Indonesian Language Teachers: Running with Holes in Their Shoes

Jakarta (ANTARA) - Indonesian Language is not merely a subject. It is the foundation of communication, national identity, and the key to accessing knowledge.

Indonesian Language in the national education system is present at every level, from primary school to higher education, without exception. Its consistent and comprehensive presence reflects the strategic role of Indonesian Language in shaping intelligent, literate, and characterful generations.

The Indonesian Language subject at the upper secondary school (SMA) level receives sharper scrutiny. In addition to being part of the Academic Ability Test (TKA) for university entrance selection, Indonesian Language also directly intersects with the international assessment known as the Programme for International Student Assessment (PISA).

One of the main dimensions measured in PISA is reading literacy: students’ ability to understand, use, and reflect on various forms of text. Indonesia’s achievements in literacy in PISA have remained below the OECD countries’ average for years, a reality that should prompt educators to reflect more deeply: what is wrong with Indonesian Language teaching in the classroom?

This is where Indonesian Language teachers stand at a very crucial point. They are the spearhead that determines whether students can not only read and write mechanically but also think critically through language.

The professional demands borne by Indonesian Language teachers are not light. They are required to teach various language competencies, namely listening, reading, speaking, and writing, while preparing students to face national and international assessment challenges.

Behind these great demands, the reality on the ground often does not align. One of the most evident problems is the mismatch between the Indonesian Language textbooks available in schools and the scope of material tested in the TKA. The nationally compiled textbooks are indeed designed based on the curriculum, but in reality, several important materials that frequently appear in TKA questions are not adequately covered in them.

As a consequence, Indonesian Language teachers must work harder to find additional references, compile independent modules, and even design teaching materials from scratch to ensure their students do not fall behind.

This condition is not merely a technical issue. It is a matter of professional justice. How can a teacher meet high professional standards if the main supporting instrument that should facilitate their tasks is insufficient?

This burden is often shouldered by teachers themselves, without adequate systemic support from institutions. Another equally complex challenge is the low literacy culture in the classroom. Literacy is not just the technical ability to read, but a habit of thinking, analysing, and constructing meaning from text.

Unfortunately, many students are still reluctant to read, let alone critically. Low reading interest, combined with the flood of instant and superficial digital content, forces Indonesian Language teachers to struggle harder to attract students’ attention and interest.