Online Learning: Notes for Achieving Effective Learning Outcomes

For successful online learning or e-learning, learners are required to be independent learners. According to Lucy M. and Paul J. Guglielmino (Getting the Most from Online Learning, 2004: 25–27), learners need to ask the following questions: (1) Why should a learner understand why they are learning through e-learning? (2) What do e-learners need to know about self-directed learning? (3) How can e-learners develop their readiness for self-directed learning? (4) What support systems should the learners develop or need? Keywords: Effective Learning Outcomes, Online Learning, Online language learnin

IMPROVING STUDENTS’ SPEAKING SKILL OF THE FIFTH GRADERS IN SD INSAN AMANAH MALANG THROUGH DRAMA METHOD

This study aims to provide a problem-solving about students’ reluctance in speaking activities to express thoughts and feelings in SD Insan Amanah. There were several problems that inhibit the students’ speaking skills, namely fear of expressing, difficulties in facing many people (stage fright), wrong perceptions, and lack of contextual understanding. The drama method is impressive since it attracts people, which may encourage an unpredictable power when people perform it together. During the process, the students were expected to increase speaking skills; namely, the students are capable of speaking with proper pronunciation, intonation, and expressions. The research data source was the students’ work in the form of structural cards and drama scripts. The data collection in this study was employed through observation format, field note format, structural cards, and drama scripts. Meanwhile, the data analysis was implemented through data reduction, data presentation, and conclusion. Peer observation and examination were conducted to test the data validity. Based on the research findings, in general, it can be concluded that the speaking skills learning through drama method of the fifth graders in SD Insan Amanah Malang were proved to increase. In Cycle I, only 35% of students succeeded. However, in Cycle II, there was an increase in 90% of students who succeeded in Basic Competence of "playing the drama role with proper pronunciation, intonation, and expression," meanwhile 10% of students had not succeeded

IMPROVING STUDENTS’ SPEAKING SKILL OF THE FIFTH GRADERS IN SD INSAN AMANAH MALANG THROUGH DRAMA METHOD

This study aims to provide a problem-solving about students’ reluctance in speaking activities to express thoughts and feelings in SD Insan Amanah. There were several problems that inhibit the students’ speaking skills, namely fear of expressing, difficulties in facing many people (stage fright), wrong perceptions, and lack of contextual understanding. The drama method is impressive since it attracts people, which may encourage an unpredictable power when people perform it together. During the process, the students were expected to increase speaking skills; namely, the students are capable of speaking with proper pronunciation, intonation, and expressions. The research data source was the students’ work in the form of structural cards and drama scripts. The data collection in this study was employed through observation format, field note format, structural cards, and drama scripts. Meanwhile, the data analysis was implemented through data reduction, data presentation, and conclusion. Peer observation and examination were conducted to test the data validity. Based on the research findings, in general, it can be concluded that the speaking skills learning through drama method of the fifth graders in SD Insan Amanah Malang were proved to increase. In Cycle I, only 35% of students succeeded. However, in Cycle II, there was an increase in 90% of students who succeeded in Basic Competence of "playing the drama role with proper pronunciation, intonation, and expression," meanwhile 10% of students had not succeeded

PEMBELAJARAN MEMBACA KRITIS INTEGRATIF MELALUI PEMBELAJARAN BERBASIS MASALAH: STRATEGI PEMBELAJARAN BAHASA KURIKULUM 2013 (THE LEARNING OF INTEGRATIVE CRITICAL READING THROUGH THE PROBLEM-BASED LEARNING: THE STRATEGY OF LANGUAGE LEARNING OF CURRICULUM 2013)

Pembelajaran Membaca Kritis Integratif melalui Pembelajaran Berbasis Masalah: StrategiPembelajaran Bahasa Kurikulum 2013. Membaca merupakan medium untuk memperolehpengetahuan, hiburan, membuka dunia baru. Karena itu, pembelajaran membaca merupakan kegiatanyang penting untuk membentuk keterampilan berbahasa peserta didik. Dalam pelaksanaannya,membaca acapkali diajarkan secara terpisah dari keterampilan menyimak, berbicara, dan menulis.Padahal, Kurikulum 2013 tidak membagi-bagi pembelajaran bahasa menjadi empat keterampilanberbahasa sebagaimana kurikulum-kurikulum sebelumnya. Dengan demikian, akan sangatmenguntungkan bagi perkembangan kemampuan berbahasa siswa apabila keterampilan membacadiajarkan secara integratif, yaitu membaca sebagai tumpuan, sedangkan keterampilan berbahasalainnya secara bergantian dijadikan sebagai penunjang pembelajaran bahasa. Selanjutnya, anakdidik dilatih untuk berpikir kritis dengan menggunakan strategi membaca kritis. Hasil pencobaandi kelas menunjukkan bahwa kegiatan menggunakan bahasa dan hasil belajar secara otentikmeningkat tajam.Kata-kata kunci : pembelajaran membaca integratif, keterampilan membaca sebagai landastumpu, membaca kriti

PENGARUH STRATEGI PARSING TERHADAP KEMAMPUAN MENYIMAK SISWA KELAS VII SMP NEGERI 8 MALANG

Penelitian ini bertujuan untuk mengetahui pengaruh strategi parsing sintaksis, pengaruh strategi parsing semantik, dan perbedaan pengaruh strategi parsing sintaksis dan semantik terhadap kemampuan menyimak siswa. Jenis penelitian ini adalah eksperimen semu. Hasil analisis menunjukkan bahwa nilai (1) sig(2-tailed) adalah 0,000, artinya parsing sintaksis berpengaruh terhadap kemampuan menyimak siswa, (2) sig(2-tailed) adalah ≤ 0,05 , artinya parsing semantik berpengaruh terhadap kemampuan menyimak siswa, dan (3) sig(2-tailed) adalah 0,000 artinya terdapat perbedaan pengaruh penggunaan parsing sintaksis dan parsing semantik terhadap kemampuan menyimak siswa serta sig(2-tailed) adalah 0,390 dan 0,712 artinya tidak terdapat perbedaan pengaruh penggunaan parsing sintaksis dan parsing semantik terhadap kemampuan menyimak siswa

Kemampuan Berbahasa Indonesia Murid kelas VI Sekolah Dasar yang Berbahasa Ibu Bahasa Madura: Mendengarkan dan Berbicara

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Kemampuan berbahasa Indonesia murid kelas VI sekolah dasar yang berbahasa ibu bahasa Madura: mendengar dan berbicara

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