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TEAM INTRODUCTION
ID Number : 1201144164
E-mail : cindyjayantari22@gmail.com
Name : Tania Silvani
ID Number : 1201154415
E-mail : taniaslvn@gmail.com
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Name : Anak Agung Gede Dwisuyoga Putra
ID Number : 1201154531
E-mail : dwisuyogaputra0928@gmail.com
2. BACKGROUND OF STUDY
2.1 Observation Result
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Based on the observations made in 2010 by Empit Hotimah, in the
Jurnal Pendidikan Universitas Garut, Fakultas Pendidikan Islam dan
Keguruan, Universitas Garut,, as for the observation data obtained are as
follows.
The first cycle is done by doing the test questions by students. The
execution of the first cycle test questions, the assessment given by
teachers is the correct amount in answering the listening questions with
multiple-choice which consisted of 10 questions and speaking test about
pronounce the names of animals in English correctly.
After the assessment, the average value obtained in the first cycle of
students is 68, with learning completeness about 72%, while the value
obtained from assessment aspects such as assessment in listening the
vocabularies and pronouncing the vocabularies. The average value
obtained from listening vocabularies is 71 with learning completeness
72% and the average value of pronouncing the vocabularies is 64 with
the learning completeness only 50%. By looking at the minimum
completeness criteria predetermined in MI Ar-Rochman which is 65,
there are 13 students who achieve the criteria completely, it means that
only 72% of students who succeed on this subject, while according to
KTSP (Kurikulum Tingkat Satuan Pendidikan), a study categorized
completed when the value of students' completeness gained 75% of the
total number of students.
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When compared with prior learning using flashcard media, the
number of students who have achieved learning completeness has
increased, which was originally 44% to 72%. From the acquisition value
can be concluded that the use of flashcard media in learning English
vocabulary can improve the students ability to the material learned.
Observer evaluate the results of the first cycle and give some advice
to teachers to the deficiencies that exist in the first cycle, so as to increase
the percentage of learning completeness in English subject. The advice
given is as follows.
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completeness 100% and the average value of pronouncing the
vocabularies is 78 with learning completeness 100%. By looking at the
minimum completeness criteria which have been determined in Ar
Rochman MI which is 65, there are 18 students who achieve the criteria,
which means that it is 100% successful students in the subject, while
according to KTSP (Kurikulum Tingkat Satuan Pendidikan), a study
categorized completed when the value of students' completeness gained
75% of the total number of students.
After the test, the observation was taken from the observation of
teacher performance. Where the performance of teachers in the
implementation of learning in this second cycle start from doing
apperception up to conduct follow-up, observers give good ratings,
because the deficiencies in the first cycle followed up in this cycle.
2.2 Anthropometry
3. EXPLENATION PRODUCT
1. Level one
Using basic materials PP (Polypropylene) because these
materials are safe to use for manufacture of cutlery and drink
bottles.
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Using basic materials PP (Polypropylene) because these
materials are safe to use for manufacture of cutlery and drink
bottles.
3. Cover
Using basic materials PP (Polypropylene) because these
materials are safe to use for manufacture of cutlery and drink
bottles.
4. Spoon and fork
Using basic materials PP (Polypropylene) because these
materials are safe to use for manufacture of cutlery and drink
bottles.
5. Padlock
6. Pictures of Animals
7. Magnet
- Length = 180.10 mm
- Width = 120.5 mm
- Height = 60.25 mm
Materials of Teman Edu are:
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weight of the box meal. The size that would be determined must be
appropriate to the child's ability to carry or hold it. Materials used must
be safe for health and can be recycled. Also to the weight of the Teman
Edu isnt make the children feel too heavy when carrying it.
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Seen from the correspondence that it is shown desire of consumers to
use the lunch box for children is very high and the quality of the feed box
is a very important aspect so we decided to produce lunchbox which has
good quality by using materials that are safe for the health of children as
well as we create new innovations the lunch box that is other than a lunch
box for children of our products can help your children learn English
language
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3.5 Product Architecture
b. Variable costs
Variable costs adalalah type of cost function to supplement the
fixed costs and dynamic. He followed the large number of units
produced or the number of activities undertaken. At this cost, the
amount of which will we spend per unit or per activity actually
amounts to remain while the total cost will amount to adjust with
the number of units produced or the number of activities
undertaken.
For variable costs in our product, namely the use of raw
materials to create a "Friends Edu" such as PP (polypropylene),
Stainless Style, Stickers, Magnet Sheet, Magnets Round Flat, then
we have to adjust the purchase of material to the product that will
be our production so that costs us spend to purchase materials in
accordance with the amount of product that will be in production.
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3.8 Creative and Innovation Side
Teman Edu is an acronym for Tempat Makan Edukasi. This
product was inspired from our concern about the vocabulary in English to
elementary school children. Although the discussion of collecting data
about the use of flashcards, we create exciting innovations that
elementary school children can learn English independently, by keep in
using the pictures as the media.
Teman Edu comes with a uniqueness by using the works of
suitcase locks. The pack of Teman Edu is equipped with pictures of
animals without the description of the animals name. Teman Edu has
ten key code like a suitcase, but the difference is the code consist of
letters. Which means, one code represents one letter. The capacity of the
letters of Teman Edu is a ten letter. On the side, there is a reset button
to be pressed when we want to change the code. Equipped with handle
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that connect the lid to the body box, this handle will be detached from the
reset button when the code is successfully solved.
When we prepare the food for the child, when we want to close, the
code can be set according to the selected picture. To open the "Teman
Edu", children must answer the name of animal in pictures that given in
English. When the child answer the picture successfully, then the
Teman Edu will automatically open, and the child is ready to enjoy the
food. Overall, Teman Edu can support the English learning for the
children, because the children can use it every day, without waiting to get
English lessons in the classroom, and children can practice English
independently.
4. REFERENCES
http://www.pdpersi.co.id/content/news.php?mid=5&nid=20&catid=4
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Available:
http://journal.uniga.ac.id/index.php/JP/article/download/25/26 In
access [June 11, 2016]
Available:
http://antropometriindonesia.org/index.php/detail/sub/2/7/0/pengantar
_antropometri In access [July 13, 2016]
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