INTEGRATINGG ORAI APPLICATION IN TEACHING ENGLISH AT SENIOR HIGH SCHOOL

As an English teacher in the era of industrial revolution 4.0 it is hoped that a teacher is able to apply any kinds of teaching media to create the teaching and learning atmosphere joyfully and to support in gaining the teaching and learning objectives effectively. There are numerous teaching media based on technology. One of them is Orai Application that is applied in teaching and learning of English especially speaking fluency. Today, all graduates face a world transformed by technology, in which the Internet, cloud computing, and social media create different opportunities and challenges for formal education systems. Higher education in the fourth industrial revolution is a complex, dialectical and exciting opportunity which can potentially transform society for the better. The fourth industrial revolution is powered by artificial intelligence and it will transform the workplace from tasks based characteristics to the human centred characteristics. This paper is aims to explore the use of Orai application in classroom teaching speaking in assisting student’s speaking fluency.

현재 세계는 인공지능, 빅데이터, 클라우드 컴퓨팅, 사물인터넷 기술 등과 같은 다양한 분야의 지능정보기술 및 과학기술의 발전과 융합으로 초래되는 4차 산업혁명 시대를 맞이하고 있다. 그간 인류가 경험한 혁명적 발전과정은 인간이 선도적으로 핵심적 역할을 수행하여 이루어진 것이었지만, 이제 막 경험하고 있는 4차 산업혁명은 인간이 설계하고 인공지능 등으로 대변되는 기계가 실행을 담당한다는 점에서 본질적인 차이가 있다고 할 것이다. 4차 산업혁명은 정보통신의 발달에 기초한 보편적이고 자유로운 소통의 가능성과 개별적으로 발달한 각종 기술의 융합을 특성으로 한다. 이로 인하여 점진적 확장이 아닌 순간적 일반화가 가능한 시대가 도래 하였고, 이 과정에 등장하는 새로운 기술이나 물건의 전파 속도는 과거의 기준으로 가늠할 수 없는 수준에 이르렀다. 이와 같은 특성으로 인하여 종래의 규제 수준이나 규제 속도로는 이에 능동적으로 대처하지 못하는 문제점을 야기할수 있으므로 공공이익의 실현을 위한 산업혁명을 억제하지 않으면서 기술발전을 유도할수 있는 법제 정비가 필요하다. 이 논문에서는 이와 같은 문제의식에 기초하여 4차 산업혁명기에 공법의 영역에서 검토하여야 할 새로운 개념들, 그리고 그와 관련된 입법상황을 검토하고 연구방향에 관한 시사점을 제기하고자 한다.The world is now facing an era of the fourth industrial revolution, resulting from the development and convergence of intelligence information technology and science and technology in various fields such as artificial intelligence, big data, cloud computing and Internet of Things technology. The revolutionary development process that mankind has experienced has been achieved by playing a leading role, but the fourth industrial revolution that we are beginning to experience is an essential difference in that machines that are designed by humans and represented by artificial intelligence and others are responsible for implementation. The fourth industrial revolution features the possibility of universal and free communication based on the development of information and communication and the convergence of various individually developed technologies. As a result, the time has arrived for momentary generalization rather than gradual expansion, and the rate of propagation of new technologies or objects in this process has reached an unobservable level by the past standards. Such characteristics can cause problems that could not be actively dealt with at the existing regulatory level or the regulatory speed, so legal provisions are needed to induce technological development without suppressing the industrial revolution for the realization of public interest. Based on this sense of problem, this paper aims to review the new concepts that should be reviewed in the area of the public law in the fourth industrial revolution period, and to review the relevant legislative situation and raise the implications of the research direction.

The purpose of research was to determine efforts to increase the strengthening of state defence in schools. Some efforts to strengthen state defence in order to improve the quality of human resource competencies in schools during the Covid 19 Pandemic. Knowing the efforts to overcome the Covid 19 pandemic in increasing human resources through online learning or learn from home in the era of the Industrial Revolution 4.0. Know the steps to overcome all obstacles, challenges, threats and disturbances in schools to the sovereignty of the Republic of Indonesia during the Covid 19 pandemic. Data is obtained through literature studies, interviews, documentation and direct observation. The human resources needed by industry and business today are those who have competence in the use of digital technology. This competence is to create smart factories, such as the Internet of Things (IoT). Banten Province on June 9, 2020, 1061 people in Banten who were positively exposed to Covid 19, recovered 391 people and died 72 people and 599 people are still in care or doing independent isolation. To strengthen national defence in preparing and mapping the competence of human resources in the era of the industrial revolution 4.0 during the Corona virus pandemic and in increasing competent human resources. The school takes the policy of learning from home and working from home. Learning is carried out with an online learning system (SPADA), using Moodle, Edmodo, blended learning, Google. Classroom, Google form or using Zoom. meeting or google. meet. Although there are still obstacles to signal access that are intermittent and unclear. This is important if our nation still wants to be competitive in the era of the fourth industrial revolution which is fully automated, robotics, artificial intelligence and of course the latest technology.

The Fourth Industrial Revolution (4IR)— characterized by the fusion of the digital, biological, and physical worlds, as well as the growing utilization of new technologies such as artificial intelligence, cloud computing, robotics, 3D printing, the Internet of Things, and advanced wireless technologies, among others—has ushered in a new era of economic disruption with uncertain socio-economic consequences for Africa. However, Africa has been left behind during the past industrial revolutions. Will this time be different? The fourth industrial revolution is associated with a lot of changes that intends to enforce digitalization, network and virtualization in every aspect of life. It has to do with library automation and data exchange in technologies which are based on digital technology. Several studies have revealed that fourth industrial revolution has started in Africa. It is an era that is using both digital and human element in the workforce. Report indicates that 4IR will create disruptions to future jobs and skills but will also simultaneously open new opportunities. There will be a demand for professionals with a blend of traditional and digital skills of subject knowledge. Thus, for LIS graduate to fit into the fourth industrial revolution, curriculum that has to do with modern practice has to be put in place. The emergence of the 4IR will have an effect on education with particular emphasis on curriculum development. The innovative technologies and socio-economic developments of the modern society was discussed and how it will affect the library education agenda, policies and the way forward. The implications of responding to 4IR with respect to curriculum development of Library and Information Science is of particular interest because it is training students for within the emergent 4IR milieu. Therefore, Fourth Industrial Revolution has both negative and positive effect on Library Science Students. Key words: fourth industrial revolution (4IR), library, information science curriculum

The sectoral system framework has been adopted to study innovation and industrial dynamics in a wide range of sectors. However, recent development of the so-called “fourth industrial revolution” technologies, such as artificial intelligence, cloud computing, additive manufacturing, advanced robotics, Internet of Things, smartphones, and autonomous vehicles, has been blurring the boundaries of existing sectors, bringing both opportunities and challenges for sectoral systems research. In this introductory essay, we first provide a quick review on the sectoral systems of innovation literature, clarifying some conceptual and methodological issues. Then, we discuss how the fourth industrial revolution might reshape sectoral systems along three different dimensions (i.e. technological, market, and policy dimensions). Finally, we introduce articles in this special section and call for future research on this intriguing topic.

Currently, the absorption power of students is still good because most students are under 17 years. Moreover, their memory is still very good because the students still imitate the styles and behavior patterns of older people. This happens because they are still unstable depending on the person who brought them. The existence of pesantren in an era that has begun to advance and is starting to put aside traditional practices is a new challenge for a boarding school. With the entry of the era of the industrial revolution 4.0, digitization of various elements is feared by students for imitatating negative influences. Therefore, researchers are interested in further researching to find out the strategy of Islamic boarding schools in shaping the character of students in the era of the industrial revolution 4.0., how is the strategy of the pesantren in shaping the character of students in the era of industrial revolution 4.0. This research is a field research, with a qualitative descriptive type of research which employs case study method.
 
 Keywords: Strategy, Character of Santri, Industrial Revolution Era

Purpose: The purpose of this study is to investigate the characteristics and limitations of various R&D processes. And to propose new R&D processes by analyzing the characteristics of the era of the fourth industrial revolution that will lead to innovative changes throughout the industry. Methods: Research method is to analyze the previous research on existing R&D process and draw out implications, and develop a new R&D process model that reflects characteristics of the fourth industrial revolution era. Results: This study analyzes the characteristics and situation of existing R&D process and derives the features of parallel structure and modularity suitable for the 4th industrial revolution era, characterized by super connectivity, super intelligence, super fusion. And propose a R&D process model that can respond flexibly and promptly to various market and customer needs. Conclusion: Suggestions for the development of R&D processes suitable for the fourth industrial revolution era will present new strategies and measures and provide diverse & innovative opportunities.

Quality is a crucial dimension of products and processes. It is considered a competitive advantage for companies and organizations in the global market. Quality models and practices went through several evolutionary steps during modern history—from inspection to control, to quality assurance, to quality management and quality by design. These quality models follow the evolutions and revolutions in industry. It seems however, that in the last few years the quality discipline went into stagnation—very few innovative models for quality are being proposed and quality professionals in companies and organization have apparently lost their leadership positions. Also, the research for new and innovative quality models is scarce. The fourth industrial revolution is an opportunity for the quality movement to become a leading force. This poses significant challenges to the quality profession by emphasizing the need to adapt to technology innovations, to modern data analytics and to the entrepreneurships ecosystem that characterize an era of the fourth industrial revolution. In this paper, we present a framework for a quality discipline supporting the fourth industrial revolution. We propose to call it Quality 4.0. The paper also offers future directions for quality and reliability engineering that leverage opportunities derived from the fourth industrial revolution. Specifically, we discuss: (1) Quality as a data driven discipline, (2) the application of modeling and simulation for evidence-based quality engineering, (3) health monitoring and prognostics for quality, (4) integrated quality management, (5) maturity levels with respect to the fourth industrial revolution, (6) integrating innovation with quality and managing for innovation, (7) Quality 4.0 and data science, (8) integrating reliability engineering with quality engineering, and finally, (9) information quality. We are aware that these directions are still not a comprehensive picture of Quality 4.0. We claim however, that they constitute a substantial basis to update the body of knowledge and practices of the quality profession.

Nowadays, the current development had a big impact on the education system. The era of industrial revolution 4.0 is changing the world through digital technology to enforce the field of education to be adjusted to avoid the outdated education system. Similarly, Islamic higher education must upgrade to front the industrial revolution this time by administering the variety of efforts in improving the quality of education. One of them is redesigning the current KKNI curriculum to integrate some skills that must be mastered by graduates in the era of the fourth industrial revolution. Some of the steps taken in redesigning the curriculum are the review of graduates competency and the course rationalization, the implementation of new literacy programs in education, and the application of blended learning

The fourth industrial revolution is impacting everyone in certain aspects. Entering the digital age in this 21st century, digital literacy appeared to be an advantage to better suit in this era especially for an engineer with the background of computer science or electrical and electronic engineering. Yet, in Malaysia, for educators especially teachers in primary and secondary schools, it might be a bit challenging for them. The Design and Technology subject, as the replacement for Integrated Living Skill subject, is hoped to get the younger generation ready for challenges in the fourth industrial revolution. The Standard Document for Curriculum and Assessment of the Design and Technology subject uses Magnetcode as main tool for programming and system control. The aim of this study is to investigate the capability and readiness of non-engineering and non-information-technology teacher trainees in facing the era of forth industrial revolution via project development. Subject of this study is final year undergraduate students under the program of Agricultural Science and Home Economics. Formative assessment is used to evaluate the output. In conclusion, multidiscipline appeared to be a solution for current generation to face the challenges by fourth industrial revolution, especially for those who are not from engineering or information technology backgrounds. Suitable platform with sufficient facilitations, facilities and resources could help to prepare those non-engineering and non-information-technology background teacher trainees to be more ready for fourth industrial revolution.

The article contains results of an analysis of key competencies required by effective managers in our time of massive digitalization caused by the fourth industrial revolution. The essential meaning of competencies and digital competencies required by a manager in our time is outlined. It is shown that competencies of an effective managers were evolved in parallel with four industrial revolutions: while in the era of the first industrial revolution physical skills of the personnel were crucial, the second industrial revolution pushed up the development of cognitive skills, the third industrial revolution was associated with automation of industrial processes, and the fourth industrial revolution relies on digital competencies. 
 It is argued that when an organization strives to be competitive in future, it has to focus on competence building of its managers. The analysis revealed that an effective manager in the era of the fourth industrial revolution needs to have and develop the following categories of competencies: basic competencies (creativity and innovative way of thinking, emotional and social intellect, communicability, cultural intellect, critical thinking, self-criticism and integrity); digital competencies (ability for analytical thinking, computational thinking, ability for cooperation in the virtual environment, flexibility and adaptability, ability for self-education), and the competencies related with ability to operate in the network, cognitive flexibility, ability to find comprehensive solutions to the problems and to give sound assessment of the team members’ contributions in the project performance.

World Changes currently was entering the era of industrial revolution 4.0, namely the fourth world industrial revolution where the information technology has become the basis of human life. The changes due to digital technology have resulted on disruption that will change many aspects of human life in the future, including the learning patterns and attitudes of students. This is a world challenge education in East of Nusa Tenggara regarding the readiness in the New Normal era and the challenges of the Era of Industrial Revolution 4.0. The method used in this study is a qualitative approach and the main source is human which ismean that the researcher himself as an instrument by paying attention to the researcher's ability to ask, to track, to observe, to understand andto make abstract. The results of this study are the inability and unpreparedness of the parents to facilitate their children to live in the era of industrial revolution 4.0 due to economic factors, and the availability of other facilities in the form of Android phones and cellular networks as a means of supporting virtual learning that has not been evenly accessedby the students in East of Nusa Tenggara. In conclusion, it is the reflection for all components of educational institutions that conventional or traditional models learningshould be removed. if the educators are still busy with the past romanticism, then our world of education will static and will be swept away in the world of globalization competition.

The 4th Industrial Revolution is bringing about great changes in various social fields worldwide. As the entire world is connected to the network, tremendous data has exploded and various information can be easily accessed anytime, anywhere, and new technologies such as artificial intelligence, autonomous vehicle, robotics, Internet of Things, 3D printing, biotechnology, nanotechnology, material engineering, quantum computing, and energy storage technology are being developed. The 4th Industrial Revolution consists of various innovative technologies such as artificial intelligence, big data, and the Internet of Things based on technologies firmly built by the digital revolution. Recently, network-based intelligence, led by digital technologies such as big data, artificial intelligence, and the Internet of Things, has led to economic and industrial growth, creating a wide range of innovative changes throughout the nation's cooperation system and society.
 It is necessary to actively discuss anti-corruption and ethical issues related to the Fourth Industrial Revolution by analyzing factors that threaten the fundamental value of humans with artificial intelligence, genetic information, and genetic technology. The policy direction to cope with ethical risks with innovative changes caused by the era of the Fourth Industrial Revolution lies in human dignity and values, and philosophy and education on ethics such as human understanding and value judgment should be conducted by applying human science and technology. It is necessary to propose ethical issues and anti-corruption policy directions in the era of the 4th Industrial Revolution with the importance of ethics based on wide convergence, culture, and basic education.
 In the era of the 4th Industrial Revolution, our society has raised ethical issues due to the growth of innovative science and technology, and at the same time, we are proposing alternatives in line with the trend of change in the legal and institutional, policy, and education sectors. As a representative technology area of the 4th Industrial Revolution era, artificial intelligence, big data, genetic technology, and virtual reality are increasing opportunities for human disease prevention and treatment, and many changes will occur in life. However, as with all science and technology, innovative technology in the era of the Fourth Industrial Revolution can lead to a debate about value neutrality, so discussions on various forms of social and ethical effects of research and development and growth of innovative technology are continuing. Guidelines and legal and institutional devices are already being prepared to help artificial intelligence, big data, and dielectric technologies achieve beneficial purposes worldwide, and at the same time, discussions on ethical core matters have been actively underway. In addition, countries and developers in the era of the Fourth Industrial Revolution should be able to cultivate critical thinking and decision-making skills on ethical issues that may arise from the introduction of science and technology by giving fundamental meaning to human dignity and values based on ethical awareness in research and development.

Saat ini Indonesia sedang menghadapi era Revolusi Industri ke-4 atau Revolusi Industri 4.0. Maka dari itu revolusi industri 4.0 di sektor pelabuhan merupakan hal baik untuk menuju smart port dan smart supply chain. Seiring dengan revolusi industri 4.0 dan teknologi digital, persaingan bisnis dan pembangunan yang semula bertumpu pada pemanfaatan sumber daya alam akan bergeser pada penguasaan teknologi informasi dan kompetensi angkatan kerja. Di sinilah pentingnya investasi SDM. Era revolusi industri 4.0 membuka kesempatan bagi sumber daya manusia (SDM) di sektor manufaktur untuk memiliki keahlian yang sesuai dengan perkembangan teknologi terkini. Untuk itu, diperlukan pelaksanaan program peningkatan keterampilan (up-skilling) atau pembaruan keterampilan (reskilling) para tenaga kerja berdasarkan kebutuhan dunia industri saat ini.

This study aims to make a new concept of human resource competencies that adapted to changes in the era of industrial revolution 4.0. Human resources competencies 4.0 was a new concept for human resource competencies which was formulated from various literature reviews on competencies and has a several new indicators that were adjusted to the demands of expertise and knowledge in the era of the industrial revolution 4.0. Students at a Public University and Private Major University in Medan City, North Sumatera, Indonesia were surveyed, we distributed the questionnaires containing statements about the competencies that employees must have in the industrial revolution 4.0. The questionnaire were measure student’s perceptions of whether they already have the competencies needed to face the the industrial revolution 4.0 era and indicated the items related to the human resource competencies 4.0 indicator that they had that is intercultural and language skills, good communication and cooperation skills and ability to updated their knowledge. This study is useful for generation Z as their guide in entering the work world to complete the competencies needed in the industrial revolution 4.0 era. Article visualizations: