Daring Learning provides effective learning methods, such as practicing with the existence of relevant feedback, combining collaborative activities with independent learning. Learning in the classroom with a combination of online learning gives students more interest. This study aims to develop a study of the influence of Daring Learning on the interest in learning science of grade VI students at third Elementary School of Karanglo Tawangmangu. This research method consist 26 students using quasi-experimental methods (Quasi Experiments), the population divided into 2 classes including class VI A with 13 students and class VI B with 13 students. Sampling taken in class VI A as the experimental class and class VI B as the control class. The results showed that the learning process using the Daring Learning method especially in science at third Elementary School of Karanglo Tawangmangu had used interesting media, concluding that Daring Learning-based interactive learning media, students were increasingly enthusiastic and not boring especially in learning science using the Daring Learning method. Based on the research stated on the questionnaire responses of students with Daring Learning, it shows that the cateralization is agrees to allow Daring Learning method in third Elementary School of Karanglo Tawangmangu.

This study aimed to describe: 1) concept, 2) characteristic and 3) advantages and weaknesses of the grammar teaching technique in Kampung Inggris Pare. The study held in two courses namely: KRESNA Institute and SMART Collage where this technique used for the first time. This study used a phenomenological research design. Research subjects consisted, courses founders, teachers, and students. Data were collected by participant observation, in depth interview and documentation. Thence, data was analyzed by IPA (Interpretative Phenomenological Analysis). The results of the study expressed that the teaching technique of grammar was a teacher skill in writing and noting grammar materials in whiteboard by colored markers. The technique was supported by the theories of color psychology and behavioristic learning. This technique helped students to remember the important points in the learning and boost teacher's confidence in teaching, but not influencing to color-blind students and consuming much time in the implementation.