CONCEPTUAL FRAMEWORK FOR DEVELOPMENT OF LEARNING ACTIVITY IN ORDER TO SUPPORT LINGUISTIC EXPERIENCE FOR KINDERGARTEN 2 STUDENTS

Abstract

The purpose of this research was to synthesize a conceptual framework for development of learning activity in order to support linguistic experiences for kindergarten 2 students. Data were collected via in-depth interview from 15 experts. The data were applied as a format to create 3 components of TIBS Model, which are: 1. Teacher Module, including listening, speaking, reading, and writing activities; 2. Integrated Brain Based Learning Module, including 6 steps, which are 1) preparedness 2) clarification 3) new knowledge 4) skill practice 5) knowledge expanding 6) evaluation; 3. Student Module using Computer-Based Learning (CBL) to promote interactive learning and encourage student’s attention. The evaluation results from the experts suggested that the conceptual framework is appropriate and can be practically used as a model to develop lessons. The collected data showed highest level of consistency. ( = 4.87, S.D = 0.35)