35 research outputs found
PROSES KREATIF DESAIN GRAFIS IKLAN DI PT. FRESHBLOOD COMMUNICATION INDONESIA
Get PDFYUDDHA SETIYAWAN AJI NUGROHO, D1314104, PERIKLANAN, PROSES KREATIF DESAIN GRAFIS IKLAN DI PT. FRESHBLOOD COMMUNICATION INDONESIA, 2017. iklan adalah suatu bentuk komunikasi pemasaran atas barang dan jasa dari produsen ke konsumen melalui media yang dibayar. Tujuan iklan adalah untuk menarik perhatian dan membujuk konsumen untuk membeli produk yang ditawarkan melalui media-media periklanan. Dengan menawarkan gaya hidup yang sesuai dengan konsumen, maka produk atau jasa yang ditawarkan akan laku dipasaran, karena konsumen memiliki sifat yang ingin selalu mengikuti tren yang berkembang. Penulis melakukan praktek kerja sebagai graphic design di PT. Freshblood Communication Indonesia sebagai tempat melaksanakan Kuliah Kerja Media (KKM) selama dua bulan. Dalam pelaksanaan KKM penulis diberi tugas untuk membuat berbagai desain dari klien. Selama menjalani KKM penulis menyimpulkan bahwa seorang graphic design harus memiliki wawasan yang luas agar mendapatkan ide-ide kreatif dalam membuat suatu desain. Kata Kunci : Kuliah Kerja Media, Periklanan, Graphic Design, Agency
ANGKA KUMAN LANTAI DI RUANG INSTALASI GAWAT DARURAT (IGD) RSUD PANTI NUGROHO PURBALINGGA TAHUN 2022
No full textRumah Sakit adalah institusi pelayanan kesehatan yang menyelenggarakan pelayanan kesehatan perorangan secara paripurna. Hasil pemantauan rutin terhadap kualitas mikrobiologi lantai di ruang IGD RSUD Panti Nugroho Purbalingga tahun 2021 masih belum memenuhi standar. Penelitian ini bertujuan untuk mengetahui angka kuman lantai di ruang IGD RSUD Panti Nugroho Purbalingga Tahun 2022. Metode Penelitian yang digunakan observasional. Analisis data dilakukan secara deskriptif dengan tujuan mengetahui jumlah angka kuman lantai di ruang IGD RSUD Panti Nugroho Purbalingga. Hasil penilaian sanitasi ruang dan bangunan termasuk dalam kategori sangat baik dengan skor 98,2%. Hasil pengukuran pencahayaan pada 4 titik rata-rata 314 Lux dengan satu titik belum memenuhi syarat. Rata-rata jumlah pengunjung ruang IGD RSUD Panti Nugroho Purbalingga sebanyak 14 orang per hari. Hasil pengukuran angka kuman lantai pada empat titik didapatkan rata-rata 2 CFU/cm2 dengan satu titik belum memenuhi syarat. Pengendalian kebersihan sudah dilakukan secara optimal dengan dilakukan pembersihaan setiap hari, yaitu pagi, siang, dan malam dengan pengelapan (dusting), penyapuan (sweeping), dan pengepelan (mopping) menggunakan desinfektan, dan tindakan pembersihan total dengan cara pembersihan keseluruhan bagian ruang IGD setiap 1 minggu sekali. Disimpulkan data hasil penelitian angka kuman lantai pada empat titik di ruang IGD rata-rata 2 CFU/cm2 dengan satu titik belum memenuhi syarat. Disarankan pembersihan yang dilakukan di ruang IGD untuk lebih teliti, menyeluruh, dan tidak ada orang yang berlalu lalang ketika sedang dilakukan pengepelan
The Pattern of Informal Education in Extra-Campus Student Organization
No full textPola Pendidikan Informal dalam Organisasi Mahasiswa Ekstra Universiter
Abstract: This study aims to determine the underlying causes of informal education in the Student Organizations Extra university (OMEU) successfully reproduces many Indonesian leaders and what patterns of informal education in the association OMEU. The research approach used is qualitative case study research tradition, in this case the researchers used a multi-case. Sources of data in this study primarily obtained from informants who are leaders HMI, GMNI, and PMII in Malang. Data collection techniques used were interviewed, observation and documentation. The analysis technique used is the data management; reading and making notes; describe, classify, and interpretation; and present and visualize. The results of this study that (1) informal education in OMEU produce many leaders of Indonesia, (2) pattern of informal education in OMEU an interaction that occurs continu-ously between individuals, communities, and the environment.
Key Words: patterns of informal education, extra student organizations university
Abstrak: Penelitian ini bertujuan untuk mengetahui sebab-sebab yang mendasari pendidikan informal dalam Organisasi Mahasiswa Ekstra Universiter (OMEU) berhasil mereproduksi banyak pemimpin bangsa Indonesia dan seperti apa pola pendidikan informal dalam pergaulan OMEU. Pendekatan pe-nelitian yang digunakan adalah kualitatif dengan tradisi penelitian studi kasus, peneliti menggunakan multi kasus. Sumber data dalam penelitian ini diperoleh dari para informan yang merupakan tokoh HMI, GMNI, dan PMII di Kota Malang. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi. Teknik analisis yang digunakan adalah pengelolaan data; membaca dan membuat catatan; mendiskripsikan, mengklasifikasi, dan menginterpretasi; serta menyajikan dan memvisualisasikan. Hasil penelitian ini bahwa (1) pendidikan informal di OMEU menghasilkan banyak pemimpin bangsa Indonesia, (2) Pola pendidikan informal di OMEU merupakan interaksi yang terjadi secara terus menerus antara individu-individu, komunitas, dan lingkungan.
Kata kunci: pola pendidikan informal, organisasi mahasiswa ekstra universite
Pengaruh Budaya Organisasi dan Lingkungan Kerja terhadap Kinerja Karyawan CV Laksana Karoseri
Get PDFPerusahaan yang memiliki budaya organisasi dan lingkungan kerja yang baik adalah perusahaan yang memadai dan menciptakan suasana kerja yang baik juga akan meningkatkan kinerja perusahaan sehingga dapat meningkatkan produktifitas karyawan. Kajian ini mengkaji efek secara simultan dan sebagian antara variabel budaya organisasi dan lingkungan kerja pada kinerja karyawan CV Laksana Karoseri dengan menggunakan uji regresi, dalam penelitian ini menggunakan jumlah responden sebanyak 50 karyawan CV Laksana Karoseri. Hasil kajian ini menyatakan bahwa budaya organisasi sebagian mempengaruhi kinerja karyawan CV Laksana Karoseri, dan lingkungan kerja sebagian tidak mempengaruhi kinerja karyawan CV Laksana Karoseri. Kemudian budaya organisasi dan lingkungan kerja sekaligus mempengaruhi kinerja karyawan CV Laksana Karoseri.Companies that have a good culture of organization and work environment are adequate company and create a good working atmosphere will also improve the performance of the company so that it can improve the productivity of employees. This study examines the effect simultaneously and partly between organizational culture variables and work environment on the employee performance of CV Laksana Karoseri using regression test, in this research using the number of respondents as many as 50 employees of CV Laksana Karoseri. The results of this study stated that the organizational culture partially affects the performance of employees of CV Laksana Karoseri, and the working environment partly does not affect the performance of employees of CV Laksana Karoseri. Then the organization culture and working environment also affects the performance of employees of CV Laksana Karoseri
Pendidikan informal: reproduksi kepemimpinan dalam organisasi ekstra universiter / Bangun Setiyawan Nugroho
No full textBraveness As Self Defence Act Against Crime Reflected In The Crazies Movie (2010) Directed By Breck Eisner: A Psychoanalytic Approach
Get PDFThe major problem of this study is how the braveness as Self defence is reflected in the major character’s personality. The aim of this study is to analyze The Crazies Confidence Movie based on the structural element and the development of the personality of the major characters based on an psychoanalytic approach perspective. The study focuses on the major characters, namely David.
The method of data collecting is qualitative method. This study uses two data sources, namely primary and secondary data source. The primary data source is the Movie; while
secondary data source is include books and other data that have relation with the research. Technique of the data collecting is taking note. The technique of data analysis is
descriptive study. Based on the structural analysis, The Crazies wants to deliver a message that sometimes people do kindness to overcome the braveness as self defense. Based on an Psychoanalytic analysis, it is clearly that The Crazies describes the psychoanalytic approach phenomena in which the characters (David) of this Movie have different goals of life with different problems to be solved
Analisa Optimasi Photovoltaic(PV) 100 W Menggunakan MPPT dengan Alogaritma Perturb dan Observe
Get PDFThis article reviews the optimization of energy generated by solar panels using MPPT. The need for increased power that can be done using MPPT with the P&O algorithm that goes to the load is proven because of the addition of influencing factors.MPPT A technique for keeping solar panels working. to stay within the Maximum Power point (MPP) area. MPP is a pointor point in the VI curve or VP curve in the solar panel where the solar panel works at maximum efficiency and releasesmaximum power. The P&O algorithm is used to keep the MPPT power out panel always in the MPP area by changing thevoltage value before MPPT and after the MPPT Comparison of the results of modeling with the use of techniques developedand special computer programs that have shown satisfactory results. Through comparison of the output power that comes outof the solar panel using MPPT 16.86406 W and without using MPPT of 13.63239 or experiencing an increase of 23%
The influence of digital and vocational information literacy on student learning outcomes
Get PDFVocational students are confronted by intricate demands once they graduate. Despite the considerable need for vocational graduates in the workforce, most students have a limited understanding of digital and vocational information. This study used a descriptive quantitative method to determine the influence of digital and vocational information literacy on students' learning outcomes in three vocational schools in the Sragen Regency. Cluster Random Sampling was used to select a sample of 111 students. Data on digital and vocational information literacy were collected using a questionnaire, while those on the learning outcomes were obtained from the student’s grades. The results showed that digital literacy influences vocational students’ learning outcomes with a significance of 0.000 0.05. Vocational information literacy influences the students’ learning outcomes with a significance of 0.000 0.05. Furthermore, digital and vocational information literacy simultaneously influence the students’ learning outcomes with a significance of 0.000 0.05. These results indicate the necessity to familiarize and increase the students’ literacy skills to improve learning outcomes. The results indicated that digital and vocational literacy partially and collectively influenced learning outcomes by 48.2%. Therefore, classroom instruction needs to be structured around learning models that actively stimulate the development of digital and vocational literacy skills, preparing students for workplace competitions. Consequently, teachers should consistently implement learning strategies that create a meaningful connection between the school environment and the realities of the professional world
ENGLISH LANGUAGE DEVELOPMENT OF YOUNG LEARNER WITH VISUAL LEARNING STYLE: A CASE STUDY
Get PDFENGLISH LANGUAGE DEVELOPMENT OF YOUNG LEARNER WITH VISUAL LEARNING STYLE:
A CASE STUDY
Setia Adi Nugraha
English Literature, Faculty of Languages and Arts, State University of Surabaya
[email protected]
Widyastuti, SS, M. Pd
English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya
[email protected]
ABSTRAK
Studi ini focus dalam perkembangan bahasa anak dengan gaya belajar visual dan menemukan hubungan antara kepribadian dengan gaya belajar. Perkembangan bahasa dapat dilihat dari bagaimana anak/siswa mempraktikan diri dan pembelajaran terjadi via hubungan stimuli-respon (Ellis 1985; Ellis 1997). Pembelajaran bahasa kedua terikat dengan gaya belajar karena gaya belajar dianggap sebagai kunci dari aktivitas belajar bahasa (Dornyei 2005)dan meliputi sifat alami individu, kebiasaan dan cara-cara tertentu dalam menyerap, memproses serta menyimpan informasi dan skill (Reid 1995a; Dornyei 2005) beserta aspek psikologis untuk merespon lingkungan belajar (Keefe 1979a). Lalu, kepribadian berdiri sebagai kunci penting pada pembelajaran bahasa kedua karena ini mempengaruhi kemampuan sosial pada anak (Ellis 1985), anak/siswa pada penelitian ini adalah siswa berumur 4 tahun. Terdapat 4 (empat) tipe kepribadian, koleris, plegmatis, sanguin dan melankolis (Littauer 1992; Suyadi 2010). Penelitian ini adalah deskriptif-kualitatif dan menggunakan siswa berumur 4 tahun, siswa di kelas K1, Ivy School sebagai subyek penelitian. Data diambil dari interaksi antara siswa dengan para guru. Lalu, untuk mengetahui kepribadiannya, maka penelitian ini dilengkapi dengan memberikan uji kepribadian. Berdasarkan hasil analisis data, beberapa fakta terungkap seperti anak dengan gaya belajar visual memiliki berbagai gaya spesifik dalam proses pemerolehan bahasa, yakni melalui mengimitasi, meniru setelah mendapatkan stimuli dan ‘penguatan’ dari para guru. Terlebih, penelitian ini juga menemukan bahwa dia memiliki dua tipe kepribadian yang berbeda, sanguine sebagai mayor dan melankosis sebagai minor yang serta merta mempengaruhi gaya belajarnya.
Kata Kunci: Perkembangan Bahasa, Pembelajaran Behavioris, Gaya Belajar, Kepribadian
ABSTRACT
This study focuses in the language development of young learner with visual learning style and also find the relationship between personality with learning style. The language development can be viewed from how the learner practices in learning activity. According to Ellis, behaviorist concentrates in habit, practice and the learning happens through stimuli-response connection (Ellis 1985; Ellis 1997). Furthermore, Second Language learning has bond through learning style because learning style is treated as the key of language learning activity (Dornyei 2005) and it covers individual’s natural, habitual and preferred way(s) in absorbing, processing also saving new information and skills (Reid 1995a; Dornyei 2005) also psychological features in order to respond the learning environment (Keefe 1979a). Furthermore, personality stands as important key towards Second Language learning because it affects social skills of young learner/children (Ellis 1985), then young learner for this study is a 4-year old student. There are four personality types such as choleric, phlegmatic, sanguine and melancholic (Littauer 1992; Suyadi 2010).
This study is descriptive-qualitative research and using the 4-year old student, young learner at K1 Class at Ivy School as the subject. The data are taken from the interactions between him towards the teachers. Then, in order to know about his personality, it is completed by giving personality test to the subject. Based on the data analysis, some facts are revealed such as the young learner with visual learning style has specific ways to acquire language, through imitating, copying after getting stimuli and reinforce from the teachers. Moreover, it also finds that he has two different personality types, sanguine as the major and melancholic as the minor that influence his learning-style.
Keywords: Language Development, Behaviorist Learning, Learning Style, Personality
INTRODUCTION
Learning style is one of part SLA, famous in around 1970s, learning style was becoming the trending topic research in that era, but it was decreased because of too much plethora or labels and also it was lacked of valid and reliable instruments (Dornyei 2005), then the risk of using it as a matter got higher than previous period (Skehan 1998). But, Dornyei keeps his faith in it and he states that learning style is the key in learning Second Language Acquisition (Dornyei 2005). Learning style itself cannot be separated from people’s life and it is generally appeared in preschool period. Then, learning style is being used by the teachers and also children psychiatrist in order to understand about children’s characteristics and know how to treat them. Understanding children’s learning style can help parents and teachers in developing, supporting and also stimulating children in learning activities (Suyadi 2010) and there are four learning styles, such as: visual, auditory, kinesthetic and tactile.
Acquiring language needs steps and must passes various levels on it. Human also must be passingsevarl periods in language development and also intelligence development. There are several periods of human’s intelligence: The period of sensori-motor intelligence (birth-2 years old), the period of pre-operational thought (2-7 years old), concrete period (7-11 years old) and formal operational (adolescence-adulthood) (Cecco 1967). During pre-operational thought child is defined as young learner (Linse 2005) and along this period child is fragile and needs psychological and physical attention (Linse 2005). Furthermore, during this period children only focus in one dimension and their perception is ‘centered’ (Cecco 1967). Understanding about children moreover in their learning can be seen from many ways such as personality, Ellis stated that personality frequently affecting social skills of the children and then those skills are used as the control machine in language exposure of Second Language (Ellis 1985). There are four types of personality, choleric, phlegmatic, sanguine and melancholic (Suyadi 2010). Finally, childhood is important period in language development because during that period (2-7 years old) children are entering golden year in learning, learning style and personality also take part in it. This study tries to describe about English language development based on daily learning of young learning with visual learning style at Ivy School Surabaya.
There are two research questions for this study, (1) How does young learner with visual learning style acquire language?, (2) What are the relationships between personality and learning style?. This study tries to describe about the process of young learner with visual learning style acquire language and know the relationships between personality and learning style. This study is not only focusing in linguistics but also covering learning activities and psychology area but it is not for learning strategy. This study focuses in kindergarten student, a young learner with visual learning style and the study only takes the data from activities in the classroom, not in another place. Several theories are becoming main cores of this study, such as theory of behaviorist learning theory of Ellis, then Zoltan Dornyei’s theory and also Suyadi in learning style and also Florence Littauer and Suyadi in personality.
RESEARCH METHOD
This study uses descriptive-qualitative in getting and describing about language development of the young learner with visual learning style and combined with personality. This study needs to be explained by words not by numbers or statistics, because this study is stressing on language development and its relationship with learning style. This study designed for natural setting in the way of picking the data, it means there will be no special treatment during collecting the data. Qualitative research emphasizes in process than in product (Sutopo 1990) and it is definitely matched with this study that concern in the language development. Natural setting research actually same with Piaget’s methodology. When Piaget did his project in language research, he tended to use observation than controlled invention (Cecco 1967), it explains that Piaget let anything went on by its way. The writer does an observation for this study, write actual events depend on reality that happen in that day. The data for this study are utterances, photos. The data itself is taken from from student’s activities and interactions in the class. The source of data for this study is a 4-year old boy, young learner from K1 Class, Ivy School Surabaya, named T. This study only takes one student with visual learning style and also must have personality.The reason of why this study only takes visual, because children usually are visual or auditory, moreover it can be both (DeKeyser 2007). For the personality, it depends on the personality that lies on the visual learner.
For this study, the researcher uses observation and equipped by various instruments such as observation sheets and also recorder. There are two techniques for thi study, observation sheets for language developmentwhich is following behaviorist learning theory and test (personality test) in order to know the personality and know the relationships between personality and learning style. In order to answer the research questions, the researcher will collect and read the data based on daily result, then the researcher will process the data according to the theory that used by the researcher. For the research question number one, the researcher will use behaviorist learning theory in Rod Ellis’s book Understanding Second Language Acquisition and Brown’s book Principles of Language Learning and Teaching, and another book source depends on the writer needs. Then, in answering the research question number two, the researcher will use theory of learning styles in Zoltan Dornyei’s book Psychology of Language Learner – Individual Differences in SLA and another supporting books in order to strengthen the theory.
RESULTS AND DISCUSSION
In results section will be divided into two parts because of this research has two different scopes to talk, the way of young learner with visual learning style acquire language and the result of personality test. This research done in three days between 2 (two) weeks, then only observed one student named, T in K1 Class, Ivy School Surabaya and there were two teachers there, Miss A as the main teacher and Miss B as the teacher assistant. The learning activities started at 07.30am-10.30am, every Wednesday until Friday and this research did on January 10th, 2014, January 15th, 2014 and January 17th, 2014.
Based on three days of research, this study finds many utterances come out from the students and also from the teachers. Each conversations below shows specific results in the way of T in learning language.
Conversation 1
Miss A (S): “What is the opposite of ‘small’?
T & Friends (RS): (No response from the students, and also T. Then, Miss A was repeating her question)
Miss A (RF): “What is the opposite of ‘small’ guys? (While she asked the students, she also acted something big)
T & Friends (P): “Biiiiig!” (All together)
Conversation 1 explains about when T got stimuli but he did not response it, because Miss A gave it via verbal stimuli and then he got reinforce and received gesture stimuli, after that he he knew what Miss A meant and gave production.
Conversation 2
Miss A (S): (Miss A was drawing something starts with ‘T’ on the whiteboard) Mention something starts with ‘T’! ‘teh’|təh|,’teh’|təh|,’teh’|təh|”
T (RS): “Fish! Fish Fiiish! Fish!” (T was answering it louder and louder because his friends were answering too)
Miss A (RF): “No, no, no, that is ‘feh’|fəh|,’feh’|təh|, T, oh look, what is this?”
T (P): “Train!”
Miss A (RF): “Yes, does it start with ‘T’?”
T (P): Yes!
Conversation 2 showed how stimuli delivered to T but not only in verbal but also helped by showing picture. Moreover during this conversation, behaviorist learning method happened, because she delivered the material by drilling it, she wanted her students to imitate or think about the answer by knowing the stimuli.
Conversation 3
Miss A (S): (Miss A wrote big ‘CAN’ on the whiteboard) “How about this?”
Class (RS): “ ‘Ceh’|cəh| ‘ah’ |ah| ‘en’ |ʒn|” (Some students were answering it loudly but unfortunately T did not give his response and still busy with what he was doing on his table and chair, then Miss B as the teacher assistant came to him)
Miss B (RF): “T!, what are you doing? ‘ceh’ |cəh| ’ah’ |ah| ‘en’ |ʒn|,’ceh’ |cəh|’ah’ |ah| ‘en’|ʒn|, ‘ceh’|cəh| ‘ah’|ah| ‘en’|ʒn|, ‘ceh’|cəh| ‘ceh’|cəh| ‘ceh’|cəh| ‘ah’ |ah| ‘en’ |ʒn| (But T still did not give response and only looked into Miss B), T, ‘ceh’ |cəh| ‘ah’ |ah| ‘en’ |ʒn|, spell it then write it, come on repeat, ‘ceh’ |cəh| ‘ah’ |ah| ‘en’ |ʒn|, ‘ceh’ |cəh| ‘ceh’ |cəh|’ceh’ |cəh| ‘ah’ |ah| ‘ah’ |ah|’en’ |ʒn|”
T (P): “ ‘ceh’|cəh| ‘ah’|ah| ‘en’|ʒn|” (Then wrote it in his paperwork)
Conversation 3 is presenting about face to face reinforce and then the process of giving the reinforce is more personal than previous conversations. In this conversation, it can be viewed that longer drilling are being used by the stimuli-giver to the learner.
Conversation 4
Miss A (S): (back to English after Mandarin Class, Miss A wrote ‘Tom talks to Ted’ on the whiteboard) “Listen, Tom…talks…to Ted, repeat!”
T & Friends (RS): “Tom talks to Ted” (All together)
Miss A (RF): “Alright now write letter ‘T’ on the paper and also ‘Tom talks to Ted’”
T (P): (T did it well but he more concentrated and interested in something written or doing some drawings and colorings, T wrote his ‘Tom talks to Ted’ perfectly)
Conversation 4 shows T is easily absorbing the written stimuli, he got verbal and also written stimuli and then it is showed that he prefers to do writing than speaking.
Conversation 5
Miss A (S): “How many rabbits here?” (Asking while pointing to ‘the rabbit’ picture)
T (RS): “Five!” (Answering loudly)
Miss A (RF): “Four or five?”
T (P): “Five!” (Answering while little bit screaming)
Conversation 5 is explaining about the evidence of visual learner, he will absorb faster via pictures and sketches and then it can be as good stimulus for the learning activities. When T got stimuli via colorful pictures, he could respond it faster and very interested on it.
Conversation 6
Miss A (S): “What is this, Vis? Are you drawing something?”
T (RS): “House” (Simple and fast answer)
Miss A (RF): “A house?”
T (P): “A Zombie house”
Conversation 6 is talking about how T as visual learner linked his imagination then drawn it on his paper.
Then, T got personality test in the third day of research and during the test T only pointed on the picture also gave his responses and comments about the picture, the results will be ordered based on the test number:
T chose ‘Active Kid means he is an extrovert kid and has personality between choleric and sanguine. There are two pictures in for this number, ‘Active Kid’ and ‘Silence Kid’
T chose ‘Crocodile’ picture, question number two represents about color of personality and this picture is symbolizing phlegmatic (green) and melancholic (blue). It looks like this is his minor personality compared to his daily activities.
T pointed ‘Menggambar (Drawing)’ picture, this question actually draws activity and hobby.
T chose ‘Pemimpin (Leader)’ and this picture symbolized as ‘Red Ranger’. According to this picture, T has tendency for becoming a leader and only choleric, phlegmatic and sanguine have a sense of leadership.
T decided to point ‘Happy and Noisy Class’, means that he is dominated by extrovert, it can be choleric or sanguine.
DISCUSSION
In this part, there will be two sub parts, discussing about behaviorist learning and language development of young learner with visual learning style then another one is talking about personality and learning style.
1. Behaviorist Learning and Language Development of Visual Learner
Based on the results above, T is showing that he learned language by drilling and imitating, this is the evidence of behaviorist learning method. According to Brown, language learning is acquisition or ‘getting’, learning is retention of information from the environment around the child (T) or skill, learning is a change in behavior (Brown 2007), based on the result, T tried to acquire language by imitating, undertaking the events, and then writing. Moreover, T also influenced by the environment and also his behavior, environment means he was in rich-knowledge area, in that class the teachers were delivering the materials in English, it would help him to enrich his knowledge in English. More than it, T accompanied by Miss B in order to drilled him until he got an appropriate production. Behavior means he could be controlled by the teachers although he did not focus on the learning because he was visual learner.
Behaviorist learning theory totally worked on T, because T was Indonesian and his first language is Bahasa Indonesia but the result was he could speak English and able to acquired the language in very early age. It was helped by stimuli from the teachers, and then they did not give up in giving reinforces until get an appropriate productions. In this case, behaviorist learning method looked fine for visual learner but it needed learning tools, such as pictures or making sketches. Various stimulus were delivered to T and other students such as Verbal stimuli, gesture stimuli, and picture stimuli.
Those stimuli reached different range of success, the most successful stimuli is picture stimuli, then followed by gesture stimuli and the last is verbal stimuli. The reason of why the researcher placed the picture stimuli as the most successful stimuli is during the lesson, T got a lot of paperwork and supported by pictures, T looked easier to respond and answer the questions on the paperwork, then when Miss A gave him stimuli via picture such as in the Conversation 2, T could answer it correctly while at first chance he got wrong. Then when Miss A tried to ask about the number of rabbits in the paper, T could do it correctly because the rabbits were drawn there, moreover when Miss A asked him to count it and gave him reinforce he could keep his answer about the amount of the rabbits. It matches with the theory of visual learner, children could focus on something illustrated, it can be symbols or pictures (Monks 1982). Moreover, according to Slavin, children with visual learning style could link words to pictures, and then they could make or create story from their vision and illustrate it into images (Slavin 1986). it happens to T, when Miss A gave materials but T made picture, a zombie house on Conversation 6, then during math session in connecting and counting the carrots and rabbits T did it well.
Gesture stimuli stands on the second place, it worked when the verbal stimuli did not work on the students especially T, gesture was working but it was not successful enough like picture stimuli, because gesture stimuli only appeared in a very easy shape such as on the conversation 1, when Miss A gave them stimuli but T and friends did not understand, Miss A acted something big by made something ‘big’ by her hands. It is matching with the writing of Suyadi, one of visual learner characteristics is, prefer watching movies than listening something (Suyadi 2010), watching something same with watching gesture, gesture without sound, it was visible and visual learner could adapt, absorb and understand.
Then, verbal stimuli becomes the latest, because visual learner has a weakness, it is difficult for him/her to absorb something verbally, and it happens to T, please look into conversation 3, when Miss A explained about something and T did not focus on her explanation, he just playing with his chair and table, this is proving that T as visual learner was not much interested in verbal instruction or verbal stimuli, again, when Miss B drilled T she must drilled it more than once, it happened because T did not give his response.
According to the results above, behaviorist learning method and language development especially for yo
Variation of compaction pressure on hardness and wear of motorcycle disc brake pads
No full textThe reason for this study was to decide the impact of coconut shell powder molecule size on the hardness and wear pace of aluminum epoxy based composites. This study employs four particle size configurations in an experimental approach. Commercial powders with a 100 m molecular size make up the arrangement. The highest and lowest hardness values that were achieved, respectively, were 195 kg/mm2, 198 kg/mm2, and 203 kg. However, the wear rates of 0.85,0.67, and 0.63 are the highest and lowest. Since specimens with a pressure of 203 produce the highest average hardness, it can be deduced that the hardness number shown is proportional to the greater pressure/compression treatment. In contrast, the specific wear value added for the thirst test is influenced by the presence of increased traction as a result of the pressing and compacting treatment
