Teachers, administrators, and principals prepare all the students to be ready to join the national examination. This year is planned to be the last one as the newly elected minister of education Nadiem Makarim said so. The test will be given to grades 4, 8, and 11 conducted by taking samples in a test named Minimum Competency Assessment.
The change from the National Examination into the Minimum Competency Assessment shake the education world. Many feel relief as the National Examination is seen as psychologically burdening the students.
This morning, the news spread that the education minister has made a teleconference to discuss the elimination of the national examination. Different reactions rise. Some ask where the National examination budget goes. Some others get confused with all the preparation they had made to face this test.
No National Examination news aired and also written in the online newspaper. However, teachers wait for the formal announcement from the education minister. The school is ready to do the national examination in online mode. In this coronavirus outbreak, the school has already sent the students and the teachers to do distance learning.
29 February 2020
The Use of Comics to Allow Creativity and Promote HIgher Order Thinking Skils
The Use of Comics to Allow Creativity
and Promote Higher
Order Thinking Skills
(A Case Study
in a Senior High School in Cianjur, West Java)
Badriah
SMAN 2 Cianjur
Abstract
The
study aimed to find out the effect of the use of comics on 11th
elective program graders of SMAN 2 Cianjur in their Narrative text
understanding performance as well as their attitudes towards it. The results
show that visual images in form of student-generated comic strips allow for
creativity where students can express ideas by images combined with text, and
promote higher order thinking skills (analyzing, evaluating, creating) through
student-centered work. From its findings, the study concluded that comics are:
1) effective for constructive activities such as writing and speaking and 2)
benefitted slow learners as they can take advantage of the visual guide to practice
target-language use.
Keywords: Comics, Narrative, higher order thinking skills
Introduction
Bringing
something students familiar with into the language class may turn the lesson
into extraordinary outcomes and provide a new learning atmosphere. At the same
time, students are demanded to apply their intellectual skills which are
grounded in lower order thinking skills.
In other words, fun learning linked with prior knowledge of subject
matter content facilitates room for students to develop their creative
tendencies and divergent thinking skills. One of the familiar things to
students is comics. Using comics for a methodological purpose not only amuse and
interest students but also they can be stored and recalled easily as they are
episodically organized (Csabay,
2006). As Eisner (1985) wrote that comics are the arrangement of
pictures or images and words to narrate a story or dramatize idea, and they act
as visual medium that combine the written word with visual concept (Tiemensma, 2009).
Comics in education is not something
new. Many scholars have subscribed to the study of them. First, in 1940’s, Sones (1994) conducted a
series of studies of using comic books and mentioned their usefulness.
Then, it was reported that in 1970’s teachers used comics in the classroom and
in other areas as well. As an example, the comic strip formats was also reported
that they were used by the armed forces to present instructional material (Trent & Kinlaw, 1975). Since
then, many studies conducted in this area. For example, in 1990, Stanulewizs reported that stories in pictures not only
make writing more attractive and simulate discussion, they also bring an air of
something unusual when boredom is about to knock at the door of the classroom. Even in
2001, Art Spiegelman won Pulitzer Prize for his book entitled “Maus” which
proving that comics can be artistically mature and literate work. Seeing the
vast use of comics, this study focuses on the use of comics in the classroom
activities, more specifically in engaging students with Narrative text.
Comics as media of instruction create joyful
learning. Yet, it is suggested that learning also, at the same time, allow
student to comprehend the material and their cognitive competence improve. For
these reasons, in this study the students were challenged to involve in
creative thinking such as converting Narrative text into student-generated comics.
Creative thinking in this study refers to the activity demanded ‘cognitive
skills and abilities for coming up with solution to problem situation’ (Arends & Kilcher, 2010). In this study, the
students unpacked the text into parts, then put them together to form a
coherent comics which has a different appearance from its original text. They
also developed character profiles, imagined the words of characters, built a
set of captions, used inking and coloring.
The purpose of the present study is to evaluate the
utilization of student-generated comics, in the format of comic strips as
contextualized strategies in language instruction as alternative methods at the senior high school where English as a foreign language. This study is relevant
for the teacher who is posted at senior high school who concern about students'
reluctance and their boredom learning Narrative text that always appears in form
of long passages. This study is designed to evaluate the effects of presenting
with the comic strips used in the instructional and investigate whether the
students’ cognitive competence level improve.
Methods
The use of comics are designed to evaluate their
effects on students’ competence in using English as foreign language at grade
11 of Elective Program of SMAN 2 Cianjur in Academic Year 2014/2015. The sample
was taken from the Elective Program (English-2). The instructional material was
Narrative text to facilitate them to gain listening, speaking, reading, and
writing skills. The end of the lesson was hoped that students were able to
analyze the social function of the text, to use the generic structure and
language features of the text. When they enrolled in grade 11, their test results that
were stated in the report card for their English cognitive and performance
competence is on a score 70 to 82. As a reference for students’ competence, the
minimum ‘criterion-referenced grading’ (a set standard and indicate to what
degree students have achieved mastery of particular standard) for the students
is 78. Based on the score the students
gained, in this study they were categorized into three levels, namely basic,
proficient, and advanced. The basic level was given to students who failed to reach
the mastery or who scored 70-75, the proficient level was for students who score
76-85; and advanced level for students who score 86-100. Classroom instruction
went for 2 hours per week. The study took 8 meetings.
The instruments for the study were four texts, they
were: 1) The Skeleton in the Cupboard for listening activity and helped the
students got the main idea of the text, 2) The History of Jack and the
Beanstalk for reading activity and facilitated the students to get the social
function of the text, the structure and
language features of the text, 3) The Wolf and the Crane to assist students to
comprehend language features used Narrative text especially direct and indirect
sentence and 4) Descriptive-Narrative text which created by students to escort
them to higher order thinking skills. From each text, the students demonstrated
their comprehension by presenting the text they were learning in the form of comics.
Data were collected within a a-6-week span. The
student participants were given specific task corresponding to the usage of
comics. The use of comics applied during the treatment. The students were given
texts in different forms (text 1-4) and then changed them into comics to depict
their content understanding of the text. Besides demonstrating their comprehension
in the form of comics, for text no. 1 and no. 2 the students were asked to use
comics they created to accompany them during monolog presentation. The rests were
comics as a tool to allow students to create a new text.
To analyze data collected, the students’ comics
were scored and categorized into three level of core proficiency of English
(basic, proficient, and advanced). Meanwhile, the students’ monolog was scored
based on a rubric for speaking adapted from Thornburry (2000).
Results
and Discussion
The students’ overall English productive performance, as shown by their
comics, writing and monolog level from Text 1 to Text 4, is presented in Table
1. Table 1 indicates an improvement in students’ proficiency levels. A
comparison of the students who post at a basic level or ones who fail to achieve
mastery of narrative standard is none. It can be concluded that Comics project
promoted the students’ writing and speaking proficiency. The progress is
elaborated in the subheadings below.
Table 1 Participants’ Proficiency
Text 1: Skeleton in the Cupboard
Text 1 was entitled The Skeleton in the Cupboard intended to provide listening
practice. Upon the completion of listening activity the students collected
their work in the form of comic as shown in Sample 1 as follow.
Sample 1. Visualization of Text 1
Sample 1 show two things, to say the least. First, creating Comics has
an effect on critical thinking of students. The comics were created to depict “it
was a busy day, as usual. The traffic circle began to get scorched in the
strengthening heat of that morning as a protest was taking place. People in a
long wavy line were staging outcry against the issue of Playboy magazine-Indonesian
version. They were jamming up the well-known capital city of Jakarta (Picture
1). The condition was indeed troublesome for Sinta and her friend who were
among those who were trapped in that awful situation, behind the steering wheel
(Picture 2).
Picture 1 provides information of the sun’s heat by the picture of
yellow sun at the top right corner. Besides, to show people who were
protesting, it has cars, and people who held banner with ‘say no to porn’ on
it. Meanwhile Picture 2 represents that there were two people in a car and one
of them was behind a steering wheel.
Secondly, Comics becomes a tool for building better writers. This means
that comics encourage what so-called ‘fluency before accuracy’ (Denne-Bolton, 2013) . Fluency is gained
through comics writing to communicate what the students’ understood about the
passage with the absence of pressure. Then, the experiment and play with
language that the students did during creating comics allow them to learn
independently both cognitively and linguistically. As shown in the writing upon
the completion of comic strips (Sample 2) below.
Sample 2.
Student’s writing to Communicate Comics
(It is a hectic day as usual, I and Annie were in a public cab to our Campus
University of Indonesia but unluckily, we’re trapped in a protesting about
playboy magz Indonesia Version. The people were jamming up, in a wavy-line.
They were from local community and religious group, to protest the issue)
One aspect worth noticing from Sample 2. Student’s writing above is that
the students created a new and different text, yet it had similar meaning as
expected given the original text. This condition was also found in the stage
when the students were asked to present the text in a monolog. It is safe to say
that comics empowering students since comics seem to give them a great help to
be confident in presenting the text in monolog and a room for the independence of
thought. Their experience during creating comics provide knowledge to be shared
in spoken form with almost no hesitation and comics they made acted as guidance
during the presentation.
Based on the results of text 1, it can be inferred that the use of
comics had a positive influence on students writing and speaking proficiency.
This is supported by the student’s positive point of view towards using comics
in the lesson, as shown in Sample 3 below.
Sample 3. Student’s opinion
The draw is really affected me, it make me more
creative..that is possible to make student not bored and more like art.
Text 2: The History of Jack and the Beanstalk
Text 2 facilitated students to comprehend a passage. It was carried out
by reading a passage then the students were asked to do student-generated
comics of what they have understood from the passage. The results of text 2 in
form of comic strips imply that the use of picture-text combinations give a
great help to represent reading comprehension (see Sample 4) and they scaffold
speaking skills by using comic strips as visual aid.
Sample 4. Visualization of Text #2
Sample 4
indicates that generating comic strips improve the students’ ability in writing
narrative text. The improvement is in the content which was facilitated by
generating sequence of narrative in each strip, dialogue in the bubble, caption
for each panel, and picture to reflect event(s).
In other words, student-generated comics makes the generic structure of
narrative text applied as the comics strips presented in chronological order.
Sample 4 shows that the orientation is provided in the caption of panel 1 (In
the days of King Alfred there lived a poor woman. She was a widow and had an
only child named Jack). The orientation is significant part of a narrative text
that in this sample include when, where, who, what and why.
Sample 4 also indicates that student-generated comic strips are helpful
for the student in re-writing story with appropriate generic structure of a narrative
text. This was supported by students’ opinions on using comics to comprehend the
text (Sample 5).
Sample 5.
Students’ opinion about using comics
Yes, I think drawing helping me to understand the
story, because without the image we can’t understand the story, so therefore
the image is helpful to understand the story, made like comic story line, make
us understand.
Text 3: The Wolf and the Crane
Text 3 was to help students understand the language features of
narrative text. One of the major features used in it such as direct and
indirect speech. Based on results of this study, it was found out that
student-generated comics acted as effective medium for students in applying,
analyzing, and synthesizing target language grammar as shown in Sample 6 below.
Sample 6.
Converting Direct to Indirect Speech
Sample 6 represents
the usefulness of student-generated comics that force students to concentrate
and to use their imagination as well. The students analyzed the direct speeches
which were uttered by character. Then they converted and created them into
indirect ones. As an example “Please Miss
Crane don’t fly away. I need your help. I’m in a great trouble”. The
sentence was converted into “The wolf
asked the Crane not to fly away, he needed the crane’s help because he was in a
great trouble”.
Text 4: Student-generated Text
Text 4 was dedicated to invite students to create a
text-based on comics provided. Retelling comics served students with fun,
interesting and motivating atmosphere to incorporate target language culture
and their pragmatic intelligence. The data from the students’ writing show that
the students passed the criterion-reference grading. The students-generated
text comprised of orientation, complication, and resolution. The text also
applied the appropriate language features of narrative text such as the use of
direct-indirect speech, past tense, adjective, and adverbial phrase. In short,
the use student-generated text based on comics provided facilitate
student-centered and student-directed learning.
Conclusion
The use of both student-generated comics and student-generated text
allow students to gain more understanding about the text comprehensively and
improve students’ core proficiency in narrative text. The student-generated
comics based on written and spoken narrative text aid the students to apply
generic structure and language features of the text appropriately. It also
provides room for student to experience independent thinkers and to maximize the
activity of analyzing, synthesizing, and creating text (higher order thinking
skills) as student act as illustrators or writers of comics. Meanwhile,
student-generated text based on comics gave the students chances to practice
and produce a narrative text in a personal and creative way. By using comics as
the procedure in this study show that the students who are at a basic level
eventually improve their performance and proficiency. It is assumed, there is a correlation between the ability to represent the text comprehension by
depicting it in the comic strips with the ability to present it in the form of the written and spoken form of language. Further, the use of student-generated comics
to represent reading comprehension provided the basic level students room to
gain improvement in other language skills such as writing and speaking.
References
Arends, R., & Kilcher, A. (2010). Teaching for Students Learning:
Becoming an Accomplished Teacher. New York: Routledge, Taylor and Francis
Group.
Csabay, N. (2006). Using Comic Strips in Language Class. English
Teaching Forum, 24-26.
Denne-Bolton, S. (2013). The Dialogue Journal: A Tool for Building
Better Writers. South Africa: English Teaching Forum.
Eisner, W. (1985). Comics and Sequential Art. United State:
Poorhouse Press.
King, F., Goosn, L., & Rohani, F. (2000). Higher Order Thinking
Skills: Definiiton, Teaching Strategies, Evaluation. UCLA: The National
Center for Reasearch on Evaluation, Standards, and Student Testing (CRESST).
Sones, W. (1994). The Comics and Instructional Method . Journal of
Educational Sosiology, 232-240.
Stanulewizs, D. (1990). Stories in Pictures. English Teaching Forum,
34-35.
Thornburry, S. (2000). How to Teach Speaking. UK: Longman.
Tiemensma, L. (2009). Visual Lieracy: To Comics or not to Comics?
Promoting Literacy Using Comics. 75Th IFLA General Conference and Council
(pp. 1-10). Italy : World Library and Infomation Congress.
Trent, C., & Kinlaw, R. (1975). Comic Books: An Effective Teaching
Tool. Journal of Extension, 18-23.
05 February 2020
28 January 2020
Mencatata Memperlambat Kepikunan
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| Seorang siswa sedang mencatat |
Pada zaman digital, mencatat sudah digantikan dengan merekam. Para siswa yang enggan menulis, menggunakan fasilitas merekam suara, bahkan merekam dengan gambar sehingga menjadi video. Menyimpan rekaman baik bentuk suara (MP3) atau berbasis gambar dan suara (MP4) tujuannya sama dengan mencatat secara manual yaitu sewaktu-waktu dapat diakses kembali. Pengaksesan untuk tujuan lebih memperdalam yang sedang dijadikan topik, bisa pula untuk tujuan memahamkan diri sendiri. Keterbatasan waktu di dalam kelas menyebabkan catatan menjadi alat yang diandalkan ketika hendak membuka ulang materi yang sedang dipelajari.
Mencatat dengan menggunakan rekaman, tanpa melibatkan tangan bergerak menulis, berbeda pengaruhnya pada otak. Merekam membuat si perekam tidak cermat ketika menyimak yang didengarkan. Alasan, yang sedang dijelaskan dapat diputar ulang nanti di rumah, membuatnya lengah.
Membaca untuk Investasi
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| Siswa SMAN 2 Cianjur sedang membaca masif di lapangan |
Membaca menjadi elemen penting bagi guru dan siswa. Kedua individu akademik ini setiap harinya kontak langsung dengan kegiatan reseptif. Reseptif dalam arti memberikan asupan pada pikiran agar terus hidup dan berkembang. Pikiran dan otak yang tidak dipakai tidak akan berkembang, seperti seloroh para komikus di bawah ini.
Pada sebuah otopsi akibat korban virus Corona, terdapat dua korban yang meninggal. Peneliti menganalisa bangsa apa yang menjadi korban. Dia menyimpulkan bahwa jasad pertama orang Jepang dan jasad kedua orang Indonesia. Para mahasiswa yang mendengar kesimpulan peneliti ahli ini amat heran. Kata si peneliti mudah saja membedakan bangsa pada kedua jasad ini.
Sudah pasti yang pertama orang Jepang karena otaknya rusak, aus, terlalu banyak dipakai. Sedangkan yang satunya lagi, pasti orang Indonesia karena otaknya masih utuh, tidak pernah dipakai.
Gurauan ini mengandung sindiran. Orang Indonesia otaknya tidak pernah dipakai. Tentu hal ini tidak terlalu salah. Otaknya bukan tidak pernah difungsikan, tetapi pemakaiannya tidak optimal. Sebagai contoh, ketika siswa bersekolah, mereka hanya menyimak dan disuapi oleh guru. Ketika diberi latihan soal, guru membantu siswa dengan arahan yang menuju pada jawaban. Dengan kata lain tidak perlu menggunakan otak. Padahal yang seharusnya adalah menganalisis mengevaluasi dan menciptakan sesuatu berdasarkan hasil pembelajaran.
Kegiatan membaca merupakan salah satu aktivitas yang membuat otak bekerja. Membaca membuka kesempatan atak untuk berkomunikasi antar gagasan. Komunikasi antar gagasan yang dilakukan pembaca dengan penulis terjadi di level analisis dan evaluasi. Pembaca yang kritis ketika ada kontak dengan bahan bacaan pikirannya langsung melakukan kerja. Kerja otak tentu beda dengan kerja fisik. Kerja otak ditandai dengan aktivitas yang menurut Taksonomi Bloom disebut kegiatan kognitif. Kegiatan tersebut diawali dengan memahami, kemudian mengingat apa yang dibaca, kemudian mengaplikasikan yang dipahami dari bacaan ketika dapat dikaitkan dengan kehidupannya secara pribadi. Selanjutnya adalah kegiatan evaluasi. Kegiatan evaluasi merupakan tingkatan kerja pikiran yang menuntut berpikir kritis. Aktivitas kognitif yang dimulai dari memahamkan diri sendiri sampai dengan menganalisis dan mengevaluasi membuat otak bekerja. Kerja otak seperti inilah yang akan membuat otak tidak akan utuh, dalam arti tidak dipakai seperti guruan komikus di atas.
Menurut Taksonomi Bloom ada enam aktivitas otak yang membuat otak bekerja secara optimal. Keenam kegiatan ini berlaku pada seluruh manusia. Tidak terbatas pada apakah dia bersekolah di SD SMP atau SMA, universitas atau bahkan tidak sekolah sama sekali. Semuanya sama, keja otak secara kognitif melibatkan kerja otak dalam enam tingkatan. Keenam tingkatan berpikir tersebut adalah mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta.
Membaca, melibatkan komunikasi antar gagasan dalam enam tingkatan berpikir, akibatnya volume otak meningkat. Sehingga semakin banyak digunakan, maka otak akan semakin besar secara volume. Semakin sering memberi kerja kepada otak diantaranya melalui membaca maka akan membuat otak dalam kondisi yang lebih sehat. Otak yang tidur saja, bukan saja tumpul, namun sulit untuk menyelesaikan masalah yang menuntut keterampilan berpikir kritis. Membaca melatih untuk berpikir kritis. Gagasan penulis ketika sampai pada otak pembaca, dicerna. Setelah dicerna, otak akan menerima atau sebaliknya menolak, merevisi, mengkritik, atau melengkapi.
Investasi kepada otak supaya terus terus sehat, dengan cara kegiatan membaca, merupakan tindakan yang menguntungkan. Kenapa disebut menguntungkan? Secara volume otak, otak menjadi bertambah artinya kemampuan untuk menganalisis mengevaluasi dan melakukan kebaruan-kebaruan dapat terjadi. Kebaruan bukan selalu dalam arti membuat sesuatu dari yang tidak ada menjadi ada, namun menambah nilai dari yang sudah ada.
Membaca seperti apa yang dapat membuat kita berinvestasi pada otak? Salah satu ciri membaca yang memberikan investasi adalah ketika ada komunikasi antara pembaca dengan tulisan. Komunikasi yang menghasilkan dialog-dialog baru di dalam pikiran pembaca sehingga menghasilkan pemahaman-pemahaman baru. Pemahaman baru inilah yang menjadi investasi yang mengakibatkan si pembaca bisa menunjukkannya di dalam sikap. Sebagai contoh, seorang siswa SMA berubah cara pandangnya terhadap dirinya setelah membaca buku berjudul "Hargai apa yang kita miliki". Sebelumnya siswa tersebut selalu merasa dirinya memiliki banyak kekurangan. Perhatiannya hanya difokuskan pada kekurangannya saja. Kemudian dia membaca buku motivasi. Setelah itu dia menyadari bahwa yang harus dihargai bukan yang tidak ada pada dirinya. Tetapi dia harus menghargai apa yang dia miliki; yang ada pada dirinya. Yang jumlahnya tidak dapat dia sebutkan karena begitu banyaknya. Dengan kata lain siswa ini berinvestasi dari hasil membaca yang diimplementasikan dalam bentuk sikap.
Melihat begitu pentingnya membaca, maka perlu dijadwalkan agar membaca menjadi salah satu aktivitas harian. Membaca merupakan investasi secara fisik ataupun nonfisik, maka seyogyanya membaca menjadi kebutuhan.
26 January 2020
Newspaper Offers Various Texts for Students
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| A Student reads a newspaper |
Curriculum 2013 causes students to change the way they learn the language, especially the English subject. English is a foreign language in Indonesia. Introduce students to various texts in English bring their own challenge. One of the challenges is letting the students have contact with the real text.
One of the solutions is inviting the student to read a newspaper. Newspapers can act as the ultimate source for learning how texts used in their real social function. As an example, the adds page allows the student sees various kinds of advertisements. Advertisement is not easy to access by the student, and it is not part of the students reading material they choose to read. Comprehending advertisement is important so that the students can grab a chance.
There is ample text that can be learned in a newspaper. The support from the school is needed. Schools should provide an English language newspaper. The Jakarta Post is the best option.
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| Siswa menikmati makanan junk food di dalam kelas |
Makanan menjadi kebutuhan penunjang keberhasilan belajar para siswa. Di beberapa negara makanan siswa diatur agar mendukung asupan gizi siswa. Di Jepang, siswa SD membawa alat makan dari rumah. Di sekolah, mereka diberi makanan siang. Makan siang yang tidak hanya sekadar makan. Tetapi makan untuk menjadi sarana belajar. Pelajaran apa yang diperoleh?
Pertama, belajar menyiapkan makanan. Para siswa dibimbing guru untuk menyiapkan makanan di meja yang disediakan. Mereka belajar makan pada situasi kelompok. Dengan cara ini, para siswa dapat melihat bagaimana cara orang lain makan. Penggunaan garpu, sendok, sumpit menjadi contohnya. Penggunaan garpu dan sendok bukan budaya Jepang. Sesekali para siswa melihat orang memakai garpu. Biasanya tamu non Jepang yang ikut makan diizinkan makan dengan cara dan budayanya. Meja makan menjadi tempat belahar mengenal budaya makan orang lain. Perbedaan cara makan mengajarkan untuk bisa menerima orang lain dengan budayanya tanpa dipersoalkan perbedaannya. Sebaliknya, menjadi bahan untuk lebih mengenal budayanya sendiri.
Kedua, blajar bertanggungjawab pada makanan yang diambil. Setiap makanan sangat dihargai. Para siswa diberitahu bahwa untuk semangkuk sup, perjalanan yang dilaluinya amat panjang. Para siswa doajarkan bagaimana mengontrol diri untuk tidak mengambil makanan melebihi kemampuan perut untuk menampungnya. Para siswa diajari untuk menghabiskan makanan dan tidak diperkenankan membuang makanan.
Ketiga, belajar mengurusi alat makan setelah makan. Para siswa , masing-masing, mencuci piring, mangkok dan alat makan yang dipakainya. Selain itu, secara bergiliran, para siswa berkewajiban mengepel ruang makan. Ruang makan ketika ditinggalkan sama bersihnya dengan ketika masuk.
Keempat, belajar mengelola sampah makanan. Para siswa diajari membongkar karton susu sedemikian rupa sehingga menjadi seperti lipatan kertas. Kemudian sampah karton bekas susu tersebut dikumpulkan, dimasukkan pada tempat yang disediakan untuk karton. Sedangkan sampah lainnya, dikumpulkan sesuai kategori dan disimpan pada tempat yang disediakan. Pembiasaan memilah sampah yang efektif karena dilakukan setiap hari.
Bagaimana dengan siswa kita? Sejauh ini pemberian makanan secara terkontrol dan teruji kualitasnya agar mendukung siswa belajar, belum disediakan pemerintah. Pemerintah tidak menyediakan makan siang untuk siswa.
Beberapa sekolah menyiasati jaminan makanan dengan menyediakan kantin sehat. Sehat dalam arti makanan yang dijual tidak mengandung zat-zat berbahaya. Sekolah secara reguler memeriksa makanan yang dijual di kantin. Cara ini memberikan sumbangan yang baik untuk makanan yang dikonsumsi siswa selama berada di sekolah.
Berlawanan dengan sekolah yang berusaha mengontrol makanan yang dijual di kantin dan tempat jajanan sekolah, masih ada sekolah yang tidak mengatur dan memberikan syarat kesehatan untuk makanan yang dijual di kantin sekolah. Kantin seperti ini menjadi sumber bahaya yang nyata bagi siswa.
Sebagai contoh kasus, di sebuah rumah sakit ada seorang siswa dirawat. Menurut dokter, siswa yang dirawat ini usus buntu dan usus buntunya harus dibuang. Penyebabnya adalah makanan. Siswa tersebut mengaku sangat menyukai Seblak. Makanan pedas terbuat dari bahan campuran mi, bakso, sosis, telur dan seabreg cabai. Terdapat pilihan level pedas. Siswa ini menikmati setiap sendok Seblak yang sangat pedas. Sementara untuk makanan lain, dia kurang menyukainya. Menurutnya tidak menantang.
Makakan sampah atau junk food yang disediakan di sekolah menjadi makanan utama yang akan dikonsumsi siswa. Menjadi bagian dari tanggung jawab sekolah untuk turut mengatur, mengontrol dan menentukan makanan apa yang boleh dijual di sekolah. Semoga dengan cara ini, para siswa selamat dari makanan sampah.
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