Learning listening skill is more challenging for English as a foreign language (EFL) students. Based on an investigation at several high schools in Padang, the existence of listening skill in English subject is almost neglected in teaching and learning process because of many reasons such as the limited media and less opportunity to practice listening. Teachers are difficult to prepare appropriate media to teach listening while students are difficult to find out the appropriate listening materials to practice. Innovation in using media is needed in this era because people use technology such as the computer, smartphone, internet in life. This paper uses library research method that aims to describe such as solution by utilizing mobile phone in teaching and learning listening skill considering almost all students already had their own Smartphone. Based on the study, there are several benefits in using technology especially mobile-based learning in teaching and learning process; increase teachers creativity in designing teaching materials and media, increases students’ motivation in learning, mobility, accessibility, and excellent potential for providing students with the learning materials whenever and wherever. In summary, using mobile-based learning can be a solution to solve several problems in teaching and learning listening.
English for Vocational High School students has been categorized under English for specific purposes. Learning materials become an essential thing should be designed well in the field of English language teaching and learning. Thus, this research aimed at running a need analysis concerning the needs of Vocational High School Students in developing English speaking learning materials majoring in hospitality management. A descriptive survey was designed in which the data were gathered through need analysis questionnaires which have distributed to 60 students. The questionnaires were analyzed by using percentage technique. The research reveals of students' need related to content, learning media, activities, and topic. The findings of this research are expected to provide valuable information for designers in developing supplementary learning materials focus on speaking skill with the topic are related to the students' need in the workplace, ESP teachers and curriculum designers in organizing syllabus.
This study aims to develop a rubric of reading task evaluation. Task cannot be separated from reading comprehension activities. Usually, teachers or lecturers tend to give available tasks provided by the textbook or create their own. However, sometimes the tasks are not appropriate and not fulfill the readers' needs. Actually, a good task should consist of several components in order to achieve multiple outcome. Eventhough some experts have proposed the components of a good task and teachers can refer to the theories to check the task given, the appropriate and effective evaluation sheet is not available yet for them. Developing reading task evaluation rubric is a part of a research about developing reading tasks by using ADDIE model. Specifically, the rubric is developed based on several theories from some experts namely Nunan ( 2004), Cunningsworth (1995), Brown (2010), Elis (2003), etc. The product then is validated by two experts, revised and finally produced. The result of the research indicated that evaluating reading tasks in order to choose and create the good tasks is crucial to be done. Therefore, reading tasks evaluation rubric is needed to guide lecturers or teachers to do so. The rubric of reading task evaluation was developed with the following criteria, namely 1) goals and rationale, 2) input, 3) procedures, 4) task types, 5) teacher and learner roles, 6) setting, 7) implementation, 8) grading, 9) integration, and 10) assessment and evaluation. Furthermore, experts' judgments decided that the rubric and its components are valid and can be used to evaluate and choose the right reading tasks for the students. Finally, the result of reading tasks evaluation process by using the developed rubric will be an important information to develop a more appropriate reading comprehension tasks.
The right models of teaching will give much influence on teaching and learning process and result. Flipped classroom-sub model of Blended learning-is believed to give better influences on learning and teaching. This article presents the needs analysis results, which are part of research and development project whose aims are : to identify learners' need in models of teaching for writing skills, to determine the key characteristics of models of teaching based on students needs and to develop models of teaching for writing skills based on Flipped Classroom Models.. The data of needs anlysis were collected through questionnaire to find out the existing models of teaching for writing skills at seven grade, the learners' need of models of teaching for writing skill, and learning needs of models of teaching for writing skills. It is find out that above 50 % of studetns consider flipped classroom is very important for writing skills. 60 % students choose the input being presented in digital form of interactive multimedia. above 50 % students choose to have group activities for writing skills. Omitting homework become favourable for 80 % of students make it as achoose. The role shifting shows the balace almost in balance 50 % to 50 % where students want to incharge deeply in writing process and on the same time still depen on teacher role. The findings of this needs analysis will be used to develop flipped classroom models of teaching for writing skills at seven grade students of SMP N 1 Padang Panjang. Finally, this research is hoped to give contribution in developing models of teaching in English especially for writing skills.
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