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Citations
... The activities involved in needs analysis in the authentic assessment of speaking skills in online learning are first, the form of authentic assessment used in speaking skills including 9 forms of speaking assessment according to Zaim and Zul Amri (2017) oral interviews, stories/texts retell, pictures description cues, role play, oral reports, video clips, information gaps, debates and radio broadcast assignments [10]. Second, the characteristics of authentic assessment of speaking skills in online learning have 4 main characteristics according to Zaim and Mukhaiyar (2017) simple and contextual, communicative, clear scoring rubrics, and carried out continuously [11]. ...
... Descriptive analysis is needed to describe and analyze the needs of teachers and students in the process of authentic assessment of speaking skills in online learning. To analyze the data, the researcher used references from Zaim and Zul Amri (2017) in determining the category as follows; Low category with a percentage of 26%-50%, medium category with a percentage of 51%-75%, and the last category is high with a percentage of 76%-100% [10]. ...
... Achievement is the result of learning that is usually taken at the end of one period of teaching. Students' achievement is the result of an evaluation of students' learning progress from various tasks or assessments given to the students (Ren & Bai, 2016;Zaim, Amri, & Asri, 2018;Zaim & Refnaldi, 2016). Achievement is a thing done successfully, especially with efforts and skills (Hornby, 1995). ...
Teachers’ beliefs are a personal construct that can provide understandings, perceptions, and evaluation of teachers' practices. The purpose of this research was to find out the students' perceptions toward teachers' beliefs and their effect on students' achievement in English as a general subject at Universitas Negeri Padang. This research was ex-post facto research. The students of English as a general subject in 2018/2019 academic year were the population of this study. The sample was chosen by using a random sampling technique in which there were 150 students chosen as the subjects of this research. The data were taken by using a Likert-scale questionnaire and analyzed by using SPSS Statistics 18 Software. The result showed that there were no significant effects of teachers' beliefs on students' achievement. H0 was accepted because the t-value was lower than the t-table. The value of the t-value was 1.008, while the t-table was 6.313.
