ONLINE PEER CORRECTION TO IMPROVE THE STUDENTS’ WRITING SKILL

One of the students-centre learning that can be applied by the lecturer who teaches writing in Higher Educationis Peer correction. It can be used as an essential tool to improve the students’ writing skill. This study is the second partof the research report of written and online peer correction in improving the students’ writing skill. The present studyfocused on the use of online peer correction in improving the students’ writing skill. The data collected by scoring thestudents’ writing posted and frequency of their comment in facebook group; analyzing the sentence structure, grammar,and mechanics. The first finding indicates that the students’ writing score is good; the second finding shows that theirgrammatical error is decrease; the use of punctuation is fairly good, and the use of capital and small letterinappropriately, because they were affected by typing habit in social media

IMPLEMENTATION OF LEARNING FROM HOME PROGRAM DURING THE COVID-19 PANDEMIC IN KENDARI CITY

The formulation of the problem in this research is how the implementation of the learning from the home program during the Covid-19 pandemic in Kendari City. The research objective was to describe the implementation of the learning from the home program during the Covid-19 pandemic. This type of research is qualitative research, namely research that describes conditions that occur in the field qualitatively. The research subjects were Kindergarten teachers in Kendari City who taken purposively. The data analysis technique is descriptive with data collection techniques, namely interviews and document study. The results of the study found that Kindergarten teachers in Kendari City implemented learning from the home program during the Covid-19 pandemic by taking the following steps: (1) making weekly and daily learning plans, (2) implementing learning programs for children from home, (3) assessing child development in collaboration with parents, and (4) conducting feedback and discussions with parents. The study concludes that Kindergarten teachers in Kendari City implemented learning from the home program during the Covid-19 pandemic by the learning steps in Permendiknas Number 137 of 2014 by implementing health protocols

PROJECT-BASED LANGUAGE LEARNING WITH TECHNOLOGY TO PROMOTE THE STUDENT’S ACTIVE, AUTONOMOUS, AND COLLABORATIVE LEARNING

PROJECT-BASED LANGUAGE LEARNING WITH TECHNOLOGY TO PROMOTE THE STUDENT’S ACTIVE, AUTONOMOUS, AND COLLABORATIVE LEARNIN

THE USE OF AUTHENTIC-BASED MATERIALS IN IMPROVING THE STUDENTS’ SPEAKING SKILL IN ENGLISH FOR BUSINESS CLASS

THE USE OF AUTHENTIC-BASED MATERIALS IN IMPROVING THE STUDENTS’SPEAKING SKILL IN ENGLISH FOR BUSINESS CLAS

BEHIND THE SCENE OF VIDEO TASK MAKING: THE PREPARATIONS, THE FEELINGS, AND THE BENEFITS

BEHIND THE SCENE OF VIDEO TASK MAKING: THE PREPARATIONS, THE FEELINGS, AND THE BENEFIT

RANCANG BANGUN MESIN PENGADUK ADONAN KUE BAGI KELOMPOK USAHA MUTIARA QALBU

RANCANG BANGUN MESIN PENGADUK ADONAN KUE BAGI KELOMPOK USAHAMUTIARA QALB

RANCANG BANGUN MESIN PRES BAGLOG JAMUR TIRAM

RANCANG BANGUN MESIN PRES BAGLOG JAMUR TIRA

Using Mind Mapping Learning Methods for Children’s Language Skills

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.  Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. 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