This study focuses on analyzing the maxim flouting between the teacher and students of XI IPS in SMA PGRI 2 Bandung during classroom interaction. The objective of this study is to find out the types of flouting maxim produced by teachers and students. Furthermore, this study also investigates the effects of maxims flouting to classroom activity. This study implements descriptive qualitative as the method of the study. There are five instruments used in this study; those are observation checklist, field note, the script of recorded video, questionnaire, and interview. The result of the study shows that there were four types of maxims flouting produced by the teacher and students during classroom interaction. Moreover, the researchers found four adverse effects of flouting maxim in classroom activity.

The objectives of the research are to find out the use of portfolio assessment of writing skill in descriptive text and the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text in SMP Negeri 1 Pagelaran Cianjur. The type of the research is qualitative research with case study method. In collecting the data, the researcher uses field notes, observation checklist, open-ended questionnaire, and documentation. The data were analyzed by reducing the non useful data, displaying the data, and drawing conclusion. The researcher uses data triangulation to get the validity of the data. Based on the research finding, the teacher implemented almost all the procedures of portfolio assessment proposed by Brown & Abeywickrama, the teacher designed the purpose of portfolio, the teacher designed the material of portfolio, the teacher designed the time of portfolio, the teacher designed the time for reviewing, the teacher designed the place for portfolio. The challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text that the teacher has difficulties in giving feedback in a large class, less in controlling and guiding the students, and the teacher did not use the rubric for assessing the writing skill of the student’s task.

Abstract

Teaching Practice is a compulsory subject that must be followed by the 6th semester students of Faculty of Teachers' Training and Educational Sciences in Universitas Islam

In this study, placing EQ and SQ in

Students have different motivation in learning particularly in the context of learning English as a foreign language. One that motivates students in learning the target language is their self-efficacy. To optimize the English learning process, this study aims to find out the level of second-grade senior high school students' selfefficacy. The study which was conducted to a class also investigated the factors affecting their self-efficacy in learning English. To achieve the objectives, a case study design with multiple instruments was employed in this study. Data analysis showed that the students' self-efficacy levels were varied encompassing low, moderate and high level. The data also revealed that there were several factors influencing students' selfefficacy. Relevant pedagogical implications to increase students' self-efficacy in learning English are discussed in this paper.

High-order thinking skills require people not only to remember what they have learned but to analyze and evaluate the information, and later create, use, and maximize the information. The objectives of the study is  to analyze the effect of  Jigsaw and CIRC Method on enhancing students’ reading HOTS in terms of different self-efficacy levels. This study implemented mixed methods. The study was conducted at the eleventh grade of SMAN 11 Bandung. Two classes with purposive sampling were participated in this study. The instrument were reading HOTS test supported by classroom observation.  Quantitative data were analyzed by Shapiro Wilk and Levene Test, continued by Wilcoxon Test, paired t-test, one-way ANOVA, two-way ANOVA, Mann Whitney test, and Pearson Chi-Square test, whereas the qualitative data were analyzed by content and thematic analysis.   The data revealed that the implementation of the Jigsaw Method was only effective on enhancing students' reading HOTS in low self-efficacy levels and could not enhance students' reading HOTS in moderate and high self-efficacy levels. Whereas, the implementation of the CIRC Method was not effective on enhancing students' reading HOTS in low, moderate, and high self-efficacy levels

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