THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN THE 2013 CURRICULUM AT MAN 2 MODEL MAKASSAR

This research focuses on the implementation and the challenges of authentic assessment in 2013 Curriculum. Employing case study design, the study draws insights of the implementation embracing the types of assessment, the competences to assess, and the challenges encountered by two English teachers and two classes of the students from a senior high school in Makassar. The obtained data from six nonparticipant observations, two sessions of a semi-structured interview with teachers and documentation toward teachers’ documents were all analyzed using thematic analysis model in relations to the concerns of this study. he findings demonstrated that the teachers implemented the authentic assessment in three cyclical stages covering planning, implementing, and evaluating. Three assessment types covering observation, written test, and performance assessment were employed to assess three competencies consisting of attitude, knowledge, and skills. Unfortunately, this practice still remained challenges for teacher covering pertains to scoring, time and effort consuming, and validity issue. It, therefore, could be concluded that the challenges will adhere to the implementation of authentic assessment. These findings inform teachers, policy maker, and future researcher to take possible actions on what and how to do next in order to enhance the practice of assessment in Indonesia. Keywords: authentic assessment, 2013 curriculum, implementation, competences, challenges

English Language Teaching Textbook in Makassar University

The aims of this study is to investigate the experiences of 12 Makassar University lecturers lecturers in planning and writing their English language teaching (ELT) textbooks. The results of interpretative phenomenological analysis (IPA) revealed that, despite a number of pedagogical issues and challenges, these lecturers had a positive attitude toward writing their ELT textbooks, as revealed by an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD). They believed that creating teaching resources for their classes would not only help them meet their students' linguistic demands, but would also improve their lecturing experience. This article argues that writing a textbook for classroom use is a form of pedagogical reflective practice for lecturers that allows them to provide their students with appropriate activities and lessons for effective language teaching and learning, drawing on Tomlinson's notion of the importance of personalizing and localizing ELT textbooks to maximize students' learning. The findings' ramifications are addressed, and recommendations are made

Project-Based Language Learning with Online Community of Practice from a CALL Perspective

Abstract The aims of this study are to determine the vocabulary mastery and the ability to translate of junior high school students in Pangkep also whether vocabulary knowledge and translation competence are linked. This study employed a quantitative approach. This article only contains the third research question. The data of this research was collected through a test. Cluster-stratified random sampling was used to obtain the sample. In this study, 108 seventh-grade students in Pangkep were recruited from three accredited schools: SMP 1 Pangkajene, SMP 3 Bungoro, and SMP 5 Bungoro. The Pearson correlation results for vocabulary mastery and translation ability at A-certified schools are 0.653, which is 0.61-0.80, indicating a high correlation. Pearson correlation -0.595 is in the interval 0.41-0.60 for accredited B schools so that the correlation is obtained, and 0.112 is in the interval 0.00-0.20 for accredited schools so that no correlation is found

TEACHERS' PERCEPTIONS ON EFFECTIVE STRATEGIES FOR REDUCING STUDENTS' ANXIETY IN LEARNING TO SPEAK ENGLISH

Abstract Students who are unable to speak fluently and efficiently are not always due to a lack of language proficiency, a lack of motivation, or a lack of interest. Rather than that, it may be that they are suffering from anxiety, which not only impairs students' performance but also inhibits students' efforts to improve their ability to speak. The purpose of this study was to ascertain EFL teachers' perceptions on effective strategies for reducing students' anxiety when learning to speak English. The data were collected through online interview utilizing the zoom application. The participants in this study were six EFL teachers, one male and five females, each with a unique teaching experience. The findings of this study indicate that: (1) the causes of students' anxiety can come from both students and teachers; (2) the primary effect of anxiety in learning to speak English is that students' performances do not improve; and (3) in order to minimize students' anxiety in learning to speak English, teachers believe they must be able to make the teaching and learning process more pleasant and attractive for the students