Educational and Language Philosophy Principle: Content Analysis on “Basic English Handout”

Educational and language philosophy is the combination of education philosophy and language philosophy. Education philosophy seeks the truth in the education section. On the other hand, language philosophy is a combination of linguistics and philosophy. Hence, language is a vital medium in philosophizing. The research was aimed to ascertain the educational and language philosophy principle. This research used content analysis inferential. The data resource was „Basic English Handout‟ for the first semester students of the Early Childhood Education Program of Hamzanwadi University. The data were collected by data making, data reduction, inference, and analyzing the data. To ascertain valid and reliable data, semantic validation data and test-retest reliability were used. The researchers used an analytical construct with a qualitative conceptual domain in analyzing data. The results showed that educational and language philosophy principle on „Basic English Handout‟ were: existentialism, reconstructionism, and humanism. Existentialism refers to students‟ activities on committing themselves in learning concrete experiences, dynamic reflection, observation, active experimentation, and creating thinking conceptualization. While, reconstructionism created students on: problem-solving, focusing on transformation (direct participation), democracy, learning by doing, cooperation in learning, and doing the exercises. Last, humanism instructed students to think inductively, explore and develop self-concept, develop their own experience and trials, actively participating, and discipline in learning activities.


Introduction
Philosophy is the science seeking the truth of an object. The process of seeking the truth is in many steps. Firstly, humans speculate all of the things with their thought. Secondly, those speculations filtered into some ideas. Thirdly, those ideas are a starting point to seek the truth, then become a science such as law, politics, and linguistics (Susanto, 2011). Hence, it becomes the mother of science and gives a contribution to all aspects of the education section. According to Pythagoras in Susanto (2011, p. 2), philosophy is the love of wisdom. He adds that the highest human value is a human who loves wisdom, whereas wisdom is an activity to remember about God.
There are many kinds of the philosophy"s branches: education philosophy, language philosophy, educational and language philosophy, art philosophy, religious philosophy, etc. This research concerns on education and language philosophy. It compacts between education philosophy and language philosophy. Education philosophy is seeking the truth in the education section. It means that education philosophy formulates rules, norms, human behavior in education life (Alwasilah, 2010). Language philosophy is a combination of linguistics and philosophy. Language is a vital medium in philosophizing. Without language, the philosopher will never philosophize. Otherwise, without philosophy, humans still use the language. In sum, there is a very close relationship between philosophy and language since language is a basic and primary tool in philosophy (Liang Gie, 1977in Basyaruddin, 2015. Educational and language philosophy is the theory that underlies human thought in language and education activities (Alwasilah, 2010, p. 16). Moreover, he states that educational and language philosophy develops any theories, approaches, methods, and techniques in teaching language. In short, educational and language philosophy has contributed a lot to education and language. The major categories of educational and language philosophies: essentialism, progressivism, perennialism, reconstructionism, existentialism, behaviorism, analytic, humanism, religious humanism, phenomenology, etc.
Based on the data, the analytical constructs of this research were: existentialism, reconstructionism, and humanism. Existentialism describes the existence and human experience in the way a human is. In the existentialist classroom, according to Ali Saifullah in Ekawati (2015, p. 149), the teacher must encourage students to freely say what they feel, dare to express in their way and then the teacher"s role here is to help students in providing space and time to imagine and deviate in academic differences and attitudes. Hence, the teacher must encourage them toward the attainment of the traits and attitudes at all times and opportunities.
Whereas, reconstructionism emphasizes the addressing of social questions and means to create a better society and democracy. According to Ibid in Mubin (2018, p. 70). reconstructionism is a genre that tried to remodel the old education section to build a new modern education section. For this purpose, there must be cooperation with other human beings. In the education context, reconstructionism assumes that school is an agent of transformation. It not only transfers knowledge but also teaches the value in life and reconstructs these values optimally to a better life today.
Last, humanism concerns on human: who have their uniqueness, has the potential that is actualized, has the thrust that comes from him. In the classroom, the teaching and learning process provides self experiences in learning problems identification, understanding the problems encountered, so he finds a meaningful knowledge of himself. Suseno (2002) says humanism is a belief of humanity that seeks to humanize humanity by respecting human identities, beliefs, aspirations, needs, and fears.
In education and language context, it closely treated to language learning. One of the components in language learning is teaching material. According to Prastowo (2012), teaching material is all of the materials such as information, media, or text that are systematically arranged, reflect the students" competency, and is used in the teaching-learning process with planning goals and its implementation. Competency is a kind of students' knowledge involving any activities: obtain, develop, learn, use, and forget (Erton, 2007, p. 1). Moreover, Prastowo (2012) explains about teaching materials consisting of five components: title, subject matter, supporting information, exercise, and assessment. Those components must be applied in teaching materials such as textbooks, handouts, modules, ppt, wallchart, and brochure.
Using teaching material, a handout will make it easier for the teachers and students to achieve learning goals as specified in the curriculum. Hence, its quality determines students" success in learning (Basuki, Rahmawati, and Hastuti, 2015). Learning goals using handouts is to make students easy in learning independently in the classroom or outside the classroom. Regarding this research, the researchers used "Basic English Handout" to ascertain the educational and language philosophy principle in it. Following the aim of the study, the researchers propused the research question as what educational and language philosophy aspect is contained in "Basic English Handout"?

Method
This research belongs to the inferential content analysis design. According to Zuchdy and Afifah (2019, p.18), inferential content analysis is applied to discover the meaning from any documents, photos, paintings, letters, etc., which are required to make the inference from the data. Meanwhile, the sample of this research is all of the units because each unit consists of short materials and exercises that are designed for group discussion. Regarding this research, the inferential content analysis was used to ascertain what educational and language philosophy used by the author on "Basic English Handout" (Agustina, 2016). In conducting the research, the researchers used some steps below.

Data Making
The data was taken from "Basic English Handout", so this research did not need to apply the research instrument in collecting the data. "Basic English Handout" is designed for the first semester students of the Early Childhood Education Program of Hamzanwadi University by the first researcher as the teaching material in teaching English as a general subject. It often used when the first researcher on duty.
This handout consisting of 12 units with grammar, language skills, vocabularies, and any exercises. The analysis unit of this handout was: sentences and exercise. In making this handout, the first researcher had not been based on educational and language philosophy principles. Accordingly, the main point of this research concerned with an educational and language philosophy principle.

Data Reduction
The collected data is reduced to only the data needed for educational and language philosophy principles by the analysis technique used.

Inference
Before analyzing the data, the researchers made a data description called an analytical construct. It was made as the guidance to analyze the meaning from "Basic English Handout" content that referred to the principle of educational and language philosophy. On the following table is the analytical construct of this research:

Data Analysis
Meanwhile, technique analyzing the data the researchers used conceptual domain qualitative. As stated by Zuchdi and Afifah (2019: 53) conceptual domain is a form of word map. It grouped into categories in a map, so that others easier to understand.

Validity and Reliability Data
To ascertain data invalid and reliable, the researchers used semantic validation and testretest reliability. Semantic validation is used to measure the sensitivity level of technique to symbolic meaning that relevant to a particular context. Whereas, test-retest reliability conducted

Philosophy Types
Description Characteristics Existentialism Describing the existence and human experience in the way the human is.
Humanist, dynamic (active, action, being planning), concrete experience, and reality Reconstructionism Emphasizing the addressing of social questions and means to create a better society and democracy. The students asked to arrange the jumbled words into good sentences and identify the part of speech in each word in the sentences. Here the students asked to solve the problem based on the task given -Find the ordinary or auxiliarly and they are verbal or nonverbal! -The students asked to solve the problem and learning by doing to find and comprehend which include the ordinary or auxiliary verb and decide the verbal or nonverbal sentence.  http://e-journal.hamzanwadi.ac.id/index.php/veles/index Vol. 4, No.2;2020 This  activity  allowed students to  explore  and  develop  a  self  concept and humanist, to be dynamic.

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Listening activity: listen to the whole song and complete the below! --It indicated learning by doing and direct participation in doing the task There were three philosophies of language education in the inferential table above: existentialism, reconstructionism, and humanism. Existentialism refers to the theory in each unit where students were asked to understand each material that was given and certainly foster humanist attitude, dynamic (active, action, being planning), concrete experience, reality, in understanding material, and ultimately draw their conclusions. Then, reconstructionism showed the activities of students in carrying out the task. The task trained students to solve the problem, focus on transformation (direct participation), be a democracy, learn by doing, and cooperate in doing the task with their partners in the group. Whereas, while humanism indicated the students" activities in the process of doing assignments to provide opportunities for students to explore and develop self-concepts, develop own experiences, and trials, actively participate, and discipline in learning activities.

Discussion
"Basic English Handout" adhered to the educational and language philosophy principle in existentialism, reconstructionism, and humanism. The activities in each unit belong to the characteristics of those philosophies. The research result above-defined that existentialism tends to be most dominant in this research. In practice, existentialism regards humans as something high and their existence determined by humans himself. It means only humans who exist, aware of themselves and know how to position themselves. Freedom is human essence, regularly they are free individuals who create themselves. Humans can freely regulate, choose, and can give meaning to reality. All activities that refer to existentialism in this handout are asked students to commit oneself in learning concrete experience, dynamic, reflection observation, active experimentation, and create thinking conceptualization.
Further, education goal in existentialism philosophy is not only emphasized in dialog (debate) activity but also on creation: audacity in creating ideas, thought, or the intentions of students" desire and interest (Osmon, 2015, p. 146). He clarifies in arranging curriculum the existentialist is students" center, individualistic, and aware of their existence. While, class management builds to have open class participation, non-threatening, democratic, and flexible. Therefore, the teacher must have enough knowledge, holistically regarding the wants and needs of each student.
Secondly, reconstruction has two streams: adaptive and reformatory. Adaptive wants humans ready to deal with change that certainly happens in the future in hope, they can maintain their life in the world which is very dynamic and unstable. Reformatory not just preparing individuals to overcome problems in the future, but also ask that individuals actively participate in making change which is desired. Aactivities in this handout create reconstructionism philosophy characteristics such as problem-solving, focus on transformation (direct participation), democracy, learning by doing, selective in understanding the materials, and doing the exercises. Mubin (2018) concluded in his research that the influence of reconstructionism is the transformation curriculum design, methods, media, learning principle, culture, and learning resources in a progressive direction that is considered capable of answering the challenges of the times. Accordingly, reconstructionism philosophy is the means to create people for a better society and democracy. Then, in organizing the curriculum it needs to be based on social, economic, political problems now in order the students are able to face it later.
Last, humanistic assumes that humans have the motivation for self-actualization to enhance the dignity and value of humanity. In this handout, humanism principles direct students to think inductively, prioritize learning experience, and require students involved in learning. As stated by Nurjanah (2018) humanism is a philosophical major that placed the human as the highest subject by giving freedom to explore and develop all abilities and potentials they have. Moreover, she elaborates there were two pillars according to her: humanity and religion. Those mean the humanism not only develop humans" potencies but also must be based on religious understanding so as not to fall into mistakes. Hence the activities in this handout instructed students to explore and develop self-concept, develop their own experience and trials, actively participating, and discipline in learning activities.
Therefore, the results of this research served as the basis of understanding language learning material based on philosophical principles so that learning language to be directed and guided as to what expected. These findings state that the "Basic English Handout" instills students' attitudes in their ability to: commit in learning, have real experiences, have problemsolving, create students for a better society and democracy, and provide freedom to explore and develop all their abilities and potential.

Conclusion
Depending on the research result and discussion above, the researchers deduced that educational and language philosophy principle on "Basic English Handout" were: existentialism, reconstructionism, and humanism. Those implicated that activities on "Basic English Handout" belongs to the philosophies" characteristics. Existentialism refers to the activities that foster students" having a humanist attitude, dynamic (active, action, being planning), concrete experience, reality, in understanding material, and draws their conclusions. Reconstructionism showed the students" attitude in solving problems, focusing on transformation (direct participation), democracy, learning by doing, being selective in understanding the material, and doing exercises in working on assignments. Meanwhile, humanism in students' activities in learning embeds the attitude of providing opportunities for students to explore and develop selfconcepts, develop their own experiences, and trials, actively participate, and discipline in learning activities. Then, it is recommended to all the authors to consider the philosophical content in producing a work, since it is necessary to inform the readers about philosophical principles of the authors" used and what characteristics will be embedded to the reader.