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Appendix 1 summarizes theory related to the 2013 Curriculum, scientific approach models, problems in teaching English, authentic assessment, assessment domains (attitude, knowledge, skills), instrument validity, and the role of feedback. Appendix 2 and Appendix 4 offer Indonesian interview questions for teachers and students about authentic methods, assessment practices, instruments, and feedback delivery. Appendix 3 compiles student-focused discussion, Q&A benefits, and continuous transparent assessment concepts.",{"@graph":63,"@context":110},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/appendices-appendix-1-teachers-interview-guide-theory/233403/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/appendices-appendix-1-teachers-interview-guide-theory/233403.png","ImageObject",442,249,{"name":88,"@type":89},"Paura","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-07","2026-09-10",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104],{"name":105,"@type":106,"acceptedAnswer":107},"How does Appendix 3 describe assessment and learning interaction for students?","Question",{"text":108,"@type":109},"Appendix 3 explains discussion and Q&A benefits, continuous assessment across stages, assessment transparency, and including information about strengths, weaknesses, and mastery regarding required competencies.","Answer","https://schema.org",{"og:url":78,"og:type":112,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":114,"canonical":78},"index,follow",{"doc_id":116,"site_id":56},233403,1790269079,{"code":4,"msg":5,"data":119},{"doc_id":116,"user_id":120,"nickname":88,"user_avatar":121,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":122,"file_id":123,"file_url":124,"file_type":125,"file_size":126,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":127,"language":128,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":129,"faqs":130,"seo_title":131,"seo_description":61,"update_tm":132,"read_time":133},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","APPENDICES  \nAppendix 1Teacher’s Interview Guide Theory  \n\n| Num. | Theories | Items |\n| --- | --- | --- |\n| 1. | In Indonesia Education is directed to encourage students to find out information from various sources through observations which is known as the scientific approach by applying and prioritizing several learning models, namely, inquiry learning, discovery learning, project-based learning and problem-based learning based on the Regulation of the minister of Education and Culture No. 65 in 2013\u003Cbr>(Sufairoh, 2016) . | 1 |\n| 2. | There are the problems that are often encountered in the process of teaching English are the incompatibility of children‟s learning processes that have been going on for along time, the lack of use English in real life, the difficulty of students understanding the use of English whose pronunciation is opposite to the first language (Mustafa, 2003, as cited in Numan, 2016) | 2 |\n| 3. | Authentic assessment considers a sustainable assessment system by covering all aspects that are improving innovative aspect (Puckett & Black, 2000, as cited in Herdiawan, 2017) . Authentic assessment is suitable to be carried out in ELT classroom since it enables students to upgrade their soft-skill in terms of being critical and productive during the learning process. In addition, they mention that authentic assessment involves some meaningful tasks that can assess both students‟ knowledge and skills during the learning process. However, during implementing the authentic assessment, based on the research that had been conducted by Maulidhawati et al.(2021) . | 3,4 |\n| 4. | Implementation of 2013 Curriculum in Indonesian Education demands all teachers carry out the authentic assessment to assess students‟ performance during their learning process, which in assessing the students, the assessment must cover three important domains such as attitude, knowledge, and skills (Muthoharoh, 2019) | 6 |\n| 5. | Authentic assessment is an assessment used in the 2013 curriculum which includes an assessment of aspects of attitudes, knowledge and skills. | 7 |\n| 6. | Instrument of authentic assessment capable measuring what is to be measured, whether from the realm of knowledge, attitudes, or abilities and makes it easier for teacher to analyze the learning outcomes that have been obtained by students (Afriana & Festiyed, 2020) . | 8 |\n| 7. | Feedback helps teachers and students to gain new insights, capabilities, and can be used to develop competence as well as minimize or avoid errors (L Zhang, Y Zheng | 9,10 |\n\n|  | 2018). Feedback is a very important tool used to improve the professionalism of the teaching process and the students „learning experience (Heinze, A & Reiss, 2016) . |  |\n| --- | --- | --- |\n\nAppendix 2 Interview Guide for Teacher  \n\n| No | Questions |\n| --- | --- |\n| 1. | Apakah ibu menggunakan pembelajaran metode autentik (PBL, PJBL, DBL) disaat mengajar Bahasa Inggris baik offline maupun online? |\n| 2. | Adakah kendala yang ibu temukan ketika mengajar Bahasa Inggris baik disaat online maupun offline? |\n| 3. | Penilaian apa yang ibu gunakan disaat menilai dan mengevaluasi hasil kerja siswa baik selama pembelajaran berlangsung maupun setelah pembelajaranusai? kuis, test, pr |\n| 4. | Apakah ibu ada menggunakan autentik asesmen? Yang tidak hanya ketikapembelajaran selesai namun ketika pembelajaran berlangsung. |\n| 5. | Bagaimana ibu menilai kerja akhir siswa baik itu berupa performance ataupun produk? |\n| 6. | Apakah ibu menggunakan instrument penilaian? |\n| 7. | Ketika ibu menggunakan autentik assessment, adakah kendalanya? |\n| 8. | Apakah ibu memberikan umpan balik kepada siswa? |\n| 9. | Bagaimana cara ibu memberikan feedback kepada siswa? Apakah secara langsung atau tertulis? |\n| 10. | Apakah feedback yang ibu berikan mampu memperbaiki ataupun mempertahankan kinerja siswa? |\n\nAppendix 3 Theories for students interview guide  \n\n| No. | Theory | Items |\n| --- | --- | --- |\n| 1. | (Agustina et al., 2018; Ying, 202","cbCaiomn5xfDqyvP","https://ap.wps.com/l/cbCaiomn5xfDqyvP","pdf",1280545,137,"English","# Appendix 1 - Teacher’s Interview Guide - Theory\n## Appendix 2 - Interview Guide for Teacher\n## Appendix 3 - Theories for students interview guide\n## Appendix 4 - Interview guide for students","[{\"question\":\"How does Appendix 3 describe assessment and learning interaction for students?\",\"answer\":\"Appendix 3 explains discussion and Q\\u0026A benefits, continuous assessment across stages, assessment transparency, and including information about strengths, weaknesses, and mastery regarding required competencies.\"}]","Appendices - Appendix 1 Teacher’s Interview Guide Theory | PDF",1789077594,48]