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"Based on the message from Indonesian Government regulation No. 19 year 2005, English is a compulsary subject in both secondary and tertiary education and its assessment is carried out nationally based on the graduates' standard competence...."

"ABSTRACTThis article begins with a small reflection on the importance of oral skills in Spanish for foreigners. Next, it assesses briefly the disagreement between the written and grammatical competences with respect to the oral ones, stating that students present, both in Spanish and in other languages, deficiencies in the oral comprehension that the system should correct. Finally, the author presents an active, individualized and self-correcting methodology that she has successfully implemented in several courses and levels at the University of Osaka during the first term of the 2018-2019 academic year. This methodology will be used in the future in order to check its long-term results and the possible changes in its development."

"Tujuan penelitian ini untuk mencari tahu keefektifan penggunaan Randall ESL Cyber Listening Lab terhadap pemahaman menyimak siswa dikelas sebelas di SMA PRISMA kota Serang. Peneliti menggunakan penelitian quantitative dengan menggunakan design true experimental. Populasi dalam penelitian ini adalah seluruh siswa yang ada dikelas sebelas di SMA PRISMA Kota Serang. Sampel dalam penelitian ini terdiri dari 2 kelas, yaitu kelas XI IPS 1 sebagai kelas experimental dan XI IPS II sebagai kelas kontrol. Masing-masing kelas terdiri dari 20 siswa adalah kelas X Mipa 4 sebagai kelas experimental dan X Mipa 3 sebagai kelas kontrol. Instrument dalam penelitian ini menggunakan tes menyimak. itu bisa disimpulkan bahwa null hypothesis diterima. Bisa disimpulkan bahwa Randall ESL Cyber Listening Lab effective sebagai media terhadap siswa dalam pemahaman menyimak dikelas sebelas di SMA PRISMA Kota Serang."

"It is common for us today to associate the practice of science primarily with the act of seeing—with staring at computer screens, analyzing graphs, and presenting images. We may notice that physicians use stethoscopes to listen for disease, that biologists tune into sound recordings to understand birds, or that engineers have created Geiger tellers warning us for radiation through sound. But in the sciences overall, we think, seeing is believing. This open access book explains why, indeed, listening for knowledge plays an ambiguous, if fascinating, role in the sciences. For what purposes have scientists, engineers and physicians listened to the objects of their interest? How did they listen exactly? And why has listening often been contested as a legitimate form of access to scientific knowledge? This concise monograph combines historical and ethnographic evidence about the practices of listening on shop floors, in laboratories, field stations, hospitals, and conference halls, between the 1920s and today. It shows how scientists have used sonic skills—skills required for making, recording, storing, retrieving, and listening to sound—in ensembles: sets of instruments and techniques for particular situations of knowledge making. Yet rather than pleading for the emancipation of hearing at the expense of seeing, this essay investigates when, how, and under which conditions the ear has contributed to science dynamics, either in tandem with or without the eye."

"[ABSTRAKTesis ini membahas perbandingan efek penggunaan video dan audio dalam pengajaran kemahiran ceramah untuk mahasiswa Program Studi Inggris.Penelitian ini adalah penelitian kombinasi kuantitatif dan kualitatif dengan desain penelitian eksperimental.Hasil penelitian menunjukkan bahwa tidak ada perbedaan siginifikan antara hasil tes kemahiran menyimak kelas yang diajar dengan video dan hasil tes kemahiran menyimak kelas yang diajar dengan audio. Penggunaan video juga terbukti tidak memiliki efek yang signifikan terhadap hasil tes murid yang memiliki gaya pembelajaran visual. Walau demikian, hasil kuesioner dan wawancara membuktikan motivasi dan kepercayaan murid yang tinggi terhadap penggunaan video sehingga peneliti merekomendasikan penggunaan video dan audio sebagai media ajar.

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ABSTRACTThis study examines the effects of the use of video and audio texts in listening to lecture classes for English Study Program Students. The method used was mixed method with experimental design. The study shows there was no significant difference between the listening test results of students using videos and those using audio texts. Furthermore, in terms of test results, students with visual learning styles using videos did not differ significantly from visual students using audio texts. Nevertheless, questionnaire and interview data suggest that students preferred videos to audio texts, so teachers should use both video and audio texts;This study examines the effects of the use of video and audio texts in listening to lecture classes for English Study Program Students. The method used was mixed method with experimental design. The study shows there was no significant difference between the listening test results of students using videos and those using audio texts. Furthermore, in terms of test results, students with visual learning styles using videos did not differ significantly from visual students using audio texts. Nevertheless, questionnaire and interview data suggest that students preferred videos to audio texts, so teachers should use both video and audio texts, This study examines the effects of the use of video and audio texts in listening to lecture classes for English Study Program Students. The method used was mixed method with experimental design. The study shows there was no significant difference between the listening test results of students using videos and those using audio texts. Furthermore, in terms of test results, students with visual learning styles using videos did not differ significantly from visual students using audio texts. Nevertheless, questionnaire and interview data suggest that students preferred videos to audio texts, so teachers should use both video and audio texts]"

"ABSTRAKCloseness hubungan guru dan anak di PAUD merupakan hal yang memberikan dampak positif dalam meningkatkan keterlibatan anak dengan sekolah, peningkatan prestasi akademis, perilaku prososial serta mengurangi perilaku bermasalah anak. Penelitian ini bertujuan untuk meningkatkan closeness dalam hubungan guru dan anak di PAUD melalui pelatihan active empathic listening skill. Partisipan penelitian adalah empat orang guru PAUD. Hubungan guru diukur berdasarkan persepsi guru terhadap hubungannya dengan anak. Masing-masing guru akan dilihat persepsi hubungannya dengan lima anak didik. Penelitian ini menggunakan metode quasi eksperimental dengan desain penelitian one group pretest-posttest design. Hasil pengolahan data statistik menunjukkan adanya perubahan sangat signifikan pada kenaikan tingkat closeness hubungan guru dan anak antara pre test dan post test 1 z = -3.560, p = 0.000 < 0,01 , serta post test 1 dengan post test 2 z = -3.220, p = 0.001 < 0,05 . Sedangkan skor active empathic listening skill menunjukkan adanya peningkatan signifikan antara pre test dan post test 1 z = -1.826, p = 0.34 < 0,05 dan tidak ada peningkatan signifikan antara post test 1 dengan post test 2 z = -1.342, p = 0.090 > 0,05 .

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ABSTRACTCloseness in teachers child relationship in early childhood education has a positive impact in increasing the involvement of children with school, improve academic achievement, prosocial behavior and reduce child problem behavior. This study aims to improve closeness in teacher child relationship in early childhood education through active empathic listening skills training. Participants are four early childhood education teachers. Teacher child relationships are measured based on teachers 39 perceptions of their relationship with children. Teachers fill the questionnaire by her perception of her relationship with 5 children. This research uses quasi experimental method with one group pretest posttest design. The results of statistical data processing showed a very significant change in the increase of closeness level of teacher child relationship between pretest and post test 1 z 3.560, p 0.000 0,01 , and post test 1 with post test 2 z 3.220, p 0.001 0,05 . Active empathic listening skill showed significant improvement between pre test and post test 1 z 1.826, p 0.34 0,05 and no significant improvement between post test 1 and post test 2 z 1.342, p 0.090 0,05 ."

"Pendahuluan: Halusinasi auditorik verbal (HAV) merupakan merupakan kondisi dimana pasien mendengar suara-suara tanpa adanya stimulus atau sumber suara yang ditemukan pada 70% pasien skizofrenia. Hipotesis menyatakan kondisi tesebut dapat disebabkan gangguan proses pendengaran khususnya pada pusat bahasa dan bicara di hemisfer kiri. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara HAV dengan ganggguan pada proses pendengaran melalui tes dichotic listening. Metode: Penelitian ini menggunakan instrumen iDichotic, untuk menilai lateralisasi otak kelompok skizofrenia HAV, dan kelompok skizofrenia nonHAV. Kriteria inklusi mencakup pasien skizofrenia berusia 19-59 tahun dengan atau tanpa HAV yang mejalani terapi di RSCM. Penelitian ini juga menilai kelompok sehat sebagai kontrol. Tes dilakukan dalam tiga kondisi; kondisi spontan (non-forced attention condition), serta dua kondisi fokus dimana partisipan diminta untuk konsentrasi pada stimulus yang diperdengarkan di telinga kanan kemudian dilanjutkan pada telinga kiri. Hasil: Tidak ditemukan perbedaan proporsi lateralisasi otak yang signifikan antara kelompok sizkofrenia HAV dibandingkan dengan kelompok skizofrenia nonHAV. Hasil serupa juga ditemukan pada analisis antara kelompok sehat dengan kelompok skizofrenia HAV. Studi ini juga menunjukan tidak ada perbedaan proporsi yang signifikan fokus pendengaran dan perbedaan rerata skor antara pasien skizofrenia HAV dengan pasien skizofrenia nonHAV. Kesimpulan: Hasil penelitian menunjukan tidak ada hubungan antrara HAV dengan gangguan proses pendengaran yang diukur menggunakan tes dichotic listening. Diperlukan studi lebih lanjut menggunakan alat berbahasa Indonesia.

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Introduction: Auditory verbal hallucination (AVH) is one of the serious symptoms found in 70% of patients with schizophrenia disorder. It is characterized by the experience of hearing voices in the absence of stimuli. The prominent hypothesis suggests that AVH may results from atypical hearing process particularly in the speech and language regions of the left hemisphere. The purpose of this study is to examine the association between AVH and the atypical hearing process by conducting a dichotic listening test. Method: In this study, iDichotic a mobile device application that based on the consonant vowel version of Dichotic Listening Test was used to assess the integration of brain lateralization in hallucinating, non-hallucinating schizophrenic patients. Inclusion criteria were schizophrenic patients aged 19-59 with or without AVH at Psychiatry Clinic RSUPN. This research also recruit healthy participants as a control group. The test was performed under three conditions: non-forced attention condition and two-forced condition which the participants were asked to attend stimulus on the right ear and then the left ear and analyzed with chi-square test. Results: There was no significant difference between schizophrenia and normal subject brain lateralization (p=0,099) and auditory focus (0,196), but significant difference of average correct respond was showed (p=0,001). It also showed no difference between hallucinating and non-hallucinating patients brain lateralization (p=1,0) during the non-forced condition. There was no difference between hallucinating and non-hallucinating patients auditory focus (p=0,59) and difference average correct response (p=0,78). Conclusion: Results suggest there was no association between AVH and atypical hearing process which measured by dichotic listening. Further study needed with Indonesian language device."

"Gangguan sensori persepsi halusinasi pendengaran adalah jenis halusinasi yang sering terjadi pada pasien skizofrenia. Halusinasi pendengaran merupakan stimulus yang tidak nyata yang dapat membahayakan diri sendiri dan orang lain. Tujuan penulisan karya ilmiah akhir ners mengambarkan efektivitas melakukan aktivitas terjadwal : mendengarkan musik pada Tn. S dalam menurunkan halusinasi. Pelaksanaan asuhan keperawatan menggunakan 4 cara untuk mengontrol halusinasi adalah dengan membantu klien mengenal haslusinasi terkait isi, waktu, frekuensi, pencetus, durasi dan respon klien terhadap halusinasi, mengajarkan cara mengontrol halusinasi dengan menghardik, patuh minum obat : 5 benar obat, mengajak orang lain bercakap-cakap, dan melakukan aktivitas terjadwal. Alternatif pemecahan masalah menggunakan pendekatan strategi modifikasi perilaku. Melakukan aktivitas terjadwal sesuai dengan hal yang disenangi klien yaitu mendengarkan musik. Intervensi tersebut terbukti berhasil dapat digunakan oleh perawat jiwa untuk membantu menurunkan dan mengontrol halusinasi pendengaran yang dialami klien. Strategi modifikasi dengan perilaku melakukan aktivitas terjadwal mendengarkan musik sangat efektif diberikan untuk membantu klien menurunkan gejala halusinasi pendengaran.

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