In teaching and learning process, teacher may use certain learning strategies or methods. Virtual discussion, for instance, it can be done to encourage students’ cognitive, affective, and psychomotor. This activity provides an opportunity for students to sit and listen as they speak and think critically, logically, and rationally. Moreover, students get better results when they work together than those who study individually. This survey research conducted to find out the correlation among virtual discussion with cognitive, affective, and psychomotor of 110 students in IKIP Budi Utomo Malang. The result shows that the virtual discussion has strong correlation not only in cognitive domain, but also it has strong correlation with affective and psychomotor domain. Almost all significant values are positive. There is only one negative significant value between cognitive and affective. Thus, it illustrates that the increasing of cognitive domain by applying virtual discussion is not always followed by the increasing of affective domain.

Abstract:This current study was intended to investigate the student point of views on the use of authentic materials (AMs)

In this study the researcher proposed using a procedure based on the use of tasks as the core unit of planning and instruction in language teaching called Task-Based language Teaching (TBLT) to enhance the speaking ability of EFL learners. The present study was focused on seeing whether the TaskBased Language Teaching more effective to develop the students’ achievement in speaking. In this study the researcher used the population of the tenth grade students of SMKN 2 Malang in 20014/20015 academic year. In conducting this research, the researcher used the quasi-experimental design in terms of using one experimental group and one control group. These groups were chosen randomly from tenth grade classes from the two classes. The result of this study shows that there is a signifcant difference in the scores for Task- Based Language Teaching method and Audio lingual method after controlling for scores on the test. From the ANCOVA computation, it can be concluded that the students in experimental group had better achievement than those in control group.

Many inputs are given by teacher to the students to develop their understanding of reading. Unfortunately, after the learning process has been carried out, many teachers ignore these reading skills tests. In this case, the test is not arranged based on the level of students' reading ability. Therefore, this study aims to create standardized tests, so that each student gets a type of test with the same level of ability even with different teachers. With the latest learning system, the Standardization Reading Test (SRT) will be arranged based on E-form. Students will take the test on their PC or mobile phone screen thereby speeding up the scoring system. This E-form based SRT will take advantage of the Quiz Creator application with features that require students to answer a reading test within a specified time. This research uses a development research type. Researchers developed a standardized test in the Intermediate Reading course. In this study, researchers used the Quiz Maker application. This Standardization Reading Test (SRT) will make it easier to measure students' reading comprehension skills in a valid and efficient manner. The first step is to see the potential and problems possessed by students in Intermediate Reading learning carried out by the chairman and research members. Then, data collection was carried out. Product design and design validation are carried out at a later stage by the chairman and members of the researcher. After being validated by the expert, the researcher revised the design. Product testing is also carried out as a consideration for next steps. If at the time of testing it is not satisfactory, the researcher will revise the design again to obtain the final product, namely the Standardization Reading Test (SRT).

In Indonesia, English is taught even in the most basic educational institutions, that is Kindergarten. But, most of the Kindergarten teacher did not graduate from English department, so the English they taught often contain the mistakes. This study aimed to identify the mistakes that was made by the teacher during teaching and learning English. The designed of this study is descriptive-qualitative research. The data of this study was collected from the sentences containing mistakes spoken by the teacher in teaching and learning activity at Kindergarten Ar-Roihan Lawang. The result of this study showed that the teacher did some mistakes when she taught English in the class. The researcher found 32 mistakes made by the teacher. The most mistakes made by the teacher is structure of the sentences with 18 mistakes, the second is the plural of nouns with 8 mistakes, and the last is tenses with 6 mistakes.