This research aimed at (1) describing authentic assessment preparation according to Curriculum 2013 by grade seven teachers in SMP Negeri 4 Singaraja, (2) describing authentic assessment implementation according to Curriculum 2013 (3) describing obstacles experienced by teachers in implementing authentic assessment according to Curriculum 2013 This research is descriptive qualitative study. The data were gaining by study documents, observations, and interview. The result shows that (1) the conformity of authentic assessment preparation based on Curriculum 2013 by the teachers in is 53.97% which category is sufficient. (2) Conformity of authentic assessment implementations by the teachers is 44.4% which category is sufficient. (3) Obstacles experienced by teachers are in terms of students’ number and lack of time in the authentic assessments implementation. In conclusion, authentic assessments implementation already measured the competence of knowledge, attitudes and skills of the students according to Curriculum 2013.

This study aims to develop a digital teaching media using PowToon that will help raise the integration of ICT in the young learner classroom. In this study, a design and development research method (DDR) was used. The media were developed by applying phases of ADDIE. The development was based on questionnaires, interviews, and the syllabus of the elementary level. Four to six topics in each grade were developed using PowToon. Upon completion of the development phase, 31 prototypes were consulted with material and media experts. Although those media were categorized as excellent media, some improvements were still conducted in compliance with the experts' suggestions. The PowToon-based video media reached its final form following the applications in the classroom in line with observations conducted during its application and the feedback given by the teachers and students.

In this global era, everything changes into technology-based likewise teaching method. In teaching, technology can be used as teaching variation and this study was aimed to develop technology-based English language learning media for sixth grade elementary students by using Powtoon animation video. This study’s objectives was for developing the prototype product. This study used Design and Development (D&D) method by three steps based on ADDIE model. The stages are analysis, design, develop. Since the steps used were only three, then the product was only in the form of prototype product. In order to develop the prototype product, need analysis, designing the product based on the analysis, and then development were done. The product was quantitatively analyzed by using expert judgment. The result of the experts judgment showed that the prototype product was categorized as an excellent media after some revisions and suggestions from material and IT expert.

While Krakauer’s Into The Wild depicts McCandless’ flee from society to live in the wild, many reviews argue that McCandless was not really a kind of person who finds freedom in nature. The present study will investigate further the surface characterizations of McCandless as freedom chaser with the plot development to fill the gap between McCandless’ characterizations and the myth of freedom that he chases. By applying Barthes’ mythology, the study reveals that McCandless was described as an adventurer, immaterialist, and loner. However, the plot development reveals that as a person who sought an adventure in nature, McCandless would deal with water, but knowing that he had fear of water, it is contradictive with his characterization as an adventurer. As a person who rejected capitalism and materialist society, he was found working at McDonald's for having money in which both McDonalds and money are symbols of capitalism and materialistic society. As a person who spent his time mostly alone and intended to be alone in Alaska, he was a lonely person after all. Thus these contradictions demystify the myth of freedom that McCandless chases.

This research aimed at developing character based language learning games in teaching English which can be used by teacher of junior high school grade VII as an alternative activities in the classroom. This research is R&D which used the design from Sugiyono (2011). The data in this study were collected through in depth interview, observation, and questionnaire distribution for both teacher and students. Then the data gained were analyzed qualitatively as the basis to develop the games and manual. As the result, 3 character based language learning games are developed; they are Word Bricks, Race Words dan Snake and Signs games. Validation from experts has been conducted and the scores given indicate that the product designed can be categorized as good games and excellent manual. It is also found that the product developed is categorized as good games and manual based on teacher’s score. After the implementation, it is shown that the students are motivated in learning English by using games. Besides, it is also found that students’ characters are starting to emerge in students who played the games.

e-CALF facilitates digital natives to learn in their way. The researcher of this study used descriptive qualitative design to investigate the implementation of e-CALF in the school setting by finding six students' experiences, challenges, and responses in playing the game. It also found out how the implementation of e-CALF promotes self-regulated learning (SRL). Recording and interviewing were conducted to collect the data. As a result, playing with e-CALF is very fun for the students. e-CALF can increase their vocabulary and their desire to read English. In promoting students' SRL, e-CALF was an ideal environment to give the students a significant degree of autonomy over their actions. This autonomy included the freedom to determine their topic to be played, strategy to finish the game, and reflection on the progress and achievement. They could also set when, where, and how they play with and learn from the game.

This research aimed to develop digital game ‘e-CALF’ as a self-directed learning media in teaching English for fifth-grade students of elementary school. The subject of this research was thirty eight of fifth-grade students in SD Lab UNDIKSHA Singaraja at even semester academic year 2017/2018. This research classified as ‘Research and Development’ (R&D) in which it was adapting the five procedures of ADDIE model by Romiszowski (1996) in Tegeh, Jampel, and Pujawan (2014). Since this research was adapting the ADDIE model, the procedures used were limited until ADD only. The three procedures consist of Analyze, Design, and Development. In conducting the procedures, some instruments were used to operate this research. There interview guide, observation sheet, expert judgment rubric, item of questionnaire, and researcher diary. At the end of this research, there was a prototype product called e-CALF media which was in a form of a digital game. The result of this research is one e-CALF media that was developed based on syllabus competences, syllabus analysis, and also characteristics of media developed based on four topics which are public places, things and transportation, family tree, and describing people. Each topic consists of three types of questions which are vocabulary lists; fill in the blank, and comprehension. In the term of quality, based on the result of expert judgment it was found that e-CALF media was categorized as an excellent media. Furthermore, this media was proper to use for teaching English for fifth-grade students of elementary school

Motion pictures or movie is highly related with someone’s daily life that easily to be obtained by almost most of the people. Additionally, movie can deliver ideas, experiences, and ways of thinking through visual and sound which offered by the film that engages spectators’ minds and emotions. This study aimed to analyze the values of character education on Simba in The Lion King (1994) movie. This study was a descriptive qualitative study in which textual analysis was used in order to analyse the data where the data in the form of movie was treated like a text and analysed in the cycling process in order to obtain the dependable data. The result of this study showed that The Lion King (1994) contained all values of character education which stated by Ministry of Education and Culture. Those values were showed in different timing where in the beginning of the movie there were 9 characters namely; religious, tolerant, discipline, autonomous, hardworking, cooperative, solidary, responsible, and honest, while in the middle part of the movie there were 11 characters, namely; sincere, nature loving, peace loving, patriotic, creative, resilient, appreciative, integrity, loyal, inclusive, and nationalistic. This result proves that The Lion King (1994) movie is a good movie for children which is suitable to be used in learning purposes.