untitled

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International Journal for Educational Studies, 5(1) 2012

Dr. Hj. Siti Maryam is a Senior Lecturer at the Department of Indonesian Language Education,
Faculty of Education and Teacher Training UNSUR (University of Suryakancana) in Cianjur, West
Java, Indonesia. She can be reached at: yams1964@yahoo.com

Strengthening the Character:
Uphold Ethics in Indonesian

Language Study Pass by
Supplementary Books

Siti Maryam

ABSTRACT: Nowadays, characters reinforcement matter has been taken into account for the sake
of the nation. We can learn from other countries that succeed in managing education; so that the
integration of character education in our country, Indonesia, must be conducted. For that objective,
the writer assumes that supplementary books are facility usable for teacher of Indonesian language
and literature subject to be exploited. Meanwhile, the effort of Indonesian language study teachers
in strengthening student character and upholding ethics is one of effort in improving human
resource quality. This effort is very essential, considering the quality of Indonesian citizen is still
unsatisfying. Through speaking and writing skills, teacher can evaluate the use of language ethics
among students, both directly and indirectly. This article aims to present a study of optimizing
language learning to form students’ character and ethics. By combining creativity, character, and
ethics to Indonesian language and literature learning, the writer optimizes also implicitly the role
and function of Indonesian language and literature learning in accordance to its target, among
others for character and students language ethics reinforcement. So, students as the next generation
should be prepared to socialize and live properly. Therefore, Indonesian language and literature
learning should optimize the students’ role through supplementary books.
KEY WORDS: Character education, teaching and learning process, supplementary books,
Indonesian language, and students as the next generation.

Introduction

Change and growth toward positive is everybody’s expectation. Nowadays,
characters reinforcement matter has been taken into account for the sake of the
nation. We can learn from other countries that succeed in managing education.
General study held on Friday in January 27, 2012, at the Pakuan University in Bogor,
West Java, Indonesia revealed that ethics implementation has made New Zealand
as the best education organizer in the world. Besides, we also must anticipate ten life
phenomenon posed by Thomas Lickona, namely: (1) the increasing of violence at
adolescent; (2) the use of harsh words; (3) strong peer group influence in conducting
violence; (4) the increasing of drug abuse, alcohol, and free sex; (5) the fade of
moral value; (6) the decreasing of working ethos; (7) less respect to parents and

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teacher; (8) less responsibility as individual and citizen; (9) dishonesty; and (10)
suspicious and hate among people (cited by Syihabuddin, 2009).

The effort surely has to be comprehensive, not merely among academic society
but also public society must participate actively. Moral degradation aspect must
be considered in every activity. The effect of any activity should be beneficial
for societies. It is relevant, if these days discussion about character education is
frequently increasing compared to the past time. That discussion is based on desire
for always upgrading life quality through education.

Number of research results express moral degradation; among others Cucu
Lisnawati (2004) stated that students’ or adolescents’ behavior and conduct at this
time is very worrying, a student now behaves not as a student should be. They tend
to communicate in harsh language. They also behave impolitely to their parents
and teachers. It is influenced by less moral value education they get from their
surroundings. Then, Dedi Mulyasana (2007) research result showed that children
behavior is affected by: (1) peer and sibling with their environment; and (2) parents
ignorant because of their work load.

Certainly, those facts should be handled by many parties, including Indonesian
language and literature teachers. It is true, up to now there is no special subject as
such character education as expressed by the Head of National Curriculum Center
in Jakarta that government, starting at 2010, will include cultural education and
nation character through curriculum reinforcement from elementary level until
university level as part of national education system reinforcement, and will not add
distinctive subject for cultural education and nation character but merely reinforcing
each subject which considered weak (http://m.berita8.com, 13/1/2010).

Important question to be raised is why character education must be related to
Indonesian language and literature study base supplement books? Can student
character be repaired by supplementary books at Indonesian language and literature
study? If it is possible, in what way it is implemented?

Based on the previous question, then, integration of character education must be
conducted. For that objective, the writer assumes that supplementary books are facility
usable for teacher of Indonesian language and literature subject to be exploited.

On the Character Education

National education vision is realizing Indonesia citizens who are peace defenders,
democratic, competitive, developed, secure, and prosperous Indonesian society in
the form of Republic of Indonesia that supported by healthy, independent, religious,
noble, patriotic, obey the law, environmental oriented, science and technology
savvy, and hard working (Depdiknas RI, 2005:6).

Besides those visions, we can also learn the value within the Law of National
Education System or UUSPN (Undang-Undang Sistem Pendidikan Nasional),
especially number 2/1989, section 4, containing national education target which
is to brighten the nation life and to develop Indonesia humans, who obey and

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International Journal for Educational Studies, 5(1) 2012

believe in God the Almighty and are kind hearted, knowledgeable and skillful,
healthy, independent and socially responsible, and have high sense of nationality
(Depdikbud RI, 1990).

Afterward, in order to implement Law Number 20/2003 on National Education
System, government releases the Government Regulation or PP (Peraturan
Pemerintah) number 19/2005. Section 4 from PP referred as Standard of National
Education or SNP (Standar Nasional Pendidikan) in order to guarantee national
education quality to brighten nation life and to form character and prestigious nation
civilization (Depdiknas RI, 2006). Indonesia follows holistic education, or education
that aims to give chance to the students to develop themselves intellectually and
facilitate their soul and body growth as a whole to create Indonesia citizens with
strong character that can elevate the nation pride (http://www.character.org/key-
topics/what-is-character-education, 13/1/2010).

To realize it, many parties must participate. Further, in order to be effective,
character education must involve everyone, because basically education cannot
stand alone. Education is influenced by other strengths; it needs support from
family, society, social organization, political policy, economy strength, and others.
It must be integrated into the curriculum as well as school character. When school
communities unite in developing character, schools will gain amazing results.

Character education is the intentional effort to develop good character among
young people. As stated by Thomas Lickona, Eric Schaps and Catherine Lewis
(2010) that “When we think about the kind of character we want for our children, it’s clear
that we want them to be able to judge what is right, care deeply about what is right, and to
do what they believe is right”. The following eleven principles serve as criteria that
schools and other groups can use to plan a character education effort and to evaluate
available character education programs, books, and curriculum resources.

First, character education promotes core ethical values as the basis of good
character. Character education holds, as a starting philosophical principle, that
there are widely shared, pivotally important core ethical values – such as caring,
honesty, fairness, responsibility, and respect for self and others – that form the
basis of good character.

Second, character must be comprehensively defined to include thinking, feeling,
and behavior. In an effective character education program, character is broadly
conceived to encompass the cognitive, emotional, and behavioral aspects of the
moral life. Good character consists of understanding, caring about, and acting
upon core ethical values.

Third, effective character education requires an intentional proactive and
comprehensive approach that promotes the core values in all phases of school
life. Schools committed to character education look at themselves through a moral
lens and see how virtually everything that goes on in school affects the values and
character of students. An intentional and proactive approach plans deliberate ways
to develop character, rather than simply waiting for opportunities to occur.

Fourth, the school must be a caring community. The school itself must embody

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good character. It must progress toward becoming a microcosm of the civil, caring,
and just society we seek to create as a nation. The school can do this by becoming
a moral community that helps students form caring attachments to adults and to
each other. These caring relationships will foster both the desire to learn and the
desire to be a good person. All children and adolescents have a need to belong,
and they are more likely to internalize the values and expectations of groups that
meet this need.

Fifth, to develop character, students need opportunities for moral action. In the
ethical as in the intellectual domain, students are constructive learners; they learn
best by doing. To develop good character, they need many and varied opportunities
to apply values such as responsibility and fairness in everyday interactions and
discussions.

Sixth, effective character education includes a meaningful and challenging
academic curriculum that respects all learners and helps them succeed. Character
education and academic learning must not be conceived as separate spheres; rather
there must be a strong, mutually supportive relationship. In a caring classroom and
school where students feel liked and respected by their teachers and fellow students,
students are more likely to work hard and achieve.

Seventh, character education should strive to develop students’ intrinsic
motivation. As students develop good character, they develop a stronger inner
commitment to doing what their moral judgment tells them is right. Schools,
especially in their approach to discipline, should strive to develop this intrinsic
commitment to core values.

Eighth, the school staff must become the learning and moral community in
which all share responsibility for character education and attempt to adhere to the
same core values that guide the education of students. Three things need attention
here: (1) all school staff – teachers, administrators, counselors, coaches, secretaries,
cafeteria workers, playground aides, bus drivers – must be involved in learning
about, discussion and taking ownership of the character education effort; (2) the
same values and norms that govern the life of students must govern the collective
life of the adult members of the school community; and (3) the school must find
and protect time for staff reflection on moral matters.

Ninth, character education requires moral leadership from both staff and
students. For character education to meet the criteria outlined thus far, there must
be leaders (a principal, another administrator, a lead teachers) who champion
the effort and, at least initially, a character education committee (or several such
support groups, each focused on a particular aspect of the character effort) with
responsibility for long-range planning and program implementation.

Tenth, the school must recruit parents and community members as full partners
in the character-building effort. A school’s character education mission statement
should state explicitly what is true: Parents are the first and most important moral
educators of their children. Next, the school should take pains at every www
to communicate with parents about the school’s goals and activities regarding

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character development – and how families can help.
Eleventh, evaluation of character education should assess the character of the

school, the school staff ’s functioning as character educators, and the extent to
which students manifest good character. Schools can also assess the three domains
of character (knowing, feeling, and behaving) through anonymous questionnaires
that measure student moral judgment (for example, “Is cheating on a test wrong?”);
moral commitment (for example, “Would you cheat if you were sure you wouldn’t get
caught?”); and self-reported moral behavior (for example, “How many times have you
cheated on a test or major assignment in the past year?”). Such questionnaires can be
administrated at the beginning of a school’s character initiative to get a baseline
and again at later points to assess progress (Lickona, Schaps & Lewis, 2010).

On the Character Building and Language Education

Therefore, content standard that exists in curriculum is expected to have a positive
effect, not only on student life, but also teacher, parents, school, and nation.
Indonesian language and literature subject intrinsically aims to enable students to:
(1) Communicate effectively and efficiently in accordance with applicable ethics
both orally and literally; (2) Respect and proud to uses Indonesian language as
the unified and nation language; (3) Comprehend Indonesian language and use
it correctly and creative for various objectives; (4) Use Indonesian language to
improve intellectual ability, as well as emotional and social maturity; (5) Enjoy
and exploit literary work to extend knowledge, to refine ethical conduct, and to
improve language knowledge and ability; and (6) Respect and proud to Indonesia
literature as part of Indonesian cultural and intellectual richness (Maryam, 2003;
and Sauri, 2006).

Description above directs education activity to be cornered to the improvement
of national prestige quality. It is clearly stated, but the clarity cannot guarantee
the success of the practice. Dorothy Strickland and Donna Alvermann (2004)
confirm that all students or human can learn. That statement can be made to
motivate teachers to educate students at school, so that they can be formed to be
the national asset in improving, extending knowledge, wisdom, excellence, skill,
personality, and independence. Therefore, at the end it might create educated and
highly qualified nation.

Idra Djati Sidi (2001) explains that future school is not merely processing
linguistics intelligence and logical-mathematic, but it must include lesson that
can develop personality as a whole. This statement demands the teachers to hold
learning process that makes the students learns; how to learn through various
sources to get complete competence in knowledge and technology, religion,
personality, and at the end it will form the students’ characters.

Characters as part of culture, slivers it’s bearing with values, like: truth, sincerity,
and justice. It’s clear that ethics as a value is a matter of having an important, and
ideal meaning in human life. It is in line with Dahlan who affirms that words that

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glide from someone tongue is his heart content (cited by Sauri, 2006). Discussion
content empirically can be recognized as existence of saying word in high, usual,
low, and skin-deep quality.

Language with high quality and high contain will process good person who is
comprised with idea, solution, science/knowledge, and recitation that realized in
standard, good, beautiful and correct language. Language with high quality usually
comprises expression which is situational, and be based on speaker experience.
Language with skin-deep quality more presents itself arrogance, itself greatness,
and speaker egoism (Maryam, 2006).

From explanation above, it shows that ethics is related not only to ethics itself
but also to values. Based on his research result, Sofyan Sauri (2006) expresses that
principle and meaning have the decent language that are derived from Al-Qur’an
(holy book of Islam), namely sadida such as gentle, clear, downright, precise, fair,
and good; ma’rufa such as polite, fine, beautiful, correctness, please, appreciation,
and standard; baligha such as correctness, communicative, get an impression, and
touch liver; maysyuro such as easy, soften, fine, nice, and optimism; layyina such
as gentle, touch liver, and good; and karima such as glorifying, respect, exalting,
and appreciation.

Ethics is attitude of speaker to respect his talking partner that is being realized
in polite utterance. Respect is ability for implementing our value to others. Its
materialization needs emotion, cognate, and social maturity. The students need to
know how to learn from various sources indicate that education is a process. Good
education only can be obtained through good process. For getting the good student
character, it requires learning process that involves students in education activity.
It is in accordance to John Dewey (2002) that affirms that three basic factors that
determine education goals are students, problem matter, and society.

The importance of students to learn to adapt to changing that happened in
society is based on the essence of learning process that aims at forming students’
behavior to be in line with social norm and conduct. Therefore, students must learn
social values and culture that have been planted in society (enculturation) and also
new values (acculturation) so that they can anticipate the future.

We need to know the definition of character first, before knowing the real
meaning of character education. Anton M. Moeliono et al. (1988:389) explain
that “character” is psychological characteristics, character or ethic of conduct
that differentiate one with another, personality, noble character; have personality.
Human values usually relate to: (1) God, (2) Human himself, (3) People, (4)
Environment, and (5) Nation.

Character education is being synergized with Indonesian language and literature
study based on supplementary books in purposively. “Supplementary books” are
compiled based on a number of requirements including high values such as the
truth, kindness, beauty, interest, faith, religion, dignity, justice, patience, toughness,
sincerity, and benefaction. In other hand, supplementary books must be compiled
in accordance to Indonesian context.

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Indonesian context means that books content supports the Constitution or
UUD (Undang-Undang Dasar) 1945, sections 32/1 which states that government
should encourage Indonesia national culture in the middle of world civilization
by guarantee the society freedom in maintaining and developing its cultural values
(Setneg RI, 2000). Through Indonesia context, students are directed to grow their
horizon, professional, and superior, futuristic, have self confidence and pride, so
that they can be the role model as it is dreamt by society and the nation.

By concerning how huge the national education burden is, as teacher of
Indonesian language of study, we must take role in influencing and coloring our
students’ life. As the process of character forming, character education can be
interpreted as a systematic and systemic activity in building good character. It is
called systematic because education process takes place through continuous stages.
It is also called systemic because takes place in all condition, in environment that
fills each other (house environment, school, and society). At school, teacher must
bring students to a better life – having perfect ability and awareness to their social
relation and task. Students’ success to play a part in their social environment is
basically their education success as process of preparing good citizen.

On the Supplementary Books

For getting an understating about supplementary books, we should cite the textbook
definition beforehand. It is needed because supplementary books are part of
non-text resource. By differentiating between textbook and non-textbook, we are
expected to be able to differentiate also the referred books role and function. Henry
Guntur Tarigan defines completely textbook definition as follows:

Textbook is school book in a certain study that is standard, and arranged for instructional
objectives, equipped with compatible instruction mediums, and easy to understand by its users
at schools and college, so it can support the instruction program (Tarigan, 1986).

Further, Henry Guntur Tarigan (1986) cited the definition from Lange that
states that textbook is standard book of special study consists of two types which
are main course books and supplementary course book. Main course book refers
to textbook and supplementary course book refers to supplementary books.

In brief, non-text course book is supplementary books function to enrich certain
subjects. Certain words in detail can refer to field of study taught at schools. In
general, it refers to various areas of science studies such as literature, art, and culture.
Hence, it can be assumed that “non-text book” is book that can be informational
about science, technology, literature, and culture deeply and widely (Depdiknas
RI, 2009). In addition, it is not used as subject. The differences between the two
can be seen completely at the following tables.

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Table 1:
Differences between Text Book and Supplementary Books

No Characteristic Text Books Supplementary Books
1. Target. Consist of written material

that should be comprehended
by student in the unit of
education.

Add knowledge to students and
teacher in the unit of education.

2. Function in unit of
education.

Main source. Not as the main source, just a
complement.

3. Position in unit of
education.

Obligatory. Not as the main source, just a
supporting.

4. Need of supporting
tool/assistant.

High. Not high.

5. Writing reference. Bounded by curriculum. Unattached to curriculum (scien-
tific discipline, life need, progress
or era growth, life experience).

6. Teacher help. Obligatory. Not is obligatory.

7. Book anatomy. Always consists of subject
matter, discussion, practice,
and evaluation completely.

8. User. Student dominant. Not student dominantly.

9. Usage place. Dominantly in class/school. Not dominantly in class/school
(house, waiting room, public
hall, etc).

(Source: Depdiknas RI, 2011)

Table above informs that supplementary books as one of non-text books offer
some advantages compared to textbooks; supplementary books can be read all
the times, in any place, and for various targets. If students have had no awareness
to read supplementary books, it is better for teachers to integrate its use in the
learning process. The rigor explanation above is to give an understanding about
the difference between textbooks and supplementary books. As for what included
into supplementary non-text books are reference books and teacher guide-books.
Afterward, the discussion will be focused on supplementary books.

Minister of Education regulation number 2 years 2008 explains that
supplementary book is books that contain material that enrich elementary,
secondary, and tertiary education (Depdiknas RI, 2009). Supplementary books can
be grouped into three types those are knowledge enrichment, skill enrichment, and
personality enrichment books. To know the role and function of the three of types
of supplementary books are referred, in successively discussed one per one.

First, Knowledge Enrichment Book. These days, formal education uses
curriculum at unit of education level or KTSP (Kurikulum Tingkat Satuan
Pendidikan). The curriculum implementation demands the teachers to compile and
present subject matter by themselves. It is not so easy though. There are number of
teachers who are not yet ready to do it. It is true that textbook has been available.
However, to fulfill demand of KTSP, it is necessary to provide more books. That

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needs actually gives opportunity for teacher to develop supplementary books. Many
teachers only rely on the existing textbooks, though the use of those books has
not yet fulfilled student need and curriculum demand. It means that the learning
process has not yet matched with what is expected. Textbook that is used has not
yet fulfilled the needs of current and future education. Therefore, supplementary
books are needed to broaden the students’ knowledge and horizon.

The breadth of insight can stimulate human brain to think. Human brain has
the extraordinary power. Many spectacular events are the results of human thinking
(Suwirta, 2005). That greatness does not occur by itself, it must be stimulated,
conditioned, and processed correctly; and directed to think positively. Hernowo
(2002) explicates that human with his brain can jump and make amazing leaps.
There is a passion to produce meaningful ideas.

To realize it, the conducive learning should be created. It is expected to lead
the students to have willingness and ability to read supplementary books. This
effort can be considered as literary development. However, it is still insignificant
as showed by research result of Centre for National Assessment in 2003 (cited in
Maryam, 2006). Further, it also requires efforts to develop healthy school.

Second, Personality Enrichment. Indonesian socio-culture puts emphasize on
language politeness. Indonesian society still maintains East cultural features. Then,
supplementary book must direct its reader to have good conduct. In consequence,
the usage of its language must refer to the previous target. Consequently, the diction
also must consider politeness.

Politeness equals to manner or etiquette. According to W.S. Hasanuddin (2009),
politeness is a matter that includes conscious to others prestige. The implementation
is in form of accepted procedures, traditions, or habits in a civilized society.
Politeness is rule of conduct that has been specified and agreed on together by a
certain society. Therefore, politeness becomes a requirement that is agreed on in
social behavior.

Politeness can be seen from various facets: (1) it shows attitude that contain
manner value or etiquette in everyday interaction; (2) politeness is very contextual,
it is only applicable in a certain society, place, and situation, but it might not be
applicable in other society, place, and situation; and (3) politeness is always bipolar,
or has two polarity relationship, like the relationship between children and parents,
the young and the younger one, and readers and writers. Politeness is reflected in
the way of communicating, acting, and behaving.

Language politeness, according to S.C. Levinson (1985), at least can be
conducted within five ways: (1) it is necessary to apply politeness in language use.
This principle tries to maximize enjoy and wisdom, advantage, respect or put other
benefit beyond everything, less respect to one self, and emphasize on empathy to
others; (2) language politeness should avoid taboo words in communicating; (3)
the use of euphemism in order to maintain language politeness; (4) politeness can
be reached by using honorific words, which is expression to show respect and soft
utterance; and (5) politeness can be formed by applying appropriate non-linguistics

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aspect. By applying this language politeness, offensiveness can be avoided until the
conflict in society can be minimized.

To maximize the use of personality enrichment books, teachers’ willingness to
select supplementary books that have criteria above until students get the meaningful
learning from the books.

Third, Skill Enrichment. These days, life is getting more competitive in various
areas. Skill of all nation elements must be optimized. Considering graduates of
higher education cannot get the job indirectly. Data indicates that huge numbers
of graduates wait for job formation with slight possibility to be accepted. While in
other side, the demand of working force is very high. Till now, there is no link and
match between academics content and expectation of user as the consumer. As the
consequence, in the future it is necessary to prepare skillful generation.

New paradigm must be developed by education, including supplementary
books for building life skill and entrepreneurship in addition to professionalism.
For Indonesian language study, for example, skills and professionalism that can
be developed are in areas like: tour guide, master of ceremony, priest, holy Qur’an
reciter, religious speaker, consultant, instructor, authors, editor, poet, novelist, short
story writers, dramatist, broadcaster, journalist, and many others.

The forming of those professions needs supplementary books that can answer
challenge from the future. Professional ability must be prepared so that Indonesia
will have the ability to create independent job market. From the three of type of
supplementary books above, book of personality enrichment is the most important
to be developed for character building and reinforcing students’ ethics. Both types
of other supplement books even also can play a part in Indonesian language and
literature study, but for the cognitive and psychomotor purpose.

Application of character education in Indonesian language and literature in
supplementary books is relevant to Rule of National Education Minister Number
2/2008. Section 6 verses (2) sounds that “Besides course textbook as referred to verse (1)
teacher can use educator guide-books and can use supplementary books and reference book
in the learning process” (Depdiknas RI, 2009).

It is referred that classroom activity can use various sources. Ideally, book
variation would give wide opportunity to see world. If the use of knowledge
enrichment books in school is optimized, then student will be able to follows the
progress of communication science and technology these days.

Utilization of personality supplementary books in literature study is very
possible. Research result of Siti Maryam (2003) proved that short story as one
of cultural product can be made as medium or material to teach social value and
culture. Supplementary books can be made as medium of truth conveyor. In the
old Indonesian society, literature becomes inseparable part of everyday life. Ajip
Rosidi (1995) affirmed that poets were placed in high position. Their words were
more valuable than pearl.

Literary work is considered not merely as the solace but also as medium of
truth conveyor that have strength which was not limited by space and time. In

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fact, literary reading not only can be made medium of the truth conveyor but, as
Siti Maryam (2006) finds, that varieties of essay writings can be also used as the
medium of truth conveyor.

Besides, language ethics reinforcement must be done in comprehensively until
students’ posses’ language politeness. If it is realized, then its contribution to society
especially to student will be very significant. In order to reach it, the language
learning must be based on ethics. Therefore, teacher must be role model of using
polite language. Furthermore, students must be facilitated more in using polite
language. The gist that often is forgotten is giving appreciation to children that can
use polite language, so it can fertilize student habit as person that not merely polite
but also can express their opinion in all situation and condition.

By increasing knowledge quality, skill, and student personality, then Indonesian
language study must include supplementary books in reading, speaking, listening,
and writing courses. Of course its execution must be based on KTSP (Kurikulum
Tingkat Satuan Pendidikan or Curriculum at Unit of Education Level). After teacher
determines basic competence and indicator, then teacher can plan at which step
supplementary books can be used as supplementary material in learning activity.
Cutoffs of the supplementary books can be made as course material or example.
It also can be used for practice activity, tasks, evaluation, or other exercises.

Conclusion

Effort of Indonesian language study teachers in strengthening student character and
upholding ethics is one of effort in improving human resource quality. This effort
is very essential, considering the quality of Indonesian citizen is still unsatisfying.
Through speaking and writing skills, teacher can evaluate the use of language ethics
among students, both directly and indirectly.

Written language that learnt by student can be in the form of textbook and also
supplementary books. One of the types of supplementary books is personality
enrichment book, which can be use as medium to support the forming of student
character in school. Supplementary books can fulfill student need, in a sense that it
can develop personality, extend knowledge, and uplift life skill which is beneficial
in building social independence.

As it is explicated earlier, directly and indirectly that education environment
would form students’ behavior to live in society, especially in minimizing or even
preventing social conflict. Teachers must involve in learning activity, since it has
closed relationship to the reinforcement of moral values that suitable with general
rule of conduct admitted as common truth.

Those varied of truth can be obtained through personality enrichment book.
Open mindedness will effect on someone behavior. Many social problems are
caused by ignorance or lack of society knowledge. Students as the next generation
should be prepared to socialize and live properly. Therefore, Indonesian language
and literature learning should optimize the students’ role through supplementary
books.

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