The research explored teachers’ understanding of formative assessment in the secondary school level, particularly in the context of English teaching and examined factors related to the teacher assessment in the literacy level. To achieve the intended purposes, a self-designed instrument named Teacher Formative Assessment Literacy Questionnaire (TFALTQ) was emploted. Cronbach alpha measured the internal consistency of items that measuring the latent constructs were adequately accepted (α= 0,67), and exploratory the factor analysis using rotation matric revealed a robust factor loading of the variance explained with KMO statistic of 0,72. The questionnaire was distributed to all English teachers who taught in the secondary high school in central Lombok. There were 243 teachers from public and private high schools were participated in the study. The participants came from both public school and religious school, regardless of their school types and level. Using the case of 243 English teachers, the analysis reveals that the teachers’ understanding of formative assessment is inadequate and that four dimensions of teachers’ formative assessment literacy and understanding are revealed. These include an assessment to serve the accountability purpose, examination/test driven learning, the procedural approach to learning and assessment, and the receptive role of students. The multiple hierarchical regression analysis is performed to identify athe factors that are influencing the teachers’ formative assessment literacy. The analysis suggests that the teachers have a poor understanding of formative assessment, insufficient training in assessment and gender is a strong predictors of teachers understanding of formative assessment.

This study focuses on finding the relationship between morphological awareness and English vocabulary knowledge of Sixth semester students in IKIP Mataram. Many researchers have conducted a number of studies to find out the most effective strategies in learning vocabulary.  One of them  which is discussed in this study is applying morphological awareness. The first research problem is talking about the English vocabulary size of the students. The second problem is talking about the level of the students’ morphological awareness. and the third problem is talking about the relationship between morphological awareness and the English vocabulary size of sixth semester students in IKIP Mataram.   In turn, in conducting this research, the researcher uses a mixed methods. Not only quantitative analysis, descriptive statistics and other statistical tests, but also qualitative analysis are used. The data presents the students’ vocabulary size in the form of level which is adapted from  the theory by Nation and  Beglar (2007) and also their morphological awareness in form of level which is adapted from the theory by McBride-Chang et al (2005). This data also presents the relationship between morphological awareness and English vocabulary knowledge in form of  correlation based on Pearson product-moment formula. This analysis shows that the sixth semester students in IKIP Mataram are in level 6,000 means that their results is good enough based on  Beglar and nation (2007). And the results of the morphological awareness are variant. Thence, this study also found that there is relationship between the students’ vocabulary size and their morphological awareness.

The deep consideration in teaching vocabulary is promosing a deep level of processing that can involve either long-term or short-term memory. This study was aimed at investigating the use of total physical response in the teaching of vocabulary integrated with meaningful classroom interaction. To attain the research aim, this study employed classroom action research. The steps of classroom action consisted of Planning, Acting, Evaluating and Reflecting. In the planning phase, researchers prepared lesson plans in line with students’ vocabulary problems and mastery. The students’ vocabulary problems were determined on how their solutions were before applying it in the class. The phase of the Acting is the session of applying total physical response as learning activities to improve students’ vocabulary. The acting activities should be done in accordance with the previous plan prepared. The last but not least is evaluating and reflecting. It referred to the evaluation process since researchers applied the learning strategies in the class. The upcoming process is then reflection, and it is emphasized on whether the learning plans are on the track. This study was carried out in middle schools. The sample was chosen by using purposive sampling technique. 37 students in the eleventh-grade class were involved in this study. The successful criteria were enacted in 75, and the indicators covered expanding word knowledge, adding specific words, word-learning strategies, and word-play activities. Based on the analysis result, students were able to conduct various learning activities to improve wide and extensive independent reading activities to expand their word acquisition and knowledge; students were able to perform meaningful strategies relating to specific words to improve their comprehension of texts containing those words; students were able to perform word-play activities to improve learning atmospheres in the class. Therefore, it can be concluded that the use of total physical response was able to improve students’ vocabulary mastery in integration with meaningful classroom interaction. The implementation of this strategy with paying attention to classroom interaction is strongly recommended to be applied for other language elements.

This research was aimed in attempt to analyze and describe the EFL Teachers' Perception about Authentic Assessment. The EFL teachers at MA DI Putra Nurul Hakim were taken as subjects of this research. Descriptive research design with quantitative data was applied since the method of gathering the data was questionnaire with interview as the supporting method. In relation to the problem proposed, the current study found that the EFL teachers at MA DI Putra Nurul Hakim had positive perception about authentic assessment. It was proven that the EFL teachers had positive knowledge, point of view, belief, feeling, and behaviour towards authentic assessment.

This research was conducted in attempt to analyze and describe the types of authentic assessment implemented by the EFL Teachers at MA DI PUTRA NURUL HAKIM. This research applied a descriptive research design since it was aimed at analyzing and describing the types of authentic assessment practiced by the EFL teachers in English classes in MA DI PUTRA NURUL HAKIM. The method of gathering the data was observation supported with document study and interview to get more deeply. In relation to the problem raised, the current study found that there were various types of authentic assessment used by the EFL teachers. They were oral presentations and dramatizations, story telling, reading aloud,demonstration, constructed response items, writing samples, and peer assessment. The researcheralso found that the EFL teachers integrated one skill with others since one single method of assessment can be used to assess more than one skill, and one skill was assessed by using some types of assessement. Key word: authentic assessmeent BACKGROUND OF THE STUDYThe main purpose of classroom instruction is to help students achieve a set of intended learning goals. These goals should typically include desired changes in the intellectual, emotional, and physical spheres. When classroom instruction is viewed in this light, assessment becomes an integral part of the teaching-learning process. The intended learning outcomes are established by the goals, the desired changes in students are brought about by the planned learning activities, and the students learning progress is periodically assessed by tests and other assessment devices.