Covid-19 has changed the ways of the teaching-learning process. Classroom activities are done with the use of technology and its varied platforms. This research aimed at describing the learning media variation for the learning process by considering the students’ perceptions. The participant is one class of eight grade students of SMP (SLUB) Saraswati 1 Denpasar. This research is a descriptive study. The data was collected by filling out an online questionnaire with Google forms and interviews. The result showed the indication of having variation in the learning media and, interestingly, the use of Google Classroom is considered effective for the students, but the teaching-learning process is done in face-to-face learning. It implies that learning variation is needed to support and facilitate classroom practice. Further study needs to be conducted for the sake of having in-depth studies related to learning variation in a face-to-face or hybrid context with a bigger number of participants.
The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved.
Classroom assessment is a process of collecting and utilizing information on student learning outcomes carried out by teachers. The process of collecting and utilizing this information is used to determine the level of achievement of students towards competency attainment. The results of the assessment can provide an overview of the competence and progress of the students. This study explores the principles of classroom-based assessment carried out by teachers in real classroom settings. The study revealed that teachers employed various assessment techniques due to their various understanding of classroom assessment. Teachers had different views on how the implementation of classroom assessment and methods of assessments. Several forms of assessment conducted by teachers include a collection of a portfolio, product, project, performance, and written tests. However, some teachers still conducted those forms of assessment inappropriately. This study implies that further educational training on classroom assessment should be developed by educational stakeholders.
This present study is an associational study that employed simple linear regression model. There were two variables in this study such as self-efficacy as the independent variable while speaking performance as the dependent one. This study was conducted at a public university in Indonesia. The subjects recruited were 75 students. The data were collected by administering a self-efficacy questionnaire which contains 28 items. The data were analyzed quantitatively using SPSS program. The results show that mostly, the students had average and high category of SE as shown by 22.7% and 38.7% respectively. Moreover, it was found that F (1, 72) = 17.950, p < 0.001. It means that statistically there was an impact of students’ self-efficacy toward students’ speaking performance. Based on the aforementioned results, it can be concluded that the students had good potential to enhance their speaking skills and their SE had significant contribution to their speaking performance.
The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved.
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