This study aims to assess teachers' competence in learning process. Research used is quantitative approach designed descriptively. The research paticipant are 76 studens determined by proportional stratified random sampling technique (class A to F). The data for teaching competency were collected using questionnaire developed by the Ministry of Education and Culture (2015), involving 28 closed-statements with Likert scale model. The questionnaire was responded on a scale of 5 to 1 (very good/very high/always up to not good/very low/never). All data is processed bydescriptive analysis using SPSS 20.00 for windows. The result is that the 9 courses which are assessed formatively by the participants indicated that the teaching competence is in the very high category (69%) so that it needs to be maintained and developed continuously.

Educators expect that the students perform optimally in order to support the achievement of learning objectives. However, they need to reflect the internal and external environments created to support the direction of the totality of students or vice versa. This study reports a qualitative investigation concerning to strategies that train the development of students’ academic self-concepts during the learning process. There were four sixth semester students of Physical Education, Health, and Recreation program who are willing to be actively involved in sharing their learning experiences, including: 1) Lodolaleng D, 2) Lassa YY, 3) Nalle FJB, and 4) Nama LR (M = 21.5 years). Researchers used participation observation techniques, in-depth interviews, field notes, and focus group discussions when collecting data. The results proved the students’ academic self-concept is trained using six strategies, including: 1) Logical consequences, 2) Challenging responsibilities, 3) Dynamic expression media, 4) Solution-based feedback, 5) Direct evaluation of learning outcomes, objective, and transparent, and 6) Integrating thoughts and behaviors that motivate.

Tujuan penelitian adalah untuk menghubungkan konsep diri akademik dengan kecemasan berkomunikasi peserta didik dalam proses pembelajaran. Partisipan adalah peserta didik kelas F yang berjumlah 31 orang yang ditetapkan menggunakan teknik total sampling. Data konsep diri akademik dikumpulkan menggunakan Academic Self-Concept Questionnaire dari Woon C. Liu dan Chee K. J. Wang (2005). Sedangkan data kecemasan berkomunikasi dikumpulkan menggunakan Personal Report of Communication Apprehension dari James C. McCroskey (1982). Hasil uji deskriptif membuktikan konsep diri akademik partisipan tergolong tinggi (83,33%) dan kecemasan berkomunikasi partisipan tergolong cukup (48,39%). Partisipan dengan konsep diri akademik yang tinggi lebih mudah mengendalikan kecemasan berkomunikasinya dalam proses pembelajaran, termasuk group discussion, meeting, interpersonal, dan public speaking.

The research objective is to restore students' self-confidence in learning process using peer mentoring strategies. The research design used is classroom action research by involving students who experience selfconfidence problems determined purposively (five participants). Data were collected using participant observation, in-depth interviews, and field notes. Data were analyzed quantitatively (frequence and percentage) and qualitatively using Creswell's model with seven segments of analysis, ranging from the process of collecting data to interpreting themes. The results prove that the efforts to restore students' self-confidence succeed in five strategies, including three initial strategies (cycle 1), forming limited and intimate group discussion, placing peers who inherit caring, supportive, and inspiring, attitude and providing clear or detailed assignments. While the next two strategies (cycle 2) are to give full trust to students to execute their duties in form of performance and to conduct evaluations based on improvement using students advantages. Consequently, the increase from the first cycle to the second cycle for each participant are P1 = 18.75%, P2 = 17.1875%, P3 = 23.4375%, P4 = 17.1875%, and P5 = 20.3125%. Peer mentoring is very helpful for educators to share roles in an effort to improve student learning performance, for instance improving self-confidence. In addition, peer mentoring can be used by educators to improve the quality of learning in other aspects such as learning outcomes, social intelligence, transformational leadership, and so forth.

Umpan balik sebagai alat untuk mendapatkan informasi tentang suatu aktivitas, olahraga salah satunya. Umpan balik menjadikan aktivitas olahraga menjadi bermakna, tidak statisioner, melainkan menampilkan perubahan-perubahan terstruktur hingga menuju kepada standar ketetapan. Ada dua umpan balik yang lazimnya digunakan pelatih dan atlet dalam “mendramatisasi” proses latihan dan kompetisi, baik yang datang dari atlet sendiri berupa informasi-informasi yang real time (misalnya melewati pelari lainnya). Ataupun yang datang dari luar, misalnya jauh lompatan untuk atlet lompat jauh. Umpan balik positif mendorong atlet untuk meningkatkan motivasi berprestasinya. Prestasi-prestasi yang telah diukir atlet bisa dijadikan pula sebagai strategi umpan balik. Atlet semakin terobsesi untuk mempertahankan dan bahkan meningkatkan prestasinya dengan memecahkan rekornya sendiri. Selain itu, pelatih perlu mendokumentasikan setiap performa atlet dengan melakukan perbaikan dan pengembangan umpan balik yang berorientasi kepada prestasi sehingga tumbuhnya sikap optimistik pada kemajuan. Karena setiap atlet berbeda satu sama lain, pelatih mesti mengenali emosi setiap atletnya. Sehingga saat memberikan umpan balik tidak terjadi kesalahpahaman antara pelatih dan atlet untuk tujuan prestasi olahraga yang akuntabel.