Furthermore, these environments incorporated support for the social and collaborative aspects of learning. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. In 2011, the author published an article that looked at the state of the art in novice programming environments.

She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on 'programming for all') and reflects on the implications for teaching, as well as research and further development. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. It also considered the broader implications of such environments for both teaching and research.

The article considered five environments-Scratch, Alice, Looking Glass, Greenfoot, and Flip- examining their characteristics and investigating the opportunities they might offer to educators and learners alike. in England, learners are required, as they move to secondary school in computing lessons, to learn text-based programming languages instead of block based programming (DfE, 2013). Brennan & Resnick's (2012) developed a framework for studying and assessing the development of computational thinking by introducing concepts, practices and perspectives using block-based programming Seiter& Foreman (2013) proposed a model, the Progression of Early Computational Thinking (PECT), for evaluating progression in computational thinking, and they found that using Scratch, students increase their computational thinking skills.From the research we can conclude that Computational thinking and its related concepts should also be implemented in learning and teaching methodologies, such as visual programming.In some countries, e.g. According to (Weinberg, 2013), programming teaching via visual programming can be an effective method for teaching the dimensions of computational thinking tostudents.Blockbased visual programming languages are considered as proper programming for young learners (Kölling, 2015). Dari hasil analisis yang dilakukan dapat diambil kesimpulan bahwa kemampuan berbahasa Inggris tidak mempengaruhi hasil belajar PBO yang menggunakan kurikulum Oracle Academy. Jumlah mahasiswa yang mengikuti perkuliahan PBO adalah sebanyak 70 orang. Pengambilan data dilakukan pada tahun ajaran 2018/2019. Penelitian yang diusulkan adalah korelasi. Berdasarkan uraian di atas, terkait permasalahan dalam pembelajaran PBO, dan kelebihan yang ditawarkan oleh kurikulum yang ditawarkan oleh Oracle Academy, pada penelitian ini akan diuji pengaruh kemampuan berbahasa Inggris terhadap hasil belajar pemrograman berorientasi objek pada mahasiswa Jurusan Teknik Informatika. Seluruh materi, kuis, UTS, dan UAS adalah berbahasa Inggris sebagai pengantar, sehingga mahasiswa dituntut untuk menggunakan bahasa Inggris secara pasif.

Seluruh materi telah disediakan oleh Oracle Academy berupa sistem e-learning, materi digital, kuis, UTS, UAS dan tools untuk membantu perkuliahan. Kurikulum yang diterapkan adalah Java Fundamental yang diintegrasikan dengan mata kuliah Pemrograman Berorientasi Objek (PBO). Jurusan Teknik Informatika, Fakultas Teknik dan Kejuruan, Universitas Pendidikan Ganesha juga telah menerapkan salah satu kurikulum tersebut. Oracle Academy menyediakan beberapa kurikulum yang siap pakai oleh berbagai instansi pendidikan di dunia. Oracle Academy merupakan inisiatif dari Oracle untuk mendukung pendidikan ilmu komputer di dunia.

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