CHAPTER II
LITERATURE REVIEW
A. Literature Review
There are several related studies on the development of online learning systems that have been conducted by several researchers. They are presented briefly as follows;
1. Related Research Findings
Indah Miftah Awaliah conducted research on “The Effect Of Outdoor Learning Activities On Students' Reading Comprehension”. This study aims to determine the effect of outdoor learning on the reading comprehension of second-year students, especially in descriptive texts.1 The study was a quasi-Experimental Design using a Nonequivalent Control Group Design. The study involved 40 students, second-year students of the English education department at UIN Alauddin Makassar. The result of the t-test also shown that the use of Outdoor Learning Activities in teaching reading especially in the descriptive text was not effective in improving the students’ reading comprehension in descriptive text because the t-test, -0.39, was lower than the t-table, 2.024 (-0.39 2.024.
Furthermore, Sakdiah Wati conducted research on “Learning Model Of Outdoor Learning To The Ability To Write Literature To College Students In
Palembang” This research aims to create an outdoor learning model in writing creative and innovative literary works.2 This research used quantitative research. The specific
1Indah Miftah Awaliah. The Effect Of Outdoor Learning Activites On Students' Reading Comprehension.Elties English Language Teaching For EFL Leaners Jurnal. VOL.1 NO.1.2019
2sakdiah wati. The learning model of outdoor learning to the ability to write literature to college students in palembang. proceedings of the 28th international conference on literature: Universitas syiah kuala, banda aceh, indonesia “literature as a source of wisdom”, july 11-13, 2019
target to be achieved in this study is the creation of a creative learning model and innovation for Indonesian Language Study Program students at various Universities in Palembang.
In further research, Candra Hadi Asmara, Khoirul Anwar, and Ribeh Najib Muhammad conducted research on “EFL Learners’ Perception of an Outdoor Learning Program”. The objective of this study is to measure the students’ perception of the effectiveness of the English Scout Organization (ESO) as an outdoor learning program that was developed to accommodate the students’ needs in order to motivate them to be more interested to learn English.3 The program was designed for sixteen sessions with the activities including simple jigsaw, drilling, and group work activities which were scheduled in a weekly program.
Moreover, Mirnawati conducted research on “The effectiveness of using outdoor learning method toward the students’ vocabulary mastery at the second grade of junior high school in pondok pesantren pembangunan manaiilil ulum guppi tk. 1 samata kabupaten gowa”The aims of this research was to find out the effectiveness of outdoor learning method toward the students' vocabulary mastery at the Second-Grade of Junior High School in Pondok Pesantren Pembangunan Manaiilil Ulum Guppi Tk. 1 Samata Kabupaten Gowa.4 The researcher applied a quasi-experimental design using a nonequivalent control group design. The population of this research was the Second- grade of Pondok Pesantren Pembangunan Manahilil Ulum Guppi Tk. 1 Samata
3Candra Hadi Asmara, Khoirul Anwar, and Ribeh Najib Muhammad EFL Learners’ Perception toward an Outdoor Learning Program. International Journal of Education & Literacy Studies ISSN 2202- 9478 Vol. 4 No. 2; April 2016 Australian International Academic Centre, Australia
4Mirnawati. 2017 “The Effectiveness of Using Outdoor Learning Method toward the Students' Vocabulary Mastery at the Second Grade of Junior High School in Pondok Pesantren Pembangunan Manaiilil Ulum Guppi Tk. 1 Samata Kabupaten Gowa”. Thesis.
Kabupaten Gowa which consist of 40 students. The result shows thatusing the outdoor learning method is effective toward the students’ vocabulary at the second grade-student of Junior High School in Pondok Pesantren Pembangunan Manaiilil Ulum Guppi Tk. 1 Samata Kabupaten Gowa.
Andi Arman Ardiansyah conducted research on “The Use Of Outdoor Learning Strategy In Teaching Writing At The Second-Grade Students Of Smk Negeri 1 Benteng Selayar”. The aim of this research was to find out to what extent using Outdoor Learning Strategy in improving the students’ writing skill at the second-grade students of SMK Negeri 1 Benteng Selayar.5 This research used Quasi-Experimental Design, exactly a Nonequivalent Control Group Design. The population of this research was the second-grade students of SMK Negeri 1 Benteng Selayar in the academic year 2017/2018. It consisted of 260 students which divided into 2 groups of classes where 20 students from XI AP 1 as experimental class treated by using Outdoor Learning Strategy and 20 students from XI AP 2 as a controlled class treated by using the conventional method (Leacturing). This research used a purvosive sampling technique in choosing the sample.
The previous research above is related to outdoor learning, but this research has nothing in common with this research as seen from the research title because what they studied was the effect of outdoor learning on reading comprehension, Ability To Write Literature, EFL Learners' Perception toward an Outdoor Learning Program, The effectiveness of using outdoor learning method toward the students 'vocabulary mastery, and improving the students' writing skills, while in this study focused on improving English nouns through outdoor learning Style.
5Andi Arman Ardiansyah. 2017. “The Use Of Outdoor Learning Strategy In Teaching Writing At The Second Grade Students Of Smk Negeri 1 Benteng Selayar”. Thesis
2. Pertinent Ideas
In the learning process using the Outdoor Learning Style strategy, it is expected that students can interact using nouns in the natural environment in English. In addition to placing students as learning objects, teachers must also be able to understand every interaction that students make during learning English nouns through Outdoor Learning.
In learning using the Outdoor Learning Style strategy, the teacher must be able to say nouns when students interact in the open in English. The teacher must be able to identify when students point out nouns in the environment, provide explanations, etc, and be able to show examples of nouns around them, then they can pronounce them aloud in English. teachers must be creative in delivering subject matter through an outdoor learning style.
Outdoor environments are important in that they provide children with opportunities to get to know themselves and their environment through their senses.
They improve children’s skills for sharing their knowledge, expressing their feelings and making their own decisions without asking for help, which make them more successful in their lives.6 They also offer learning environments for experiments, discoveries and research. Children learn freely and have fun in a healthy environment, incorporating nature and stimulating all the senses. Using learning material without any teacher restrictions can increase creativity and understanding in preschool children.
They discover themselves and their abilities while playing freel. Linguistic abilities, cognitive skills including inference, planning, observation, recognition and making decisions and motor skills including coordination, endurance and balance become better
6Gunseli Yildinm.The effect of outdoor learning activities on the development of preschool children South African Journal of Education, Volume 37, Number 2, May 2017
as a result of interactions with nature. In addition, antisocial behaviours decrease and cooperation, solidarity, agreement and conflict solving skills are enhanced.
It has been reported in the literature that outdoor learning environments provide students with opportunities to gain hands-on experience and contribute to making connections between what they learn and everyday life. Studies in the US show that schools that use outdoor classrooms and other forms of nature-based experiential education show significant student increases in social studies, science, languages, arts, and mathematics. Observing what is being learned outdoors and in nature accelerates the long-term acquisition and retrieval of knowledge. Several studies have been conducted on the benefits of outdoor activities on the development and learning of preschool children. However, the results of related studies have not been implemented in early childhood centers. Investigation of the outdoor environment as well as outdoor activities has not been so widespread among researchers from the field of early childhood education in Turkey. In this study, the effect of learning activities outside preschool children on the development of preschool children was studied. The guiding research question is: “what are the effects of pre-school education outside of school.7
Outdoor learning is one of the many types of learning that can be given to children. There are many benefits that can be used in child development. One of the important developments that are felt in everyday life is numeracy literacy. Numeracy literacy is often neglected because the focus of children, teachers and parents is more on understanding mathematical concepts. Learning outside the classroom / outdoor learning is an activity outside of school that contains activities outside the classroom or school and in other outdoors. Observations learned outside and in nature accelerate the
7Gunseli Yildinm.The effect of outdoor learning activities on the development of preschool children South African Journal of Education, Volume 37, Number 2, May 2017
acquisition and recall of science over the long term. The external environment should give children the opportunity to move freely and loudly, to develop their physical development to explore the natural environment. In addition, the outside environment must protect children from various kinds of harm and must provide activities that support children's development. Other research states that outdoor learning activities contribute to the cognitive, linguistic, motor and socio-emotional development of preschool children. Based on this it can be recommended that outdoor learning activities provided in the learning program should be increased in the preschool years, teachers should be given an understanding of outdoor learning through teacher training programs and outdoor learning as well as Outdoor Learning Against 190 must included in the teacher education training curriculum.
According to the Directorate of Education Personnel, the learning process Outdoor learning is a learning process designed so that students learn directly the learning material on the actual object so that learning will be more real. From the explanation above, outdoor activities or outdoor learning is a learning activity that occurs and is carried out outside the classroom which can add to the aspect of joy and pleasure for students as befits a child playing in the wild. Outdoor learning can also foster a sense of love for the environment because by observing it for themselves, students will know the beauty of nature and ways to protect or preserve the environment as well as to realize students' spiritual values regarding God's Almighty creation.
Activities in implementing outdoor learning include three things, namely planning, implementation and supporting and inhibiting factors for learning activities outside the classroom itself. In the context of Majid learning, planning can be interpreted as the process of preparing subject matter, using teaching media, using teaching approaches and methods and assessing in an allocation of time to be implemented at a certain time
to achieve predetermined goals. Meanwhile, learning planning is a decision-making process resulting from thinking rationally about certain learning goals and objectives, namely changes in behavior and a series of activities that must be carried out in an effort to achieve these goals by utilizing all existing potential and learning resources8
The Outdoor Learning Style is a strategy that can be an alternative for teachers in the classroom because it is considered to improve the quality of the teaching and learning process9. The author hopes that this strategy can challenge students to make something creative and productive. Outdoor learning model can increase information, open diverse insights, think can learn various concepts and how to relate them to the real world that learning outcomes increase creativity and innovation abilities.
a. What is Learning?
Learning is a relatively permanent change in behavior or potential behavior as a result of reinforced experiences or practices. Learning is the result of the interaction between stimulus and response. A person is considered to have learned something if he or she can show a change in behavior. According to this theory, what is important in learning is that the input and output forms of the stimulus are in the form of responses.
The Stimulus is what the teacher gives to students, while the reaction or response is in the form of student responses to the stimulus provided by the teacher. The process that occurs between stimulus and response is important to note because it cannot be observed and cannot be measured, what can be observed is the stimulus and response, therefore what is given by the teacher (stimulus) and what is received by students
8Nur Fadila, Implementation of Outdoor Learning at the Creative School of SD Muhammadiyah 16 Surabaya. H.4
9Sakdiah Wati. THE Learning Model Of Outdoor Learning To The Ability To Write Literature To College Students In palembang”. Proceedings of the 28th International Conference on Literature: “Literature as a Source of Wisdom”, July 11-13, 2019,
(response) must be observable. and measured. Learning is a process of changing behavior thanks to experience and practice. This means that the purpose of the activity is a change in behavior, whether it is related to knowledge, skills, or attitudes, even covering all aspects of the organism or person. Learning is a systematic process, each component of which greatly determines the success of students.10
Outdoor Learning is a learning method that places students in a context that motivates them to learn. According to the Malaysian Ministry of Education, this learning method is defined as organized and structured programs or activities that are carried out outside the classroom.11 These activities are student-centered and are intended to strengthen the implementation of a specific subject curriculum in a progressive learning environment. Learning outside the classroom consists of three domains; knowledge, attitudes, and skills. These three domains intend to achieve the following objectives: first, to strengthen students' understanding of the concepts taught in the classroom; second, provide learning experiences in real-life situations; third, make learning more meaningful and fun; fourth, enabling students to think and master knowledge through contextualized experiences; fifth, to increase students' interest and attitudes to learning; sixth, to expand teamwork and social skills; seventh, develop skills.
The basic concept of evolutive active learning can be divided into three stages, namely the Cianjur version, the Process Skills version, and the Educational
10Hamzah (2006) Created By : Education Teacher.Com | 2014 Accessed on 6 Desember 2020
11Wan Idros Wan Sulaiman , “Maizatul Haizan Mahbob and Arina Anis Azlan. “Learning Outside The Classroom: Effects on Student Concentration and Interest”. Wan Idros Wan Sulaiman et al. / Procedia Social and Behavioral Sciences 18 (2011) 12–17
Consortium version.12 The Cianjur project, as an initial implementation of the principles of active learning, is intended to apply cooperative learning principles to the classroom learning process so that students are active both physically and mentally. Basically active learning: views learning as giving meaning "constructivistically" by learners on their learning experiences and guided by the principle of "tut wuri handayani". The first principle is basically related to the essence of learning, namely following the principles of constructivism learning. While the second principle relates to the role of the teacher in the classroom, namely following the principle of "tut wuri handayani", where the teacher acts as a facilitator in learning, by encouraging, guiding, giving models without intending to dominate classroom activities. In this case, the role of the teacher changes from being a knowledge provider to being a facilitator for the process of constructing children's knowledge.
Learning is an activation process that can bring about individual change. In reality, learning is an individual's change in habits, knowledge, and attitudes. Hamka said that: "Learning is a form of growth or change in a person which is expressed in new ways of behaving thanks to experience and practice". Learning is work that must be done alone, undertaken alone, and cannot assign others to do it. Learning is a type of work that must involve oneself directly into that job. This means that if someone wants to learn or wants to learn something, then he himself must learn it. He cannot command or hire other people for his benefit but must be directly involved in this learning process.
Based on some of the definitions of learning above, it can be concluded that learning is a process that occurs in all people to obtain a change in behavior, knowledge, and skills that includes cognitive, affective, and psychomotor domains that are ongoing.
12Pardjono. "Teachers' Conception of Learning and Teaching in the Perspective of Active Learning". Journal of psychology 2000, no. 2, 73 - 83
b. Why do we have to learn?
The reason why we have to study next is that we can expand the interests we have. The condition is we must first find what we are interested in. So make sure you have found the first reason why we should study. Only then can you expand the things you are interested in. By learning, we can realize something that may have been our ambition in the past but we don't have time to make it happen. Suppose you have a sewing machine that you have never been able to use for years. Then it's time you took a sewing course and made your dreams come true.13
Learning is an obligation for every individual. Where learning activities for each individual are not always able to take place naturally, sometimes smoothly, sometimes not smoothly. Sometimes it can be quick to grasp what is being learned but on the contrary, sometimes it is very difficult. In spirit sometimes the spirit is high, but sometimes it is also difficult to concentrate. This kind of situation that we often encounter in every student in everyday life in relation to learning activities. Each individual learning activity is not the same. This individual differences / individual differences cause differences in learning behavior among students. In general, there are two factors that affect learning, namely internal factors which include all conditions that arise in students, and external factors which include all conditions that originate from outside the students. Of these two factors, which is related to the psychology of learning are internal factors or factors in students14
13https://www.zenius.net/blog/13642/ for-what-learn.Accessed on 26 Okt 2016
14Nidawati. "Learning from a Psychological and Religious Perspective". Pioneer Journal, Volume 1, Number 1, July-December 2013.Hl. 18
Education plays an important role in preparing quality human resources.15 Therefore, education should be managed, both in quality and quantity. This can be achieved if students can complete their education on time with good learning outcomes.
A person's learning outcomes are determined by various factors that influence it. One of the factors that exist outside the individual is the availability of teaching materials that make it easy for individuals to learn it, resulting in better learning. Teaching and learning is an activity that has educational value. Educational value colors the interactions that occur between teachers and students. Interactions that have educational value because the teaching and learning activities carried out are directed to achieve certain goals that have been formulated before teaching is carried out. Teachers consciously plan their learning activities systematically by making use of everything for the benefit of teaching.
c. What is outdoor learning?
Outdoor learning is learning that invites students to learn outside the classroom to see events directly in the field with the aim of familiarizing students with their environment.16 The environment outside the school can be used as a learning resource that is factual, because the learning material that students learn in the classroom can be found directly in the field. Outdoor learning is learning that is able to make students active by inviting students to identify plants directly so that learning becomes meaningful and mastery of concepts or cognitive learning outcomes can be empowered.
15Vina Rahmayanti, "The Influence of Student Interest in Learning and Perceptions of Teachers' Efforts to Motivate Student Learning on Learning Achievement of Indonesian Junior High School Students in Depok". SAP Journal Vol. 1 No. December 2, 2016. Pg. 207
16Anwari Adi Nugroho, 2016 Implementation of Outdoor Learning to Improve Students Cognitive Learning Outcomes on High Plant Systematics Course”. Jurnal Bioedukasi Volume 9, Nomor 1 Halaman 41-44
People will remember 50% of what they heard and saw, but people will remember 90%
of what they did like doing a task or doing an investigation17
Outdoor education is an out-of-school activity that includes activities outside the classroom/school and in other outdoors, such as: playing in the school environment, parks, farming/fishing villages, camping, and adventure activities, as well as developing relevant aspects of knowledge. In textbooks outside the classroom, in the context of physical/motoric development of children, including walking on a boardwalk, jumping from a height of 30 cm, climbing, hanging and swinging, and so on.18 Meanwhile, according to Suyadi, bags of seeds are to be thrown and caught while walking, playing hoops, boarding to climb on, large, and small balls to practice kicking, throwing and catching.
Education outside the classroom does not just move lessons outside the classroom but is carried out by inviting students to unite with nature and carry out several activities that lead to changes in student behavior towards the environment through stages of awareness, understanding, attention, responsibility, and action or behavior. Outside class activities can be in the form of games, stories, sports, experiments, competitions, knowing cases in the environment around, them and discussions of exploring solutions, environmental actions, and exploring the environment.
In accordance with the concept of education for early childhood, namely learning while playing. field trips can be designed in such a way as to contain
17 Pusvyta Sari. "Analysis Of Edgar Dale's Cone Of Experience And The Diversity Of Learning Styles To Choose The Right Media In Learning". Journal of Educational Management Vol. I No. 1, January 2019.Hl. 58
18Namina.Copyright 2020 Definition and Understanding According to Experts.
http://www.definisi-pengentuk.com/2015/04/pengentuk-out-door-konsep. Accessed on 21 Afril 2015
educational values. This means that when doing outdoor the field trip method can be used because the field trip method can develop aspects of child development, namely basic abilities consisting of physical, cognitive, language, art, and behavior consisting of moral-religion and social-emotional.19
For early childhood, outdoor activities can be said to be field trips, because field trips mean getting the opportunity to observe, obtain information or study everything directly. Field trips also mean bringing early childhood to certain objects as teaching enrichment, providing learning experiences that are not possible for children in the classroom, and also giving children opportunities to observe and experience themselves closely.
d. Benefits of Outdoor Learning
The benefit of outdoor learning is to build meaning (input), then process it through cognitive structures so that it lasts a long time in memory (reconstruction occurs). Direct observational activities can strengthen knowledge retention when compared to just listening, thereby improving cognitive learning outcomes. Outdoor learning is a fun learning for students. According to Kertamuda's statement that learning that is disliked and unpleasant makes students feel stressed and does not enjoy the learning that is followed and causes the learning outcomes obtained to also decrease.20
19Gst Ayu Dwi Gunayanti. "Application of Outdoor Play Methods to Improve Children's Cognitive Ability". e-Journal PG PAUD Ganesha University of Education Department of Early Childhood Education Teacher Education Volume 3 No.1 - 2015
20Anwari Adi Nugroho, 2016 Implementation of Outdoor Learning to Improve Students Cognitive Learning Outcomes on High Plant Systematics Course”. Jurnal Bioedukasi Volume 9, Nomor 1 Halaman 41-44
The benefit of Outdoor Learning is to construct the meaning (input), then the process through the cognitive structure so that it impresses long deep memory or memory (reconstruction occurs). Activities direct observation can strengthen retention power knowledge when compared to just hearing, thereby enhancing cognitive learning outcomes. Outdoor learning is learning fun for students. learning is not liked and make students feel unpleasant stress and enjoy less learning that is followed and cause the learning outcomes obtained to decrease.21
21Anwari Adi Nugroho, 2016 Implementation of Outdoor Learning to Improve Students Cognitive Learning Outcomes on High Plant Systematics Course”. Jurnal Bioedukasi Volume 9, Nomor 1 Halaman 41-44
e. What is Learning Style?
Learning style is the way a person chooses to use his abilities.22 Learning styles relate to the way children learn, as well as the preferred way of learning. As the preferred way, students will often use and find it easy to learn in this style. Each student will experience a different easy learning style. Each student has a different learning style as stated by Hamzah that whatever method is chosen, different learning styles show the fastest and best way for each individual to be able to absorb information from outside himself.23 One of the characteristics of students that affect learning outcomes is learning styles. Learning style is an action that students feel attractive in carrying out learning activities, both when alone or in study groups with school friends. Learning style is a very important learning modality. Learning style is a combination of how a person absorbs and then organizes and processes information. Learning styles are not only aspects when dealing with information, seeing, listening, writing and speaking but also aspects of secondary, analytical, global or left brain and right brain information processing. Another aspect is when responding to something about the learning environment (absorbed abstractly and concretely).
Teaching requires creative teaching methods and creative use of teaching media so that the knowledge conveyed can be well received by students. The child's ability to capture teaching material depends on their learning style. Learning style is a combination of absorbing, organizing, and processing information. There are 3 learning
22Santrock, J. W. (2010). Psikologi. pendidikan: Edisi kedua. Jakarta: Kencana
23Hamzah, B. U. (2010). A new orientation in the psychology of students who have learning styles. Jakarta: Earth Literacy
styles described in Quantum Learning, namely audio, visual, and kinesthetic.24 Visual learning style is a learning style through the sense of sight. Teaching media that are suitable for a visual learning style are pictures, graphics, illustrations, slides and colorful writing. Auditory learning style is a learning style through the sense of hearing.
Teaching media suitable for auditory learning styles are in the form of videos, voice recordings, and storytelling patterns with sounds, rhythms, and tones. Kinesthetic learning style is a learning style through moving, touching, and doing something that provides certain information so that he can remember it. Teaching media that is suitable for kinesthetic learning styles are teaching aids.
Besides the general learning styles as stated by Fleming, language learning strategies are also widely applied in language learning. One of the prevalent language learning strategies is Oxford’s model. Oxford (1990) formulated six main categories of language learning strategies; they are memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, effective strategy, and social strategy.
The six language learning strategies are then generally grouped into direct and indirect strategies. The direct strategy consists of memory strategy, cognitive strategy, and compensation strategy. Those three strategies under the direct strategy, have similarities in the direct use of target language. The indirect strategy involves metacognitive strategy, effective strategy, and social strategy. This strategy is said to be indirect because its application is not directly related to the use of the target language. Learning styles and language learning strategies are the two main factors that help to determine
24Pure Setianingrum. The Use of Instructional Media Variations Against 3 Student Learning Styles in Japanese Language Learning. JAPANEDU: Journal of Japanese Language Education and Teaching Vol. 2, No. 1, June 2017, pp. 1-8
how and how well students master their second or foreign language.25 Learning strategies which consist of some aspects such as focusing on particular aspects of new information, analyzing and monitoring information, and organizing new information during the learning process will be completed or assuring oneself. This learning process is successful as a way to allay anxiety that leads to students’ learning achievement.26 Related to the learning styles, Oxford states that when students are left independently and not encouraged by teachers or enforced by lessons to use a specific set of strategies, they naturally will use learning strategies that reflect their basic learning styles (Oxford, 2003). Oxford also said that teachers can actively help students “develop” their learning styles by applying strategies that are beyond their primary style or preferences.
Teachers have an important role in the teaching-learning process because they play a vital role in the overall development of the students. The teachers have a responsibility to develop good principles, values, creativity, constructivism, confidence, skills as well as critical thinking in a child.27 Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing and evaluating students in early childhood education through formal education, basic education, and secondary education.28 Teachers not only teach but also educate their students. Besides, teachers have the other’s role in the teaching-learning process, such as motivator, evaluator, and facilitator. Moreover, teachers are also as guiding force in a
25Oxford, R. (2001). Language learning style and strategies: An overview. Birmingham:
University of Alabama.
26Hardan, A. A. (2013, 10 December). Language learning strategies: A general overview.
Paper presented at The 4th International Conference on New Horizons in Education, Rome.
doi:10.1016/j.sbspro.2013.12.194.
27Tri Saswandi “Teaching Style And Students’ Interest In Learning English”. Jurnal Penelitian Universitas Jambi Seri Humaniora. Volume 17, Nomor 1, Hal. 33-39 ISSN:0852-8349 Januari – Juni 2014
28Reid, Gavin. 2005. Learning Styles and Inclusion. London: Sage Publications Company
students’ life. They have responded in preparing students’ personalities and their mental orientation.
Every teacher has a different style in the teaching and learning process, although they have the same purpose, it is called a teachers’ teaching style. Teachers’ teaching style should be able to increase students' interest in the learning and leave the conventional style of teaching and do not want to learn independently. Moreover, teachers also take an active role in guiding the students. Different teaching style gives a different response to students, especially on students’ interest in the learning process and it has a big deal toward the effectiveness of the teaching-learning process. The interest in the learning process is an important foundation for students to conduct well.
If students do not have great interests and concerning about the object to be studied, it is difficult for students to persevere and get good results. Learning can also take place well if it is driven by a strong interest and strong interest can be generated by how the teaches.29 It means teachers’ teaching style and students’ interest influence the teaching- learning process because teaching style and students’ interest are the main factors that determine how high the level of involvement of the student.
Thus, in learning English the teacher has an important role, namely as a facilitator, evaluator, and motivator. Therefore, teaching is a very unique human activity, because it does not only share knowledge and experience but also they can learn how to understand the human character. Humans are created by various characters and behaviors. So that the task of a teacher is to understand the character. Learning is a teaching and learning interaction. In teaching, the teacher must really understand the
29Hendra, Surya. 2009. Being Human Learners. Jakarta: PT Elex Media Komputindo
mental condition of students and also the physical condition of students.30 Teaching English vocabulary is an important area of effort and inquiry. Vocabulary is one of the language elements that must be considered beforehand to be taught to novice students.
Having knowledge of vocabulary can help students or teachers to express ideas and opinions as part of communication. The vocabulary must be put in the first place of language teaching before grammar or a language's word order because it has always been a central aspect of foreign teaching besides grammar.31 Without mastery of vocabulary, students cannot communicate effectively.32 Realize that vocabulary is important for communication, without words to express a broad meaning, communication in a second language cannot occur in a meaningful way.
Learning style did not affect students’ achievement in English class, but learning style affects their skill in English speaking. In this case, the teacher needs to help students when they have difficulties understanding. The teacher should also create appropriate teaching method to fulfill students’ language learning styles during the English class. Learning style is not only how the students can reach or receive the knowledge but also how they can represent what just they got during the teaching- learning process.33 Learning style is sometimes defined as the characteristic cognitive,
30Rahmah Wahdaniati Suaib. 2007 ”The Use of Visual Auditory Kinesthetic (VAK) Learning Styles to Increase Sudents’ Vocabulary”. Didaktika Jurnal Kependidikan, Jurusan Tarbiyah STAIN Watampone, Vol. 11 No. 2, Desember 2017 h. 239-253
31Brown, H. Douglas. 1994. Teaching by Principles : An Interactive Approach to Language Pedagogy. San Francisco University: Prentice Hall Regents.
32McCarthy, Michael. 1990. Vocabulary. New York: Oxford University Press.
33Hilyatun, N.S (2017). Students’ preference of language learning style in English classroom.
(Undergraduate thesis). Ar-Raniry State Islamic University, Banda Aceh.
affective, social, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.34
f. Types of learning styles
The popular researcher who emphasizes sensory mode is Reid. He focuses on 'perceptual' and 'sociological' learning style preferences. Furthermore, he developed the model and presented it in a questionnaire called the Perceptual Learning Style Preference Questionnaire (PLSPQ).35 He divides his learning style instruments into six categories to cover visual, auditory, kinesthetic, tactile, as well as group and individual learning.36The learning style, namely;
1. Visual Department Learning Style Preferences. They learn best from looking at words in books, on chalkboards, and in workbooks. They remember and understand information and instructions better when they read them. They do not need as much verbal explanation as auditory learners, and they can often learn on their own.
2. Auditory Department Learning Style Preferences. They learn from hearing spoken words and from spoken explanations. They may remember information by reading aloud or by moving their lips while reading, especially when they are learning new material. They benefit from listening to audiotapes, lectures, and class discussions.
They benefit from making tapes to listen to, by teaching other students, and by chatting with their teachers.
34Gilakjani, P.A., (2012). Visual, auditory, kinesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113.
35Reid, J. M. (1987). The learning style preference of ESL students. TESOL Quarterly, 21(1), 87-111.
36Irma Dewi Isda , Purwati, Baihaqi and Nuramalina. “A Study Of Efl Students’ Learning Styles In English Classroom Interaction”. Proceedings of the 2nd English Education International Conference (EEIC) in conjunction with the 9th Annual International Conference (AIC), Universitas Syiah Kuala, September 18-19, 2016, Banda Aceh, Indonesia
3. Learning Style Preference for Kinesthetic Major. They learn best by experience, by engaging physical experiences in the classroom. They remember information well when they participate actively in activities, field trips, and role-play in class.
4. Tactile Primary Learning Style Preferences. They learn best when they have the opportunity to do "hands-on" experience with new material. That is, doing laboratory experiments, handling, and building models, and touching and working with new materials provided them with the most successful learning situations.
5. Group Learning Style Preferences. They learn more easily when they study with at least one other student, and they are more successful at getting things done when they work with others. They value group interactions and classwork with other students, and they remember information better when they work with two or three classmates.
6. Individual Main Learning Style Preferences. They learn best when they work alone.
They think well when they study on their own, and they remember the information they learn on their own. They understand the material best when they study it on their own, and they make better progress in learning when they work alone.37
One of the important things in using learning styles in teaching is to make it easy for teachers to include them in teaching instructions. The teacher must accelerate the technique with student learning styles to facilitate the teacher's explanation of the subject to understand. Therefore, teaching techniques are important in the teaching and learning process because it is the key for teachers to present what students need to know
37Irma Dewi Isda , Purwati, Baihaqi and Nuramalina. 2016. “A Study Of Efl Students’ Learning Styles In English Classroom Interaction”. Proceedings of the 2nd English Education International Conference (EEIC) in conjunction with the 9th Annual International Conference (AIC), Universitas Syiah Kuala, September.P.67.
regarding lessons. An attractive atmosphere can attract students' attention and increase student motivation in the learning process.
g. What Is “Outdoor Learning Style”?
Outdoor Style Learning is teaching outside the classroom, teaching and learning between teachers and students, but not in the classroom, but done outside the classroom or outdoors. This method of teaching outside the classroom can be understood as a process with the concepts conveyed in learning, this method is also called an outing class, which is an activity that directly involves nature to serve as a learning resource.38 Learning activities outside the classroom that can add to the aspects of joy and pleasure for students, such as students playing in the wild, this method can also foster a love for the environment. In short, Learning Outdoor Style is learning in the open as a medium and learning background, as a medium for the transformation of the concepts conveyed, but it is still done formally because it is done during class hours.
An all-encompassing definition of outdoor education is almost impossible due to differences in meaning, understanding, and practice in different fields of research, countries, and cultures. Common terms include outdoor learning, udeskole, friluftsliv, educational outdoor adventure, and jungle school. In general, outdoor education can be defined as teaching, learning, or experiencing outside or outside of school. The content of Learning and teaching is therefore different and depends on the general objectives of the program, namely the target group and the outdoor environment, for example, of acquiring knowledge in natural sciences; increased PA (physical activity), leadership skills, personal and social development; survival skills; and enhanced skills in relation
38Neneng Ema Sukmaliah. 2018. “Metode Outdoor Study Untuk Meningkatkan Keterampilan Dasar Kecerdasan” Jurnal ADHUM Vol. VIII No. 1. P.31
to nature-oriented sports.39 In contrast to more general outdoor education programs, we concentrate on programs that are embedded in the curriculum and carried out regularly in school schedules. These programs focus on student-centered classroom and interdisciplinary subjects, hands-on learning, the possibility to explore and experience oneself and the environment, and the use of natural and cultural places as "classrooms".
Outstanding school-based and school-based curriculum educational programs are still a rare phenomenon except for the grassroots movement of udeskole/uteskole in Scandinavia which has increased over the last decade. It shows that, for example, 17.9%
of all public schools and 19.4% of all private schools in Denmark participate in regular outdoor teaching. However, research results on such programs are often based solely on case studies using an arsenal of different methodological approaches. However, recent school education reforms can be observed in several countries. The Danish Reform
"Improve Public Schools" explicitly aims to improve PA during school days; longer school days with a special focus on learning, motivation, and well-being; and work more closely with local sports clubs and cultural centers. Recommendations for teaching some curriculum content areas outside the classroom can be found in the new regional curriculum in Bavaria, Germany. Furthermore, a shift towards multi-disciplinary, phenomenon-based, and project-based teaching is projected in the “2016 National Core Curriculum” in Finland. Well-structured and outdoor educational programs that are integrated with the curriculum can offer great opportunities in helping to achieve the goals mentioned above.
39Christoph Becker. 2017. “Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions”. International Jurnal of Environmetal Research and Public Health. Published: 5 May 2017
Outdoor learning provides active opportunities for students to be involved in all activities if done, is directly involved in activities, students will get direct responses about the impact of the activities or activities carried out.40 From an educational perspective based on exercises and observations of practical results must be included in the curriculum, applied environmental education should be offered, outside the classroom must be included in the agenda by making the conditions suitable, school gardens must be designed in such a way as to allow children to interact with nature.
Both natural and environmentally made. However, the amount of the natural environment must be more than the artificial environment. Once the outdoor space is designed, which will meet the needs and expectations of the children, it will contribute to learning, and children who spend most of their time in closed areas such as homes, in front of televisions and computers will be encouraged to use the outdoor space.41 As a result, we will be healthy individuals who have experiences with nature who are familiar with the natural environment, and who have more practice. Students studying outside the classroom have a richer experience during learning. Out of context has a large impact on long-term memory and they clearly remember and discuss both activity and content in an integrated manner. The long-term memory of both processes and content differed significantly between indoor and outdoor classes. Learning outside the classroom, which is done in a number of ways, will enrich the curriculum and make learning fun, meaningful and relevant for children. Learning outside the classroom can provide sustainable development of education through initiatives such as working to
40Christoph Becker. 2017. “Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions”. International Jurnal of Environmetal Research and Public Health. Published: 5 May 2017
41Kinanthi Mustika Sari. Analysis of Potential Objects for Outdoor Learning in Natural Science for Students Junior High School IOP Conf. Series: Journal of Physics: Conf. Series 1097 (2018)
increase biodiversity in school grounds, visiting local forest dwellers, exploring and engaging with local communities, and developing school travel plans.
h. Why should learn through Outdoor Learning?
Teaching methods outside the classroom are teaching and learning activities between teachers and students, but not in the classroom, but done outside the classroom or outdoors, as student learning activities. For example, playing in schools, parks, agricultural villages, fishing, camping and adventure activities, as well as the development of relevant aspects of knowledge.42 Outdoor learning is one way to increase children's learning capacity. Children can learn more deeply through the objects they face than if they learn in a class that has many limitations. Furthermore, learning outside the classroom will be able to help children apply their knowledge. In addition, learning outside the classroom is more challenging for students and bridges the theory in the book and the realities in the field. The quality of learning in real situations will provide an increased capacity for learning achievement through the objects studied and can build better social and personal skills. From the above opinion, it can be concluded that by learning outside the classroom, students or students will adapt to the environment, the natural surroundings, and the life of the community. learning methods outside the classroom that involve students will show persistence, enthusiasm, enthusiasm, and full participation between fellow students and teachers.
i. How to students learn nouns in Learning Outdoor Style methode?
42Budi Taqwan, and Saleh Haji "The Effect of Outdoor Learning on Problem Solving Ability of Class VII Students of SMP Negeri 05 Seluma". Raflesia Mathematics Education Journal Vol. 04 No.
01, June 2019
Outdoor learning is an activity outside the classroom that makes learning outside the classroom interesting and fun, it can be done anywhere by emphasizing the learning process based on real facts, where the learning material is directly experienced through direct learning activities with the hope that students can build more meaning or impressions in his memory.43 In this subject, students will be assigned to look for objects, and translate them into English, and in the next meeting, students will rush to find each of two different objects, and translate them into English, and mention them in front of the teacher. If there is the same object, the second student will receive a penalty.
Subsequent studies will have different variations, and so on.
The outdoor learning method in the educational curriculum emphasizes that the outdoor environment is part of the child's learning environment as well as the indoor learning environment.44 In addition, outdoor learning is "by offering it for a short time and with little or no planning, children, staff and parents, well, it is actually less important than indoor, meaning that time is quite short and there is little or no planning at all. learning activities outside the classroom are no better than learning in the classroom. So, in this case, outdoor learning is a method of learning outside the classroom which is the same thing as in-class activities but requires proper planning and the right time. Outdoor learning is a way of increasing children's learning capacity, children can learn more deeply through the objects they face than if learning in a class that has many limitations, further learning outside the classroom can help children apply their knowledge.45
43Husamah. 2013. “Outdoor Learning”. Jakarta: Achievements of the Librar
44Husamah, 2012, Pembelajaran Luar Kelas Outdoor Learning, Jakarta: Prestasi Pustaka, hal 20 2
45Nelda, 2019 "The Effect of the Application of Outdoor Learning Methods on Students' Understanding of Economics Subjects in Muhammadiyah 1 High School Pekanbaru". Pg. 19
The role of learning resources is often overlooked, even though learning resources can be found everywhere, including in the environment around children.
learning resources are materials including game tools to provide information and various skills to students and teachers. A form of learning that uses the environment as a learning resource is by playing. The teacher usually chooses the form of play according to the situation and environmental conditions. The environment can be the school environment and outside the school, the most important thing is that the learning activities outside the classroom are carried out by students, the teacher must be very clever in choosing the right model or type of learning according to the environmental situation, paying attention to the safety factor because in nature there is a high level of concern for safety students. The learning model that is most appropriate in an outside school environment in the form of play or games. Children who play with their personality will develop and their character will be formed, meaning that playing is a good vehicle for developing their character and personality.
Outdoor Education as one of the learning activities contained in CTL refers to learning activity objectives to encourage learning through interactions between experience and reflection, based on practical observations in authentic situations.
Learning like this. Activities also facilitate students to connect the material they learn with contexts they find in everyday life.46 There are several benefits that can be obtained by students through outdoor education activities, namely; Outdoor Education provides depth to the curriculum and makes important contributions to physical, personal, and social education students. Ofsted also stated that the direct experience of
46Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., &Benefield, P.
(2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School science review, 87(320), 107.
learning outside the classroom can help students make objects more lively and attractive to students and increase understanding.47
Based on some of the opinions above, it can be explained that the outdoor learning method is a step or how the teacher teaches by providing teaching outside the classroom, as outside the classroom children will carry out learning activities and get material and of course, this is wider than learning in class.
Figure 2.1: Teaching Nouns.
In general, the goals to be achieved through outdoor play activities are directing participants to develop their talents and creativity as widely as possible in the open, introducing various activities outside the classroom that can make learning more creative, and utilizing sources from the environment and communication around for education.48
j. Using Learning Outdoor Style
47Sri Setyarini, ”Outdoor Education: A Contextual English Learning Activity To Improve Writing Ability Of Young Adolescents (A Classroom Action Research)”. Proceeding of 2nd International Conference of Arts Language And Culture.Hl.385
48Gst Ayu Dwi Gunayanti, Ni Ketut Suarni, Luh Ayu Tirtayani. "Application of Outdoor Play Methods to Improve Children's Cognitive Ability". e-Journal of PG PAUD, Ganesha University of Education, Department of Early Childhood Education Teacher Education (Vol. 3 No.1 – Year 2015)
Looking for nouns
Mention aloud Students
Researcher
The use of the Learning Outdoor Style method will provide challenges so that students are increasingly motivated to carry out the learning process to achieve the competencies that students must achieve.49 Regarding this competency, of course, it must be in accordance with the characteristics of the content to be mastered and relevant to the realities of everyday life Learning outside the classroom (outdoor style) is an effort to direct students to carry out activities that can lead them to observe their surroundings, according to the material being taught. Thus, education outside the classroom refers more to experience and environmental education which greatly affect student intelligence. This is in line with Smith's thought in Sumarmi, which states that
"field studies have the power to apply general ideas that exist in class to the real world".50
Learning based on outdoor experiences still provides a unique learning style in Indonesia. Some schools have not implemented this learning style because it is somewhat different compared to other teaching and learning processes. Learning based on outdoor experiences provides interesting and challenging for students especially in learning to speak as stated by Dewey that students must be involved in real-life assignments and challenges.51 Learning by experience makes students actively involved in the learning process and understands the material in depth. One way to achieve the goals that are reflected in learning to speak is through outdoor learning experiences.
49Alien Kurniangsih, Darsiharjo, and Enok Maryani, "The Use of Outdoor Learning Methods Study Through Understanding the Concept of Environmental Conservation of Students at Mtsn Singaparna” Journal of Geography Education, Volume 15, Number 1, April 2015, P. 9-16.
50Cintami, and Mukminan, "The effectiveness of outdoor studies to improve learning outcomes of Geography based on the locus of control in high schools in Palembang City". Vol. 15 No. 2 of 2018 | 164 - 174
51Nurlaila Sopamena .”Teaching English Through Outdoor Experiential Learning In Islamic State University In Ambon”. a l - i l t i z a m , Vol.1, No.1, Juni 2016
Outdoor experiential learning is the process of actively engaging students in experiences that will have real consequences outside the classroom. Outdoor education follows a philosophy of experiential learning by doing. This occurs primarily, but not exclusively, through engagement with the natural environment. Outside of education, the emphasis on learning subjects is placed on the relationships that concern humans and natural resources. Therefore, outdoor experiential learning can be carried out by being actively involved in students' English.
k. why use the Outdoor Learning Style?
Outdoor Learning Style is a learning strategy outside the classroom where students can feel comfortable directly and are not depressed in learning situations because this learning is accompanied by games so that it will directly motivate students to learn nouns in English.
The application of Outdoor Style learning will make it easier for teachers to foster student motivation.52 Motivation is an important element in the learning process which is seen as a mental impetus to drive and direct human behavior, including learning behavior. Motivation contains wants, hopes, needs, goals, objectives, and incentives. This kind of psychological condition activates, moves, channels, and directs individual learning attitudes and behaviors.
Playing outdoor is one of the things that characterize childhood, giving children the chance to explore, discover, practice, change, make, ask questions, and learn about the world around them. The children’s basic needs such as freedom, adventure, taking risks, experimentation, and just being children are supported by the outside environment. There are two common misconceptions about outdoor play. Outdoor play
52Risma Dwi Arisona, and Ahmad Farid Utsman, "The Effect of Outdoor Study on Learning Outcomes of Mi Student Ips". Journal of Educational Communication, vol. 1 (1) 2017, p.
69-77
is the time for children only when they want to exert their excess energy, and a playground is just a good environment for children to increase rough motor skills.
Children learn best when all their senses are involved. They are drawn in direct exploration of the world around them. Interacting with the natural world instills them an appreciation for the natural things in the environment and teaches them to respect nature.53 Thus, it can be interpreted that playing outside performs outdoor play activities which are crowded and has direct contact with natural objects, free to move, indeed provides benefits for the children’s development and growth.
Learning outside the classroom is a very fun thing, both for students and even for the teacher himself. This is because besides being able to provide more meaningful learning, more than that learning outside the classroom will also increase the mind and enthusiasm for learning. Monotonous learning will certainly easily make you bored so that it can reduce students' interest and enthusiasm in learning. In addition, the authors assess learning outside the classroom as an effective therapeutic tool to stimulate the enthusiasm and diligence of students in learning. Some students who experience decreased awareness in terms of learning proved to have become enthusiastic again after learning activities outside the classroom. Not a few students are aware that their learning activities are very fun and must be really serious. This is especially true when they know that the struggle of their parents who work as farmers is not easy. They have to deal directly with the hot sun, the sweat pouring down, and the energy they have to exhaust the maximum while working. Students who are lazy to study will certainly be embarrassed when they find out how hard their parents struggle for them. Students should be aware and have a desire to make their parents happy. Starting from they are
53Chandrawaty. “Children's Outdoor Activities and Parenting Style in Children's Social Skill”.
Jurnal Pendidikan Usia Dini http://journal.unj.ac.id/unj/index.php/jpud Volume 13 Edisi 2 November 2019.Hl.218
obedient to their parents, study hard, to have high aspirations so that they can make their parents proud and happy. Learning The Objectives of Larning outside the classroom are;
1. Students are able to develop their creativity and initiative personally, Students are able to realize all their potential so that their spirit and body are optimal, Students can feel directly about the material being taught. Students can develop the skills they have
2. Increase students' interest in various useful activities outside the classroom
3. Improve good relations between students and teachers through various valuable experiences in the wild
4. Provide students with hands-on learning experiences in the real world 5. Utilizing everything in nature as a medium for learning
6. Instilling in students an understanding that the outside world is a learning tool that is very fun
The Benefits of Outdoor Learning Style.
1. Both the teacher and the students have a fresher mind.
2. The learning system will run more fun than just monotony in the classroom.
3. The learning system becomes more real because the various learning objects can be seen and even felt directly.
4. The learning system becomes more creative and innovative.
5. Students can recognize and understand the real world more broadly.
The Weaknesses of Outdoor Learning Style.
1. The concentration of learners is easily divided because of the many objects outside that really attract their attention
2. It is more difficult to manage students. This is of course because various things that outside make it easier for students to copy everything that exists in nature. As a result, their focus on teachers is greatly reduced because of it.
3. Time becomes consumed longer. This is because learning outside the classroom is not structured like learning in class. More than that, students often forget the time they are so busy doing activities outside the classroom.
4. Students' interest easily becomes all because of the presence of various objects that attract their attention in the surrounding environment.
5. The teacher must guide students more extra, especially when students are more interested in other objects than the material that is being given.
6. Learning will be very easily divided when there are students or other groups in the learning environment.
Teaching methods carried out outside the classroom can also be interpreted as a learning approach that uses an atmosphere outside the classroom as a medium for transforming the concepts conveyed in a lesson. The outdoor learning approach uses an open nature setting as a means. The learning process using nature as a medium is seen as very effective in knowledge management where everyone will be able to feel, see directly and even do it themselves, so that the transfer of knowledge based on experiences in nature can be felt, translated, developed based on their abilities. This approach sharpens the physical and social activities of the child where the child will do more activities that indirectly involve cooperation between friends and the ability to be creative.
l. What is a noun?
Nouns have a very important role in sentences because nouns act as both the subject and the object in sentences as conveyed by Stobbe. Noun can be defined