Di Balik Literatur Anak dan Remaja — IPK Talks Ep. 02

Asalamualaikum warahmatullahi

wabarakatuh. Hello everyone,

welcome back to IPK Talk, a Valid Source of

Solid Chat.

So, in episode 2 we will discuss

children's and adolescent literature. Well,

in this case of course I'm not

alone. Here I was

accompanied by one of the great lecturers

at Padang State University.

and at the same time he is the owner of a

publication in Jogja whose

publication name is

Gorga publisher. Hello, Mom. Here we

have Mrs. Dr. Yona Primadevi, MHum. Hello,

Mom. How are you? Good afternoon.

Hello, good afternoon.

How are you, ma'am?

Good.

FI, Mrs. Yona is one of the

busiest lecturers at IPK, friends.

Because if, for example, we can

see that Mrs. Yona is here now, tonight

her mother could be in Malaysia,

Dubai or wherever. Because it's

that busy and it's that hard to

find time to meet Mrs.

Yona herself. So, what are you busy with now

, Ma'am?

Because it seems like you're really busy, right,

ma'am?

Eh, no one is busy here. Busy

teaching.

Eh, busy yesterday with the manuscript for the book? M is

busy taking care of the children. Ah, that's all. As

busy as you say. Just calm down.

That's hyperbolic.

So I'm doubtful, Ma'am. I'm afraid it will

bother you, ma'am.

Okay. We are discussing

children's and youth literature here, ma'am.

Well, in this IPK there is also a

course on children's and adolescent literature. So,

why does the

library information and archives department have to have a

course on children's and

adolescent literature, ma'am?

Okay. Ee, that's a very

interesting question actually. We are in the study program

, the

Library and Archives Information study program. But there is a

course entitled children's and

adolescent literature. So, what's the difference, eh, why does it have to be

there, and what's the difference with

children's literature, huh,

and what's the importance of students

studying that course? If I'm

not mistaken, it first appeared in the

library and archival information curriculum

around

2011.

Oh, so it's been quite a long time, huh? In 2011,

that course was introduced. So, for

example, if we look at it, when we

talk about children's and adolescent literature, it

means we are not only talking about the

literature, the media, we are also

talking about children and adolescents. Well,

we know that according to the law, children and teenagers are

18 years minus 1

day. Yes, if we look at the

data from the Indonesian Central Bureau of Statistics,

in 2024 the

number of children and teenagers aged 17 years will be

around 80 million. That's the

first one, it's

quite big, right? Well, secondly, we

know that

their access to

reading materials, information sources other than

from the family are definitely from the school, the

school library. Well, if it's a

school library, that means we look at the

school library data. If there are

libraries, then there are

around 149,000 elementary schools in Indonesia.

Oh,

junior high school is around 43 or 44,000 mothers and

senior high school is around 14,000 schools. This means that

every school should have a

library.

Yes, exactly.

So, with so many

school libraries in Indonesia,

who manages the school libraries? Library staff or

librarian?

Yes

Who's that?

Yes, you guys will be in the study program later. Well,

automatically because the targets are different for children

and teenagers, automatically the handling method is

also different from public libraries,

for example, or special libraries.

so then we need to have

a course in the curriculum

that provides students with competency outputs

so that later they will be able

to deal with children and teenagers. They

will know how children

and adolescents develop, how to learn,

learning patterns, what literature should be

given to them to

improve their competence. So the reason

the course appeared was more or less

to provide services, yes, ma'am, so that it is

right on target, how to do it

correctly and the difference between

children's literature and literature.

Oh yes, yes, those are different. So in the

Library and Archives Information Study Program,

it's called children's

and youth literature, not hasanak, right?

Because it really doesn't

touch on the concept of theory, concepts and

literary science at all.

I

so we talked about how

information sources should be

managed by information centers

and libraries for children and adolescents.

So the target is there. So we will

discuss, ee, how is the development of

children's and teen books, both in Indonesia

and abroad?

Then how is the use and

utilization because, especially since we are

vocational, the use and

utilization of children's and adolescent books are

by children and adolescents. What should services in

libraries be like, starting from

school libraries, village libraries,

public libraries, special libraries that have

services for children and teenagers?

Well, this is also

related to how to improve the

literacy competency of children and adolescents.

So, we discuss it in that corridor,

we don't discuss the theory and concept of ee

literature in the corridor of children's literature.

Okay, earlier you touched a little

on the development of children's books in Indonesia

and abroad. So, how is the

development of children's books in Indonesia and

abroad? Is there a difference or is there a

better impact, ma'am?

Mm, when we talk about children's books, we're not just

talking about children, we're talking about children and

teenagers. Therefore, the

first thing that should be categorized as children's and teen books is

not based on age,

but on reading ability.

starting from pre-reading, like

initial reading, fluent reading, and

then critical reading. So it's not

based on age. Because it is possible for a

7 year old child to be in elementary school but

his reading ability has already reached

advanced reading level.

Or vice versa, they are already in junior high school, grade 1

or grade 2, but

their reading ability is still the same as that of

children in the early reading stage. It could be like

that. That's the first one. So how is

the development? Well, this needs to

be paid attention to, ee, and this needs to be a

concern without us realizing it, the

literacy movement in Indonesia, ee,

ee, does it indirectly

have an impact on the

availability of access to reading materials,

especially for children. It's just that

the problem is that so far when we

talk about children's books, we always

talk about illustrated children's books. I am

absolutely right.

Yes So sometimes, for

example, if we visit an

elementary school, for example in the literacy corner for

grade 4 or grade 5, there are still

illustrated books.

Hey.

Even though the illustrated book is for children at the

early reading stage, it should be

placed like that. So when we talk about

children's books, most of the

Indonesian book ecosystem still talks

about illustrated children's books. That's the

first problem. The second

problem is that children's books in

Indonesia are

still in the same realm or

corridor in terms of topics. For example,

most children's books talk about

folklore, talk about legends.

Where folklore was originally oral,

yes,

then turned into a book,

yes. Well, that's outside of the topic, there are

lots of hot topics in

children's books, including illustrated children's books.

for example, ee, what is SDGS?

Then, there are already a lot of technologies that talk

about AI,

climate change,

feminism, and illustrated children's books

abroad, but

these areas have not been touched upon

in children's books in Indonesia.

Indonesia. That means you're

really behind, right, ma'am? ee

left behind. Maybe I wouldn't say it's

lagging behind because

the development of children's books in Indonesia is

actually extraordinary.

However, we still don't dare to

explore topics that might be

appropriate to the development and needs of

children at that time. Because we

know that children's books are

very political in nature.

The child is only a target

ee target of the children's book business or industry

. Well, that's the second one. Then

the third thing that differentiates

children's books in Indonesia

and abroad is the

practice of ee in utilizing children's books.

We know the literacy movement is extraordinary.

Yes Very intense.

Very intense. FBM is growing everywhere,

huh? Community gardens are springing up

everywhere. Unfortunately or the problem

is that our movement only

stops at the stage where children are able to read,

children like to read.

Yes

In fact, the highest basic literacy competency

is how to

build empathy and sympathy in our children.

Then ee, I don't want to, I don't know

whether I don't want to, I don't know whether I don't know or

maybe I don't know that the

literacy movement for children and teenagers

doesn't just stop at

children being able to read, children like reading

. But how to build empathy

and sympathy in children is quite a

big homework. That's why I don't like the

term reading interest.

Since when did you start to be interested in reading

? Ee already from decades

ago. We must shift from

interest in reading to the power of reading. How

then can literature for children and

teenagers bring out

children's critical thinking, and bring out innovation and

creativity in children? ee is able to children are

able to solve

everyday problems from what they

read or access. Something like

that. Okay. Well, earlier you talked a little

about the literacy movement, which

only goes so far as to make children like reading and be able to

read. So, that's how, Ma'am,

to build critical thinking skills in children and

teenagers and what

parents, teachers, and librarians should do,

Ma'am.

Okay, since we are in the

library information and archives study program, maybe I will

focus more on the library,

librarians.

So far, in terms of children and adolescent services

in Indonesia, especially, ee,

in several libraries

I have visited abroad, the children

and adolescent services are very innovative,

ee.

We are still focusing on

storytelling activities,

drawing activities, coloring activities, right? Is it

wrong or not? Not wrong. It's just that

ee, that activity is more to

complement it, yeah. Ee while the

initial practices in the ee process of

building children's literacy competencies were

not ee in seeking solutions. For example,

firstly,

how do you build interest? We

need to build interest first, right?

Yes that's right.

Building interest. For

example, I suddenly feel hungry

and I am offered a lot of food

but I don't like it. like that. Want a lot of

food when I don't like it and I'm

hungry, I definitely think about reading it,

right? Especially when I'm not hungry

. Well, it's the same with books. There are a

lot of books.

If there are books on one shelf, but if

the books don't discuss topics

that interest me

or the child has no interest at all

in reading, they definitely won't be

read. That's

absolutely right, ma'am. So the problem

is internal to the child.

Yes

Well, the first person responsible for that

is the parents. How

then can parents

arouse their children's interest and develop

that interest into a reading habit.

Well, it automatically has to be something that the

child really likes. I mean, what do

children like? automatic parents.

How to approach children to like

reading materials is also a matter for

parents. So there is something called an ORM framework

called opportunity, right? The opportunities

given, the access given, the rewards

given are very influential

in giving examples to children who need role models, for example.

So be a parent who doesn't hold

a cellphone but reads a book in front of the

child.

That was normal before. That's an example, right?

Children absorb things more easily from what

they see and hear

than from what is

lectured to them.

Well, such an ecosystem needs to

be built. So, for example, the results of

my dissertation include a communication model

in children's literacy practices called

Bona. So, for bona, we look at the

child's background, see the

child's originality, see the negotiation, and

then we will see how the child is accepted.

So, we have to know first what our child's interests are

. For example, we can't

give you a book, here, you read this, please.

What is it, ma'am? Surely you say, "

Even you, a student, would say that."

What is it, ma'am? Oh, I see. But then we

can look for a different approach.

We don't need to give books. Remember, children

like things that are beyond

their capabilities. That's why he likes to

cover heroes. That

's why he likes to tell stories about

gods or something untouchable,

right? Because it was wow and amazing

for him. Well, from there the child loves

adventure stories.

That's why children need parents who are

talkative and like to tell stories. In

Minangkabau we already have that. In

Indonesia, we already have that tradition

. It's just that later, because of the

cultural shift caused by colonialism,

we became more accustomed to writing like that, right?

But that's okay. So, start

introducing it like that so that your child will be interested

. Oh, so there is this character,

there is a story about this. It is necessary to continue to explore your

child's curiosity

. Well, from there, oh this is it

, there's this story, this is the book. Have

you tried reading it or not?

Interesting or not? It's not the same as what

I told you, or maybe I was being

too hyperbolic when I told the guest, but

it turns out the story isn't that cool

. Well, growing interest. Then interest,

if there is only interest but no

consistency, that will be a problem.

So there must be a regular reading frequency

. So just give him what he

likes first. Oh, he likes superheroes for example, so he

gave me all the superhero books. Tell him

all about superheroes until he has the

consistency to read. It's already

visible. Oh, it turns out that during the day

he definitely reads when he wants to sleep.

While he was waiting to be invited he

read. This means there is consistency.

When there is consistency in reading,

then the quality of reading can be improved

. What do you mean? The

brain is the same as the body.

Hehe.

For a healthy brain, ee for a healthy body,

we need healthy and

nutritious food. The

brain is like that too. We need books

that truly enrich,

stimulate our sense of fear.

What does it mean? This means that the child's reading level

must also increase because his brain needs

it. That's why I was really surprised

when in the literacy corner of the 4th grade elementary school, they were

still talking about how they were still being given

illustrated children's books

without knowing whether their children actually needed them or not

. Well, leveling up is

also supported by the ecosystem.

For example, in the family or at school

, have your children ever been invited

to openly discuss the books

they have read so far? For example, take the

school literacy movement, reading a book for 15

minutes, you must have experienced this, right? Yes, I

really experienced it.

So what's the evaluation? You will definitely

be asked to create a room.

Yes Was it

discussed or not? It wasn't discussed at all

and the results of our writing were

just left to be

signed. So we are not interested

in doing that actually,

ma'am.

So, there needs to be an evaluation that is

truly interactive, that

truly stimulates, stimulates

curiosity and the sustainability of the

activity. So, that's the kind of ecosystem

that should be built.

So it's not just a matter of

supplying reading materials, but also how to access

reading materials.

But after that's done and I feel the

supply and access issues are clear,

then we can build other competencies

. Well, this other competency is

often neglected or has not been

touched by many literacy activities

in Indonesia. That's why the

last PISA test in 2022 had the

lowest score of 500.

If I'm not mistaken, Indonesia's

score was 371.

For example, if we look at the education report card

issued by

the Ministry of Primary and

Secondary Education, that's the case. The highest

reported education in Elementary School is

61% if I'm not mistaken. But junior high school, senior

high school, if I'm not mistaken, is 59%, and senior

high school is only 47 or 46%.

Worried? Yes And that is our

shared homework, including prospective

librarians and prospective

library staff. That's why it's necessary to

study children's and youth literature.

Okay, so this literature for children and

teenagers is very important, right, Ma'am,

for every parent,

teacher, and librarian to master.

Well, this is the end of the

podcast, ma'am. So, we ask

you to provide

quotes or motivational words related to

children and teenagers. Mom, are you ready to go for a

walk? Okay.

Eh,

what are motivational words? I find it very

difficult to give any motivational words,

ma'am.

Whatever. Okay. Hey, it's for teenagers,

not for students. We are still our

children, Mom. It's been

18 years since I've been a child

or teenager.

I mean, we are also children of our parents

, Ma'am. Okay. Ee when we talk

about children ee children's and

young adult literature, we are not only talking about

the collection, we are not only talking

about the books, but we are also talking

about children. So when we discuss

children's and young adult literature, we also

have to understand what children are like. We

should not place children only as

targets.

Hehe. Oh, I see

. So we have to know

their development, their interests,

and their learning methods. ee what is the learning pattern

like? So, in

many activities, especially policies, children are

not just objects.

Okay, thank you very much, Ma'am, for your time

and opportunity to be able to attend

this IPK podcast, Ma'am. Well, friends, that's

probably all for this podcast.

Hopefully this is useful and don't forget the

IPK podcast on the IPK

IPK TA YouTube channel.

Well, maybe that's all from me.

Asalamualaikum warahmatullahi

wabarakatuh.

Yeah.