The most important component of any sustainable model is the thoughtful integration of each of its components within a carefully planned system. Without support systems, individual components (such as language laboratories) fail to function effectively. A central body must be appointed to assume responsibility for the development of general language learning technologies in SMU schools including language laboratories.

As the PPPG Bahasa has already participated in teacher and technician training in the use and care of language laboratories I believe that it is the preferred body to assume this role. The PPPG Bahasa therefore, should, after an initial preparation program, expand its responsibilities to include all aspects of:

• Teacher Training - Methodology
• Teacher Training - Affective Application of Technology in the Classroom
• Information Services to Schools - Planning, Implementation, and Technical.
• Technician Training.
• Language Teaching Materials Production - Including Language Laboratory Materials.

To function effectively strong links must be established between the language departments in the SMUs and the PPPG Bahasa. The PPPG will also need to work directly with the planning section at DEPDIKBUD and local service organisations in order to provide the high level of information services required by the schools. PPPG Bahasa will also need to work together with the Curriculum Centre to assure that the production of teaching materials accurately address the needs of the curriculum.

1. The new language laboratories will meet the requirements for a full audio active comparative laboratory (AAC). They will:

• Be microprocessor controlled.
• Remain cassette based.
• Have at least two master recorder/ players.
• Have auxiliary inputs for CD and video/ television.
• Preferably have a fast transfer function, with automatic rewind.
• Allow individual monitoring, intercom, and preferably enable control of all student recorder/ player functions from the master console.
• Provide a switchable monitor (inbuilt)/ playback (external) speaker output of at least 20 Watts RMS.
• Have dual playback speakers.
• Allow student cassette tape compartment access control from the master console.
• Provide group and all-call functions with conferencing.
• Preferably have student monitoring buttons which are configurable so as to be representative of the shape of the actual laboratory.
• Provide for a minimum of three (3) individual student working groups.
• Meet the minimum audio requirements of: frequency response 50 - 10,000 Hz with a signal to noise of better than 40dB, and a wow and flutter figure of less than 0.25% WRMS.
• Have dual student recorder and master console headphone sockets.
• Have a power supply which is fully stabilized and surge supressed (short response time), or an equivalent power stabilizer will be provided externally. The student positions will be powered from a low voltage supply.
• Have furnishings which meet the required specifications.
• Have a spare parts kit included in the purchase price (see list).
• Be chosen from a manufacturer with a proven reliability and service record, and with a strong representation in Indonesia (including a substantial spare parts inventory).
• Have a five year extended warranty from the local distributer (additional cost negotiable - but inclusive).
• Include full installation to the required specifications and four days of training for teaching and technical staff.

2. Language laboratory class sizes will have a maximum of twenty four (24) students.

3. The preferred layout of the new language laboratories will be a variation of one of the following floor plans. For an example of another successful variation click here. For further information go to MSIPS

• Improved student interaction.
• Easy access to the students for personal interaction and also for monitoring student work (completing clozes, comprehension exercises, etc.).
• Greater teacher flexibility. Teachers can utilize the centre area for group work, role plays, games, etc. (the chairs can be easily moved to the centre).

4. The new language laboratories will have no partitions separating the individual student positions, and no glass partitions at the front.

5. The cables for the new language laboratories will be placed in channels, PVC conduits (minimum 50mm - wide radius bends), or cable ducts under the floor. They will be constructed so that they can be kept clean and tidy, and free from rodents (rats) and whiteants. If channels or ducts are used whiteant proof materials must be used to cover the ducts. Proper entry and exit holes will be provided, and cables will enter and leave from under furnishings (there will be no exposed cables in the laboratory).

General

(a) The 1994 curriculum will be modified so as to affectively address and test language learner listening and speaking competencies.

(b) Language laboratories will be used for testing listening and speaking skills. Sharing of language laboratory facilities amongst schools in each region will be considered (where practical).

(c) Language laboratory preventative maintenance (PM) systems will be introduced into the schools.

(d) Technician training programs will continue. They will include courses in basic electronics and language laboratory maintenance skills.

(e) The language laboratory classes will be divided into two. The remaining twenty four (24) students will be rostered to the library for language self-access.

Within the new language laboratory model I have incorporated a plan for the upgrading of some basic technical (self-access) facilities in the libraries so as to increase motivation and general library utilisation. For schools which already have existing Tandberg or Panasonic language laboratories the new language laboratory model incorporates the upgrading of the following facilities:

• at least 6 booths equipped with cassette recorders for listening practice (from the existing laboratory)
• 1 computer for use with language CD ROMS and for accessing the Internet (Internet paket)
• 1 television monitor and video player/recorder (4 student access)
• Self-paced self access learning materials.

The libraries shown in these photographs are not typical of most SMU libraries that I visited. Most of the libraries had no students in them at all and they were fairly dark and generally poor learning environments. This was mainly due to the fact that they were only open during school class hours so students had very little time to access them except during breaks and briefly after school, and they were usually just modified classrooms.

This consultant believes that secondary school libraries are responsible for establishing important learning behaviours in students, including learner responsibility, in preparation for tertiary education. General library utilisation skills, an understanding of information resourcing, and the use of media as a resource are very important areas which need to be addressed in Indonesian senior secondary education.

The Indonesian National Library states that the function of school libraries should be to "Sebagai pusat belajar mengajar" [Act as a centre for learning and teaching] (Perpustakaan Sekolah, PNRI, 1996, p7). This did not appear to be the case in most of the schools that I visited. I believe that the main function of the library appeared to be to act as a "gudang buku" (storeroom for books).