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"This study concerned the nation of using Task-Based Learning for teaching english Integrated Skills to the first semester students of English Department, Mulawarman University. In fact, most students have minimum knowledge and ability on English skills when they attend the class for their first semester. They also have lack of knowledge on grammar and limitted vocabulary. The other factors determining the students success in learning a language are teaching methods, teacher's competence on language and pedagogy, school environment, facilities, and media. The limited and lacks of those factors cause them to be unsuccessful in learning a language. A teaching innovation is so important to be applied to the students that the students are able to know well about the language knowledge and theory, all at once, and they can practice it although it is limited only in the classroom situation. The writer intends to introduce try out the method of Task-Based to the students while they are learning english. Task-Based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world. A situation where oral communication used is essential for doing a specific task. Task-Based learning offers the student an opportunity to do exactly meaningful tasks or activities. The primary focus of classroom activiy is the task and the language is the instrument which the students use to complete it. The writer is interested to describe how the Task-Based Learning is and what activities can be applied to teach english by using this method. This study produces some kinds of activities to teach english based on the topics which the activities on each topic is divided into three phases. Actually, it is the product of doing design and development research. It produces the teaching instructional model which applies Task-Based learning that can be utilized for teaching integrated skills "

"Mahasiswa Sastra Rusia angkatan 2020 mengikuti pembelajaran tahun pertama mereka di kelas Bahasa Rusia secara daring, sehingga memungkinkan para mahasiswa tersebut mencari alternatif media daring dalam mempelajari Bahasa Rusia, seperti aplikasi hingga Website tertentu. Penelitian ini akan membahas persepsi mahasiswa di Sastra Rusia Universitas Indonesia angkatan 2020 tentang media daring apa saja yang membantu mereka selama masa perkuliahan dengan metode pembelajaran jarak jauh yang berlangsung. Metode yang akan digunakan penulis pada penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif dan kualitatif. Terkait teknik pengumpulan data akan digunakan dua cara yaitu, survey kuesioner dan wawancara. Kesimpulan yang didapat dari penelitian ini adalah mahasiswa Sastra Rusia UI angkatan 2020 memiliki persepsi atau pandangan yang positif terhadap media daring yang mereka gunakan untuk mempelajari Bahasa Rusia selama pandemi COVID-19. Berbagai jenis media daring digunakan sesuai dengan fungsi dari media daring tersebut dan menyesuaikan kebutuhan mahasiswa.

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The 2020 batch of Russian Literature students are taking their first year of Russian classes online, making it possible for these students to find alternative daring media in learning Russian, such as applications or certain websites. This research will discuss the perceptions of students at the University of Indonesia's Russian Literature class of 2020 about what online media that helped them during the lecture period with the distance learning method that took place. The method that the author will use in this research is a descriptive method with quantitative and qualitative approaches. Regarding data collection techniques, two methods will be used, namely, questionnaire surveys and interviews. The conclusion obtained from this research is that UI Russian Literature students class of 2020 have a positive perception or view of the online media they use to learn Russian language during the COVID-19 pandemic. Various types of online media are used according to the function of the online media and according to student needs."

"Tujuan dari penelitian ini untuk menemukan keefektifan dari metode problem - based lerning dalam meningkatkan pencapian hasil belajar mahasiswa pada mata kuliah strategi belajar mengajar...."

"Perkembangan teknologi yang pesat mempengaruhi lingkungan pembelajaran yaitu membentuk lingkungan pembelajaran modern, salah satu bentuk lingkungan belajar modern tersebut adalah kelas belajar pintar. Aplikasi teknologi terbukti telah meningkatkan ketertarikan belajar serta kualitas dari edukasi. Untuk memiliki hasil yang maksimal, institusi yang menyelenggarakan kelas belajar pintar, membutuhkan analisis terhadap faktor yang memiliki pengaruh terhadap kelas belajar pintar, agar dari faktor- faktor tersebut dapat dibentuk strategi untuk meningkatkan dan mempercepat tingkat adopsi kelas belajar pintar.Penelitian ini bertujuan untuk merumuskan strategi guna mengakomodir tingkat adopsi pengguna kelas belajar pintar, dalam hal ini dosen dan mahasiswa, dengan mengembangkan model konseptual menggunakan kombinasi instrumen dari theory of planned behavior (TPB) dan preference instrument of smart classroom learning environment (PI-SCLE). Pengambilan data dilakukan dengan menyebarkan kuesioner kepada mahasiswa dan dosen di lingkungan Fakultas Teknik, Universitas Indonesia. Selanjutnya, partial least squares (PLS) digunakan untuk menganalisis kedua model.Metode why how laddering digunakan untuk perumusan dan pengembangan strategi, serta metode strategy to mission matrix digunakan untuk validasi dan pemilihan strategi. Berdasarkan analisis model mahasiswa, 9 hipotesis diterima, dan 3 hipotesis ditolak. Sedangkan pada analisis model dosen, 5 hipotesis diterima dan 5 hipotesis di tolak. Berdasarkan perumusan dan pengembangan strategi menggunakan why how laddering, 24 rekomendasi strategi diajukan, kemudian 4 strategi dipilih sebagai prioritas atau fokus utama berdasarkan hasil pengolahan data menggunakan strategy to mission matrix.

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The rapid development of technology creates a modern learning environment, one of which is smart learning class. The application of technology is increasing the learning interest and quality of education. In order to have a maximum output, the institution in which the smart learning class will be adopted have to analyze certain factors that could be enhanced to accommodate students and teachers, to formulate strategies therefore, the system will be well adopted, in a manner of time.

This paper aims to develop recommendations of strategy, to increase the adoption rate and timeline towards smart learning class. Conceptual Model for smart learning class for student and lecturer’s adoption was build by using the combination instruments from theory of planned behavior (TPB) and preference instrument of smart classroom learning environments (PI-SCLE), to analyze the influential factors related to smart class adoption. This research was conducted using the questionnaire for lecturers and students in engineering faculty, Universitas Indonesia. The data was analyzed using Partial Least Square (PLS) method for hypotheses testing.

Why how laddering method was used to formulate and develop the strategy recommendation, and strategy to mission matrix will be used to validate and choose the appropriate strategies. From the student model, 9 hypotheses are accepted and 3 hypotheses are rejected, and from the lecturer model, 5 hypotheses are accepted and 5 hypotheses are rejected. 24 strategies recommendations were formulated using why how laddering method, and 4 strategies are chosen as priorities for implementation by using strategy to mission matrix."

"Penelitian ini bertujuan untuk mengkaji pola kefektifan dari sebuah proses pembelajaran yang dilakuakan secara konvensional dan e-learning. Pola kefektifan dari proses pembelajaran dikaji melalui pendekatan terhadap faktor pemicu dan faktor interaksi pengguna. Pendekatan terhadap faktor pemicu dari proses pembelajaran baik yang berlangsung secara konvensional maupun e-learning diantaranya adalah motivasi, budaya belajar dan pengaruh lingkungan. Sedangkan pendekatan terhadap faktor interaksi pengguna dari proses pembelajaran konvensional maupun e-learning diantaranya adalah kemudahan akses dan komunikasi, yaitu jalinan interaksi antara pendidik dengan peserta didik, antara sesama peserta didik dan antara pendidik maupun peserta didik dengan sumber belajar. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Teknik pengumpulan data dilakukan dengan menggunakan kuesioner dengan jumlah populasi sebanyak 400 orangb dan sampel sebanyak 196 responden. Metode analisis yang digunakan adalah metode deskriptif kualitatif melalui metode Structural Equation Modelling (SEM) dan Uji Hipotesis. Hasil penelitian menunjukkan bahwa faktor pemicu dan faktor interaksi pengguna berpengaruh positif terhadap pola kefektifan dari proses pembelajaran konvensional maupun e-learning."