Ecolinguistic-Based English for Computer Learning Tools to Develop Students’ Creative Thinking Ability

Abstract

Learning English is one of the important fundamental aspects that students must master from the lexicon/vocabulary learning process. Currently, lecturers only focus on giving assignments on test questions in general English books. This results in students not being confident in speaking English because they do not have a large collection of vocabulary. This study aims to produce an Ecolinguistic-based English for Computer learning tool. This research method is research development using the ADDIE model which consists of several steps, namely analysis, design, development, implementation, and evaluation. The subjects in this study consisted of 3 expert validation and 30 students in the information technology study program STKIP Yapis Dompu. The research instruments used in this research are Learning Device Validation Sheet, Learning Implementation Plan, Worksheet, Response Questionnaire, and Learning Outcome Test. The data analysis techniques in this study were expert validation analysis, test data analysis, and test analysis of learning outcomes. The result of this study shows learning tools of the material are presented well, the language used is easy to understand, and the questions given can be done by students. Textbooks are also effective in increasing the achievement of student learning outcomes because they are actively involved in finding material, finding relationships between materials, and being able to apply their knowledge so that students will be able to construct knowledge gained from their experiences. The resulting product is in the form of English course textbooks for students in the Information Technology Education Study Program.

A Systematic Literature Review on Enhancing the Success of Independent Curriculum through Brain-Based Learning Innovation Implementation

“…This will result in comprehensive information on how the relevance of brain-based learning in optimizing the implementation of the independent curriculum in Indonesia. Herliandry et al, 2018;Husna et al, 2018;Jailani, 2021;Jazuli et al, 2019;Juniarti et al, 2022;Mekarina & Ningsih, 2017;Meri & Wulan, 2019;Permana & Kartika, 2021;Putri et al, 2019;Riskiningtyas & Wangid, 2019;Sani et al, 2019;Sari Rahmatin & Suyanto, 2019;Setyaningtyas & Harun, 2020;Suarsana et al, 2017;Sukoco & Mahmudi, 2016;Wijayanti et al, 2021;Winarti & Haq, 2013;Wulansari & Suarni, 2020;Yudha et al, 2020;Yulian & Hayati, 2019;Zaqiah et al, 2022) Using syntax which generally consists of 7 stages, namely (1) pre-exposure; (2) preparation; (3) initiation and acquisition; (4) elaboration; (5) memory incubation and coding; (6) verification and checking; and (7) celebration and integration (Badriyah et al, 2020;Handayani & Purwati, 2022;Kartikaningtyas et al, 2017Kartikaningtyas et al, , 2018Kusumaningrum et al, 2021;A. E. Lidiastuti et al, 2020;A.…”

“…Author Result (Aulia et al, 2021;Jazuli et al, 2019;Juniarti et al, 2022;Kartikaningtyas et al, 2017;Kusumaningrum et al, 2021;Mastoni et al, 2019;Mekarina & Ningsih, 2017;Sari Rahmatin & Suyanto, 2019;Wahyudi & Widodo, 2020;Widiana et al, 2017;Winarti & Haq, 2013;Wulansari & Suarni, 2020) Improving student learning outcomes. (Herliandry et al, 2018;Karolina, 2018;Susanti et al, 2019;Wiantara et al, 2020;Zaqiah et al, 2022) Improve critical thinking skills.…”