July 5- 6, 1978 . The outputs of this seminar were used as inputs to the Second Regional Seminar held at the INNOTECH Center , Philippines on July 31 - August 4 , 1978 .

a) b) c)

The objectives of the local seminar were: to develop a model CB- BLP booklets for "Paket A" program, to develop a format of such CB- BLP booklets , and to discuss reports on the following~ (1) experts verification on Paket A1 - A10 , (2) results of monitoring clientele studying Paket A1 - AlO ' (3) identification of community needs, (4) study on the characteristics of Paket A, and (5) planning for learning groups .

The expert verification on "Paket A" was a major report in the Seminar . It was reported in this seminar that since "Paket A" program, an Indonesian government ' s efforts had been launched , there were very few feedback if there were any , especially on how the package is utilized , how the literacy courses have been organized and what o~ative guidelines made the program achieve ~s objectives.

7 More important results of the study were some major findings which were deemed important by the staff for the planning and implementation of the "Paket A" program and also of the CB- BLP learning packages . Based on the Ngenep study., the following r ecommendations were proposed and considered in the revision of the CB- BLP learning packages . a)

On the learner ' s data . The clientele ' s identification data should include s (l ) personal data such as name , sex , age , occupation , schooling/ not schooling , date when dropout , grade completed , taken/not taken literacy course , (2) result of reading test for dropouts who have taken liter acy courses ,

(3) classification of grouping (literate/ not literate) b)

on group i ng , place and time of learni ng . Each learning group should consist of 6- 10 members. The learning place should be near the lear ner's house , and that the learning schedule be 7:00 to 9s00 p . m., six times a week in the first three months and thr ee times a week from the second week .

c)

On tutors/facilitators . The tutors appointed should come from the local community members , who have at least primary school cer tificate and who live close to the learning p l ace . Lear ning group members who have completed Pake t A 10

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can be appointed assistant tutor . Upgrading for tutors on teaching and management of learning group is seen necessary . An incentive for them, but not in the form of money , might be necessary to motivate them . The facilitators should be from the local community and with "respected 11 job , i. e ., teacher . d)

e)

f)

On involvement of other agencies . Established social organizations may not be appropriate to be media in reaching the learning groups since they havo· a variety of membership characteristics , i , e ,, age , occupation , level of edu cation , etc , I nvolvement of community leaders was found very important in the beginning stages and their role decreases as the learning group progresses . On monitoring~arning . Learners should be enjoined to complete the exercises in workbooks , and final tests, The test sheets should be following standard format and styles . Learning progresses was shown conveniently monitored by using special cards containing data of the start and of finishing the packages . On package storage , On the district level the storage could be at the Kabupaten (district ) or at the Kecamatan (subdistrict) at the village level , At the village level a room for adminis tration of the learning activities was requiren ,

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2.

Development of a Model CB-BLP Booklets a)

Function The CB- BLP booklets were developed because they were thought to be of help to neoli terates in developing their abilities and writing in a short timeJ they would facilitate the teaching and learning process of both the tutors and the clientele; they provide more exercises; and more significantly , they would serve as a model of a region or province with regard to their local community needs·, problems and preferences for they make the learning materials be more consistent with the socio- cultural aspects of community development .

b)

Features Thr ee types of CB- BLP booklets were developed, namelys reinforcement , enrichment and remediation. For the features of each type see Appendix 1, After the Regional Seminar II the planning group met with Mr . Soemitro , Head of Inotek BP3K , to draw up plans for the succeeding activities of the project, The flowchart of activities which is shown on page 10 was the result . In order to get more detailed activities , each box in the flowchart had been discussed and simplified into more specific activities that should be accomplished for the stage concerned,

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10 FLOW CHART OF ACTIVITIES

tember 1 Identification of Behavioral objectives and their indicators . October 1 8 Finalizing the identification of topics & outline of their content November 1978 Develop patterns of the package including the learning activities . December 1978 Consultation sanction with the Curriculum Development Center .

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Finalizin Februar Draft April 1979 Production !' April-June 1979

November 1979 Final report

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December 1979 m i n a r

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3.

Identification of Behavioral Objectives of the Topics and their Indicators There were 24 topics that were to be developed. As a preparation for package development and toward the finalization of the behavioral objectives of the topics , the Project team consulted experts on September 28, 1978 to gather their criticism and suggestions, their expected significant contributions to the package development . Some government officials whose training and positions were along the topics covered for package development were also invited to the discussions in order to gather their opinion on the objectives and also to ask them to share their knowledge of the extent or scope of the government programs relevant to the topics . The discussions on the part of the Project Staff and writers were effective in securing the proper perspective of the topic and they also had helped writers establish consistency and continuity in the development of the package.

4.

Deciding Topics for the Learning Package and Outlining its Contents By discussing intensively with the community

leaders to ensure that nothing of the community needs were left out, the Project Staff , after effecting few changes on the formulation of the 24 topics have finalized the topics that have been included in the five booklets . A list of these topics , the themes and the booklets where they are found is shown on the succeeding page .

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LIST OF TOPICS FOR CB- BLP BOOKLETS Booklet No .

T H E ME

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H 0 u s e House and garden

1 . Sending children to school 2 . Keeping loyal to religion 3. Learning to read 4. Looking after the children 5. Good meals 6 . Viewing TV programs

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Village (village chief) Government and development

1 . Village Social Institution

T I T L E

Village cooperative Village art Educating environment Organization dealing with mortality Craftmanship courses Listening group Seed garden New village meeting hall Education of family we lfare_lPKK Successful farmer

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Family of farmers!l . fishermen (rice- ' 2 field , garden , • cattle) . 3. Handicraft and 4. mutual coopera5. tion

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Family of farmers 1. and village technology ~ransmi2 . Building mosque gration , new 3. Reforestration village , erosion),4 . Typical mouse pest Marketing ~apita~l profit and loss) .

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Village moderni- 1 . Model of good citizen : . :_ ~ - ...., _ · ,l;·;e llers) zat :..1- v.., .-. (\ .. ... - -· .. . tion , family Swasembada village planning , health/ Stage of entertainment sanitation of surrounding) . Water for electrification Sub- district ~ .

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Developing Patterns or Designs of the Learning Package and Its Activities Basically the CB- BLP booklets format will consist of an activity and an evaluation component . The activity component consists of information and exercises or assignment while the evaluation part consists of tests and key to tests . The text are maximally divided into three. Each exercise consists of 2 or 3 items and are provided with pictures if necessary . The general format is as followss Title Picture Text Exercise Text Exercise Text Exercise The level of difficulty of each module/package for a certain grade level is planned with following considerations in the mind of the writer learning of text , length of sentences , and organization i.e ., following a cause and effect relationship . There were also some criteria set for the illustration and pictures . .i.~ i1~;; ill us i:.l·ations/pictures should be s a) b) c)

clear (big enough and sharp) , unambiguous; easily understood and interpreted, consistent with and suited to the content of reading,

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f) g) h) i) j) k)

suited to the level of pyschological development of clientele , relevant to the clientele ' s environment , realistic and concrete , express action or suggest a narrative , suited to the clientele ' s visual experience , simple, but i llustrati ng essential ideas of the object represented , in color , and placed appropriately .

The 24 topics were distributed among the writers for development . The following steps were found useful in the development of the package cont ent a a) b)

c) d)

e) f) g)

identifying appropr iate topics, designing specifications for ~ackage content (language level, illustration/picture , level of difficulty scope and sequence) , writing a first draft , producing material for testing , conducting the field test , analyzing field test , revising and finalizing the package .

The Project Staff produced five booklets of protype package . (See Appendix 2 for sample) .. Each of these prototype packages were subjected to revisions using the matrices of evaluation which they also hav e prepared in anticipat~on to the package evaluation toward the end of the project . These matrices of evaluation cover evaluati on of cont ent , arithmati cs , thickness of the booklet or number of pages , format , size of letters used , exercises utilized, t itle of the booklet/package, presentation, language , i l lustrati on/

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15 picture and color . For more details on the matrices of booklet evaluation see Appendix 3 . The revisions wer e subsequently done. The procedure in the revision was more or less similar to the procedure in revising Paket A1 - A which were as followsa 3 a) study the experts' recommendation , b) study the reference book published by the Department of Education and Culture on methods in teaching preliminary reading , c) format writing , d) format discussion , e) draft writing , f) internal draft discussion , g) draft discussion with experts , and h) draft production

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Consulting and Revising the Package with Experts and the Curriculum Development Center These revised prototype leapning packages were subjected to a prototype review by the Project Staff and some people from BP3K . The purpose of which was to ascertain whether the package prototype is in line with the objectives of the project, The agreement and action as a result of the review were as follows: a)

The name "Paket PAJAR BERKEMAS" (CB- BLP Booklets) be used to designate the product of the project ,

b)

After an intensive discussion , the prototype packages were seen to be not entirely basic learning package because the words and sentences used were not those frequently used by the learners in their

..• 16 daily lives , They found out that only the topics and themes were really community- based . To this the Project Staff intended to improve the package by collecting words and sentences popular among the clientele through an interview scheme they have devised wherein 30 illiterate persons grouped into 3 were made to say something about the pictures shown to them . The first group of interviewees were made to react to pictures on topics 1- 8 , the second group on topics 9- 16 , and the third on topics 17- 24 . The frequency of responses were noted and the first 72 words with high frequency became the basic source of words ·for writing the package . c)

The review team had reformulated the objectives of the CB-BLP Learning Paclcage as fo llows 1 (1) ( 2) (3) (4)

(5)

d)

the learner should be able t o read/to read more easily/to develop interest in reading , the learner should be able to write , the learner should be able to do arithmatics , the learner should be able to speak and write. in Bahasa , Indonesia and the learner should be equipped with knowledge and skills in coping with community problems . The emphasis on developing interest in r eading and awareness to community problems differentiated the CB··BLP Package from the conventional Indonesian package .

To ensure that community problems were identified and discussed adequately , the review team made it a point that community leaders and two from the clientele met to discuss the points to be included,

17 Booklets 1 and 2 included the most common problems and Booklets 3- 5 on problems relevant to a specific community .

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A manual which ~ervc as ~uidclines for ~rt1sts in making relevant drawings/illnstrations was completed . Then a group of writers were recruited .

f)

Although only one prototype package was revised during the review , the rest were made ready for a review with the BP3K experts .

Finalizing the Package Design The review with BP3K confirmed the distinctive features of the CB- BLP learning package as followss a. b.

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d.

e. f.

Topics of the learning package are based on community needs , Words and sentences in which the packages were written should be from the clientele ' s point of view and that words regarded as academic and childish be avoided , The objectives of the learning packages are not only to enable learners to read and write and speak the Bahasa Indonesia, but also to make them more aware and concerned with community problems . Incentives to learn should arise from the need of the clientele/ as agreed by them and their community leaders , Pictures should be utilized as an addi tional tool for enhancing the learner's recognition of words , The size of the letters to be used should be bigger than the one used for Paket A,

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The cover illustration should be capable of representing community problems and able to motivate clientele to · lc~rm ,

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That booklets I and II should begin with picture stories and booklets III - V be problem oriented in their activities.

Writing the Learning Packages , Tutor ' s Guides and Manuals The learning packages consisting of booklets I - V known as Paket PAJAR BERKEMAS have been produced . Seventeen leaflets were also produced (See Appendix 4 for sample). Drafts of tutor ' s guides (Appendix 5) , manuals on how to write learning packages , how to organize learning groups , how to deliver the packages and how to evaluate the learning have been readied for the tryout together with the packages.

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Planning for the Tryout The tryout schedule was May 7 to July 24 , 1979 . In preparation for the tryout the Project Staff prepared instruments for monitoring and evaluation. Some management forms such as attendance forms and achievement cards were produced (Appendix 6) •

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B. Iloilo City, Philippines 1.

Writing the Learning Continuum After the target clientele were identified through a survey and their entry levels were determined through a battery of tests, the Project Staff through a lively interaction and brainstorming in a live- in semin~ with five division supervisors as resource persons and four other teachers in Work Skills, Numeracy , Filipino and English, prioritized the needs of these target clientele in the two Project CB- BLP sites - the Veteran's Village , the chosen urban site and Hibae- an, the chosen rural site. These prioritized needs were used as bases for preparing the followings a) b) c)

2.

Learning "Continuum" on Literacy , Numeracy and Work Ethics, Learning Units on Literacy , Numeracy and Work Ethics , and Sample Modules.

Developing Instruments to Validate Learning Continuum From the Second Regional Seminar held at the INNOTECH Center on July 31- August 5 , 1978, the Project Staff started to develop instruments for validating the "continuum" . Questionnaires were developed and sent to five groups of selected educators namely: (a) public elementary school teachers , (b) division supervisors and school heads , (c) college/university instructors or professors, (d) private school heads, and (e) MEC regional supervisors.

Local Seminar held on May 27- 31 ,, 1978 at Royal Palms Hotel , Iloilo City.

20 The questionnaires used were in the form of rating scale on which the objectives in the learning "continuum" were listed. Opposite each were four columns on which the respondents were to indicate their opinion on an specific objectives 1 ) if the objective "may· be omitted" in the formulation of a good "c ontinuum" for out-of- school youths, 2) if the objective is "desir able " for inclusion in the continuum , 3) if the objective is "essential" and , 4) if the objective is " absolutely necessary".

3,

Validating the Learning " Continuum.,. The succeeding tables show the composition and the responses of the educators who responded to the questionnaire on the validity of each of the learning " continuum",

On the learning Continuum for literacy Table 1 Composition of Respondents No . of Ques - No . of Ques- %of Ques- %of ReprQCategory tionnaires tionnaires tionnaires sentation Sent Out Returned Returned PublJ.c e lementary school 28 30 30 . 11 93 . 33 teachers Division super26 visors and 83 . 87 31 27.96 school heads Academicians 20 30 66 . 67 21.50 Private School 11 64 . 71 17 11.83 heads MEC Regional 8 , 60 8 15 53 . 33 Supervisors a)

TOTAL

123

93

75.6

100,00

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Classification of Objectives as seen by the Respondents Item numbers of ob j ective classified as a Absolute l y Essent ial Desirable Necessar~

Sub j ect Language I - III

Language IV- VI

2- 4-5- 6- 7- 8- 910- 11- 14- 15-1 718- 19- 20- 21-2223- 24- 25- 26- 27 28- 29 - 32- 33- 3435- 36-37

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1- 2- 3- 4-3-6- 89- 10- 11 - 12- 1314- 15- 16- 17- 1819- 20- 21 - 22- 2324- 25- 26- 27- 2829 1- 6- 8- 9- 10- ll- 1Z:- 13-14- 15- 1617- 18- 19- 20- 21-

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Reading I - III

l - 3- 12- 1330- 31

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2- 3- 4- 5- 40

22- 2~ - 24 - 2,2

1- 2- 4- 5- 6- 7- 83- 18 9- 10- 11 - 12- 13- 1415-16- 17- 19- 2021 - 22- 23- 24- 2526- 27 - 28- 29- 3031 - 32- 33- 34- 3536- 37 - 38- 39- 4142- 42_- 44

Reading IV- VI

b)

On the learning "continuum" for agriculture Table 3

Composition of Respondent s

No . of Ques - No . of Ques - % of Ques Category tionnaires tionnaires tionnaires Sent Out Returned Returned Public Elementary School 38 34 89 . 47 Teachers Regional and Division 7 4.28 ::;upervisors Total

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37

82 . 22

% of Representation 91.89 8 . ,1_ 99 . 99

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I tem numbers of objectives classified as' Absolutely Desirable Essential Necessary Al- B2c- B4 Blc( l )-B7 - A2- A2a- A3- A4- A5- A6A7A7 aA8b-A8cA8dB7(4) - B7(5) A9- Al0- All- Bl- B2- B2aB2b- B2cl- B2c3- B2dB2el- B2e2- B3- B3 ( 1) B3(2 )- B3(3) - B3(4) Poultry B3(5) - Poultry- Al- A2~3 -A~){l)-A3 (~} -A 3(3) A5- B6aA3 (5) - A3(6) - A3(7) B6cA3(8) - A4- A6- A7 - A8- Bl- B6bB8 B2- B3- B4- B5- B6- B7(1) B7 (2) - B7(3) - B7(6) B9- Bl0

Subject

c)

Classification of Objec tives as seen by the Respondents

On the learning "continuum" for cookery and clothing

Table Com osition of Res ondents No . of Ques- No . of Ques - o of QuesCategory tionnaires tionnaires tionnaires Sent Out Re turned Returned Public Elementary school teachers Regional Supervisor and Academicians Totals Table 6 Subject

Cookery

Clothing

31

25

10

6

41

31

o of Repr e sent ati on

80 . 64

80 . 64

60

19 . 35

75 . 60

99 . 99

Classification of Objectives as seen by the Res ponde nts Item numbers of objective classified as ' Desirable Ess ential Absolute ly necessary 66a6b6c6d6e6fl 23- 4- 5- 6i-7a0 6g- 6h- 7- 7f- 7g- 7h- 97b- 7c- 7d- 7e- 8- 11 10- 11 k- llm- 12- 14- 14b- 11 a- 11b- 11c- lld14c- 14d- 15- 16- 17- 17b- lle- llf- llg- llh17c- 17d- 17e- 18 lli- llj - llk- 13~- · 14a- 17a 3- 4-5- 6- 7- 8- 9- lOe1- 2- 10- 1 Oa- lOb0 14- 16- 17- 18- 19- 20lOc- lOd- 11- 1221 - 23 13- 22

I

23 As a whole the findings show that none of the objectives in the "continuum" , in the opinion of the different groups of educators , should be omitted . There were a few who indicated that some of the objectives may be omitted but the number was insignificant for ninety- nine per cent of the respondents considered the objectives essential or absolutely necessary . Nevertheless , the Project Staff worked on some slight modifications on the "continuum" before proceeding to work on the packages .

4.

Module / Package Development The writers have begun writing some of the modules and have finalized the first few drafts . Weekly meetings have been held to evaluate the quality of modules finished and to determine the staff ' s progress . At this point , the staff had requested and have received the assis tance of the Project Coordinator on working out the syllabus progr am and on the package preparation . The writers of the literacy modules have int egrated the language and reading modules . They have written , revised and translated most of the modules into Hiligaynoon. The mo~ulcs .have been edited by the area specialists .

~

5.

Module/Package Revisions Following the suggestions of INNOTECH Consultants the Project Staff have initiated revisions of the original drafts .

..

24 As a result, the Project Staff concentrated their efforts toward the following directions• a) b) c) d) e) f) g)

6.

Using a format for modules that which is most economical , Deciding when to use pretests as these may be necessary only in certain circumstances , Utilizing lean programming especially in the work skills package , Adapting some content and ideas from the IMPACT modules , Integrating reading and language of the English and of the Filipino modules , Revising the modules on container gardeni ng and on poultry raising , and Determining illustrations needed .

Module /Package Production and Preparing for the Tryout The respective writers themselves have been responsible for monitoring the stencilling and mimeographing of these modules . Stencilling of these modules started June 25 . The Projec t Staff have set the deadline for the tryout of the modules on July 2 , so each writer , translators and editors concerned as well as typists and illustrators worked even on Sundays and holidays to meet the deadline. By June 30 the following modules were reproduced , collated , and covered& English Modules 1 , 2 Hiligaynon Syllabus program , teacher ' s manual and charts Filipino Modules 1, 2 , 3 , 4 Numeracy Syllabus program , modules 1 (S ee Appendix 5)

25

Container Gardening Sewing Poultry

Modules 1 , 2 , 3 Modules 1 , 2 Modules 1 , 2

The accompanying charts and the rest of the instructional aids have been finished in time for their need . The tryout has been scheduled on 2 July 1979 to the middle of September 1979 .

c.

Chiangmai , Thailand After the Project Staff had returned from the Second Regional Seminar at INNOTECH , they put all efforts to solve the constraints to the full implementation of the Project in San Patong District which was officially declared as one of the sensitive areas in Chiangmai Province.

They have divided them-

selves into two groups , one headed by the Project Director to approach the governor and provincial committee members with the mission to orient them with the background , the need, the importance and the stages and procedures of the project; the other group headed by the Project Director to coordinate with San Patong District Officer , sub- district headmen and village leaders at their monthly meeting for the Projects clearance and support.

26 Both teams achieved their objectives and permission had been granted by the governor for the Project to continue i ts operation .

Full cooperation had been assured

by subdistricts, villages and l eaders . Meanwhile mapping of project sites indicating subdistricts , villages and roads have been done .

This was

done with the idea of facilitating the selection of the prospective respondents . 1.

Needs Assessment Survey The respondents to the survey consisted of influential or respectable persons such as subdistrict headmen , village leaders , monks , midwives , teachers, family heads , youth leaders boys and girls school drop outs or Grade IV graduates who did not continue

their studies .

With the use of the map of the project site , the Project Staff were able to obtain the optimum size for each stratum .

The sample consisted of

loo,

71 from the town , 23 from the urban and 26 from the rural ,

Simple random was used .

•

27

The instrument used which was basically a check list was revised many times . The revisions included some scales ; additional topics to cover all the aspects needed, and opinions and attitudes of teachers and parents . They also employed " incidental t echnique" or further probing questions since some respondents were skeptical . The interviewers consisted of researchers and field workers recruited from the district. They were given five-day training on how to use the instrument, how to record and how to gain confidence of the interviewee . The interview usually was conducted individually at home , or if an appointment was made it was done individually ol'in amaD. group . Some interviews were conducted in the rice field individually or in small groups . The next few months the research activities consisted of collecting, analyzing and interpreting data J prioritizing needs and planning and presenting results . By March 1979, the Project Team had completed its needs survey. The instrument · was revised once more to conform with the Four-Year Development Plan of the Thailand educational system , .and of the regional and provincial plans . Interview was the main method used . Observation was also used . The needs of the clientele as gathered in the survey were the following in the order of priority• 1. 2.

Maintain local culture First Aid

28

J, }f .

5. 6. 7. 8.

9. 10 , 11. 12 . 1) .

14.

15 . 16 . 17 . 18 . 19 . 20 . 21 .

22 . 23 . 24.

25 . 26 . 27 . 28 . 29 . 30 . 31. 32 .

Knowledge to improve eareer Child care Dangers of drugs Poisonous foods Community Development Marketing conditions Co- operatives How to grow by crop rotation to maintain soil fertil i ty Knowi ng services of local government Food preservation How to avoid communicable diseases Water purification How to raise animals How to raise mushrooms Buy ing and selling skills How to sell cooked food How to contact government offices to avoid redtape Vegetable raising Knowing local laws Knowing how to get employment Weaving Carpentry Raising flowers for sale Sewing Car repair Gardening Home industry (agricultural production ) Rice raising Farming Handicraft with local materials

29 Objectives have been written for each of these , however , the writers have delayed for a time the writing of learning materials in the absence of a more definite statement of prioritized needs . Further~ more J the staff would. want to work on the objectives which will be in line with the government programs . much more , the researchers have not gone to the village elders for their opinion on the priority of needs of the community . Following the suggestions of the INNOTECH team who came to Chiangmai in their monitoring visits , the Project Staff categorized and attempted to prioritize the needs of the clientele based on the results of the survey . The list of needs has been submitted to a panel of twelve officials consisting of the following s 1 District Head 2 Village Heads (Ban Mae and Ban Kard) 4 Assistant Village Heads 1 Extension Worker in Community Development 1 Sheriff 1 School Superintendent of the District 1 Head of Education for Primary Schools in the Social District 1 Retired School Principal The results of the survey is shown in the table that follows which explains the final decision on marketing , cooperative and agriculture as the topics for the CB- BLP packages .

.30 Table 7 ,

Priority of Needs as seen by the Local Authorities and the Researchers Res LA Prior

LA.

y- Y

Marketing and CooperativeAgriculture

RES

p

5. 625

1

1

1

4, .31.3

2

2

5

.3 . 10 , 15 , 16 , 17' 20 , 22 , 25 ; .30 , .31

8, 9

Civic Responsibility Home Industry

1.50

6

6

.3

19 ' 21

4 • .312

.3

.3

4

Culture Health

1. 87 .3 . 125

5

5

4

4

6 2

.3 • 17 ' 18 , 22 , 2.3 ' 24 , 26 , 27 , 29 , .32 1 , 2, .3 2 , 4, 5 , 6' 7 ' 11 , 1.3 , 14

LA Res P

= Local Authorities = Researche r s = People

2, Clientele I dentification Chiangmai Pro j ect CB- BLP has expressed its plan to address its project to both the out- of- school as well as in- school pupils , although fo r the purpose of INNOTECH the results of the study on the out- qf- school youth would suffice , Thus , Chiangmai Project CB- BLP has i dentified to work on Marketing and Cooperatives and Agr iculture . The packages they have been developing a re for Leve ls III and VI for those who are in s chool and for the out- of - s chool , they a r e for these equivalent l evels too , Nevertheless , these packages that have been developed have built- in l essons to develop literacy and numeracy ,

31 3.

Planning the Delivery Sys t em The delivery system will be mainly through the use of facilitators. The Project Staff contemplates on the graduates of . secondary schools as facilitators . There will be very little need for tutors since it is assumed that the out- of- school youth possess basic literacy and numeracy skills . It is planned that the packages be provided either at the house of the village head or perhaps in a reading center . Some elementary school teachers in the village and some high school graduates or dropouts are recruited as facilitators and some tutors . Manual for them will be develop . Items to be included in the manual are given in Appendix 6.

4.

Developing Procedures for Writing the Package By way of assisting the writers in their work , a problem oriented situation had been presented to them. The purpose of which was to help them visualize the kind and nature of learning package that they were going to write . The staff have written each of the following moduless Increasing Income , Planting Secondary Crops , Increasing Production, Harvesting , Selling for Profit and Cooperatives and Farmers . Each of these modules have been subjected to the process of review and refinement . It may be significant to note that the six modules produced followed the logic of production to marketing , but they n ot in any way suggest a system of prerequisites ,

..

32 The writing of the package (modules) generally follow the following stepss 1.

The writer develops the basic ideas that are to go into the lessons of a module . For thi s they use a one-sheet for m with the following i nformation s

Module

Title • • • • • • • • • • • • • • • • • • • • • • • • ••• • ••• •••••• • • •••• •• • General objective . •••••••••••

: condi- : solving :speci- : content : MultiLes -:ti on &:( Re:B.ted !fie ! and key : media son !prob- : to GO/ : object~ work • ! lems : content ~:ive 2.

3. 4. 5. 6.

?.

: Activities : and evalua: tion •

The above is discussed with the project Director , revised and generally finalized , The writer writes the lesson , The lesson is reviewed by a group of writers , The lesson is rewritten , A mini- tryout is expected to be undertaken , A final write up is made.

The module format is as followss I. II . III . IV.

v. VI . VII . VIII .

Module title General objectives Lesson title Specific objectives Key word/ content/ concept Conditions/Problems Solutions/Information (To include a concluding statement) Activities In addition , appropriate illustrations are made whenever necessary. Also, a list of resources and med i a are added as needed .

33

5.

Package/Module Production and Preparing a Schedule for Tryout The writers estimated that by the end of June , the materials will be ready for tryout . By then mini- tryouts shall have been conducted for the purpose of improving the workability of the drafts , as well as the language l eve l of the mater ials wherever applicable .

6.

Developing an Evaluation Plan Although the scheme for evaluation has not yet been written , at this point the researchers plan. to gather the followinga a.

On the content of the package 1) How readable are the materials? 2) Do the materials ge nerate adequate discussion? 3 ) Is the content within the comprehension and experience of the clients?

b.

On the processc 1 ) How do the facilitato r s /tutors perform their role? 2) In what way/ways do the village elders perform a role? 3) What are the more useful criteria for grouping the clients? 4) What are the criteria to be considered in scheduling group meetings ?

34

c.

On the change of attitudes 1) 2)

3) 4)

5)

Do the clients attend r egularly? Do the clients e ngage in discussions and in performing activities? Do the clie nts ask for other mater ials? Are there other villages who would wait to us e the materials ? What are the plans of the clients on the us e of their land?

CHAPTER III PLANNED ACTIVITIES OF THE NEXT S'l'AGE Chapter I of this report describes the status of INNOTECH Project CB- BLP during the last part of Stage I of the Project , which is Assessing Needs and Scheduling Information- gathering Activities, Chapter II specifically explains the In- Country Projects activities during that stage . As a matter of fact , the immediate output of these activities are Basic Learning Packages/Booklets . These packages/booklets/modules , together with the Tutor ' s manual should be tried out, and revised , if necessary . Thus the next stage , which will be devoted to the actual tryout of modules/booklets , consists of the following activitiese 1.

2.

J,

4.

5. 6,

7.

Preparation of the tryout , to include drawing up the schedule of the tryout , preparing instruments to evaluate the effectiveness of modules/booklets . Actual tryout , to include monitoring the run of the tryout . Analysis of the results of the tryout , Revision, on the basis of the results of the tryout , Rewriting modules/booklets . Translation of modules/booklets into English , whenever needed. Final report .

All those activities will be written in Progress Report No . J of INNOTECH Project CB- BLP .

AP P E NDI C E S

Apuendix 1 Features of the CB- BLP Booklets 1.

Reinforcement . a) b) c) d)

2.

Enrichment . a) b) c) d)

J,

that they treat the sarrte subject matter as the original package; that they "be at the same level of comnlexity a.s the original subject matter; that they cover the original subjPct matter in greAter detail; that thev accoMplish their purpose~ through a (1) additional illustration/pictures (2) exercises (J) tonics to discuss , objects to observe , ~nd so on , (4) audio visual aids ,

that they treat either as the oriv.inal package or new subject matter; that they be at the same level as the original subjectmatter ; that they widen and enlarge clientele perception; that they accomplish their purposes through; (1) addit ional illu strntion/pictures (2) exercises (3) topics to discuss , objects to observe , and so on , (4) audio- visual aids

Remediation . a) b) c)

that the items included are among those t~ught in the original package; that they consist of items which present difficulty for the l earner; that they accomnlish their purnoses ~hrough s (1) additional illustration/pictures (2) exercises (J) topics to discuss objects to observe , and so on (4) audio-visual aids

APPENDI X

l

p a k e t

p

a j a r

b

e r

k

e ma s

2

37 Overview of the CB - BLP Prototype Booklet I I.

Objectives • 1. 2.

3. 4. II .

2.

3. 4.

able able abl e able

to to to to

read , write , do arithmatics , speak and write Bahasa Indonesia .

Recognizing letters , and combining into syll ables and words , Learning to wr ite letters and combining into words . Recognizing numerals , arithmatical symbol s , and doing exercises . Practice speaking and writing Bahasa Indonesia .

Presentation 1. 2.

3. 4. IV .

are are are are

Learner ' s activities in achieving the objectives 1.

III .

Learners Learners Learner s Learners

Presenting popular words re pe~tedly and provid ing with some pictures . Assigning exercise . Assigning arithmatical exercise . Assigning Bahasa Indonesi~ exercises both oral and written.

Scope 1.

Reading a , starting with vowels b , starting with consonants of the popular words . c , combining the vowels and consonants

2.

Writing a . s tarting with a.ll vowels b . starting with consonant s of the popul ar word s c . combining the vowels and consonants into word Arithmatics a . starting from 0 to 100 b , i dentifying arithmatical symbol s c . doing exercise Bahasa Indonesia Learners translate the popular wo rd s into their daily language and improve the use of them in Bahasa Indonesia.

3.

4.

/

J8

b

!·.- ,~~

·~-:~·'-:,

la- bu a- bu i - bu

~ ·

ka- li ka- la ka- ku

· ·

.._, 1 :~

• /.

() ~~··

u- bi ba- bi bi- bi

-·-

.

--- -

/~"') I ~ .A j I'

,

;'· .........,__

··-~v~·· ··:'/·• " . ;

.. ·-''

1--- - - - - j

:£./kJ

.._.,.~- ., ;{I~ u:;:

i----

I

k

/

-~--

I

l

a- ku ku- ku bu- ku

{

.

·- ·- -

·· --------~,

J

1

a - lu bu- lu la- lu

I /] Jrf),~ :.... I\ I ~ ,~ .If.~.

i ~~\;-..-'..,/' : .I .~--

n ki- na ku- na

·--~......__...,...__~ _.

la- bu la- ba la- ku

i - ni ba- ni a- ni

39

a a a

-

bu

i

- ku

i

'

i

- lu

i

a

- bu

u

bi

-

ba

u

ki

ni

u

-

ni

u BACALAH

ka- ki ba- ki i - ni la- bu ba- ki ka- ki i - ni i - ni ka- li TULISLAH

labu ba- ku a- bu bu- ka

a- ku ba- li ba- bu li- nu

ki- na na- bi ba- ni a- nu

i - bu a - li bu- lu na- ni i-ni ba- bi ku- ku ku- ku i - ni

lu- ka la- ku ka- ki la- ku ku- na ka- ku ba- bi ba- ni ba- u .

40

du- a

i - ni

ku- da

sa- gu

du- a

da- du

ba- tu

ba- ta

L - - - - --' r

41

d

ku- da la-da ga- da

du-du du- ku du:ka

,___

--- s

si- s a si- si s i- la

bu- sa lu- sa mu- sa

y''

{._t!Y" o • '.1'\'

g

:

tu- gu la- gu sa- gu

~ .•• ,j

~

i

'

"

'

"

.,

~~

ga - li ga- gu ga- da

t

ku- tu sa- tu ba- tu

ba- ta bu- ta ka- ta

42

TULI SLAH

BACALAH ba- si lu- ka tu- a tu- li su- su li- nu su- su

i - ni si- ti ku-da bi- su su- ka i - bu su- ka

na- si s i.:.ku i - ni sa-ni s a- li gu-si i - bu

i - bu

si- ti

ba- tu lu- ka di- a bi- su a- da s u- ka i - ni

ka- li la- gi gi- la tu-li ku- da na- si ta- di

/

BACA DAN TER JEMAHKAN

t\• ~L~~ . (

.

~- \

>

~..__...-·

\\\\ I

'

- ~~ ·

IK

v

,_

.

i - ni ku- da a- da ku- da ka- ki ku- da ki- ni

ku- da sa-li ku- da i - ni ku- da i - tu s a-li

sa- li du- a du- a tu- a lu- ka gi- la du- ka

BERHITUNG

Q

i - ni sa- tu

~

i - ni du- a

~

i - ni ti- ga

~·

-

'

~

\.

/G;!d)!'\'. :~

sa- tu sa-tu sa-tu

bu.:.ku bu- lu ba- tu

du- a du- a du- a

da- du du.:.ku li- di

ti- ga ti- ga ti- ga

gi- gi ga- da ka- ki

43 PELAJARAN II

sa- pu

.--------- ·---- --

b

d

a

k

g

p

i

1

s

r

u

n

t

j

li- di

44

ku- pu sa- pu ti- pu

pa- lu pa- ku pa- di

ra- ja r a- tu ra- g i

~ - ~ ~"__1 ... \

·-·' . .?:> ·<:...---,, . }_,\\"I -' /,)--<,y" I '· "-

"'\1 '•) (

da- ri sa- ri la- ri

~

ga- ru ba- ru bi- ru

lf

,.--· ., \},

'-::....-7

\::;

.,

'

--_...-- ,p) "

;

(/;

1~0;~~

·'

"! I.

-

.<

'

7>l~'-7~ 1\.,'' ---, ]!:~Ji '\

ru- pa ru- sa ru- gi

IT] ru- ji sa- ji ba- ji

Cr '

'6 X

/

,

.--

_ .. 4'

0 ;.q~---:-o "0 '0

ja- la ja- sa ja-ti

,.

45 BACA DAN TER JEMAHKAN

a- da ja- li i-ni sa- ji ba.:. ju

sa- tu lu- pa sa- pu su-ka su- ti

s a- pi la- gi li- di ju- di ba- ru

su- si i - ni u- bi a-pa ju- ri

TULISLAHa

ju-ki ba.:. ja ju- ni

ru- pa pa- la ra- pi

la- ri ru- sa ra- g1

.

BACALAHr

i.:.tu sa- pi sa- pi sa- pi ru-sa pa- g i ju- ki di- a ja.!.di ju.:.ki ki- ni

sa- pi ju- ki ju-ki su- ka ju- ga ke• ka- li ja- di ju- ga su-ka i - tu di- a

ju-ki du- a tu- a la- ri la- ri gu- ru tu- a lu- pa du- da du-ka

ja- di ba- tu a- pa i - si su- ka

gu-ru a-pi i-ttl

pi- pa lu-pa

46

(\ ?\ \ '

ft~~

-~t~ \

~7: ·,

i

I

•

j\

1\~J ~

.

.:

\v ~~ . f:!jf /

ha-ma

pa-di

ja- mu

ku- du

i - ni

ta- hu b

d

a

k

g

__p

i

1

s

r

u

n

t

_j_

GJ

ha- ji ha-ti ha- ma

ba- hu ta- hu su- hu

\

~ sa- ma ha- ma na- ma

ja- mu ta-mu ka- mu

47 BACALAH

DAN

su- mi i - tu ma- na lu- sa

TERJEMAHKAN

i - ri ha- ma ma- ta ha- ri

ha- ti pa- di ha- ri ra- bu

i - ni ta-mu i - ni ma- ri

ma- du i - tu ja- mu ki- ta

TULISLAH1

da- hi ha-ji hi- na ka- mi ru- pa a- da a-da ka- mi i - si a- da a- da a- pa ju- ga ki- ni i - si

ha- ma ha- ti ma- lu su- ka ru- pa bu- ku ju- ga ma- u bu- ku ha- ma ju- ga gu- na ku- pu ka- mi bu- ku

ma- du ta- mu ma- nu bu- ku bu- ku ba- ru la- ma ta- hu i - tu pa- di u- bi ma- du ku- pu ta- hu bu- ku

bi- ma mu- da a- pa ma- ju

48

la- ci ka- yu

sa- wi mu- da _

.~:;:.......:z:;_

_ _ __

_ _I

i - - - · -· - - - - - - j;! /

.

ka-yu wa- ru

{1~:-:d

I ~~-~~:_l j___!;..,.-,__-_._

b

d

a

k

e.

n

i

l

s

r

h

u

n

t

.i

m

I

i - ni cu- ka

w

ra.;.wa ha- wa ji- wa

sa- wi ki- wi ka- wi

I

c

I

la- ci gu- ci su- ci

I J

y

c u- ri cu- ka cu- ci

I

ka- yu la- yu a- yu

GJ

Iol

m .....___.

to- ko so- to yo- yo

to - li

CJ be-si te- ri me- ja

sa ka

49

I I

BACAIAHs su- ci i - ni ti- ga ma- na

be - li be- si bi- ji topi

ci-ta ba- ja sa- wo sa- ya

i - bu i - tu pi- ci i - ni

ya-ti ko- ta sa- ya bi- ji

TULISIAH la- yu a- yu ci- ri

pi- ci mo- ci wa- ti

BACA DAN TERJEMAHKANs di de - sa sa- ya a- da se- ni ta- ri a- da ta- ri ja-wa ju- ga ta- ri ba- li se- mu- a i - bu su- ka pa- da ta- ri su- mi- ni ju- ga su- ka di-a bi- bi sa- ya di- a ja- di ju- a- ra ju- a- ra ta- ri ja- wa

de-wi to-ha se - wa

yo- ni te- ri ja- go

ka- ya so- lo bi-ru me- ri- ca

50 BACALAHI

la- lat i - tu a- da su- rat sa- di a- mat

~

ja- hat ki- lat ku- at

sa- li sa- ya a- mat

ba- yam a- sam ga- ram sa- lam

ha- rum mi- num ja - r urn hu- kum

lam- pu pom- pa jum- pa lim- pa

,/ffi: ~

- ,,

ta- kut tu- rut sa- kit sa- lim a- lim ya - tim ki- rim

.

·. r,v

II·~ -'- . " ,,~-· . ..

~Yj

r·\. '>u~

rum- put lorn- pat sem- pit tern- pat BACALAHs

ba- lut ra- pat pe- rut

bam- bu tim- ba jam- bu rim- ba

ram- but sum- bat lam- bat lem- but TULISLAHI

sa- di ta- nam ba- yam i - ni a- sam ga- ram sa- lam be- lum mi - num i - bu sa- lim de- mam i - tuja- rum jam a- yam i - tu hi- t am tern- pat i - ni sem- pit ram- but sa- ya lem- but

jam- bu bu- lat rum- put la- ut tam- bah ga- ram ru- mah mu- r ah k.;_- rim s a- lam

su- dah sa- kit ta- nah mi- num pe- nuh

sem- buh lum- puh pa- dat o- bat sam- pah

51 BERHITUNG:

BACAIAH c

1 + 1 2 + 2

i - ni em- pat

I

I !

em- pat ~~~ ' \ "'.~ em- pat \_ . • \ I ~-~"'"I .·t 4. .: ""~ ---#?I em- pat . . ;j

. .,..).

1

•. . .

bam- bu jam- bu a- yam

....... .•

3 + 3

=2 =4 =6

1 + 6 = 7 2 + 3 =5

3 + 4

=7

'I'ER JElV'lA.HKAN I

i - ni

sa- nah a- da ka- rim mi- num i -tu

li- ma

0

L ~ •...__ I (?: V?"' '('.- ';·/ 1

li- ma '-J\.._. J _./. ' li- ma (i;;-) ,__ • li- ma

W

i - ni

to- rna t su-ra t ka- rat

e- nam

ba- yam a- sam a-yam

~

i - ni tu- juh

tu- juh ru- mah tu- juh pa- nah tu- juh le- bah

I r+ I

i - ni tam- bah

2

dua

·+·

tambah

1

satu

ada

3

tiga

su- dah tu- juh tu- rut i - tu o- bat

sem- buh lem- bu ra- pat se- hat de- mam

52

da- un pan- dan

ka- in te- nun

sum- ber a- ir

11\ . -== i1:::::=--:: : : : , ----1 I · ~---- - · ·-1 I'll;!!

I

1

L::::':_l

=~=: -1!DJ k=:~ - I

I

-~--

':'---·1

L-- -. ··-- --.·. I

'

: l_\

"

·-·

ka- mar ti- dur

53

ja- lan bu- lan ba- dan ku- man

a- sin li- lin sa- min u- b i n

te - nwn li- mum sa- bun ta- hun

ran- du pan- du rin- du

pin- tu tin- ta han- tu

bun- da sun- da ron- da

BACALAH 1 2

a- da i - kan a- sin i - tu po- hon a - ren i - ni da- un pan- dan sa- min ma- kan ke- tan ja- lan i - tu bun- tu pa- man a - min ra- j in i - ni san- tan ke - la- pa on- ta i - ni jan- tan u- lar rna- war pa- sar si- nar

pa- sir ku- nir su- pir si- sir

da- pur ti- dur su- mur te- lur

har- ta kar- tu ar- ea

kur- ma sur- ga dur- na

mer- du per- lu per- gi

/

54 BACA DAN TERJEMAHKAN :

a- ir i - ni ta- war i - tu ar- ea pur- ba pa- sir i - ni ka- sar ma- na pa- sar be- sar i - ni pa- gar lu- ar

i - tu ka- mar ti- dur rna- war su- dah me- kar ka- mar i - tu be- sar ta- nah u- mar su- bur sa- yur i - tu se- gar

TULISLAH:

i - ni a- ir man- cur i - tu da- un ken- cur pa- sir i - ni ka- sar i - ni pa- gar lu- ar a- da ban- jir be - sar

a- ir su- mur se- gar rna- war su- dah me- kar ta- nah u- mar su- bur sa- yur i - tu se - gar bu- bur cam- pur sa- yur

BERHITUNG :

1]1]

i - ni de- la- pan

de - la- pan de - la- pan de- la- pan

i - kan pin- tu da- un

i - ni sem- bi- lan sem - b i~ lan

sem- bi- lan sem- bi- lan

a - yam lem- bu te - lur

55

lvav

1

i - ni se- pu- luh se - pu- l uh du- ku se- pu- luh to- mat se - pu- luh a- yam

KERJAKAN &

2 to- mat +

4 te- lur 3 kur - si 4 pa- ku 5 bu- ku

+

5 te- lur

+

4 7 5 3

+

bu- ku to- mat kur- si pa- ku

+ + +

+ + +

3 to- mat 5 te- lur 1 kur- si 4 pa- ku 2 bu- ku

= = = = =

5 te- lur 6 bu- ku 3 to- mat 4 kur- si 6 pa- ku

= =

... ... ...

to- mat te - lur kur- si pa- ku bu- ku

te - lur • • • bu- ku = ••• to- mat kur-si = pa- ku =

.. .

de - sa ma- ju de - sa a- mir ma- ju ta- nah gem- bur dan su- bur a- ir tum- pah ru- wah ke - bun pe- nuh bu- ah be- g i - tu ju- ga de- sa a- man se - ka- li ka- re- na sa- ban rna- lam se- la- lu a- da ron- da war- ga de- sa gem- bi- ra me- reka ru- kun se- la- lu men- ja- r,a na- ma de- sa

ki- ni de - sa a- mir ja- di de- sa ju- a - ra da- lam lom- ba de - sa

. ''

PELA.JARAN IV

.~~-:"'"\

ne- nas ma- nis

1

bo- tol ke- cil

··r· ·· '

\\...._~ [iJ..Ir· ·

t i-kus ga- nas

a.

~d~ ~ll~ k, n . 'h·--"'~

iiff(·-:.--·~ :~_; I'

\

..

.

~~-!~_? /

I

ne- nas pa- nas be - ras ka- pas ta- las

pe - tis ku- dis pa- kis ke - ris ku- bis

ha- l us ra- kus u- sus ti- kus ka- kus

BACALAHs

a - was a- da ti- kus su- mi ga- dis ma- nis i - ni be - ras ke - tan wa- sis de - roam pa- nas ker- tas i - ni ha- lus

a- nis su- ka dus - ta ne- nas i - ni ma- nis kas - di s a- kit kus- ta i - tu ikan ta- was i - ni ka- os be- kas

b.

be- dil ha- sil ki- kil de - gil ke - cil

ka- pal ke - nal ga- mal ga- tal ja- gal

pi- kul su- sul ba- kul ka- bul pa- cul

57 BACA DAN TERJEMAHKAN s ja- mal sakit ga- tal pa- cul i-ni ke- cil ka- bul su- dah ha- pal ka- mal ma- in han- rna i - tu to- pi pol- ka

i - ni kal- du a-yam su- ti ju- al pe- cel sa- li ju- al a - pel pa- lil se - la- lu si- al i - ni be- ras ka- tul

TULISLAH t ker- tas i - ni rna- hal ku- mis a- li te- ba l gi- gi wa- sis pal- su

BERHITUNGs a.

BACALAH:

b.

TULISLAH DENGAN ANGKA s ti- ga be- las em- pat be - las tu- juh be- las sem- bi- lan be - las du- a pu- l uh

c.

TULISLAH DENGAN HURUFs 11 12 15 16

= = = =

18 =

.......• . .. .•·... •••• • • .. ••• • • • .. • •• • • •• •

kas- di ja- gal sa- pi ka- mal ju- al e- mas i - ni bi- ji ka- pas

\

58

d.

KERJAKANs

8 + 9 + 7 + 5 + 8 +

4 =

I

5 =

••

6 = 7 = 9 =

I

I

I

I

I

I

•••••

.. .. ...

....... •

•

•

0

•

•

•

ba- ju ba -ju ba - ju ba- ju

...... . = 15 .... .. . = 15 = 15 ....... = 20

8 + 9 + 7 + • •••••• 10 + 15 + •••••••

mi-nah sar- ti ban- di se - mu- a

= 20

.5

·4 6 a•• ••

BACALA.Hs

a - nak ta- at su- r a - di a - nak ta- at di- a ju- ga ra- jin pa- gi ha- ri be- la- jar u- mum dan a - ga- ma so- re ha- ri be- ker-ja i - kut a - yah ke sa-wah sa- ban wak-tu so- lat ti- dak per- nah ter- lam- bat di- a se- la- lu ta- at ke- pa- da tu- han dan i - bu ba- pa

a- nak ka- tak

ka- kak a - dik

..

I

59

ha- mid su- jud

sa- lak

mes- jid rah- mad

ba- jak lo- bak ce- cak

a - kik ke- rik ke - pik pe - tik ke- cik

pu- puk ka- puk sa- buk ge - muk ru- juk

sak- ti bak- ti pak- sa mak- sud

buk- ti muk- ti ruk- mi sik- sa

dik- te nik- mat ik- san suk ... ma

ka - t~k

BACALA.Hs

ba- pak be- li lo- bak lo- bak un- tuk la- uk a- dik mi- num po- kak ka- kak ma- kan sa- lak sa- ya ma- kan ru- jak

mak- sum ker- ja bak- ti ba- tik i - ni ba- ik je- ruk i - ni e- nak i - tu a- nak ce- cak i - bu ma- sak ko- lak

. 60 -

._

~

ca- cad ja- sad a- bad a - had ji- had

('?!\

~ '•

I

~ ~l

-

I

su- jud wu- jud su- hun ke- lud mak- sud

wa- hid ma- jid ji- lid sa- hid ha- mid

BACALAHs

lu- sa ha- ri a- had ba- dan maj id ca- cad kar- bit i - tu ba- haya i - ni ka- set dang- dut

i- ni ba - bad ja- wa i - tu la- har ke- leud su- hud i - man mes - jid ha- mid ma- ti sa- hid

TULISLAHs

tu- buh sa- li ca-cad i - ni ja- sad a - wad ma- ri su- jud bak- ti

i - ni sa- wah rah- mad be - sok ma- lam a-had su- hud a - dik ma- jid

BERHITUNGs

EJ [Q]

di - am- bil

nol

4 10 6 = se- pu- luh di- am- bil e - nam a- da em- pat 8

3

=

5

=

5

de - la- pan di- am- bil ti- ga a- da li- ma

5

li- ma

di- am- bil l i-ma a- da

0

nol

61

KERJAKANc 15 18 12 10 20

jam- bu ne- nas du- ku a- pe l ge- las 17 13 14 15 20

5 3 7 - 10 - 20

jam- bu ne - nas du- kul a- pel ge- las

= = = = =

... jam- bu • • • ne- nas ••• du- ku • • • a - pel

...

.. . ge- las 20 .. . =

...

20 20 16 15

10 = 8 = ••• 4 = 15 = • • • 15 =

BACA DAN TERJEMAHKAN s se- ni di de- sa de- sa ha- mid ba- ik rna- cam rna- carr, se- ni a- da di sa- na a- da se- ni ta- ri la- gu dan sa- jak sam- mroh dan ti- bak ju- ga kur- sus ma- sak su- lam dan ri- as o- lah ra- ga gi- at a- da pen- cak si- lat se- pak bo- la ju-ga ti- dak ma- u ka- lah se - mu- a ka- lah se- mu- a ser- ba a- da lu- rah dan rak- yat su- ka ker- ja sa- ma da- lam ma- ju- kan de- sa

...

... ...

5 = 10 = 0

6

=

5

ki- ni de- sa ha- mid ja- di ju- a - ra de- sa da- lam lom- ba de- sa

62 PELAJARAN V

n

i - kan ka- kap

I

ina- in, re- bab

bo-tol ke - kap

ber- ca- kapca- kap

a.

si- rip ta- rip ti- tip sa- rip si- sip BACALAH ' i - ni ta- rip te- tap ke- cap i - ni se- dap ma- na t u- tup ke- cap i - tu s i - rip ka- kak si- kap di- a te - gap b.

su- lap a- tap te - tap se- dad a - sap

tu- tup gu- gup ce- lup cu- kup hi- d up

sar- di ma- in su- lap i - tu a - tap si- rap a- li te- tap ca- kap ha- ti sa- ya man- tap cu- a - ca cu- kup ge- lap ki- tab se- bab a - rab ja- wab

sa- lib ta- bib ka- rib ter- tib

ab- di sab- da ab- duh ab- j ad

63 BACA DAN TULISLAH: ke- cap ab-duh se- dap a - da su- a- ra ga- ib ha- bib a-nak a- rab i - ni ab- jad a- rab

ab- di i - tu pe- su- ruh sa- ya ti- tip ki-tab ta- lib su- dah si- ap ma- ri ki- ta ter- tib

BACA DAN TERJEMAHKAN: mes-jid si- a - pa a - da sa- tu mes- jid di se- bu- ah de- sa cu- kup be- sar ju- ga a - mir se - la- lu a - da man- cur da- ri pi- pa u- bin te- tap ber- se - ri di- sa- pu ti- ap ha- ri a- gar se - la- lu ber- sih pa- da so- re ha- ri kum- pul mu- da mu- di mem- ba- ca ki- tab su- ci di-a- jar o- leh ki- ya- i mes- jid pe- nuh se - sak pen- du- duk sa- lat ber-sa- ma mis- kin ma- u- pun ka- ya i - tu- lah mes - jid ki- ta ke- cil te - ta- pi me- gah

BERHITUNGs BACALAHa 21

23

30 sa- wo 35 du- ku 37 bu- ku 39 pa- ku

24

26

25 40 43 48 50

ne- nas a- pel jam- bu sa- lak

27

28

291 3o

I

64 TULI S LAH DENGAN ANGKA 1

du- a pu- 1uh sa- tu du- a pu- 1uh em- pat du- a pu- 1uh e - nam du- a pu- 1uh de - 1a - pan t i - ga pu- 1uh I SILAH &

a.

)1

33

. . . I 35 I

I

••• 1

37 I •• • 139

I...

I··· I ·.. l 4 5 l ·.. I···I·.. l.. ~ 10 + 10 = .. . 10 = ... 50 20 + 10 = ... 45 5 = ••• 40 30 + 10 = ... 15 = ... 40 + 10 = ... 15 = • • 25 0 + 10 = ... 20 15 = ... 41

b.

••• j

· ••

5o

•

c.

d.

ba- pak

a - yam a - yam a- yam a- yam

sa- y a a - da 40 me- rah 15 pu- tih 20 hi- tam

i - tik i - tik i - tik i - tik

sa-y a 15 a - di k 15 ka- kak 20 se- mu- a a - da

.....

mem- ba- jak

...

pa- di

di- ta- nam

65

' '

a- mir ber- su- jud ta- nam ba- jak tim- ba pe - tik ta- nak ba- t i k mi- num ba- jak ku- pas ca- but a- nak ker- ja ko- kok a- i r su- jud tim- bun lu- ka bu- ka ta- bur bas- mi

me- na- nam mem- ba- jak me- n i m- ba me- me.- .ti k me- na- nak di- ba- tik di- mi- num di- ba- jak di- ku- pas di- ca- but ber- a- nak be- ker- ja ber- ko- kok ber- a - ir ber- su- jud ter- tim- bun ter- lu- ka ter- bu- ka ter- ta- bur ter- bas - mi

sa- pi ter- tam- bat a- mir me - na- nam pa- d i a- yah mem- ba- jak sa-wah ka- kak me - nim- ba a- i r a -dik mo- me- tik to- mat i - bu me- na- na- nak na- si ka- in di- ba- tik i - bu a - ir di- mi- num a- dik ta- nah di- ba- jak a - yah ne- nas di- ku- pas bi- bi rum- put di- cabut ka-kak sa- pi ber- a - nak ka- mi be- ker- ja a- yam ber- ko- kok sa- wah ber- a - ir ha- mid ber- su- jud ter- tim- bun ta- nah ka- ki ter- lu- ka pin- tu ter- bu- ka b i - bit ter- ta- bur ti- kus ter- bas - mi

66

BACA DAN TERJEMAHKAN s pe- ta- ni ma-ju sa- lim pe- ta- ni ma- ju i - a ra- jin be- ker- ja me- na- nam pa- di di-sa- wah sa- yur ju- ga di- ta- nam pa- da mu- s im pa- nen ha- sil sa- wah me - lim- pah ha- sil ke- bun me - num- puk cu- kup un- tuk hi- dup a- nak sa- lim ti- ga di- a i - kut k- b me-re- ka se- hat se - mu- a se- bab mi- num j a - mu dan o- lah r a- ga a- nak sa- l i m be r - se- ko- lah me - re- ka r a- jin be - la- jar ju-ga be - ker- ja di sa- wah dan mem- ban- tu i - bu sa- lim men- ja- di ju- a - r a war- ga de- sa te- la- dan

TULISLAHt sa- lim ber- jan- ji men- ja- di war- ga te- la- dan di- a ta- at dan ra- jin se- la- lu ke - mes- jid ju- ga su- ka ber- pu- a- sa pen- du- duk men- con- toh sa- lim

67 CER I TERAKANLAH s

a - ir ter- jun

wa - duk

gar- du 1is- trik BERHITUNG :

a.

b.

15 10 10 15 25

+ 15 + 5 + 15 + 10 + 15 + 15 + 15 + 15 + 15 + 10

1is- trik di de - sa

.... = .... = .... =

= ••••

=

• •••

40 45 35 50 50

a - da 45 bu- ah pe - pa- ya c. di- ju- a1 di - pa- sar bu- ah 1a- ku 30 bu- ah bu- suk 5 bu- ah be- ra- pa si- sa- nya

15 20 10 25 25

15 15 10 15 25

= •••• = =

... . ....

=

. ...

=

••••

ke - 1a- pa pak a - mad a - da 25 ke- 1a- pa pak a - mir a - da 16 mi- 1ik pak ka- sim 9 be - ra- pa ke - 1a- pa me - re - ka

68 PELAJARAN VI

ma- kan ku- bur mi- num tu- lis ma- sak ta- ni ju- al ba- yar ra- wat ja- hit ke- bun i - kan si- ap ja- lan lom- ba

-

-

-

-

-

-

ta- nam- an pa- di

per- te- mu- a n de - sa

pe - ta- ni ma- ju

ke- ber- sih- an ha- la- man

ma- kan- an ku- bur- an mi- num- an tu- lis - an ma- sak- an

:na- kan- an ku- bur- an mi- nu- man tu- lis - an ma- sak- an

pe - ta- ni pen- ju- al pem- ba- yar pe - ra- wat pen-ja- hit

pe- ta- ni ma- ju pen- ju- al na- si pem- ba- yar pa- jak pe- ra- wat- ba- yi pen- ja- hit ba- ju

per- ke - bun- an ka- ret per- i - kan- an da- rat per- ja- lan- an lom- ba per- ja- lan- an ja- uh per- lom- ba- an ma- sak

a- yam ne- nek se - gar sa-ya e- nak

69 ma- ti ba- ik ru- kun se- ni pu- tus

- ke- ma- ti- an a- nak - ke- ba- ik- an bu- di - ke- ru- kun- an u- mat ke- se- n i - an da- e - rah - ke- pu- tus- an ra- pat

r u- kun

ke- ma- t i - an

di de- sa ka- mi a- da r u- kun ke- ma- ti- an bi- la a- da ke - ma- ti- an pen- du- duk per- gi me- la- yat dan mem- be- ri ban- tu- an bi- a - ya ta- nah dan ka- in me- man- di- kan ma- yat se- mu- a di- u- rus me- re - ka pen- du- duk ru- kun be- nar me - la- ku- kan a- mal ka- re- na me- reka pa- tuh ke- pa- da a - ja- ran a- ga- ma me- re- ka ju- ga sa- dar men- ja- di war- ga ne- ga- ra ma- ri- lah ki- ta ber- bak- ti ke- pa- da t u- han da se - sa- ma a - gar ki- ta da- pat pa- ha- la BERHITUNG s - BACALAHs 10

I 20

j 30 \ 50

! 50 I 6o \7o

li- ma pu- 1uh de- 1a- pan e - nam- pu- 1uh li- ma tu- juh pu- luh t i - ga ·de- 1a- pan pu- 1uh e- nam sem- bi- lan pu- luh em - pat

I

jao 9o f 100 di- tu- 1is di- tu- 1is di- tu- lis di- tu- 1is di- tu- 1is

58 65 73

86 94

/

70

-

KERJAKAN:

a.

50 60 45 35 25

+ + + + +

25 = 15 = 15 = 35 = 45 =

.... .. .. .... .... •• • •

b.

a- da 85 ru- mah ru- mah tem- bok 55 ru- mah ge - deg •.• . •

c.

ISIIAH s

5

, .. ·l

80 75 90 85 60

25

1 .. . ]

451

.. .

55 25 15 30 25

65

.... = ... . = • ••• = ....

=

=

I·..

• •••

j85J

I 0 l 20 I 40 I I •.. I·•• I I 0 1 10 l 30 I··· I·.. 1.· · I r r r

I0

1251 50

1 .. .

i .. ·I

• ••

71 SALAH

ATAU

BENAR

mem- ba- jak sa- wah

me - na- bur- kan bi- bit

mem- bas- mi ti- kus

pa- lu di- pu- kul- kan

men- ja- ga pa- di

me- ma- gar - i ke - bun

sa- wah di - a - ir- i

72

ta- bur la- hir te- tas man- di pu- kul

-

me- na- bur- kan me- la- hi r - kan me - ne- tas - kan me - man- d i - kan me- mu- kul- kan

bi- bi t a- nak te - lur sa- pi pa- lu

ta- bur ga- lak pa- dam iu - run

-

bi- bit b i-mas lam- pu har- ga

la- yan la- lu ra- tap ca- but ta- at

-

me- la- yan- i ta- mu me- la- l u- i ja- lan me- ra- tap- i ma- yat men- ca- but- i rum- pu t men- ta- at- i pe - rin- tah

lon- cat ta- nam la- lu am- pun te- pat

-

pa- rit d i - lon- cat- i ke- bun di- ta- nam- i ja- lan d i - la- lu- i do- sa di- am- pun- i jan- ji di- te- pat- i

di- ta- bur- kan d i - ga- lak- kan di- pa- dam- kan di- tu- r un- kan

73 BACA DAN TERJE~AHKAN

kur- s us t a- ni de- sa ka- mi ma- ju rak- yat r a- jin ber- ta- ni dan ber- t e r - nak a - yam me - r eka su- ka be- ker- j a pa- da so- r e ha- ri me- r e- ka i - kut kur- s us di- se- but kur- sus ta- ni di- sa- na me- r e- ka be- la- jar ca- r a me- mi- lih bi- bit me- na- nam dan me - mu- puk ser- ta mem- bas - mi ha- ma me - r e- ka ju- ga di- a- j a r be - t er - nak a- yam ras se- mu- a na- se - hat lu- rah ti- dak sa- ja d i - te- ri- ma ta- pi ju- ga d i - ker- ja- kan be r - kat kur- s us ta- ni r a k- yat me n- ja- di ma- ju JAVIABLAHs

1. 2.

3. 4.

'

di de- sa a- da kur - sus ••• • ••••••••••••••••••••••••• pen- du- duk be- la- jar wak- tu • • •• • •••••••••••••••••• me- r e- ka di- a- jar • ••••••••• • •••••••••••••••••••••• ber- kat kur- sus t a- ni me- r e- ka •••••••••••••••••••••

CERITERAKAN .

mem- ba- kar me- nyan

sa- wah di se- rang ti- kus

74

mem- bas - mi ti- kus

lu- rah mem- be- ri na- si- hat

BERHITUNG '

a.

b.

37 25 46 28 53

+ + + + +

33 35 44 42 22

= = = = =

67 73

• • ••

....

.... • •• ....

65

61 88

•

32 = 28 = 40 = 46 = 75 =

.... .... .... .... ....

a- da 55 a- pel di- ma- kan ha- bis 12 di- be- ri- kan te- man 15 si- sa a- pel a- da

... ..

c.

d.

di me- ja a - da 17 jam- bu di le - ma- ri a- da 19 di da- pur Q-da 15 be - ra- pa jam- bu se - mu- a 1oo I 93 1 90 ; ••• 1

0

I 15 I 30

I ... ; . ..

.. . . . . . •.

• ••

6o I

75 TEST I,

AKHIR

BUKU

I

MEMBACA BACALAH BACAAN DI BAWAH I NI .

ba- pak ha- san pen- duduk te- l a - dan di- a a- da- lah pe - ta- ni ma- ju ra- jin ber- ta- ni ser - ta be r - ter- nak se- ti- ap ha- ri per- gi ke sa- wah i - bu ha- san wa- n i - ta ter- hor- mat di- a pe - mi m- pin i - bu di de - sa ba- pak dan i - bu ha- san gem- bi- ra se- bab me- r e- ka mem- ban- tu de - sa pen- du- duk de - sa ter- ta- rik ju- ga me- li- hat ca- ra hi- dup me- re- ka II .

JAWABLA.H SOAL DI BAWAH INI .

1. 2.

J. 4,

5. III .

ba- pak ha- san be- ker- ja .•..•• ti- ap ha- ri di- a ke - ma- na? i - bu ha- san pe- mim- pin a - pa? ke- na- pa ba- pak ha- san gem-bira? pen- du- duk de - sa me- ra- sa a- pa?

I M L A K. TULISLA.H KALIMAT DI BAWAH INI .

su- dar- man ka- der de - sa te- la- dan di- a men- ja- di pe- mim- pin han- sip is- te- ri su- dar- man ra- jin ber- ter- nak se- ti- ap ha- ri per- gi ke- pa- sar men- ju- al te - l ur a- yam dan i - tik .

- - - - -- -

7,6 IV .

BERHI TUNG s

a.

35 + 25 + 10 50 + 20 + 30 40 + 35 + 15

2. a .

= = =

••••

b.

••••

....

100 100 90

10 25 15

a - yam ha- san 30 ber- a - nak 25 ma- ti 10 be- ra- pa a - yam ha- s an

b.

i - tik su- dar- man 20 i - tik be - ti- na 15 ti- ap i - tik ber- te- lur 5 be- ra- pa te- 1ur i - t i k se - mu- a

c.

I 0 !151 ... l·.. I ...

•••

d.

•••••••••

20 25 50

= =

=

••••

•••• • • ••

77

Appendix 3

IVIJ\TRIX EVALUATION Field r ASPECTS

CONTENT

I TECHNIO.UE

SOURCE

INDICATOR

CRITERIA

1 . The length Clientele Tutor of the text

Interview and Q.uestionnaire

Number of line - The length of' the t e xt a a . 1 '3- 15 sentence s b . 16-18 sente nce s c . 19- 21 sentence :s - Of all r espond e nt s' 6o% at least , choose b a lternative .

2 . Relevancy

Interview

Content i s a descript i on of the title

Tutor

to the title

3. The intel- Clientele ligibility of content

Field : ASPECTS

questions

SOURCE

Tutor

- At le~st 6o% of the r esponde nts agree .

Clientele can 6o or 70% of res answer the pondents score at te s t correctly least 6o .

ARITHMI1TICS

Clientele 1 . Level of difficulty 2 . Sort of

By g iving test conce rning the cont ent of r eading

I

TECHNI QUE

INDICATOR

CRITERIA

Test of Clie nt e le ca n 6o% of the respon arithma tics a n swer the dents score at test correctly le?st 6o . Interview

Type s of prob- 60% of the responlem dents (tutor) h~ve answered sufficiently .

78

Fields ASPECTS 1 . Number of titles

Appendix 3 (c ont ' d)

THICKNESS OF THE BOOKLET

SOURCE

TECHNI QUE

Clientele Tutor

Interview

(P~GE)

CRITERIJ\

INDIC ~ TOR

number of page s

1\

I

- Category a a . 16- 20 pages b . 21- 25 pages c . 26- 30 pages - One of the options given is choosen most .

2 . Number of titles

Clientele Tutor

Interview

nuMber of ti t1es in a booklet

l\

- Category : a . one t itle b . two/three title s c . four/five title s

-

Fielda

SIZE OF FORMAT

ASPECTS

SOURCE

TECHNIQ.UE

INDICJ\ TOR

1 . The width of the surface

Clientele Tutor

Interview

Several blank pages with different sizes

;

I

"

Options b turned out to be most preferable .

CRITERI A

-

Category a a . 15x2l em , b , 2lx 23 em . One of the options given mostly chosen.

79 Fieldt

LE T TE R

SOURCE

TECHNIQUE

1. Size of the letter

Clientele Tutor

Interview

2 . Style of

Cliente le Tutor

Interview

Clientele Tutor

Interview

ASPECTS

Appendix . J (cont ' d)

INDICATOR

I I

CRITERI A

l I

the letter

J . Thickness of the letter

Field a ASPECTS

Several forms I of letter with O~e of th~ letters different size 11 w~th partlcUl Rr s1ze h~s been chosen . I

Several italicized l ett er with different size .

I is of

Several letters with a variety of its thickness .

The chosen option is a certain form of letter with particul ar thi ck!I ness .

I

The chosen option a certain form letter in specially italicize

I

E XE R C I S E

SOURCE

INDICATOR

TECHNIG.UE

CRITERIA

1 . Number

Clientele

Observation A number of exercise

Learners ~an finish a certain number of exercise wwithin two hours .

2 . Level of

Clientele

Observation A number of exercise

70% - 80% of the learners get score 60 at least .

of exercise

difficulty

J , The degre ~ Clientele of clearness Clientele

4 . Types of exercise

Interview

A number of !exercise , I

!

Observation Some exercises Most of the learners of three choose one type of the offers . types 1 subjective~ obI jective and jgiving ssign1ments .

I

I

70% - of the learners are able to explai n the exercise materials .

80

Fielda ASPECTS

Appendix 3 (cont'd)

T I T L E .

SOURCE

TECHNI<~1.UE

INDICATOR

CRITERIA

1 . Level of relevancy

Clientele Tutor

Interview

Relating the title with the content of reading

Content serves as description of the title . 70% of the respondents a gree .

2 . The

Clientele Tutor

Interview

Severctl titles with different mE:asures of length , ranging from two to five words

The desired title would consist of not more than four words , and at least 6o% of respondents choose it .

Clientele Tutor

Interview

24 titles with two additional alternatives

The average turned out to be interested in a particular title .

length of title

J . Interest-

ing or not interesting

Fie ld :

PRESENTATION TECHNIQ.UE

INDICATOR

CRITERIA

ASPECTS

SOURCE

1 . Degree of

Clientele

Observation 1\ ttendance list

Learners doing is in line with the project princinles .

2 . Clientele

Clientele

Observation In the proc ess of learning , cl i entele helped by playmate or tutor

70% of the learners study with ass i stance as little as possible .

activity

learn by themselves tI !

I

I

81

Field ASPECTS The use of language

SOURCE

LANGUl1GE TECHNIQUE

Clientele Observation

Field ASPECTS

t

t

SOURCE

INT)IC/1 TOR The use of punctuation marks , spelling of· words , and sentences

TECHNIQ.UE

Clientele Interview Tutor

2 . Realistic

Tutor

Interview

70% of the learners (resnondents) are able to use them correctl y ,

INDICl1TOR

CRITERIA

1 . eas ily un-

Highest percentage of learners are able to master the 2 . unambiguous content of reading , derstood

) . enable

) . Relevant

learners to compre hend the content of reading

to the content of read ing

Field s SOURCE

C 0 L 0 R TECHNIG.UE

INDICJ,TOR

1 , Clear

Clientele 1 . Interview 1 . distinct Tutor

2 . Interest-

Tutor

2 , Observa-

) . Composi-

Tutor

) . O.uestion- ) . Capable of naire calling learners ' attention ,

ing

tion

CRITBRIII

PICTURE

1 . Simple

ASPECTS

Appendix 3 (cont ' d)

tion

2 . Us ing r e al

colour

CRITERI A 1 . Clear , sufficient

unclear .

2 . Interesting/

uninteresting

'

APPENDIX 4

82

B A C A A N XVII

(LEAFLET

XVII)

APA SAJA YANG MENGGAivGGU KULI'l' KULIT YANG RUSAKt Sering kali jerawat tumbuh pada gadis belasan tahun, tetapi kadang- kadang jerawat itu hilang ketika si gadis dewasa . Biarpun jerawat itu tidak menular , tetapi sangat mengganggu bagi penderitanya . Seandainya anda mempunyai jerawat, jangan se kali - k~li menggosoknya karena akan berakibat infeksi . Meskipun bukan merupakan penyakit kulit yang serius , tetapi jerawat tergolong penyakit kulit. Untuk menghilangkan jerawakat , pilihlah lotion pembersih anti bakteri . Gosokkan lotion di sekitar jerawat agar tidak merambat , kemudian bersihkan dengan air hangat . Jangan sekali - kali memecahkan jerawat , karena akan meperluas infeksi . Ketombo dapat pula rneyebabkan infeksi pada kulit yang berminyak . Kalau bekas jerawat sudah sembuh janganlah anda kecil hati karena sudah ada alat- alat kecantiakan untuk menutup bekas luka itu . Agar lekas sembuh, hnidarilah makanan yang mengandung lemak sepertis kacang, kembang gula . Makanlah buah- buahan yang megandung vitamin , buah-buahan segar , sayur- sauran . Usahakan minum air sebanyak lima gelas seharinya . Kulit yang berminyak sering terjadi pori - pori yang lebar. Astringent akan membantu anda sesudah membersihkan kulit dan perbaikan dapat dipercepat degan menggunakan masker (penutup muka) .

.

-- .. . ·~

·- .

APPENTJIX 5

[r[ID®~~Ga

troJ11tQlm

@5J~~~ ~~~@~R}~[fl [%~L\ rP£JJm~ m~~~~~~m~

( TU T 0 R

PROYEK PAJAR JL t4 AGUS

r

S

GU I DE )

BERKE~AS

SAllfv1 7

MALA~G

83 PEDOMAN PENGGUNAAN PAKET PAJAR BERKEMAS ( Untuk Buku 1 - 2 ) A.

1.

2. B.

•·

PERSIAPAN Mempersiapkan Alat 1)

Untuk KEJAR a . Ruang bela jar yang memungkinkan sebagai tempat belajar. b. Papan tulis , kapur dan penghapus . c. Meja , kursi atau bangku yang cukup untuk semua anggota KEJAR (Subyek Pendidikan) . d. Lampu stronking atau lampu lain yang cukup terang .

2)

Untuk Tutor a . Buku paket yang akan diajarkan . b . Buku presensi c . Kartu Kemajuan Belajar SP . d . Buku catatan harian

J)

Untuk SP . a. Buku paket yang ak3n dipelajari b . Buku tulis , pensil dan penghapus

Melakukan Presensi

PENYAJIAN Untuk mempelajari buku ini 1.

digun~kan

dua macam cara, yaitu1

Klasikal , artinya SP belajar bers~ma dalam waktu y~ng sama mengenai bahan yang sama pula , Ini berlaku pada setiap awal unit (awal pelajaran), pengenalan huruf baru , dan pelaksanaan test. Langkah- langkahnya sebagai berikut& 1)

Mengamati Gambar SP disruh mengamati g nmb a r . (Berlaku setiap a. awal unit dan pengenalan huruf baru )

84

2)

b. c.

Tutor menanyakan tentang gambar- gambar itu . Ada kemungkihan antara SP yang satu depgan yang lain tidak sama dalam menafsirkan gambar, atau sama sekali mereka tidak mengerti maksud gambar itu. Dalam keadaan semacam ini Tutor harus dapat memancing d~n mengaranhkan tentang maksud gambar yang sebernarnya.

d.

Tutor menerangkan gambar sesuasi dengan bacaan itu .

Latihan Mcmbaca a. Tutor memberi contoh membaca (Berlaku setiap awal unit dan pengenalan huruf baru) b . SP menirukan bersama - sama ap~ yang dibaca Tutor . Dalam kegiatan ini SP memgang alat penunjuk (pensil atam lidi) . Kegiatan ini dilakukan berulang- ulang sampai SP hafal bacaan itu . c . Tutor menterjemahkan ke dalam Bahasa Daerah d. SP disuruh membaca secara bergiliran. Sementara seor~ng SP membaca , yang lain menyimak . Tutor harus mengawasi kehiatan ini, dan membimbing SP sampai mereka dapat membaca . e . Menerangkan kalimatp kata suku kata dan huruf. a) Tutor menulis bacaan itu di papan tulis (berlaku pada setiap awal unit dan pengenalan huruf baru). b) Tutor menerangkan bunyi tiap suku kata, misalnya "labu" c) Tutor menerangkan kepada SP bahwas "la " terdiri dari huruf "1 " dan "a " "bu" terdiri dari huruf "b" dan "u" , dan seterusnya, sampai semua SP mengenai puruf baru yang diajarkan.

85 d)

2.

Tutor memperhatikan setiap SP mengenai penguasaan pelajaran pada setiap awal unit dan pengenalan huruf baru .

Perseorangan , artinya setiap SP belajar sendiri - sendiri Kegiatannya meliputit 1)

Latihan Membaca. a . Bagi merek~ yang telah memahami bacaan tersebut , boleh meneruskan sendiri ke halaman berikutnya dengan bimbingan Tutor . Dalam hal ini mereka boleh belajar sendiri-sendiri atau dengan teman- temannya . b . Apabila seorang SP sudah dapat menyelesaikan suatu unit, ia harus membantu temannya ya ng belum selesai . c . Apabila hanya satu dua oretng SP yang belum menyelesaikan suatu pelaja ran , mereka harus dibimbing langsung oleh Tutor dan yang lain dapat melanjutkan ke pelajaran berikutnya .

2 . ) Latihan Menulis . a . Meny~lin bacaan a) Tutor memberi petunjuk cara- c a ra menulis , cara memegang pensil dan cara meletakkan buku . b) Tutor membe ri contoh cara- cara menuli s , baik di papan tulis atau langsung dalam buku catatan SP . c) SP disuruh menyalin bacaan tersebut dalam buku tulisnya (contoh pada halaman 3) d) Hasil perkerja~n SP harus dinilai oleh Tutor dan dictat dalam kartu kemajuan bela jar SP .

86 b~

Dikte Da l am pelaja r a n dik te ini sebaiknya buju p egangan SP ditutup . Tutor dapat mengambil bahan dalam buku atau menyusunnya sendiri sesuai d engan bahan dan tingkat penetahuan SP . Langkah-langkahnya sebagai berikut: a) Tutor membacakan kata atau kalimat yang akan didiktek3n dengan j el as dan terang .. b) SP emulis apa yang diucapkan Tutor dalam buku tuli s atau papan tulis. c) Hasil pekerjaan SP harus dinilai dan dictat dalam kartu kemajuan belajar SP.

c.

Latihan berhitung a) Tutor memperkenalkan lambang- lambang bilangan seper ti: 1, 2, 3 dan s eterusnya b) Tutor memperkenalkan tanda- tanda hitung , seperti tanda " tam bah +) , t a nda "kur ang " ( - ) dan sebagainya c) Tutor memberi contoh cara- cara mengerjakan hitungan . d) Hasil perkerjaan SP harus dinila i dan dictat dalam kartu kemajuan belajar SP . 11

C.

(

PEN ILAIAN Untuk mengetahui keberhasilan dan kemampuan SP terhadap sesuatu buku maka diadakan test vanP terdiri dari r test membaca , menulis, berhitung dan berbahasa Indonesia . Untuk test embaca dilakukan secqra individual . Langkah - lang~ahnya

1. 2.

3. 4.

sebagai berikutr

Tutor menyiapkan bahan test SP satu per satu dipanggil SP disuruh membacanya Tutor menilai kemampuan membaca SP tersebut.

87 Untuk test Ba hasa Indonesia 1 berhitung dan menulis, dilakukan secara klasikal. Langkah - langkahny ~

1. 2.

J. 4.

5. 6.

?. 8. D.

sebagai berikuts

Tutor mengatur tempa t duduk SP untuk menhindari saling bertanya da n sa ling mencontoh . Kertas jawaban dibag ikan SP diperintahka n membuka test akhir buku SP mulai bekerja dengan wakt u yang tel~h ditentukan Tutor tetap mengawasi pelaksanaan test Setelah waktu test berakhir, hasil kerja SP dikumpulk~n Hasil pekerj~an SP dinilai Tutor membagika n hasil test masing- masing SP

PETUNJUK KHUSUS 1.

2.

J.

Tutor menentukan SP l a ncar membaca a pa bila ia sudah tepat membaca (.tmku 1 dan 2) Tutor menentukan SP l anc:\r me nulis ap ~ bila SP dapat menuliskan kata- kat3 dengan tepat Pindah pelaj a r an apa bila SP da pat membaca dan menulis k a t a - ka t a dengan tepat

·.

88

PEDOMAN PENGGUNAAN PAKET PAJAR BERKEMAS ( Untuk Buku J - 5)

A,

PERSIAPAN 1.

Mempersiapkan Alat 1)

Untuk KEJAR a. b. c, d.

2)

Ruang belajar yang memungkinkan sebagai tempat bela jar Papan tulis, kapur dan penghapus Meja kursi atau bangkau yang cuckup untuk semua SP Lampu stronking atau lampu lain yang cukup ter'3.ng

Untuk Tutor a. b. c. d,

Buku paket yang akan diajarkan Buku presensi Kartu kemajuan belajar SP Bulm ca ta tan harian

J) Untuk SP

a. b, 2. B.

Buku paket yang akan dipelajari Buku tulis, pensil dan penghapus

Melakukan presensi .

PENYAJIAN Untuk mempelajari buku ini digunakan dua macam car a, yaitua 1.

Klasikal , a rtinya SP belajar bersama dalam waktu yang sama serta ba han yang sama pula. Kegiatan belajar yang menggunaka sistim ini adal aha 1)

Mengam~ti

gambar

Langkah- langkahnya sebagai berikut: a . Tutor menyuruh SP agar memperhatikan gambargambar pada halaman yang t elah ditentukan (berlaku setiapawal unit)

89 b.

c. d.

e.

Beberap~

menit

kernudi~n

Tutor rnenunjuk salah seor~ng SP untuk rnengornent~ri garnbargamb~r tersebut . SP y~ng l~in rnengomentari kawannya tadi Apabila SP tidqk d3pat memberi kornentar terhad3p garnbar- garnbar itu, Tutor harus memancing dan mengarahkan pada isi bacaan Tutor rnener~ngkan gamb~r -gambar sesuai dengan isi baca.an .

2)

Latihan membaca a . Tutor rnemberi contoh membaca secara jelas dan tep::.t b . SP menirulcan bersama- sarna c . Tutor rnenerangkan kata- kata sulit dan menterjemahkan ke dalam B~hasa Daerah d . SP disuruh rnembac~ secara bergiliran e . Tutor membimbing secara terus rnenert-ls , terutam:J. bagi mereka y:mg l1.mbat d.:.1lam membec3. f . Bagi merek3. yang telah lancar membacanya (berl~ku seti~p 3wal unit) d~pqt melanjutkan/ mengerjak~n latihan berikutnya. Mereka belajar sendiri - sendiri at?.u berkelompok dengan bimbingan Tutor.

3)

Latihan bercakap- cakqp Latihan ini dilakukan dengan cara klasikal dengan mendramatisasikan sesuasi deng~n peran dalam baca 3 n tersebut .

4)

Latihan berdiskusi Latihan ini dilakukan dengan cara klasikal . Lcmgkah- l<J.ngkahnya adalah sebag.a i berikut a ~.

b.

Seor:lng SP membacakan mas.:"\l3h yang akan didiskusikan Sf yang lJin ikut memikirkan pemecahannya

90 c.

d. e. f.

g.

2.

Tutor menyuruh/menunjuk salah seorang SP untuk menjawab/menanggapi masalah yang dibacakan kawannya tadi , dan yang lain dapat juga ikut men3nggapinya. Tutor mengarahkan tujuan diskusi , apabila ternyata dari semua SP tidak dapat menanggapinya . Tutor mencatat/menilai. Diskusi diadakan apabila salah seorang SP telah sampai p3da pelajaran yang memerlukom diskusi atas petunjuk dan bimbingan Tutor . Anggota yang lain sementara menghentikan pelajarannya dan ikut berdiskusi . Jika nanti SP yang lain sampai pada pelajaran yang sudah didiskusikan, mereka diberi kebebasan untuk mendiskusikannya lagi atau tidak. Jika ada hal-hal lain yang dianggap perlu untuk didiskusikan, maka SP meminta kepada Tutor untuk diadakan diskusi atas persetujuan SP yang lain . Jika sebagian besar SP tidak aetuju, maka diskusi cukup diadakan dengan Tutor saja .

Perseorangan , artinya SP bekerja sendiri- sendiri ·atau berkelompok bersama kawan SP yang sama pelajarannya . Kegiatan belajar dalam sistim ini meliputis 1)

Menjawab pertanyaan bacaan . Dalam hal ini boleh dilakukan di KEJAN a~au di rumah sendiri .

2)

Latihan menulis a.

Menyalin bacaan a)

Tutor memberi petunjuk atau contoh cara menulis latin, baik di papan tulis atau langsung dalam buku catatan SP.

91 b) c) b.

SP disuruh menyalin bacaan tersebu t dalam buku catatan SP . Hasil pekerjaan SP harus dinilai dan dictat dalam kartu kemajuan belajar SP ,

Dikte Dalam pela jaran ini sebaiknya buku pengangan SP ditu.ti) . Tutor dapa t mengambil bahan di dalam buku paket atau menyusunnya sendiri sesuai dengan bahan da n tingkat pengetahuan SP . Langkah- langkahnya sebagai berikuta a) Tutor membacakan kalimat yang akan didikteka n dengan jelas dan terang b) SP menulis apa yang diucapkan Tuto r dalam buku tulisnya c) Hasil pekerjaan SP h"?.rus dinilai dan dic at~ t dalam kartu kemajuan belajar SP.

J , Latihan berhitung a. b. c.

Tutor memberikan contoh cara - cara mengerjakan soal hitung itu SP memcoba mengerjakannya da lam buku catatan mereka masing- masing Hasil pekerjaan SP harus dinilai dan dictat dalam kartu kemajuan belaj ar SP.

4 . Latihan mengarang Latihan ini dilakukan SE~ ~ ~a KEJAR atau di rumah sendiri .

~~~~~idua l ,

baik di

Apabila salah seorang SP telah menyelesaikan satu unit pel ajaran , maka yang bersangkutan harus membantu kawannya yang belum selesai. Apabila hanya satu dua orang SP saja yang belum menyelesaikan suatu unit pelajaran , me r eka harus dibimbing langsung oleh Tutor dan yang lain dapat melanjutkan ke unit berikutnya .

92

C.

PENILAlAN Untuk mengetahui keberhasilan dan kemajuan belajar SP tiap unit pelajaran diadak~n test akhirunit, yang terdiri dari test Bahasa Indonesia , mengarang dan berhitung . Pelaksanaan test ini dilakukan secara klasikal . Langkah- langlcahnya sebagai berikut 2 1. 2.

J. 4,

5. 6.

7. 8. D.

Tutor mengatur tempat duduk SP untuk menhindari seling bertanya dan saling mencontoh Kertas jawaban dibagikan SP diperintahkan membuka test akhir buku SP mulai bekerja dengan wak"'··: yang telah di tentukan Tutor tetap mengawasi pelaksanaan test Setelah waktu test berakhir, hasil pekerjan SP dikumpulkan Hasil pekerjaan SP dinilai Tutor mengumumkan kelulusan masing- masing SP.

PETUNJUK KHUSUS 1.

Tutor menentukan SP lancar membaca, apabila SP dapat membaca cepat, tidak banyak membulat kes~lahan dan mengulang- ulang serta dapat mengerti isi bacaan .

2.

Pindah pelajaran apabil~ SP dapat mengerjakan test dengan nilai minimai 6 Skala penil3in adalah 1 sampai dengan 10.

Appendix 6

93 LEVEL OF DIFFICULTY Month a KEJAR/Learning Groups Type of KEJJ\R a Ill iterate/Do of first and second grade/Do 4 -6/Paket J\ comnlati on No .

Na me

~ ooklet

Difficulties Uni t Page Type

What i s the question

I I

I II

I 1

I

. Tutor , Note a This form i s to be filled by Tutor , when difficulty arises .

Personal condition of learners .

~ 94 ACHIEVEMENT CARD KEJAR

TYPE

ro ·~

Appe:1c!ix 6

Illit€rate/D01-2/D03-6/Paket A completion N

a -----

m e ----

-- ------

-

Booklet 1 start . J -~~nish

Booklet 2 start J finish

Booklet 3 start finish

I

Booklet 4 start 1 finish

(c ont • d)

Booklet 5 start _j finish -·---·-·----·--·----·-

------1979, Field Worker,

'I

J - --"

Appcmc.ix

95 P RE S ENS I

Form:

6 (cont 'C)

AB 5

Bulan: _ _ _ _ _ _19_ RK.:

Dukuh~

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NAMA

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(

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4 • 5t 6

3

7

8

19 : 10

I

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A

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G

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11

12

13

14

15

16

17·. 18 . 19

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26

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Keteranp~t.! : hadir : t itik sakit : S i z i n : i t anpa kabar: a terlambat : +

I 1

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------

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- - - - - - -------

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1

Perhatian: 1.

Jika belum diketahui kehadirannye, beri l ah tanda -

2. Jika datang terlambat, t anda - diberi tambahan menjadi + 3. ~ka sampai kursus selesai belum 2da beritanya, maka diberi tanda a 4. Pengisian tanda a dilakukan pada akhir kursus. (Pengisian ini dilakukan oleh Tutor. )

I

I

APPENDIX

7

PACKAGE 1 NUMERACY 1/1 NUMBERS AND NUMERALS

ILOILO

CITY PROJECT CB- BLP

'

.96

INTRODUCTION Every one should know how to add, subract , multiply and divide . These are t he four fundamental processes in arithmetic which we use in daily life. But one cannot do thGse processes unless he can recognize numerals and numbe rs. This package will provide you with a good idea of numbers and numeral s.

CO NTENT DESCRIPTION This package will help you differentiate a numeral from a number . It will pr ovide you with the knowledge of number values . Likewise , it will help you understand the properties of numbers as, even or cdd , divisi ble or not divisible .

OBJECTIVES At the end of the activities found i n this package, you will be ab ~e toz 1. 2. J,

differentiate a number from a nume ral~ compare number values; and 9 t ate the properties of numbers as odd or even, divisible or not divisible.

97 DIRECTIO NS 1.

This is your first p~ckage in arithmetic. better to learn it by heart .

It is

2.

Read each pag e carefully and do each suggested activity .

J.

Work independently .

4.

Finish answering the questions before looking at the answers .

Ask for help only when necessary .

5. The answers to the questions are found at the back of every page .

6.

Do not write on a: y p ~ge of this package. Use your own answe r sheet for the excercises a nd the t ests.

PRIMING FRAME Are numbers and numerals the same? No, they a re not. ~vhen we think of how many things there are , the idea is just in our mind . This is called number. When we write down the idea of how many , using a symbol , the written symbol is c a lled a numeral. Fill the blanks with the correct answers . The idea of how many things there are is called

The written symbol for numbers is called Turn the

p ~ge

and check your answers .

98 ACTIVITY I Ofiro is a good citizen. He planted trees in connec tion with Presidential _ ecree 1153. There are 10 trees already growing . The arithmetical symbol 10 is used to represent the number of trees he has planted . Thi s written symbol is called a numeral . Fill the blanks below . 1.

The written symbol for a number is called a

2.

10 a

is~

written symbol for a number .

It is called

ACTIVITY II Ofiro knows that all citizens from 10 years and above must plant 1 tree every month or 12 trees a year. He is thinking of planting 2 more trees to complete the 12 trees he should plant . 2 i s Ofiro ' s idea of the number of trees he should plant . This idea of how many is just in his mind . 2 is called a number . Copy on your answer sheet the correct answer. 1.

The idea as to how many things there (sign, number, numeral , symbol) .

2.

Numbers refer to (ideas ,

s;~bols ,

~re

i s called a

objects, drawings) .

99 ACTIVITY III Ofir c 's parents are practicing family planning . there are only two children in the f amily .

So

Ofiro's neighbors don 't ha ve a v e ry good i d e~ of family planning . There are five chil dren in one family. Thei r parents find it ha rd to support them. Of iro compared the number of a neighbor's children with that of his own family .

5 children are bigger than 2 children.

5 is bigger tha n 2. 5 is more than 2. Copy on your answer sheet the lette r of the correct answer . 1.

In Ofiro ' s family there are (a) 3 (c) 4 children ,

2.

His neighbor ' s f3 mily has (a) 2 (c) 5 children.

3.

5 is (a)

g re~te r

than

(b) 2 (b) 4

(b) l essor than

(c) smaller

than 2.

4.

5

i ~;

(a) smaller than than 2 .

.---\,f ... ,....J r-·•""-1"' '>.••. • ~ • 'a.~.- ·· .. _ . . '" ,. e

o

oo ..:.. . .

o&

•

(b) equal to

.,._., •• ,.,,.!O<M '1j ...

~.

I

• •

'

•"

•

•

J

c ...

(c) bigger

~!"'f' c• ·; . ... ;

.1 I~

29 42

100

ACTIVITY I V Ofiro compared the number of children in his own family with that of hi ~ neighbor ' s. We are two children in the family. My neighbor ' s children are five. 2 children are fewer than 5 children . 2 is less er th3n 2 is fewer than

5. 5.

Copy correctly the correct answer on your poper .

5.

1.

2 is (lesser than, more thans bigger than)

2.

2 is (smaller than, more than , greater t han)

5.

ACTIVITY V Lastl y , Ofiro comp~red the number of children in his own family with that of his cousin who has also 2 children . He found out that 2 children are equal to or the same as 2 children. 2 i s equal to 2. Fill the blanks correctly• 1.

2 is

2.

2 is equal to

2.

101

ACTIVITY VI Ofiro is raising poultry . One d~y some of his chickens came out of the poultry house . He counted them . There were 6 of them. He paired them. Not one oi the chickens was left without a pair . ~~ch chicken had a pair . 6, then, i s an even number . An even number c~ n be divided by 2 without rem~inder .

Ofiru has also ~ piggery project. One early morning , he let all his 3 sows come out of the pan for a sunbath. Just like what he did with the chickens , he paired the sows . One had a pair, the other one had no pair . 3, then, is an odd number . An odd number can be divided by 2 but has a remainder. Fill the blanks correctlya 1.

When 6 chickens ~repaired , not one is left without a pair . 6 is an number .

2.

When 3 sows are paired, there will be one p3ir and one left without a pair . 3 is an number .

3.

number can be civided by 2 and the ans wer An has a r em3.inder .

4.

An - - - - - number can be divided by 2 without a remainder .

102

ACTIVITY VII From his poultry project products, Ofiro sets aside eggs from his family's needs . He knows that eggs are good for one ' s health. His sister eats 2 eggs everyday . He e~ts 2 eggs everyda y, too . For 7 days , both of them eat 14 eggs. He divided the 14 eggs between him and his sister . There is no egg left after he has divided the eggs . So 14 eggs c a n be divided equally between two persons . Or we say , 14 is divisible by 2 . Ofiro also discovered that if 2, 4, 6 , 8, and 10 are divided by 2 , there is no remainder. They are ~ numbers . These numbers a re divisible by 2 . Copy the letter only of the correct answer.

1.

(a) 3

2.

4 is divisible by 2 (a) with a remainder

(b) 2

a remainder

3.

(c) 1 is divisible by 2 . (b) without

(c) with a di f ferenc e .

An even number is (a) divisible by 2 divisible by 2 (c) ha s a remainder .

(b) is not

ACTIVITY VIII Everyday Ofiro ' s mother cooks veg eta bles . She knows that vegetables are good for the body. One day Ofiro picked 3 pechay plants by 2 . He found out that there was a remainder . When there is a r ema inder after a number has been divided by 2 , then the number is not divisible by 2 . It is an odd number . There are other numbers which are not divisible by 2. These are 3 , 5 , ?, 9 , 11 . Copy only the letter of the correct answer .

1.

(a) 5

(b) 6

(c) 10 is not divisible by 2 .

.'

10.3

2.

An odd number is (a) divisible by 2 by 2 (c) has a remainder of 2.

J,

(a) Even number by 2 .

(b) odd number

(b) not divisible

(c) 18 is not divisible

SUlV'llVlA RY Numbers are ideas while numerals are symbols which represent numbers . Number values can be compared by using these expressionsa lesser than, smaller than, fewer than , greater than, more than , bigger than, and equal to, the same as . Numbers are either ev en or odd , divisible or not divisible .

DESCRIBING THE NEXT ACTIVITY Now that you ~ re able to recognize numbers and numerals, you are re3dy to work on the next package which is about reading and a.nd writing Ara bic numerals .

104

FEEDBACKS Priming Frame number numeral

Activity V 1.

equ?.l to

2.

2

Activity I 1.

2.

numeral numeral

Activity II 1.

2.

number ideas

Activity VI 1.

even

2.

odd

J.

odd

4.

even

Activi ty VII Activity III

1.

b

1.

b

2.

b

2.

c

J.

a

3.

a

4.

c

Activity IV 1.

lesser than

2.

smaller than

Activity VIII 1.

a

2.

b

J,

b

105

APPENDIX 7(c ont ' d)

POSTTEST I NUMERACY 1/1 NUMBERS AND NUMERALS

ILOILO CITY PROJECT CB- BLP

I

106

POSTTEST Answer the following questions by writing the letter only of the correct answe r on your answer sheet, 1.

2.

J,

4.

Rofio sees 24 oranges in a box. a . an object b,

a numeral

c.

a drawing

d.

a number

24 is

Lilia saw 2 big eagles on the f a rm l0.st Sunday. When she came b~ck to the city, she kept on thinking of the 2 eagles. Her thought about 2 is a.

a drawing

b.

an object

c.

a number

d.

a numeral

Numerals refer to a.

ideas

b.

symbols

c.

thoughts

d.

thinking

Numbers refer to a.

ideas

b.

symbols

c•

objects

d.

drawings

107

5.

6.

7.

8.

9.

9 is

10 . a.

g re~ter

than

b.

fewer than

c.

bigger than

d.

mo re than

7.

12 is a,

g reater th a n

c.

sm3ller than

b.

fewer th 3.n

d.

lesse r than

13 is

13.

a.

lesser than

c.

equal to

b.

fewer tha n

d.

the same as

21.

21 is a.

greater than

c.

l e ss than

b.

fewer than

d.

the same as

Fiden said that 8 is a n even number because it can be divided by 2 a.

without a rema inder

b.

with a remainder

c.

with an extra

d.

with a difference

108 10 .

11 .

Trebor was right when he s a id tha t 9 is an odd number because when it is divided by 2, there is

If~

a.

no remainder

b.

no difference

c.

no extra

d.

a remainder

number is divided by 2 and the answer is without

a remainder , the number is

12.

a.

not divisibl e

b.

not deductible

c.

divisible

d.

lowered by 2

If a number is divided by 2 and th e answer is with a remainder, the number is a.

not deductible

b.

divisible

c.

not divisible

d.

lowered

109 DUTIES OF TUTORS

APPENDIX 8

a)

Prepares the learning activities (1) Reads lessons prior to the distribution of modules (2) Decides learning places , (J) Distribute modules (4) Guides clientele to study lessons

b)

Monitors clienteles activities (1) Jots down any problem/situation (2) Help clientele when needed (J) Suuervises clientele , specifically during the test accomplishments (4) Scores tests

c)

Holds meetings with clientele (1) Prenares tonics for discussion (2) Determines place for the meetings (J) Leads discussion (4) Summarizes conclusion (5) Informs clientele of the next meeting

d)

Participates in the meeting with Project Staff (1) Reports on meetings with clientele (2) Presents crucial problems (3) Seeks/proposes solution , i f any

e)

Keeps records/data of meetings , test results , receipts of modules and stores them .