Abstract.This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers' competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers' competence in implementing the 2013 curriculum.

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The advancement of technology requires higher skill in obtaining information due to the rapid flows of information in this recent globalization era. Consequently,  reading comprehension becomes an important language skill for students to nurture. In classroom practices, Indonesian students still encounter problems in English reading comprehension. The present classroom action study dealt with improving reading comprehension through collaborative learning. This is due to some studies revealed that collaborative learning is an effective learning strategy to improve students' learning achievement. The data were collected by administering a pre-test in reading comprehension prior to the teaching cycle and two post-tests at the end of every teaching cycle. The results showed that collaborative learning is significantly effective to improve students' reading comprehension and critical thinking. This study implies that teachers should consider the integration of collaborative learning in teaching reading comprehension.

Education is a key to a successful life for all human beings. Having a good education certainly helps people to have a better life and improve their living standard. Therefore, education should be continually conducted meaningfully to enhance students’ competence. However, carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. Consequently, teachers must have broader horizons on how to conduct the learning processes and appropriate assessment strategies and operate various communication technologies. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures.

The present study was conducted which aims at developing teaching methods of Indonesian as a foreign language. This study was carried out for two years in the form of Research and Development design to develop accuracy of teaching methods to be employed to teach the Indonesian language. The study was conducted as an important and crucial issue encountered by prospective teachers of Indonesian as a foreign language to face global challenges in which teachers of Indonesian are urgently required to teach effectively. In addition, this study was conducted to prepare the Indonesian teachers to be professional teachers and ready to face the competitive world of work. In the first year, the research was focused on creating a draft of effective learning methods to teach Indonesian as a foreign language. Consequently, this study was started by analyzing the teaching methods that have been used by various language learning institutions. The second year, the study is mainly focused on trying out and validated the learning methods to ensure their effectiveness to teach Indonesian as a foreign language.