School Library Upgrade - Guidelines
Indonesian Context

Informasi Baru Desembar 2007
Perpustakaan Sekolah dan Lingkungan
(School and Community Libraries)
(Bahasa Indonesia)


Which library above looks most like your school library?

What is the main difference between the two libraries? During 1998 and 1999 I visited many Indonesian secondary school libraries in order to assess the quality and quantity of learning resources available for teachers generally, and in particular for foreign language learning. In general the libraries did not appear to be very well utilized and in most cases they were empty (of students). Upon questioning library staff about the library's facilities and their perceptions of the needs for their library, and how they could improve library utilzation they usually identified the following issues:

      • Need more magazines
      • Need more books on general knowledge
      • Need more books on computing
      • Need more "How to" type books (skills development)
      • Need computers for the staff to use
      • Need more library staff
      • Need more shelves
      • Need a larger library space

It is interesting to note that library staff very rarely indicated that they required more text books or that books on EBTANAS were a priority. School libraries varied greatly. Some libraries like the one in the photo on the left at Mataram, Lombok and also Lab School in Jakarta, appeared to be healthy, stimulating and active learning environments, however, these were very rare indeed. More significant is the issue that even though nearly all the libraries that I visited had no students in them library staff did not identify this as a problem. In those few schools where there were students in the libraries, upon questioning I discovered that the students were usually either sick, were Christians and their class was having Islamic studies, or the class teacher was away.

How does the Indonesian National Library view the importance of school libraries? They believe that school libraries should be the "pusat belajar mengajar" (centre for learning and teaching) of the school. However, the general current situation is that students only receive an opportunity to visit their libraries during the school breaks which are very short. The libraries usually close when classes finish and students are not given the opportunity to visit libraries during class time. Basically school libraries function as book storerooms (gudang buku). The answer to the question which I asked at the beginning of this paper "What is the main difference between the two libraries?" is - there are students in the library on the left! If we strive to improve the book collection, systems for cataloging the books, staff skills, staff numbers, and other facilities in the library our efforts will be entirely wasted unles we first address the issue of improving library utilization. Clearly the main issue confronting school library development is how do we improve the attitude of both staff and students towards the role of the library.

Towards Improving Library Utilization

Consistent with recent developments in school based management (SBM) the responsibility for library development now rests upon the shoulders of the school community and the librarian to begin to address these issues. In the past when I asked school librarians what they were doing to address the library issues that they identified the answer was fairly consistent "waiting for funds". Waiting for funds, like waiting for instructions (menunggu petunjuk) is now no longer a valid response (if it ever was). School librarians and communities have to become pro-active in addressing all school issues especially one as important as library development and improving student interest in reading (minat baca). Interest in reading and developing the ability to learn independently (mandiri) are critical skills that will be necessary for the future development of the country (particularly in an era of globalization).

How can we begin to address the issue of library utilization?
Firstly, we must increase the opportunities that students have to utilize their school library. For single-shift schools it is imperative that the library remains open for at least two hours after regular classes finish. This will provide an opportunity for students to relax and enjoy some light reading while waiting for transport or to be picked up from school. They can plan to work together with other students to research information for homework assignments, or to extend their knowledge. Some students may find it difficult to work at home because they are part of a large family and it is difficult to find a queit place to work. This opportunity for the students to remain at school may also be very suitable for families where both parents are working. However, this concept of students remaining in the school after class will need to be socialized and this is a task for the librarian and the school principal to initiate together.

Who will pay the cost of the salaries of the staff who work back? There are a number of options and what option you chose will depend upon your particular situation, this is a "school based decision". The following options are only provided as suggestions. The staff may be able to be funded from BP3 funds. This option may provide significant financial help to a large number of library staff who are not permanent employees (extremely low salaries). Another option is that a couple of administration staff commence duties two hours later in the morning and finish two hours later (no cost). Or, they could have the option of not having to work on Saturdays (again no increased cost).

Secondly, teachers and the whole school community should work together to provide every opportunity for their students to utilize their school library. Tasks should be set by teachers which require their students to utilize the library. Rather than continually spoon-feeding information to the students, create active learning strategies which require the students to find some of the answers themselves. These activities should also include students going to the library during class times. For example, you could set them small tasks which have to be completed within 10 minutes based upon information which the have to access in the library. These activities will require planning and pre-scheduling with the library staff. The library will have to create a booking schedule. For a number of the students retention will be improved by incorporating multiple learning strategies like this. Each student has their own "cognitive style" and some students will particularly aspire to this form of learning.

Thirdly, staff should set an example. Staff should be seen regularly using the library to improve their own skills and for addressing their professional development needs. By doing this staff will also improve their own knowledge of the library and as a result their references to material in the library will also help to stimulate student interest.

The second and third strategieas mentioned above will also require socialization of the concepts. This is another responsibility for the school librarian working in conjunction with the school principal.

How can we improve student interest in the library and books?
Firstly, we must actively promote books and the library itself.

The promotion of the library and the book collection (especially new books) can be conducted in many ways. Verbal promotion through announcements at school assemblies can be very effective. A weekly library newsletter distributed to each class can also be quite effective (1 copy per class which the teacher can place on the wall). However, the first step should be to have a noticeboard which is dedicated especially to promoting the library. This noticeboard can be used to display new materials and books, special articles which could be of interest to the students (hobbies, fashion, curent affairs, etc.), library operational information, new library displays, and competitions which the library may organize from time to time (see the photo on the left, you can click on it to get a closer view). It is very important that this noticeboard is strategically placed. In the photo on the right you can see that the noticeboard at this school has been placed beside the front gate. All students entering and leaving the school must go past this noticeboard, and often they stop at this point to chat before going home.

The placement of the library itself is a critical issue. Where do you think the library should be placed strategically if it is to become the "Pusat Belajar Mengajar"? I will discuss this issue later, however, in the case of this school the library was at the rear or the school on the second level (clue - not an ideal position) this therefore makes the use of a strategically placed library noticeboard even more important.

When we tried to purchase a noticeboard sufficiently large enough for the library the cheapest noticeboard that we could find was about Rp 400,000.00 and it had to be ordered without being able to see a sample first. As I believed that this price was probably beyond what most schools could afford for such an item I started to investigate the cost of making a noticeboard. The plywood for the back, the timber for the frame and edges, and the glue cost about Rp 40,000.00 and the blue covering material cost Rp 20,000.00. When I started searching for the soft-board material one of the staff mentioned that there was an old piece of soft-board at the back of the school. Upon investigation I found the piece of material shown on the left. The school administration staff (TU) cut the material to the correct size and sanded it smoothe.



After cutting the plywood for the back and the frame for around the edges of the noticeboard the old soft-board was covered with blue material to hide its aged color and to make the noticeboard attractive. The material was glued onto the surface of the soft-board using a contact adhesive and the excess material was trimmed off. The softboard was then glued to the backboard and the edging timber was affixed by nails. I suggest that the edging should be painted before assembly but we didn't have the paint at the time and we wanted to set-up the noticeboard for the first day of school term.



Here you can see what the finished unpainted noticeboard looks like. The total cost was about Rp 60,000.00 and was constructed by the school TU staff. The TU staff at this school do not have any special carpentry skills. It is important that we begin to maximize the human resources that we have in our schools.

In the "new paradigm for school development" small cost-effective projects like this offer achievable, sustainable, and replicable options.

Secondly, we must promote the importance of the school library to parents and the general community. The parents and the outside community are excellent resources for both financial and other support. By promoting the library we are making the statement "we care" and we are actively trying to improve the existing situation. Often this action itself will result in donations of money and books. However, we must also actively seek out new resources. For example, commercial airlines (airline booklets, foreign newspapers, etc.), hotels (magazines and books left behind in hotels), government departments (educational and other publications), embassies (information booklets, etc), etc. In this new-era the search for sponsors is also permissable. For instance SMU 23 in Bandung has gained financial support for many of its projects form sponsors like Telkom, and private sponsors.

Thirdly, we must continually work on making the library environment as helpful, supportive, friendly, and study coducive as possible. The staff should be carefully chosen because of their personal qualities and their ability to relate to students in a supportive and effective manner.


If we are going to move away from the "book storeroom" paradigm we must pay special attention to the affective management of the total environment. The photo on the left shows how about 20% of the floor space of an actual school library was being utilized (most book storerooms are better managerd). Under the old paradigm it didn't really matter because students rarely entered the library anyway.

Libraries often become like this because the staff working in the library are not sufficiently empowered to have control over their library. They are told by senior staff that the storage of the books (in this case textbooks) is only temporary and that there are no other options except to store them here. However, the situation becomes long-term and eventually even the library staff become unaware of the problem. Staff in all areas must now become accountable and therefore we must empower them so that they can manage their own environments effectively. NOTE: The door at the rear is the fire escape. This situation is also presents a serious safety hazard.


The photos above show how the furniture in this library has been re-organized so as to allow different modes of learning (group, pair, individual, video viewing, etc.). To the left of the pictures are some comfortable chairs and a magazine reading area. The environment is certainly not yet perfect, however, improvement is a continuouus process and in the case of this school renovation or re-location of the library is imminent.


Safari Buku

Thirdly, we must include the students in the planning and development of the library. The students must be involved at all stages, and one way of doing this is by the use of a student library committee. The students shown on the left would make an excellent library committee. They are second year SMU students and they helped me greatly by participating in a book safari (safari buku). I asked them to accompany me to two bookstores after classes had finished and to choose 10 book titles each that they would like included in the school's library collection. The list of books is included as appendix 1. I believe that lists like this may provide us with important information for planning our school library book collections. If we are serious about addressing the issue of improving student interest in reading we must attempt to provide them with books which they find interesting to read. I also collected some suggestions for generic categories of reading materials from students who were using the library after hours (the library now remains open till 4.00 pm) and these mainly included comics and contemporary magazines. It is believed that students in their third year of their studies are probably too busy for participation on a library committee, however, I believe it would provide useful input if you could include a few year 3 students in the group.

Phillip Rekdale
School Development Consultant
SSE Project 1999



APPENDIX 1

No JUDUL PENERBIT SUMBER/PENGARANG HARGA
1 273 Rangkaian Elektronika PT Elex Media Komputindo Elektuur Rp22,500
2 Sukses Beternak Jangkrik PT Penebar Swadaya Ir.Fany P.Paimin, Ir.L.E Pudjiastuti, Dra. Esniwati Rp11,900
3 Mengenal Newton for Beginners Mizan William Rankin Rp20,000
4 Mengenal Teori Kuantum for Beginners Mizan J.P Mc.Evoy & Oscar Zarate Rp20,000
5 Mengenal Hawking for Beginners Mizan J.P Mc.Evoy & Oscar Zarate Rp20,000
6 Mengenal Alam Semesta for Beginners Mizan Felix Pirani & Christine Roche Rp20,000
7 Vademekum Elektronika Edisi II PT Gramedia Wasito S Rp50,000
8 Aneka Rangkaian Elektronika untuk Musisi PT Elex Media Komputindo Andri Saepudin Rp16,500
9 Orang Hilang Pabelan Jayakarta FX Rudi Gunawan Rp11,000
10 Penghapus Dosa dan Pahala Amal Saleh Lentera Abdul Qadir Atha  
11 Lupus “Cowok Matre” PT Gramedia Hilman dan Boim Rp11,000
12 Lupus “The Lost Boy” PT Gramedia Hilman dan Boim Rp9,000
13 The X Files “Fresh Bone Voodoo” PT Elex Media Komputindo Chris Carter Rp14,800
14 The X Files “Hungry Ghosts” PT Elex Media Komputindo Chris Carter Rp14,800
15 Dajjal dan Simbol Setan Gema Insani Press Toto Tasmara Rp22,500
16 Humor Reformasi   Ompu Marthuliang Rp9,900
17 Aneka Kisah dan Gambar Huahaha Mitra Utama Mitra Utama Rp11,400
18 Goose bumps “Napas Vampir” PT Gramedia R.L Stine Rp8,500
19 Goosebumps “Manusia Siluman” PT Gramedia R.L Stine Rp8,000
20 Gober Bebek “Milyader Cilik” PT Gramedia   Rp6,000
21 Misteri Alam Jin Pustaka Hidayah Firyal Ulwan Rp7,600
22 Menolak dan Membantengi Diri dari Sihir Pustaka Hidayah Abdul Khaliq Rp19,200
23 Menyingkap Tabir Rahasia Makhluk Halus CV Citra Pelajar Bani Razi Rp6,750
24 Syetan Sebagai Tertuduh Dalam Masalah Sihir PT Bina Ilmu Umar Hasyim Rp9,750
25 Jejak Rasul Provo Publ;ikasi Afdian S Rp19,000
26 Dongeng Klasik Indonesia PT Gramedia Sanggap Tumpal Rp25,000
27 Seri Membuat Sendiri Boneka Handuk PT Elex Media Komputindo PT Elex Media Komputindo Rp5,800
28 Seri Membuat Sendiri Boneka Flanel PT Elex Media Komputindo PT Elex Media Komputindo Rp5,800
29 The Ghost PT Gramedia Pustaka Utama Danielle Steele Rp22,000
30 Si Kembar di Sekolah yang Baru PT Gramedia Pustaka Utama Enid Blyton Rp10,500
31 Small Miracles PT Gramedia Pustaka Utama Yitta Halberstam & Judith Leventhal Rp28,000
32 Voice of the Heart PT Gramedia Pustaka Utama Barbara Taylor Bradford Rp25,000
33 Setulus Cinta PT Gramedia Chiung yao Rp13,500
34 Bayang - Bayang Masa Lalu PT Gramedia Pearl S. Buck Rp12,000
35 The End of Summer PT Gramedia Rosamunde Pilcher Rp10,000
36 Donal Bebek Edisi Nostalgia PT Gramedia Walt Disney’s Rp12,000
37 The Horse Whisper PT Gramedia Nicholas Evans Rp19,000
38 Obelix dan Kawan – Kawan Pustaka Sinar Harapan Uderzo & Goscinny Rp16,500
39 Kumpulan Dongeng Andersen PT Gramedia Christian Andersen Rp29,000
40 The Prom Queen PT Gramedia R.L Stine Rp9,500
41 Switched PT Gramedia R.L Stine Rp9,500
42 Kegelapan yang Mencekam PT Gramedia Christopher Carr Rp8,800
43 Gitar Lagu & Akord Eska Media R.E Rangkuti Rp3,500
44 Berpikir Positif Binarupa Aksara Norman Vincent Peale Rp19,800
45 Journey of the Heart Topaz Marjorie Farrel Rp35,000
46 Shaq! That Magical Rookie Season Tribune   Rp30,000
47 The end of the Age Professional Books Pat Robertson Rp30,000
48 Sukacita yang Abadi Metandia Gary Smalley Rp10,000
49 106 Pertanyaan Anak-Anak Mengenai Dunia Kita Bina Communio   Rp18,000
50 The Craft of Photography/Keterampilan Fotografi Prof.Dr.R.M Soelarko Prof.Dr.R.M Soelarko Rp15,000
51 My Best Book of Enid Blyton Award Publications Enid Blyton Rp31,900
52 Decorative Origami for Parties & Celebrations Grange Books Paul Jackson Rp93,500
53 Jesus in Blue Jeans/Jesus Berblue Jeans Dabara Publishers Laurie Beth Jones Rp22,500
54 Read it Yourself Story Book/Bacalah Sendiri Buku Ceritamu Disney Disney Rp25,000
55 The Surprise Party PT Gramedia Pustaka Utama R.L Stine Rp9,500
56 Silent Honor PT Gramedia Pustaka Utama Danielle Steele Rp19,000
57 Tell Me Your Dreams PT Gramedia Pustaka Utama Sidney Sheldon Rp25,000
58 Asterix:Pertarungan Antar Kepala Suku Pustaka Sinar Harapan Uderzo & Goscinny Rp16,500
59 Asterix dan Putri Rahazade Pustaka Sinar Harapan Uderzo & Goscinny Rp16,500
60 The Ranch PT Gramedia Pustaka Utama Danielle Steele Rp18,400
61 Message in A Bottle PT Gramedia Pustaka Utama Nicholas Sparks Rp22,000
62 Liga Italia PT Elex Media Komputindo   Rp20,000
63 Legenda Rasetsu PT Elex Media Komputindo Harumo Sanazaki Rp6,000
64 Happines Keyword PT Elex Media Komputindo Chikako Kikukawa Rp6,000
65 Coffe Romance PT Elex Media Komputindo Hazuki Arai Rp6,000
66 Murderous Intent PT Elex Media Komputindo Chikako Kikukawa Rp6,000
67 Tolong! PT Elex Media Komputindo Kanon Iguchi Rp6,000
68 Saman Kepustakaan Populer Gramedia Ayu Utami Rp20,000
69 14 Jurus Membuat Komik Creativ Media Toni Masdiono Rp24,800
70 A Cup of Chicken Soup for the Soul PT Gramedia Pustaka Utama Jack Canfiel, M.V Hansen & B.Spilchuk Rp17,500
71 Peramal PT Elex Media Komputindo Kanon Iguchi Rp6,000
72 Bad Dreams PT Gramedia Pustaka Utama R.L Stine Rp9,500
73 Chicken Soup for the Teenage Soul PT Gramedia Jack Canfiel, M.V Hansen, Kimberley Kirberger Rp22,000
74 Asterix:Sang Peramal Pustaka Sinar Harapan Uderzo & Goscinny Rp16,500
75 Animorphs:Serbuan Makhluk Asing PT Gramedia Applegate Rp10,500
76 Ilmuwan Yang Mengubah Dunia-Alexander Flemming PT Gramedia   Rp8,500
77 Doa Menghasilkan Sejahtera Immanuel Kenneth E.Hagin Rp9,000
78 Silent Night PT Gramedia Mary Higgins Clark Rp11,000
79 Pujilah Dia Dengan Rebana dan Tarian Metanoia Margrate Yap Rp15,000
80 Kita Orang Yang Dikasihi Professional Books Ken Blanchard Rp15,000
81 Malting Friends PT Grasindo Andrew Mathews Rp18,750
82 Suara Sang Guru Yayasan Bentang Budaya Kahlil Gibran Rp15,000
83 Renungan Spiritual Yayasan Bentang Budaya Kahlil Gibran Rp13,500
84 Sejarah Filsafat Yunani Penerbit Kanisius Dr. K.Bertens Rp12,500
85 Plato, Jalan Menuju Pengetahuan Yang Benar Kanisius Dr. Konrad Kebung Beoang, SVD Rp5,800
86 Inspirasi Kehidupan, Rahasia Hidup Bijaksana dan Bahagia Betlehem Margaret Fishback Powers Rp8,500
87 Kamus Jerman - Indonesia, Indonesia -Jerman Rajawali Pers Datje Rahajoekoesoemah Rp85,000
88 Manusia Tidak mati PT Gramedia Aiko Gibo Rp15,000
89 Confidence (Percaya Diri) Sumber Sukses & Kemandirian PT Gramedia Barbara De Angelis, Ph.D Rp12,000
90 Memahami 10 Perintah Allah Sola Gracia Pdt. Erastus Sabdono MTh Rp10,000
91 Embun Bagi Jiwa Yayasan Gloria Kathy Collard Miller & D.Larry Miller Rp19,600
92 Bernadette-Kisah Penampakan Bunda Maria di Lourdes Cipta Loka Caraka D. Walne – J. Flory Rp7,000
93

Misteri Pulau Tengkorak

Alfred Hitchcock

PT. Gramedia Pustaka Utama

Rp 8.500,-
94

Misteri Kucing Bengkok

Alfred Hitchcock

PT. Gramedia Pustaka Utama

Rp 8.500,-
95

Meningkatkan Kecerdasan Emosional

Jeanne Segal, Ph.D

Citra Aksara Publishing

Rp 27.500,-
96

Pedoman Praktis, Program Untuk Memperkuat Naluri & Emosi Anda

-

-

-
97

Asterix, Obelix Yang Malang

Goscinny- A. Uderzo

Pustaka Sinar Harapan

Rp 16.500,-
98

Asterix (Perjalanan ke Mesopotamia)

Goscinny- A. Uderzo

Pustaka Sinar harapan

Rp 16.500,-
99

No Greater Love

Danielle Steel

PT. Gramedia Pustaka Utama

Rp 24.000,-
100

Lupus Kecil Bolos

Hilman & Boim

PT. Gramedia Pustaka Utama

Rp 8.500,-
102

Lupus Kecil Guruku Manis Sekali

Hilman & Boim

PT. Gramedia Pustaka Utama

Rp 7.500,-
102

Tintin Rahasia Pulau Hitam

Herge

Indira

Rp 29.500
103

Asterix Gladiator

Goscinny- A.Uderzo

Pustaka Sinar Harapan

Rp 16.500,-
104

Asterix Negeri Dewa-Dewa

Goscinny- A.Uderzo

Pustaka Sinar Harapan

Rp 16.500,-
105

Tintin di Danau

Herge

Indira

Rp 29.750,-
106

Peperangan Rohani Bagi Setiap Orang Kristen

Dean Sherman bersama Bill Payne

  

Rp 14.000,-
107

1500 Cerita Bermakna Untuk Renungan, Khotbah & Ceramah Anda Jilid-I

Frank Mihalic,SVD

Obor

Rp 18.500,-
108

Experiencing GOD

Henry T. Blackaby & Claude V.King

Inter Aksara

Rp 29.800,-
109

EQ Landasan Untuk Meraih Sukses Pribadi dan Karier

Dr. patricia Patton

Mitra Media

Rp 22.500,-
110

The Tao of Islam

Sadriko Murata

Mizan

Rp 32.500,-
111

Asal Usul Manusia Menurut Bibel, Al-Qur'an, Sains

Dr. Maurice Bucaille

Mizan

Rp 17.400,-
112

Islam Dalam Berbagai Dimensi

Dr. Daud Rasyid, MA

Gema Insani Press

Rp 19.900,-

Phillip Rekdale (Ref: SSE Project 1999)