Abstract-It is believed that authentic reading materials can link students to contextual use of English, as they can improve students' communicative and cultural competences. Related to point, this is very important to highlight the investigation on teachers' beliefs about authentic reading materials as it is reflected through the teachers' expectation and how they manifest them in classroom practices. This is a case study of four teachers who teach English at public senior high school in Samarinda, East Kalimantan. The study explores the beliefs of these teachers about authentic reading materials in their classroom practices. The data were taken from a semi structured interview, classroom observation, and teachers' written documents. The study revealed that there were three themes of teachers' beliefs emerged, (1) types of authentic reading materials, (2) skills to be improved after reading, and (3) teachers' challenges of using authentic reading materials for the classroombases. It is noted that teachers did self-adjustment when manifesting their beliefs in classroom activities. In addition, Teachers needs self-management when utilizing authentic materials.

Today’s English teaching and learning speaking in the digital era at the university level is full of challenges but promotes many possibilities. WhatsApp, the most popular social media used for communication, can be interactively utilized to study speaking about daily conversations in a flexible way anytime and anywhere to solve students’ speaking problems as well as one of the teaching and learning media in the disruptive era. This research was trying to develop WhatsApp-based speaking instructional material (WABSIM) for the Basic Speaking subject to help students speaking English effortlessly and fast about daily topics. This research was the first step of Research and Development (R&D) of the ADDIE model i.e., to analyze students’ needs to learn Basic Speaking through WhatsApp instructions. The research took place at the English Education Study Program of one private university in South East Sulawesi, Indonesia. Sixty-eight (68) students participated in giving information regarding to the students’ needs through an online survey in the Google Form. It revealed that students wanted to learn the Basic Speaking materials integrated with mobile technology in the form of social media of WhatsApp to make the learning is fast, enjoyable, fun, more communicative, more collaborative, and help them learning anytime anywhere, in and outside the classroom more independently. Also, students need real-life topics, authentic, interactive, and presenting domestic and international viewpoints in the WABSIM. Besides, the developed speaking materials should cover the audio and visual materials to cover students’ learning styles varieties, and the materials should include the speaking components such as vocabulary, grammar, pronunciation, fluency, comprehension, and task. Data resulting from the needs analysis informed the researchers of crucial issues to consider in developing WABSIM for the design, development, implementation, and evaluation in the next phase of this project. Further, students’ preferences and learning goals can be integrated with perspectives from the mobile learning literature and the affordances of WhatsApp to facilitate communication, collaboration and interaction in ways that have the potential to accelerate English language learning on the part of university students. There would be value in conducting similar needs analyses for other mobile learning instructional material development processes internationally, both for comparison with the Indonesian results here and in order to inform those development processes.

PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICESIN THE SELECTION AND DEVELOPMENTOF ENGLISH LEARNING MATERIALSNurdin NoniFBS Universitas Negeri Makassaremail: nurdinnoni@yahoo.comAbstractThis study aims to describe: (a) teachers’ profiles, (b) teachers’ perceptions of the use oflearning materials, and (c) practices in the selection and development of English learningmaterials by primary school teachers in Makassar City. The study used the descriptivemethod by involving primary school teachers of English. The sample consisted of 15primary school teachers of English, randomly selected from two clusters, namely thecity center and the suburb. The data were collected using a questionnaire. The resultsand discussion include the English teachers’ profiles, perceptions of, and practices in theselection and development of English learning materials for primary schools. In general,it can be concluded that the perceptions of primary school teachers of English are in linewith their practices in the selection and development of learning materials.Keywords: perception and practices, selection and development of English learningmaterialsPERSEPSI DAN PRAKTIK GURU SEKOLAH DASARDALAM PEMILIHAN DAN PENGEMBANGAN MATERI PEMBELAJARANBAHASA INGGRISAbstrakPenelitian ini bertujuan mendeskripsikan: (a) profil guru, (b) persepsi guru terhadappenggunaan materi pembelajaran, dan (c) praktik pemilihan dan pengembangan materipembelajaranbahasa Inggris oleh guru sekolah dasar di Kota Makassar. Metode yangdigunakan adalah metode deskriptif dengan melibatkan 15 guru bahasa Inggris sekolahdasar yang dipilih secara acak dari dua klaster, yakni pusat kota dan daerah pinggirankota. Data dikumpulkan dengan menggunakan angket. Hasil dan pembahasan meliputiprofil guru bahasa Inggris, persepsi, dan praktik pemilihan dan pengembangan bahanajar bahasa Inggris untuk sekolah dasar. Secara umum dapat disimpulkan bahwa persepsiguru bahasa Inggris sekolah dasar memiliki kesesuaian dengan praktik yang merekalakukan dalam pemilihan dan pengembangan bahan ajar.Kata kunci: persepsi dan praktik pembelajaran, pemilihan dan pengembangan materipembelajaranand setting

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This era of 4.0 industrial revolutions, lecturers, especially English lecturers have to be aware with the technology particularly mobile technology that can enhance their students’ English skills in utilizing social media such as WhatsApp to improve students’ English speaking ability in order that they can show high self-confidence and motivation to learn this international language. This research aimed at describing students’ day to day English speaking skills via WhatsApp group set as a platform for audio and video chat-based for a semester period. Through these chat-based, students were expected to solve problems in terms of self-confidence and motivation to speak English. Data was gathered in the form of group WhatsApp day to day observation and close-ended questionnaire with 27 participants selected purposively. These data were analyzed descriptively. The results showed that students felt very confidence and were encouraged to speak through WhatsApp group by audio and video recording chat-based from day to day speaking habit. WhatsApp as a social media has much potential for students to improve their speaking skill through audio and video recording. Therefore, the passive students were also engaged actively when there was a stimulus set by the lecturer and rest members in the WhatsApp group.