BELAJAR dan PEMBELAJARAN

LEARNING TECHNIQUE



Compiled by:
Yuni Kartikasari (1201050122)
Ahmad Azka Prasetyo (1201050108)


ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
2012
A. History of Learning Technique
Learning is a data set where anything goes . . . includinghunches, preliminary
testing, loo king for patterns, trying largenumbers of different models, and eliminating
outliers (Efron, 1982, p. 49).
Learning Techniques was founded in 1981 by Dawn Hillstrom M.A.. In this
endeavor, Ms. Hillstrom realized her dream of helping to facilitate learning by
employing techniques and approaches specifically designed to meet the unique needs
of each student.
Whether dealing with learning disabled, academically challenged, average, or
advanced students, the needs and welfare of each student are key concerns in selecting
approaches to facilitate, promote, and enhance learning.

You have to reach a childs heart in order to open his mind to learning. Our goal
is to teach life-long learning skills.
Dawn Hillstrom

B. Definition of Learning Technique
- Learning technique is one of way to make the students understand the lesson by
facilities.

- Learning technique is one of things that teacher expect the students to pick up the
lesson by theirself. The students spent their time to understand the lesson.

- Learning Techniques is One of the things that we expect you to pick up by
osmosis, but almost never mention explicitly, is techniques for learning
itself.After you leave university, you will be expected to be able to learn by
yourself for the rest of your life. And an hour spent addressing the meta-issue of
learning skills pays off in reduced time to actually learn. A lot of work has been
done over the past few decades about how people learn. This document suggests a
wide range of techniques that may make your learning more effective. You may
want to experiment with some of them to see if they work for you.


D. Principles of Learning Technique

You can learn anything if you have a goal that requires it. This implies that
you must connect what you are learning to your personal goals in a credible
way. Trying to learn because of some second-order benefit (getting a credit or
a credential) will seem very difficult.

Learning how to learn is the core skill. This is probably the one skill that was
never explicitly mentioned in all the years that you've spent in school. But it's
the one where there's the most reward for the smallest investment.

Anyone can learn faster by structuring the information. This is another one of
those common trade-offs - getting right into it can feel satisfying, but taking
some time to organise can increase effectiveness, even if it doesn't feel so
satisfying in the short term.

Intelligence is not fixed. You probably know that the idea of a single
monolithic thing called 'intelligence' is in disfavour right now (see Martin
Gardner's work). There seems to be some evidence that what we might
intuitively think of as intelligence (e.g. the ability to get things done
cognitively) can be increased by several kinds of mental activity.

Learning more means earning more. Those who learn more, and do it
continually over their lifetimes, do much better in whatever career they have
chosen.

Knowledge and skills overcome obstacles. Improving both are survival skills
no matter what your situation.





Everything to which you were paying attention, either consciously or
unconsciously, will be remembered permanently. What seems to get lost is a
way to access these memories. So effective learning requires you to be there,
in the moment, and to make the things you learn memorable, i.e. easy to
access. Anything that makes what you are learning different helps to make it
memorable. So does the emotional content you associate with the material.

E. Implementation of Learning Technique

1. Speaking

- You can use guitar and make a song, the lyric of the song have relationship
with your lesson.

- Play role games, each student takes the role of a person affected by an Earth
science issue, such as a volcano or a polluted lake and studies the impacts of
Earth science issues on human life and/or the effects of human activities on
the world around us from the perspective of that person.

- Discussion, promoting a successful discussion depends on correctly framing
questions. Discover tips for framing discussion questions to promote higher
order thinking.

2. Reading

- The students read the text and do the exercise.

- The students search some text and analys the text.

- The students read the text from the teacher and they take conclusion from the
text.



3. Writing

- The students review and comment on materials written by their classmates.

- Playing guess words, students A hear the guess from teacher and they explain
the guess by gesture. Students who the words, write it in
blackboard/whiteboard.

- The students write text appropriate with picture. Students see the picture and
they describing what they see in the picture by their words.

- The students write their experience with own words.

4. Listening.

- The students hear a song and they adjust the lyrics.

- The students watch video and they tell us about the video in the class.

REFERENCES

http://www.serc.carleton.edu

http://www.castela.edu/dept/chem

http://www.salt.arizona.edu

Julian Izanman, Alan. 2008. Modern Multivariate Statistical Technique. USA:
Speakman Hall.