This study attempts to measure the students’ abilities in writing through online language learning platform using library research. The subject of the research was TOEFL top score in English Department USU consisting of 19 students. The instruments of collecting data were the students’ writing e-portfolio as the quantitative and qualitative data. Based on the assessment process, the used of online learning platform was very helpful, effective, and efficient both for the teachers and the students. The findings of the research: (1) Content aspect score was 25.7; (2) Organization aspect score was 18.1; (3) Vocabulary aspect score was 18.3; (4) Language use aspect score was 19.7; (5) Mechanics aspect score was 4.3. The result of the research showed that the students experienced mostly in excellent to very good level.

Writing is known as the most difficult skill for second language and foreign language learners. One of the strategies much used by teachers, instructors, and practitioners to help the students to overcome the issue is self-reflection writing. This study aimed to find out how the implementation of self-reflection writing could improve students' ability in writing recount text. This research was conducted in a Madrasah Aliyah Swasta Medan. The researchers used classroom action research as the research design, which was conducted in two cycles. In each cycle, the researchers collected both qualitative and quantitative data. Qualitative data were collected through observation sheets, interviews, diary notes and documentation, while quantitative data were obtained from pre-test, post-test I and post-test II. The results of qualitative data showed that: 1) the students felt enthusiastic at the implementation of self-reflection writing; 2) the students became more active in learning to write recount text by using self-reflection writing strategy. Moreover, the results of quantitative data showed that the students reached the minimum score criteria (KKM) in the first cycle with the percentage of 41.1%. In the second cycle, the students gained higher scores with the percentage of 88.2%. Based on the results, it can be concluded that the implementation of self-reflection writing can improve the students’ ability to write recount text.

This study investigates the influence of the eye-camera location associated with the accuracy and precision of interpolation-based eye-tracking methods. Several factors can negatively influence gaze estimation methods when building a commercial or off-the-shelf eye tracker device, including the eye-camera location in uncalibrated setups. Our experiments show that the eye-camera location combined with the non-coplanarity of the eye plane deforms the eye feature distribution when the eye-camera is far from the eye’s optical axis. This paper proposes geometric transformation methods to reshape the eye feature distribution based on the virtual alignment of the eye-camera in the center of the eye’s optical axis. The data analysis uses eye-tracking data from a simulated environment and an experiment with 83 volunteer participants (55 males and 28 females). We evaluate the improvements achieved with the proposed methods using Gaussian analysis, which defines a range for high-accuracy gaze estimation between and . Compared to traditional polynomial-based and homography-based gaze estimation methods, the proposed methods increase the number of gaze estimations in the high-accuracy range.

We introduce a blind spot method to create image changes contingent on eye movements. One challenge of eye movement research is triggering display changes contingent on gaze. The eye-tracking system must capture the image of the eye, discover and track the pupil and corneal reflections to estimate the gaze position, and then transfer this data to the computer that updates the display. All of these steps introduce delays that are often difficult to predict. To avoid these issues, we describe a simple blind spot method to generate gaze contingent display manipulations without any eye-tracking system and/or display controls.

This research was aimed at implementing diary writing as a medium to improve the writing skills of the eighth grade of MTs Pondok Pesantren Ulumul Qur’an Medan in the academic year of 2020/2021. This research was an action research study. The participants of this research were 22 students of grade VIII, the English teacher, and the collaborator. This research used two types of data, namely qualitative data and quantitative data. The qualitative data were obtained through an interview with the English teacher and the students and observations during the teaching and learning process. Meanwhile, the quantitative data were in the form of the results of the students’ writing before the implementation of the actions (pre-test) and after the implementation of the actions (post-test). The results of the research showed that there were improvements on the students’ writing skills. The research uses two cycles, each cycle consist of planning, action, observation, and reflection. The result of this research shows that there is an improvement of the students’ writing skills in recount text. It can be seen from t-test calculation in cycle I shows that the score of pre-test 35.9 and the score of post-test is 57.72. Meanwhile, the cycle II shows that the score of pre-test is 57.72 and score of post-test is 83.86. This indicates that by applying of diary writing can improve the writing skills of the second grade students of MTs Pondok Pesantren Ulumul Qur’an Medan is accepted.