The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instruments. The participants of this study were five English lecturers and 200 students. The findings showed that the chances of applying DBI cover activating students, elevating digital literacy, provoking students’ creativity, and creating new application. While some challenges are also emerged. It is due to limited devices and access, and limited digital literacy. The implementation of DBI could provoke the elevation of digital literacy and creativity if we could handle the challenges.

ABSTRAKPenggunaan teknologi dalam proses pembelajaran merupakan hal yang selalu digunakan. Di era industri 4.0 guru dituntut memiliki kemampuan yang cukup dalam mengikuti perkembangan teknologi. Pembelajaran yang berfokus kepada proses tatap muka harus sudah diintegrasi dengan blended-learning. Kondisi ini membuat Google sebagai salah satu web tool terbesar memperkenalkan Google Classroom (GC) pada tahun 2014. Adanya GC diharapkan bisa menjadi solusi untuk permasalahan seperti kurangnya jam pelajaran mata pelajaran Bahasa Inggris ditingkat SMP. Namun sayangnya masih banyak guru yang masih belum mengetahui tentang kebermanfaatan GC. Sehingga melalui pengabdian ini diharapkan dapat memberikan gambaran yang holistik terkait dengan pengunaan GC khususnya dalam pembelajaran Bahasa Inggris. Lebih jauh, pengabdian ini diharapkan dapat meningkatkan kemampuan berbahasa inggris siswa yang meliputi kemampuan menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing). Metode pengabdian dilaksanakan ada empat tahapan yaitu: a) tahapan analisis, b) tahapan penyusunan materi , c) tahapan pelaksanaan, dan d) tahapan penyusunan laporan kegiatan. Adapun hasil dari pengabdian ini adalah semua guru peserta belum mengenal GC, sehingga guru sangat antusias dan tertarik dengan penggunaan GC. Guru mengetahui flatform yang dapat mereka gunakan dalam pembelajaran yang berintegrasi dengan blended learning. Guru dapat lebih mudah untuk mengelola tugas kelas dengan cepat dan memberikan umpan balik kepada siswa secara efektif.  Akan tetapi, fasilitas seperti ketersediaan koneksi yang baik juga harus didukung demi lancarnya penggunaan GC dalam pembelajaran.Kata kunci: Google Classroom, blended-learning, teknologi industri 4.0 ABSTRACTTechnology is always used in teaching and learning process. In industry 4.0, teachers are asked to develop skill in using technology. Learning focuses not only in the classroom but also it should be integrated with blended learning. This situation makes google as one biggest web tool to introduce google classroom (GC) in 2014, GC is expected to be solution to solve the problems such as limitation of time in learning. Unfortunately, many teachers do not know about GC. So, this community services program is expected to help teachers in using GC, especially English teachers. Besides, it is also to improve English language skills, such as listening, speaking, reading, and writing. There are four methods of community services program, they are: a) analysis step, b) material arrangement, c) implementation, d) report. The result of community services shows that all teachers as participants do not know about GC, so they are really excited in using GC. Teachers know GC and they can implement in learning and it can be integrated learning. Teachers are easier to manage the class and help teachers to assess the assignment effectively. Nevertheless, the good connection should be determined to support the implementation of using GC.Kata kunci: Google Classroom, blended-learning, Industry technology 4.0

In 2011, we found a new bacterial disease characterized by wilt, dwarf and blight symptoms on sweet corn in Batu, East Java, Indonesia. The objective of this study is to characterize the causal agent of the disease. In this study, several assays were conducted, including hypersensitive response, pathogenicity, physiological and biochemical characteristics, PCR detection using two specific species primer pairs for Pantoea stewartii pv. stewartii, and homology analysis of 16S rRNA gene sequence. Four Gram-negative, non-motile, facultative anaerobic bacteria were isolated from the diseased tissue. Only two strains, BD1 and BB2, gave positive result in hypersensitive reaction, pathogenicity, and Koch's postulate assays. BB2 and BD1 strains also showed positive results in the PCR amplification using specific primers derived from the P. stewartii subsp. stewartii 16-23S gene region but showed negative result when using primers derived from P. stewartii subsp. stewartii hrpS gene region. Sequence of partial 16S rRNA gene of BD1 and BB2 showed highest homology at 96% to P. stewartii subsp. stewartii strain ATCC 8199 (NR. 044800.1). This results suggest that bacterial pathogens isolated from sweet corn in Batu were strains of Pantoea spp.

ABSTRAKTujuan kegiatan ini 1) difusi dan uji coba teknologi budidaya dan sarana produksi pertanian kepada petani dan 2) mengetahui kendala pelaksanaan UPSUS dan solusi mengatasinya. UPSUS di Kabupaten Wonosobo dilaksanakan April -Juli 2017 dengan wilayah sasaran antara lain Kecamatan Wonosobo, Kalikajar dan Sapuran. Metode kegiatan ini antara lain pelatihan dan pendampingan kelompok tani; pengawalan bantuan alat dan mesin pertanian; pengawasan penyediaan dan penggunaan benih unggul; pengawasan pupuk berimbang; pengaturan musim tanam; rehabilitasi jaringan irigasi tersier; pengawasan target dan realisasi tanam; peningkatan optimasi lahan dan uji teknologi. Hasil kegiatan antara lain memberikan pengetahuan petani tentang budidaya padi Salibu dan padi organik, pupuk berimbang, penanaman sesuai kalender tanam, dan menyediakan data kelompok yang akan memperoleh kartu tani; memberikan informasi kepada Dinas Pertanian Tanaman Pangan Kabupaten Wonosobo bahwa bantuan alat mesin pertanian belum maksimal namun kegiatan penyediaan benih unggul dan pupuk berimbang serta rehabilitasi jaringan irigasi tersier telah berjalan baik. Masalah dalam UPSUS antara lain waktu pendampingan terlalu pendek, bantuan alat mesin pertanian belum tepat guna, kualitas benih bantuan kurang baik, target Luas Tambah Tanam terlalu tinggi serta PPL dan petani belum memahami budidaya Salibu. Untuk itu, pemerintah perlu mengutamakan azas bottom up segala jenis bantuan serta program; dan mensosialisasikan sistem teknologi budidaya baru secara intensif dan masif kepada PPL dan petani.Kata Kunci : UPSUS, swasembada pangan, penguatan kelembagaan, salibu ABSTRACT The purposes of this activity are 1) the diffusion and testing of cultivation agricultural technology to farmers and 2) to know the problems of UPSUS activities and gives solution to solve it. The activities held on April to

Abstract:Writing is considered as the most difficult skill to master compared with the other skills because it involves many language elements such as content, organization, vocabulary, grammar and mechanics. The research examines the effect of two independent variables (Think-Pair-Share and Direct instruction method) on dependent variable (Writing Descriptive skill). The samples were class A1 2016 as the experimental class and A3 2016 as the control class. Each class consisted of 32 students. The instruments used covered the risk-taking's questionnaire and writing test. Before applying the questionnaire of risk-taking, it was tried out to class A2 2016 to find out the validity and the reliability of the instrument. Meanwhile, before conducting the writing test, it needs to test the readability of the writing instruction. The treatment was conducted in eight meetings, and the 9th meeting was allocated for the post-test. The data were then analyzed using ANOVA and Tukey test. From the analysis, it reveals that: (1) Think-Pair-Share is significantly different from direct instruction method to teach writing; (2) the students with high level of risk-taking have better writing than those with low level of risk-taking; and (3) there is an interaction between teaching methods and the students' level of risk-taking. Even though Think-Pair-Share is effective to teach writing, teachers must consider about the students' condition, in this case their level of risk-taking.

Writing becomes the most challenging skill for the students as it needs more time to develop and tend to raise problem to students. Therefore, project based learning is offered to solve the problems in writing. Some experts believe that project based learning (PBL) can provoke the students to get new knowledge through their own project. This research reports on the implementation of project based learning in teaching writing. The objectives of the research are to know the implementation of project based learning in elevating the students� ability on writing and to know the students� opinion of the implementation of project based learning in teaching writing. Qualitative was used as a research method and classroom action research as a research design. The participants of the research were fourth semester students in one university in Cimahi, West Java. The collected data were obtained through observation, writing test and interview. Then, data were analysed based on triangulation. As result, it was found that the implementation of project based learning in teaching writing worked well. It could be seen from the students� responses during the implementation of this method as they gave positive opinion toward the method used; they actively involved in learning process. PBL was proved on helping the students wrote well. Besides, the project given engaged the students in solving a real problem and answering it. In other word, this project could develop the students� critical thinking and it could be a meaningful project for them.

No abstract

Mendengarkan merupakan keterampilan penting yang harus dipelajari oleh siswa, Termasuk siswa dalam program pendidikan bahasa Inggris dari STKIP Siliwangi Bandung. Banyak faktor yang dapat mempengaruhi keberhasilan belajar siswa. Sebagai media, buku saja mengambil peran penting untuk memfasilitasi kegiatan belajar siswa selama mendengarkan. Studi ini mengkaji cocok jenis which atau kriteria harus menjadi yang terbaik untuk mendukung mendengarkan belajar siswa. Selain itu, penelitian ini bermaksud untuk fokus pada pengembangan materi pengembangan pedoman untuk mendengarkan which komunikasi umum cocok untuk mahasiswa di STKIP Siliwangi Bandung. Penelitian ini dilakukan oleh Pendidikan R & D (Borg dan Gall, 1983). metode semacam ini meliputi empat langkah utama; mereka adalah pengantar (kondisi yang ada dan analisis kebutuhan), pengembangan produk, pengujian, dan penyebaran. Hasil penelitian mengungkapkan bahwa ada lima aspek dalam mendengarkan which diperlukan untuk dilampirkan dalam mendengarkan materi komunikasi umum; mereka mengakui suara khas, memahami makna, menanggapi fungsi komunikasi, situasi, peserta, dan tujuan, inferensia arti harfiah dan tersirat, informasi baru, informasi yang diberikan, ide-ide utama dan mendukung ide-ide, dan yang terakhir adalah menebak kata-kata, perangkat kohesif, dan kelas kata gramatikal.