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The research was aimed at finding out the students’ responses and perceptions toward the corrective feedback given in teaching speaking activity. The research applied quantitative methods by sending questionnaires to 70 students. The students’ responses and perceptions for teacher’s corrective feedback indicated that students think their spoken error should be corrected. In addition, the students want their teacher focus more on. They also agree if their friends should correct their error. The most popular corrective feedbacks in teaching speaking are the explicit correction, elicitation, and repetition. They have an effective function in detecting the students’ mispronunciation and low accuracy and fluency. The other corrective feedback like implicit correction, recast, clarification request, and metalinguistic feedback are not favored because the percentage is lower than other corrective feedback. It indicates that not all of corrective feedback is effectively used in speaking.

Abstract-The research aimed to describe the effectiveness of the use of caricature media in learning writing of an argumentation paragraphin the tenth class of SMA Negeri 1 Bontoramba Jeneponto. The research design was an experimental research by using quasi-experimental research design. The research subjects were the tenth grade students of SMA Negeri 1 Bontoramba Jeneponto in 2015/2016 academic years which consisted of 131 students. They were divided into four classes. The data were analyzed by descriptive and t-test inferential statistics. The results showed that there was a significant difference between the learning writing of an argumentation paragraph by using the environment media and the writing ability of argumentation paragraph by using the caricature media, which was effective tobe used as a learning medium to write an argumentation paragraph at the tenth class of SMA Negeri 1 Bontoramba Jeneponto. Therefore, it can be concluded that the caricature media were effectively used in learning writing of argumentation paragraph.

Assessment is a proces to collect the data focused to make desition about an object, it is developed suitable with the industrial revolution. The objective of the study to explain of assessment of teaching in the 21st century. The study was qualitative by using library research approach, it focused in making desition process and analyze the relationship of a dynamic phenomenon with logical scientific. The finding noted three keys of assessment contents; the complex competences of assessment, the value of outcome accomodate full range beside cognitive and academic achievement, and focus of inteaction will end up of assessment. Entering a new world in 21st century, the characteristic of teaching in this era are; performance in thinking criticaly and solve the problem, innovative and creative, colaborative and cooperative learning, teamwork, leadership, build the understanding of cross culture, communication and information, media and literacy, ICT, and career and learning self-reliance. One of assessment model in this era is teaching assessment based HOTS. It designs to developt critical and creative thinking skills and positive character for students.