Dra. Dahliah D. Moelier, M.

Hum

Teaching English as Foreign Language

“INDOOR AND OUTDOOR LEARNING”

By:

NUR CHAULANI YUNUS

4516101027

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY
2019
 Chapter I
INTRODUCTION

A. Background
Education is the most basic need for every human being, one of the
elements of education is the learning process. The learning process is composed
of a number of elements that are interrelated with each other. In a series of
learning there is a need for classroom mastery by the teacher, mastery of the
class can be through the selection of models or creative classroom settings.
There are many ways that teachers can do in an effort to improve the quality of
teaching in schools so that the teaching goals can be achieved properly. One of
them is teaching by trying out a variety of learning models and class
atmosphere.
The learning method used so far is merely to collect or memorize the facts
presented in the form of information from learning. The mindset finally gave
birth to monotonous and dominant learning and learning patterns in the
classroom. The learning process tends to be rigid and standard, no longer
prioritizing the creativity ideas of each student because everything must be
linearly patterned in the classroom (Indoor Learning). Thus, there needs to be a
different approach, namely the approach to learning using the Outdoor Learning
method that is done outside the classroom.

B. Formulation of The Problem

Based on the background, we can conclude the formulation of the problem
is “What is the indoor and outdoor learning ?”

C. Purpose of Writing
Based on the formulation of the problem, we can conclude the purpose of
this paper is to know the indoor and outdoor learning.
 Chapter II
DISCUSSION

1. Outdoor Study Learning

Learning outside the classroom is one of the methods used educators so that
students can adapt to the environment and nature directly, so that to meet the
curiosity of students is more emphasized on experiences obtained directly from
nature. According to Komarudin in Husamah (2013: 19) entitled “Outdoor
Learning” states that Outdoor Learning is an activity outside the school that
contains activities outside the classroom / school and in other outdoors, such as:
playing in a school environment, a park, farming / fishing villages, camping, and
adventure activities, as well as developing relevant aspects of knowledge. The
learning process can occur anywhere, inside or outside the classroom, even outside
of school. The process of learning carried out outside the classroom or even outside
the school has a very important meaning for the development of students.
The environment provides a very interesting natural phenomenon, utilizing
learning resources from nature will provide direct experience and encourage
students to be more familiar with nature and create a sense of environmental care
for students. This is in accordance with the opinion of Karjawati in Husamah (2013:
23) Outdoor Study is learning where educators invite students to learn outside the
classroom to see directly in the field with the aim of familiarizing students with
their environment. Through the Outdoor Study method the environment outside the
school can be used as a learning resource. The role of educators here is as a
motivator, meaning educators as guides so students learn actively, creatively and
are familiar with the environment.
Outdoor Study is learning that is more oriented to the activity of students
with the use of the surrounding environment. In this learning educators act as
facilitators, mentors, and learning instructors. This variation of learning can reduce
boredom, bored students, and can make students happy also interested in learning
and the surrounding environment. The situation of such students will greatly affect
the captivity of students in accepting and understanding the concepts learned.

Outdoor learning is one way to improve children's learning capacity.

Children can learn more deeply through the objects they face than if they study in
a class that has many limitations. Furthermore, learning outside the classroom can
help children to apply their knowledge. In addition, learning outside the classroom
is more challenging for students and bridges between theory in the book and the
reality in the field. The quality of learning in real situations will provide increased
capacity for learning through objects that are learned and can build better social and
personal skills. Outdoor learning can be done at any time in accordance with the
program design made by the teacher. Outdoor learning can be done during normal
learning, before school or after learning activities, and during school holidays

Outside learning aims so that students can adapt to the surrounding natural
environment and know life skills and life experiences in the environment and
nature, and have an appreciation of the environment and nature. According to
Adelia (2012: 21-25) the educational goals to be achieved through learning
activities outside or outside the school environment are as follows:
a. Directing students to develop their talents and creativity as widely as
possible in the open.
b. Teaching and learning activities in the classroom aim to provide a
meaningful setting for the formation of attitudes and mental learners.
c. Increase awareness, appreciation and understanding of students towards
the surrounding environment.
d. Helps develop all potential students to become perfect human beings
who have perfect soul, body and spirit development.
e. Provide context in the process of introducing social life at the practical
level (reality in the field).
f. Support the skills and interests of students. Not only interest in certain
subjects that can be developed outside the classroom, but also the
interest in activities outside the classroom.
 g. Creating awareness and understanding of students how to respect nature
and the environment, and living side by side in the midst of differences
in ethnicity, ideology, religion, politics, race, language, etc
h. Introduce various activities outside the class that can make more
creative learning.
i. Providing unique opportunities for students to change behavior through
setting up activities outside the classroom.
j. Make important contributions in order to help develop the relationship
of educators and students.
k. Providing the widest possible time for students to learn firsthand
experience through the free implementation of the school curriculum in
various areas.
l. Use resources from the environment and surrounding communities for
education. So that students can understand optimally all subjects.

Learning outdoors can provide various benefits for students, including:

improving student learning through an activity or movement, developing students'
creativity in problem solving, providing opportunities for students to experience
new challenges, providing great opportunities for imagination, providing new
experiences for students to direct contact with nature, and offer unique and
contextual experiences. Based on experience, outdoor learning can have a positive
impact on the formation of student character, for example: a sense of responsibility,
being able to work together, tolerance, respect for others, daring to express
opinions, dare to ask questions, learn to socialize with new people, etc. So in fact a
little more teachers have contributed to the government to build and grow the
character of the nation through outdoor learning in order to realize character
education. (Utami 2012)

Learning does not only have to sit in the classroom. There are only
blackboards, benches, tables, walls and floors. Absorbing knowledge and practicing
English language skills can also be done outside the classroom (outdoor study). For
example by inviting students to tourist attractions. But, the teachers / facilitators
need to selectively determine the recreational destination. It's better to choose a
tourist spot that is visited by many foreign tourists. So that students can immediately
have a dialogue with tourists using English. Inevitably students must speak English.
It is okay to make grammatical mistakes and limited vocabulary, because they are
still in the learning stage. The important thing is that students dare to greet and
converse with English.

An educator who wants to teach students outside the class must know the
methods of outdoor learning, there are:

a. Assignment
The assignment method is a way of presenting lesson material from
an educator by providing certain tasks so that students carry out learning
activities. In the context of teaching and learning activities held outside
the classroom, educators assign assignments to students that must be
carried out outside the classroom. it means that the assignment is not
homework that can be done at home. But being done at that time and
being carried out by educators when teaching outside the classroom
must be closely related to the subjects being discussed. Not only that,
the assignments given to students must be able to be done outside the
classroom. meaning that students do not need to look for materials for
the assignment at home or in the classroom (Adelia, 2012).
b. Play
The second method that can be used in learning outside the classroom is
the method of playing. The game method is good presentation methods
if done outside the classroom. In this case the students are invited to play
to obtain or find understanding and concepts, as explained in certain
textbooks. (Adelia, 2012).
c. Observation
Observation in teaching activities in other classes is a method or ways
of learning outside the classroom that is done by looking at or observing
subject matter directly in the wild. The method is done by direct
 observation and making notes objectively about something observed
then concludes (Adelia, 201: 134).

2. Indoor Study Learning

Indoor study learning is a form of learning or learning process carried out
by an educator and his students in the room. According to Ismail (2009: 92) learning
in the room is not so tiring compared to outside the classroom. Learning in the
classroom is usually less pressing on physical activity, but rather on fine motor
skills or those that develop intelligence.
Subiyanto (2013: 3) revealed that in the Indoor Study learning using a
learning environment that has been provided by school management to be used for
the students as a learning resource or learning environment in the school. This
learning environment can be in the form of libraries, laboratories, auditoriums, and
mainly classrooms.

Johnson in Luluk (2014: 2-5) revealed in reality that a child would be

interested in certain classroom environments and learning that needed challenges to
make activities run pleasantly. Indoor learning has the following advantages and
disadvantages:

a. Advantages of Indoor Study

1) Educators easily master the class.
2) Easy to organize seating / class.
3) Can be followed by a large number of students.
4) Easily prepare and implement it.
5) Educators easily explain the lesson well.
b. Disadvantages of the Indoor Study
1) If it is always used too long it will be boring so that students pay less
attention to educators.
2) Causing students to be passive.
3) Knowledge of students is limited in the room.
 According to Nur (2015: 24-25) there are several types of learning methods
that can be used in indoor learning as follows:

a. Lecture method
The lecture method is verbal information or learning material to a
group of listeners to achieve certain learning goals in a relatively large
amount. As shown by Mc. Leish, through lectures, can achieve several
goals. With the lecture method, educators can encourage inspiration for their
listeners. Gage and Berliner, stated the lecture method was suitable for use
in learning with certain characteristics. Lectures are suitable for the delivery
of learning materials in the form of information and if the learning material
is difficult to obtain.
b. Discussion Method
The discussion learning method is the process of involving two or
more participants to interact with each other to exchange opinions, and or
maintain mutual opinion in solving problems so that an agreement is
reached between them. Learning that uses discussion methods is interactive
learning. According to Mc. Keachie-Kulik from the results of his research,
compared to the lecture method, discussion methods can improve children
in understanding concepts and problem solving skills. But in the
transformation of knowledge, the use of the results of the discussion method
is slow compared to the use of lectures. So the lecture method is more
effective in increasing the quantity of children's knowledge than the method
of discussion.
c. Demonstration Method
Demonstration learning methods are very effective learning
methods to help students find answers to questions such as: How to set them
up? How is the work process? How is the process of working on it.
Demonstration as a learning method is when an educator or a demonstrator
(an intentional outsider is asked) or a student who is asked to show the whole
class about a process.
 Chapter III
CLOSING
A. Conclusion
The learning environment is a facility and infrastructure that can
support the material obtained from the teacher. The learning environment
does not stick to the school or university environment but the learning
environment can be outside the school environment. The learning
environment can be divided into two: indoor learning environment and
outdoor learning environment. Indoor learning environment is a learning
environment that has been provided by school management to be used for
students as a learning resource or learning environment in the school. This
learning environment can be in the form of libraries, laboratories,
auditoriums and mainly classrooms. While the outdoor learning
environment is the environment or learning facilities that are outside the
school environment, in the sense that this learning environment was created
not for the teaching and learning process but can be used for teaching and
learning processes, such as: museums, mosques, monuments, and fields.

B. Suggestion
As prospective teachers we must be creative in an effort to arouse
children's learning spirit, so that children are not bored and bored with the
material we teach. So that a teacher must be able to create interesting and
fun learning models.
 REFERENCES

Adelia, Vera. 2012. Metode Mengajar Anak di Luar Kelas (Outdoor Study)
Divapress : Yogyakarta.

Husamah. 2013. Pembelajaran Luar Kelas Outdoor Learning. Prestasi Pustaka.

Jakarta. 210 hlm.

Ismail, Andang. 2009. Education Games Menjadi Cerdas dan Ceria Dengan
Permainan Edukatif. Pilar Media. Yogyakarta.

Subiyanto. 2013. Membangkitkan Semangat Belajar Siswa. Universitas

Muhammadiyah Magelang. Magelang.

Utami, Nunik Sulistya. 2012. “Menumbuhkan Karakter Siswa Melalui

Pembelajaran Outdoor | Nunik Sulisty@ Utami.” 24 December.
https://biologinunik.wordpress.com/2012/12/24/menumbuhkan-karakter-
siswa-melalui-pembelajaran-outdoor/ (March 19, 2019).