This study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of EFL learners in Malang. This study employs mixed research method, involving forty-eight participants. To gather the data, questionnaires and interview on students’ anxiety are used as the instrument. The results of the study revealed that the students were mostly in moderate-level of anxiety. The anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. Additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. Both contributed to students’ anxiety in their listening performance.Another finding addressed factors which cause students’ anxiety. It can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. Teachers’ factor related to teachers’’ characteristic and condition. Students’ factors closely related to students’ performance in listening activity. Listening material included listening difficulty and material. Other factors included environmental factors and other situation which was not mentioned in above three factors.

Setiap pendidik pada satuan pendidikan berkewajiban menyusun RPP secara lengkap agar pembelajaran berlangsung secara interaktif, inspiratif, menyenangkan, menantang, efisien, memotivasi peserta didik. Kegiatan ini melibatkan kerjasama dengan sekolah mitra. Terdapat satu sekolah yang terlibat dalam kegiatan ini, yaitu SDN Girimoyo 2 Kabupaten Malang. Untuk menyukseskan kemitraan ini, guru yang akan menjadi peserta pelatihan perlu mendapatkan penguatan konsep materi Kurikulum 2013, dan penyusunan RPP. Metode pelaksanaan kegiatan ini yaitu workshop pelatihan, pendampingan dan impelementasi Penyusunan RPP Kurikulum 2013. Pada akhir kegiatan ini, guru akan mengimplementasikan RPP yang telah disusun sesuai kelasnya. Dalam pendesiminasian RPP ini, tim akan mendampingi dan melakukan observasi. Dari Hasil observasi ini yang akan dijadikan bahan Refleksi Bersama. Dapat disimpulkan bahwa guru telah menerapkan Kurikulum 2013 dengan baik. Hal ini dapat diketahui dari RPP yang dirancang dan kegiatan pembelajaran.  Kata Kunci: Perangkat pembelajaran Kurikulum 2013, penyusunan RPP, guru

Authentic material is a material which is used by the purpose to imitate the real-world situations. In addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. However, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the Englishteacher in using the authentic material of SD PuriAsah Dasar Avesiena Green School Malang. Descriptive qualitative research design was used in this study. The techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. The subject of this research was an English teacher of SD PuriAsah Dasar Avesiena Green School Malang. The result of the research showed that there were forty-eight authentic materials were used in five times observations. The researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to Authentic Visual Material, two referred to Authentic Printed Material, and the rest forty-five referred to Realia which meant it was the most favorable Authentic Material used by the English teacher. In using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. By seeing and holding the real thing, it made the students interested and experienced the real situation. In this case, the problem faced by the teacher was in finding the authentic material which adjusted the students’ grade and topic.

This study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of EFL learners in Malang. This study employs mixed research method, involving forty-eight participants. To gather the data, questionnaires and interview on students’ anxiety are used as the instrument. The results of the study revealed that the students were mostly in moderate-level of anxiety. The anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. Additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. Both contributed to students’ anxiety in their listening performance.Another finding addressed factors which cause students’ anxiety. It can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. Teachers’ factor related to teachers’’ characteristic and condition. Students’ factors closely related to students’ performance in listening activity. Listening material included listening difficulty and material. Other factors included environmental factors and other situation which was not mentioned in above three factors.

Authentic material is a material which is used by the purpose to imitate the real-world situations. In addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. However, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the Englishteacher in using the authentic material of SD PuriAsah Dasar Avesiena Green School Malang. Descriptive qualitative research design was used in this study. The techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. The subject of this research was an English teacher of SD PuriAsah Dasar Avesiena Green School Malang. The result of the research showed that there were forty-eight authentic materials were used in five times observations. The researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to Authentic Visual Material, two referred to Authentic Printed Material, and the rest forty-five referred to Realia which meant it was the most favorable Authentic Material used by the English teacher. In using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. By seeing and holding the real thing, it made the students interested and experienced the real situation. In this case, the problem faced by the teacher was in finding the authentic material which adjusted the students’ grade and topic.