Abstract-Authentic assessment is the process of gathering information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge and skill as a result of their educational experiences. Junior High School' teachers still have problems in using authentic assessment for assessing students' achievement. Therefore, appropriate model of authentic assessment should be developed and teachers' and students' need on authentic assessment should be analysed. This article aims to find out the students' and teachers' need on authentic assessment to assess speaking skills of junior high school students. This is a survey research and the data were collected through questionnaire from 40 students, interview 2 English teachers, and document analysis. The findings show that (1) the characteristics of authentic assessment needed by the teachers and students are simple and familiar with daily life, clear rubric score, communicative, and conducted continually; (2) there are four types of authentic assessment needed by students and teachers to assess speaking skills, they are brief question and answer, pair dialogue, oral report, and story retelling, and; (3) the text types of authentic assessment needed are monolog text, short functional text, functional text, transactional text, and interpersonal text.
Social media has great potential to support student-centered learning as they are flexible, interactive, and resource-rich in nature. One of its drawbacks is the quality of online instruction that lead to unfavorable perception and perspective of the students. The objectives of this research are to analyze the students' perceptions and perspectives in using Social Media as a tool in English Language learning. Qualitative and quantitative data were collected from the students of the English Department, Faculty of Education, Islamic University of Riau. Research finding revealed that social media is very practical and useful for getting general information, knowledge and to increase their language competency.
The objectives of the research are: (1) to identify whether using youtube are more effective than using audio in teaching listening skill; (2)To identify whether there is an interaction between Youtube and Audio on listening skill. The research was conducted at IKIP-PGRI Pontianak. The population of the research was the second semester students in English Study Program. The sample of the research was A Morning class who were taught by using Youtube and the B Morning class who were taught by using audio. The data were in the form of quantitative data taken from the listening comprehension test to know the students" listening skill. The researcher analyzed the data by using Analysis of Variance (ANOVA). The results show that: (1) Youtube are more effective than audio toward students" listening skill at the second semester students of IKIP PGRI-Pontianak in the academic year of 2017/2018; (2) There is no interaction between the Youtube and Audio toward listening skill at IKIP PGRI-Pontianak in the academic year of 2017/2018. The result imply that: (1) The lecturer is suggested to use youtube as a media or supporting media to their students in teaching listening;(3) The implementation of two different media in teaching listening comprehension gives the different learning result.
Based on preliminary observation and research finding in MAN in Tanah Datar, it was found that madrasah which have a good accreditation still have problems concerning with aspects of school management. The purposes of this research were to analyze teachers' perception toward managerial competence of the madrasah principals in the aspects of the madrasah activities planning, organizing, leadership, actuating, and controlling. The methodology used in this research was mixed method by using the concurrent embedded model. Quantitative data was gotten from teachers of MAN in Tanah Datar while for the qualitative data was gotten from the school principals, vice school principals as well as teachers. Based on the research finding, it was found that in the madrasah activities planning was 82.11%; activities organizing was 79.50%; activities leading was 79.92%; activities actuating was 78.53%; and activities controlling was 81 %. In general, the competence of the madrasah principals of MAN in Tanah Datar was good in all aspect.
Despite a considerable body of studies, little attention is given to the advantages of using songs in learning (learner-centred). The study, therefore, is aimed at eliciting Indonesian EFL learners’ beliefs about the advantages of using songs for their language learning. Researching the research phenomenon through a qualitative study using a case study design, in-depth interview technique was applied to collect the data of the learners’ beliefs from eleven university learners majoring English. This study indicated an interesting finding that it was perceived that the learners believed that there were some advantages of using songs in learning English: increasing their EFL learning in the aspects of language skills (listening and speaking), language components (vocabulary mastery and pronunciation), their knowledge, their confidence and relaxation, and improving their mood and focus. Thus, it is recommended that songs be used either in teachers’ EFL teaching and in learners’ EFL learning. Abstrak: Meskipun telah banyak penelitian yang dilakukan, namun masih sedikit perhatian yang diberikan tentang manfaat penggunaan lagu dalam pembelajaran (berpusat pada peserta didik). Oleh karena itu, penelitian ini bertujuan untuk mengungkap keyakinan pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentang manfaat penggunaan lagu dalam pembelajaran bahasa asing mereka. Meneliti fenomena melalui studi kasus, teknik wawancara mendalam diterapkan untuk mengumpulkan data tentang keyakinan sebelas mahasiswa jurusan Bahasa Inggris. Penelitian ii menunjukkan temuan yang menarik bahwa peserta didik percaya bahwa ada beberapa keuntungan dari pemanfaatan lagu dalam pembelajaran bahasa Ingris mereka pada aspek keterampilan bahasa (menyimak dan berbicara), komponen bahasa (penguasaan kosa kata dan pengucapan), pengetahuan mereka, kepercayaan diri dan relaksasi mereka, serta memperbaiki suasana hati dan fokus mereka. Oleh karena itu, disarankan agar lagu digunakan dalam pengajaran bahasa Inggris oleh guru maupun dalam pembelajaran bahasa Inggris oleh peserta didik.
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