Why Finland Schools are so successful?

 

For many years the school system in Finland has been very successful. In the PISA survey, which compares reading, math and science knowledge of 15 year olds around the world, shows Finland is not only the top European country but also competes with Asian giants like China, Singapore and South Korea. But what makes the educational system in this small country so different from others in the western world?

The main reason is the Finish government makes it possible for all children to attend preschool, which comes after kindergarten. Compulsory education begins at 7. Teachers work with their pupils in school as much as possible. They have little homework to do when they get home.  When teachers are not with the pupils they spend a lot of time in schools working on the curriculum and new projects.  They teach in teams if it helps them reach their goals. That is why dropout rates are low compared to other countries.

In contrast to other nations, teaching in Finland is a highly admired profession. Finland selects its teachers very carefully.  Only talented students go on to a university and receive a master’s degree in education. Finland only takes the best to educate its youth.

Schools in Finland are small, at least for international standards. More than in any other country teachers are ready to prepare children for life. In some cases they know every pupil in their school and can adjust to them. Teachers try everything to succeed with their pupils. Most of the pupils get additional help in their elementary school years, either by the teachers themselves or through specially trained educators. Moreover Finland’s schools get their money from the government. The people who are in charge of the education system, from teachers to administrators are trained teachers, not politicians like in other countries.

All Finnish children, whether they come from the city or a rural town, whether from a rich or poor family have the same opportunities in education. Education experts claim that there is very little difference between very good and the worst students. Two thirds of Finish pupils who finish compulsory education move on to higher education, the highest rate in the European Union.

Until the 1960s Finland’s school system had been influenced largely by its neighbor, the Soviet Union.  Most students left school after six years; some went on to private school. Only the wealthy ones got a better education. In the middle of the 1960s the Finish government saw the need to change and modernize their education system if they wanted to be internationally competitive. Lawmakers made a simple decision: a single school for all the 7 to 16 year olds.  They also put a focus on language learning. Students learn Swedish as their second and English as their third language.

A part of Finland’s success is also due to the fact that its society is homogenous. There are not so many differences between the wealthy and poor, as in America or other western European countries. This is reflected in the classroom too. Teachers always try to show pupils how to behave socially and care for others. They teach them that taking responsibility is very important for their future careers.

 

Translation: Mengapa Sekolah-Sekolah di Finlandia Begitu Berhasil?

Selama bertahun-tahun sistem sekolah di Finlandia terbilang sangat sukses. Berdasarkan survei PISA, yang membandingkan pengetahuan dalam membaca, matematika, dan sains siswa berusia 15 tahun di seluruh dunia, Finlandia tidak hanya menduduki peringkat teratas di Eropa, tetapi juga bersaing dengan raksasa Asia seperti Tiongkok, Singapura, dan Korea Selatan. Namun, apa yang membuat sistem pendidikan di negara kecil ini sangat berbeda dari negara barat lainnya?

Alasan utama yaitu pemerintah Finlandia menjamin anak-anak untuk mendapatkan pendidikan prasekolah, yang dilakukan setelah taman kanak-kanak (TK). Pendidikan wajib dimulai pada usia 7 tahun. Guru berinteraksi dengan para siswa di sekolah sesering mungkin. Selain itu, mereka tidak banyak mendapat pekerjaan rumah (PR) untuk dikerjakan. Ketika guru tidak mengajar, mereka menghabiskan banyak waktu di sekolah mengerjakan kurikulum dan proyek baru. Mereka mengajar dalam tim jika itu membantu mereka mencapai tujuan. Itulah mengapa angka putus sekolah rendah di Finlandia dibandingkan dengan negara lain.

Berbeda dengan negara lain, mengajar atau menjadi Guru adalah profesi yang sangat dikagumi di Finlandia. Guru yang direkrut dan dipilih pun dilakukan dengan sangat hati-hati. Hanya siswa berbakat yang melanjutkan ke universitas dan menerima gelar master dalam pendidikan. Finlandia berusaha memberikan yang terbaik untuk mendidik generasi mudanya.

Kebanyakan sekolah di Finlandia relatif kecil, setidaknya untuk standar internasional. Dibandingkan dengan negara lain, guru siap untuk mendidik anak-anak demi masa depan mereka. Dalam beberapa kasus, mereka mengenal setiap siswa di sekolah mereka agar dapat menyesuaikan diri dengan mereka. Para guru mencoba segala cara untuk membuat siswa mereka berhasil. Sebagian besar siswa mendapatkan bantuan tambahan di masa pendidikan sekolah dasar, baik oleh guru itu sendiri atau melalui pendidik yang terlatih. Terlebih lagi, sekolah di Finlandia mendapatkan dana dari pemerintah. Orang-orang yang bertanggung jawab atas sistem pendidikan, dari guru hingga administrator adalah tenaga didik terlatih, bukan politisi seperti di negara lain.

Semua anak di Finlandia, baik mereka berasal dari kota maupun desa, baik dari keluarga kaya maupun miskin, memiliki kesempatan yang sama dalam pendidikan. Para pakar pendidikan menyatakan bahwa hanya sedikit perbedaan antara siswa yang sangat baik dan yang terburuk. Dua pertiga siswa Finlandia yang menyelesaikan pendidikan wajib melanjutkan ke pendidikan tinggi, tingkat tertinggi di Uni Eropa.

Sampai tahun 1960-an sistem sekolah Finlandia telah mendapat banyak pengaruh oleh negara tetangga, Uni Soviet. Sebagian besar siswa putus sekolah setelah enam tahun; beberapa diantaranya melanjutkan ke sekolah swasta. Hanya yang berasal dari keluarga kaya yang mendapatkan pendidikan yang lebih baik. Pada pertengahan 1960-an, pemerintah Finlandia sadar untuk mengubah dan memodernisasi sistem pendidikan mereka jika mereka ingin bersaing secara internasional. Anggota legislatif membuat keputusan sederhana: sekolah tunggal untuk semua anak berusia 7 hingga 16 tahun. Mereka juga fokus pada pembelajaran bahasa. Siswa belajar bahasa Swedia sebagai bahasa kedua dan bahasa Inggris sebagai bahasa ketiga mereka.

Alasan lain dari kesuksesan Finlandia juga karena fakta bahwa masyarakatnya homogen. Tidak begitu banyak perbedaan antara yang kaya dan miskin, seperti di Amerika atau negara-negara Eropa Barat lainnya. Hal ini terjadi di kelas juga. Guru selalu berusaha menunjukkan kepada siswa bagaimana hidup bersosial dan peduli pada orang lain. Mereka mengajarkan siswa bahwa tanggung jawab itu sangat penting untuk karir mereka di masa mendatang

The International Space Station

The International Space Station is a large satellite that orbits the Earth at an altitude of between 300 and 460 km. It travels at a speed of 27,000 km an hour (17 000 mph). The space station serves as a laboratory for scientific experiments in many fields. The spacecraft is also used to make tests for future missions that will travel to Mars and other planets. It is not owned by a single country. It is a project carried out by the space agencies of many nations. Japan, Russia , the USA and European countries have sent astronauts and scientists to the space station in the last decade.

The first part of the ISS was launched into orbit by the Russian Soyuz spacecraft in 1998. Since then Russian and American spacecraft have been delivering modules to expand the space station. During this period of time crews have been constantly arriving and leaving the ISS. The space station, with its over 30 modules, had finished in 2012 and will stay in orbit until at least 2020.

Due to zero gravity, scientists on the ISS can carry out experiments that cannot be done on Earth. They check out the effects that zero gravity has on plants and animals, or they can mix together fluids which react differently in space. Scientists on Earth can watch the experiments or carry out new ones. They can also monitor the crew’s data. Even students around the world can take part in certain ISS experiments and compare results.

Living on the ISS for a longer period gives researchers an insight on how the human body changes when it is exposed to weightlessness for a longer time. This data is important in order to see how astronauts react when they go on a longer trip, for example to Mars. Such an expedition would take almost three years to complete.

The atmosphere that is created on board the ISS is like the earth’s atmosphere.

The food that the astronauts eat is mostly frozen and canned. There are kitchen appliances, like warmers and refrigerators on board. Drinks are made by adding water to powder. Waste is collected in bags and then carried away by an air stream.

The space station gets its power from solar sails that turn the sun’s energy into electricity. They are much more efficient that than the solar cells on Earth. Some of the energy is turned into heat which keeps the space station at the same temperature all the time.  Oxygen is delivered to the ISS by spacecraft from earth. It can also make breathable air from recycled water .

A typical day for the ISS crew begins at six o’clock. After breakfast they have a conference with ground controllers before work starts. A lunch break and more work and exercises lead them up to 19.30. Then they have dinner, another conference and go to sleep at about ten.

Although low earth orbit partly protects the ISS astronauts from radiation, they still are exposed to radiation levels that are five times higher than those in a passenger airplane. There are a number of health risks in long-term space travel. Muscles and bones become weaker. Pumping blood into the heart slows down and the immune system weakens. To prevent this from happening, astronauts and scientists have to exercise regularly. For this purpose there is equipment for weightlifting, a stationary bicycle and a treadmill on board.  Microgravity is similar to what we experience when we get older. So scientists can get new insights on the aging process.

 

Translation: Stasiun Luar Angkasa Internasional

Stasiun Luar Angkasa Internasional adalah satelit raksasa yang mengorbit Bumi pada ketinggian antara 300 dan 460 km. Ia melaju dengan kecepatan 27.000 km per jam (17.000 mph). Stasiun ini berfungsi sebagai laboratorium untuk eksperimen ilmiah di banyak bidang. Pesawat ruang angkasa ini juga dimanfaatkan untuk melakukan uji coba untuk misi masa depan yang akan dilakukan di Mars dan planet lainnya. Stasiun ini tidak dimiliki oleh satu negara. Ini adalah proyek besar yang dilakukan oleh badan antariksa dari beberapa negara. Jepang, Rusia, Amerika, dan negara-negara Eropa telah mengirim astronot dan ilmuwan ke stasiun ruang angkasa dalam dekade terakhir.

Bagian pertama dari ISS diluncurkan ke orbit oleh pesawat ruang angkasa Soyuz milik Rusia di tahun 1998. Sejak saat itu pesawat ruang angkasa Rusia dan Amerika telah mengirim modules (modul) untuk memperluas stasiun ruang angkasa. Selama jangka waktu tersebut, para kru datang dan meninggalkan ISS silih berganti. Stasiun luar angkasa, dengan lebih dari 30 modulnya, telah selesai pada 2012 dan akan tetap mengorbit hingga setidaknya 2020.

Karena berada di zona gravitasi, para ilmuwan di ISS dapat melakukan eksperimen yang tidak dapat dilakukan di Bumi. Mereka menguji efek gravitasi nol pada tanaman dan hewan, atau mereka mencampur berbagai cairan yang bereaksi berbeda di ruang angkasa. Para ilmuwan di Bumi dapat menyaksikan eksperimen tersebut atau mencoba hal yang baru. Mereka juga dapat mengawasi data kru. Bahkan para siswa di seluruh dunia bisa ikut berpartisipasi dalam percobaan ISS dan membandingkan hasilnya.

Hidup di ISS untuk periode yang lebih lama memberi para peneliti wawasan tentang bagaimana tubuh manusia berubah ketika terpapar pada bobot yang lebih lama. Data ini penting untuk melihat bagaimana reaksi astronot ketika mereka melakukan perjalanan yang lebih panjang, misalnya, ke Mars. Ekspedisi semacam itu akan memakan waktu hampir tiga tahun untuk diselesaikan.

Tinggal di stasiun ruang angkasa untuk waktu yang lama membuat para peneliti ingin tahu tentang bagaimana tubuh manusia berubah ketika menjadi ringan dan menyusut. Data ini penting untuk mengetahui bagaimana persiapan astronot ketika mereka pergi dalam waktu yang lebih panjang, misalnya ke Mars. Ekspedisi semacam itu akan memakan waktu hampir tiga tahun untuk diselesaikan.

Atmosfer yang dibuat di atas ISS layaknya atmosfer di bumi. Makanan yang dimakan astronot kebanyakan dalam bentuk beku dan kalengan. Ada peralatan dapur, seperti penghangat dan kulkas di pesawat. Minuman biasanya dibuat dengan menambahkan air karena berbentuk bubuk. Sampah dikumpulkan dalam kantong yang kemudian dibawa oleh aliran udara.

Stasiun luar angkasa mendapatkan pasokan energi dari solar sails yang mengubah energi matahari menjadi sumber listrik. Mereka jauh lebih efisien daripada panel surya di Bumi. Sebagian energi diubah menjadi panas yang menjaga stasiun ruang angkasa pada suhu yang stabil sepanjang waktu. Oksigen dikirim ke ISS oleh pesawat ruang angkasa dari bumi. Itu juga dapat membuat udara bisa dihirup dari air daur ulang.

Hari kerja para kru ISS dimulai pukul enam pagi. Setelah sarapan, mereka mengadakan pertemuan dengan pengontrol bagian bumi sebelum pekerjaan dimulai. Istirahat makan siang dan lebih banyak pekerjaan dan olahraga dilakukan sampai pukul setengah delapan. Kemudian mereka makan malam, melakukan pertemuan lain dan tidur sekitar pukul sepuluh malam.

Meskipun orbit rendah bumi sebagian melindungi astronot ISS dari radiasi, mereka masih terpapar ke tingkat radiasi yang lima kali lebih besar daripada di pesawat penumpang. Ada beberapa risiko kesehatan dalam ekspedisi ruang angkasa jangka panjang. Otot dan tulang menjadi lebih lemah. Melambatnya aliran darah ke jantung sehingga sistem kekebalan tubuh melemah. Untuk mencegahnya, astronot dan ilmuwan harus berolahraga secara teratur. Maka dari itu, tersedia peralatan untuk angkat besi, sepeda stasioner dan treadmill di pesawat. Mikro gravitasi mirip seperti apa yang kita alami ketika kita bertambah tua. Jadi para ilmuwan bisa mendapatkan wawasan baru tentang proses penuaan.

 

 The Liar Crow

One day, four sparrows were on a big tree. Above them, there is a crow. "Hi I am lost. Can I stay with you? I will be your friend." Says the crow. "Of course!" say the sparrows.

The sparrows are very kind and trust the crow. One day, they tell the crow, "We are sad, because snakes take away our eggs."

 Then, the crow says, "Put your eggs in my nest and I will take care of them". After the sparrows leave, the crow eats all of the eggs.

 When the sparrow goes back home they are shocked because all of the eggs are cracked. "Who did it?"

"Hi sparrow, I know the snake did it. I saw it." says the crow. The next day, the crow tells a lie again, "An eagle took away your eggs."

 The sparrows plan to catch the culprit. Then they put a latex on their nest. On the next day, they see the crow cannot not move because of the latex. Finally the crow says sorry to the sparrows, and he promises not to repeat it.

 

Translation: Gagak Sang Pembohong

Suatu hari, empat ekor burung pipit sedang bertengger di sebuah pohon yang besar. Di atas mereka, terdapat seekor gagak. "Hai,aku tersesat. Bisakah aku tinggal bersama kalian? Aku akan menjadi teman kalian. " seru si gagak.

"Tentu saja!" Kata keempat burung pipit tersebut.

Para burung pipit sangat baik dan mempercayai si burung gagak. Suatu hari, mereka berkata kepada si gagak, "Kami sedih, karena ular mengambil telur-telur kami."

Lalu, si gagak berkata, "Masukkan telur ke sarangku dan aku akan menjaganya!"

Setelah para burung pipit pergi, burung gagak-pun memakan semua telurnya. Saat semua burung pipit kembali ke rumah, mereka kaget karena semua telurnya pecah. "Siapa yang melakukannya?" pekik para burung pipit.

"Hai burung pipit, aku tahu ular itu yang melakukannya. aku melihatnya sendiri, "kata si gagak. Keesokan harinya, si gagak berbohong lagi, "Seekor elang mengambil telurmu." ucapnya.

Akhirnya, para burung pipit menyusun rencana untuk menangkap si pencuri telur. Mereka menaruh getah karet di sarang tempat telur-telur tersebut dierami.

Keesokan harinya, mereka melihat gagak tidak bisa bergerak karena getah karet tersebut; dan ternyata si gagak lah penjahatnya. Akhirnya si gagak meminta maaf pada burung pipit, dan ia-pun berjanji untuk tidak mengulanginya lagi.

 

The Fisherman and the Golden Fish

There was an old couple living on a small island. The husband worked as a fisherman and the wife stayed at home.

Day by day, the husband went to the sea to find fish. But he did not get any fish at all. One day, suddenly his net moved around, then he pulled it. There was a small golden fish in his net.

He was shocked when he heard the fish speak to him. The fish told the fisherman that the fish could grant his wish if the fisherman let it go. But the fisherman did not ask for anything and just let the fish go.

At home the wife got angry because he did not catch any fish. So, they did not have anything to eat. Then, he told her that he found a golden fish that could grant him anything. Hearing the story, she got angrier because he did not ask anything.

The wife asked the grandpa to go back to the sea to meet the golden fish. She wanted everything but she was never satisfied. She even wanted to be the goddess of the sea living in a palace with many servants. The golden sea said nothing and swam back to the sea.

When they came home, they did not see a palace with many servants. They only saw an old hut; she regretted her being greedy.

Translation: Nelayan dan Ikan Mas

Ada sepasang suami istri yang sudah tua tinggal di sebuah pulau kecil. Sang kakek bekerja sebagai nelayan dan sangnenekadalah seorang ibu rumah tangga.

Hari demi hari, kakek pergi ke laut untuk mencari ikan. Tapi dia sama sekali tidak mendapatkan ikan. Suatu hari, tiba-tiba jaringnya bergerak, lalu dia menariknya. Ada ikan mas kecil di dalam jaringnya.

Sang kakek sangat kaget saat mendengar ikan itu berbicara kepadanya. Ikan tersebut mengatakan kepadanya bahwa ikan tersebut dapat mengabulkan keinginannya jika sang kakek membiarkannya pergi. Tapi nelayan itu tidak meminta apapun dan membiarkan ikannya pergi.

Sesampainya di rumah, sang nenek marah karena kakek tidak mendapatkan ikan sehingga mereka tidak memiliki makanan sama sekali. Kemudian, kakek-pun mengatakan kepada nenek bahwa dia menemukan seekor ikan emas yang bisa mengabulkan permintaannya. Mendengar ceritanya, nenek menjadi lebih marah karena dia tidak meminta apapun.

Sang nenek lalu meminta kakek untuk kembali ke laut untuk menemui ikan mas. Dia menginginkan segalanya tapi dia tidak pernah puas. Dia bahkan ingin menjadi dewi laut yang tinggal di istana dengan banyak pelayan. Laut emas tidak mengatakan apa-apa dan berenang kembali ke laut.

Ketika mereka pulang, mereka tidak melihat istana dengan banyak pelayan. Mereka hanya melihat sebuah pondok tua; sang nenek hanya bisa menyesali dirinya yang serakah.

 

 

Emma Watsons: Gender Equality

I was appointed six month ago and the more I have spoken about feminism, the more I have realized that fighting for women’s right has too often become synonymous with man-hating. If there is one thing I know for certain, it is that is has to stop. For the record, feminism by definition is “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.” I started questioning gender-based assumptions a long time ago, when I was eight I was confused to being called “bossy,” because I wanted to direct the plays we would put on for our parents but the boys were not. When at 14 I started being sexualized by certain elements of the media. When at 15 my girlfriends start dropping out of their sports teams because they didn’t want to appear “muscly.” When at 18 my male friends were unable to express their feelings. I decided that I was a feminist and this seemed uncomplicated to me. But my recent research has shown me that feminism has become an unpopular word. Women are choosing not to identify as feminists. Apparently I am among the ranks of women whose expression are seen as too strong, too aggressive, isolating, anti-men, unattractive. Why has the word become such an uncomfortable one? I am from Britain and I think it is right that as a woman I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body. I think it is right that women be involved on my behalf in the policies and decisions that will affect my life. I think it is right that socially I am afforded the same respect as men. But sadly that there is no one country in the world where all women can expect to receive these rights. No country in the world can yet say they have achieved gender equality.  

https://www.youtube.com/watch?v=nIwU-9ZTTJc

Emma Watsons: Kesetaraan Gender

Saya telah ditunjuk enam bulan lalu dan semakin saya berbicara tentang feminisme, semakin saya menyadari bahwa memperjuangkan hak perempuan terlalu sering disamakan dengan pembenci laki-laki. Jika ada satu hal yang saya tahu pasti, itu harus dihentikan. Sebagai catatan, feminisme menurut definisi adalah “Keyakinan bahwa laki-laki dan perempuan harus memiliki hak dan kesempatan yang sama. Ini adalah teori kesetaraan politik, ekonomi dan sosial dari jenis kelamin.” Saya mulai mempertanyakan asumsi berbasis gender sejak lama, ketika saya berusia delapan tahun saya bingung disebut "suka memerintah", karena saya ingin mengarahkan cerita yang akan kami buat untuk orang tua kami tetapi anak laki-laki tidak. Ketika pada usia 14 tahun saya mulai diseksualisasi oleh elemen media tertentu. Ketika pada usia 15 tahun pacar saya mulai keluar dari tim olahraga mereka karena mereka tidak ingin tampil "berotot". Ketika di usia 18 tahun teman laki-laki saya tidak bisa mengungkapkan perasaannya. Saya memutuskan bahwa saya adalah seorang feminis dan ini tampaknya tidak rumit bagi saya. Tetapi penelitian saya baru-baru ini menunjukkan kepada saya bahwa feminisme telah menjadi kata yang tidak populer. Wanita memilih untuk tidak mengidentifikasi diri sebagai feminis. Ternyata saya termasuk jajaran wanita yang ekspresinya terlihat terlalu kuat, terlalu agresif, menyendiri, anti laki-laki, tidak menarik. Mengapa kata itu menjadi tidak nyaman? Saya dari Inggris dan saya pikir benar bahwa sebagai perempuan saya dibayar sama dengan rekan laki-laki saya. Saya pikir itu benar bahwa saya harus bisa membuat keputusan tentang tubuh saya sendiri. Saya pikir adalah benar bahwa perempuan terlibat atas nama saya dalam kebijakan dan keputusan yang akan mempengaruhi hidup saya. Saya pikir benar bahwa secara sosial saya diberikan rasa hormat yang sama dengan laki-laki. Namun sayangnya tidak ada satu negara pun di dunia di mana semua perempuan dapat mengharapkan untuk menerima hak-hak tersebut. Belum ada negara di dunia yang dapat mengatakan bahwa mereka telah mencapai kesetaraan gender.

Rafly's Article

LEARNING ENGLISH IN ELEMENTARY SCHOOL

 

 LEARNING ENGLISH IN ELEMENTARY SCHOOL

ABSTRACT
This study aims to gain a deep and comprehensive understanding of the process of learning
English language learners in the class II SDSN Pondok Kelapa 03 Pagi Jakarta Timur by
using a qualitative approach ethnographic method. The process involves the roles of
teachers and learners. Teachers are able to create a good learning atmosphere that have a
positive impact on student learning and therefore, the learning outcome become maximum.
She also serves as director of activities, both individually and in groups. Learners will
always feel safe because the teachers have always paid attention to students while they are
learning independently. The approach based on assumptions about the nature of language
how language learning is carried out. English learning is to develop English language skills
contextually and acceptably. It is according to context, conditions and daily situation of the
students. It is recommended that the result of the study needs to be integrated for the
commonucation media which is appropriate to the needs of the students.
Keywords : English language learning, etnography, teacher as guidance 

Indonesia, has been a National Standard School (SSN) since 2008. This elementary school is located on Jalan Tipar, at the junction of Jalan Raya Pondok Kelapa, East Jakarta Administrative City, Province
Jakarta Capital Special Region. As a National Standard School (SSN) this Elementary School has included lessons English at all levels, or classes since 2008. Students from grades I to grade VI receive English lessons as local content (mulok). This is caused by International communication requires English as a language internationally, so that in education in Indonesia the ability to speak English is one of the skills that must be mastered by students from the start. In this case, learning English is directed at four skills in English, namely: listening, speaking, reading, and writing skills.
(writing). Currently, in elementary schools, English lessons are still taught inclusively in one unified theme and then directly taught these 4 skills, so that knowing the mastery of these skills can be seen as the result learning of students in English lessons. Brown (1994: 89) says learning is often regarded as
the translation of the term "instructional" is the process of interaction of students with educators and learning resources in a learning environment. Learning is described by Gagne and Briggs in Brown, as an effort of people whose goal is to help people learn. Therefore there are five assumptions that support learning, namely (1) learning must be planned to facilitate student learning, (2) both short and long-term phases are included in the learning design, (3) planning learning should not be careless and not merely provide a foster environment, (4) learning efforts must be designed with a system approach, and (5) learning must be developed based on knowledge of how people Study. On the other hand, Uno (2007: 54) states that learning can be interpreted as a process of interaction between learning participants and teachers/instructors and/or learning resources in a learning environment to achieve certain learning goals. Here it can be seen that learning is a process interaction between students and their environment so that it becomes a change in behavior for the better. In the learning process, the main principle is the whole involvement process or most of the student's potential and its meaning for himself and his life now and in the future
come. Furthermore, Gagne and Briggs in Brown (1994: 9-10) explain that there are several characteristics of learning, namely (1) attracting attention so that students are ready to receive lessons, (2)notify the objectives of the lesson, (3) stimulate the emergence of memories of previous teachings, (4) presentation of teaching materials and learning aids (5) provide study guidance, (6) arouse
emergence of performance in learning, (7) providing feedback, (8) assessing performance, and (9) strengthening retention and transfer of learning. English in Indonesia in a manner commonly taught as a foreign language. The term 'foreign language' in the field of language teaching is different from 'second language'. A foreign language is a language which is not used as a tool communication in the particular country where the language is taught. While the second language is a language that is not the main language but is one of the languages used in general in Indonesia interaction between students and their environment so that it becomes a change in behavior for the better. In the learning process, the main principle is that there is a process of involving all or most of the potential of students and their meaning for themselves and their lives now and in the future. Furthermore, Gagne and Briggs in Brown (1994: 9-10) explain that there are several characteristics of learning, namely (1) attracting attention so that students are ready to receive lessons, (2)
notify the objectives of the lesson, (3) stimulate the emergence of memories of previous teachings, (4) presentation of teaching materials and learning aids (5) provide study guidance, (6) arouse
emergence of performance in learning, (7) providing feedback, (8) assessing performance, and (9) strengthening retention
and transfer of learning. English in Indonesia in a manner
commonly taught as a foreign language. The term 'foreign language' in the field of language teaching is different from 'second language'. A foreign language is a language which is not used as a tool
communication in the particular country where the language is taught. While the second language is a language that is not the main language but is one of the languages used in general in Indonesia