Teaching English to secondary students needs to be considered in order to formulate their learning levels and their needs. This is crucial in order for the learning process to be successful. However, as teaching English should be integrated into other language skills, the use of media which is mostly helpful for particular skills sometimes can be time consuming, and not all teachers are able to prepare and use it in their classes. Thus, a teacher has no time to practice one of the skills sufficiently using particular media to support the learning process. Listening skills for instance, technology in which nowadays has been developed to facilitate students to improve their listening skills is better to be used by English teachers in order to find suitable listening sources. Thus, a research question of how is the significance of BBC Learning English to be used in teaching listening skills in secondary students was tried to be endeavored. Hence, a quantitative method was used in this research. It was found that BBC learning English is significant to be used in English classes of secondary school. Moreover, the questionnaire that students filled out showed that their motivation and enthusiasm revealed a positive response. Keywords: ICT, teaching English, listening skill, secondary students, media

Since curriculum 2013 is implemented in Indonesia, teachers have changed the way they give task as well assess the students. Referring to the new curriculum, all of the tasks and assessments should include high order thinking skill (HOTS). However, up to now, there are some teachers who find it difficult to develop task that really reflect high order thinking skill, such as authentic task. Based on previous research, some teachers claim that authentic task cannot be employed as it is considered time consuming. This paper uses descriptive quantitative method which involved twelve junior high school English teachers in two different junior high schools in Sumenep to investigate their understanding about authentic assessment and how they implemented it in their classrooms. The results of the study show that in general, teachers have a good knowledge of authentic assessment. However, there are some obstacles in the implementation level due to some factors, namely students’ critical thinking, the problem with the rubric, and the fact that this type of assessment can be time consuming.  Keywords: authentic assessment, classroom task, curriculum, HOTS