Ed.Tech.TESOL

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1. I have a nephew, and his name is Arta. Arta’s age is two years, and he was born 2012th.h he has white skin and corpulent, so he is very cute. Arta lived in Bekasi, but Arta’s family went Boyolali every years. Arta played in my home, and he was fall from chair. He god his leg bluster, so he cried under chair. It was make his leg ill, and he difficult to walk. The next day, we went to Tlatar, and Arta swam in child swimming pool. My nephew tried to jump, but he slipped by self foot. It’s make the all of people look he, so the people laughedthe happen.
2. My sister has dog and cat, her name is Santi. She love it’s, although her mother hate it’s. In the home, she always keeps her pets carefully. The name of Santi’s cat is kitty, although the cat is male. The dog name is Bobo, the colour is bround. Santi like animal before she has a pet. She like cat, dog, rabbit, butterfly, bird, than her choice dag and cat become her pet. She give eat every day for her pets, and give organic food. She brought her pet to hospital once time amount, the hospital name is Shasha. She always examined her pet in this hospital, and handled by Anita. She is especially animal doctor, although allergy feather from cat. 
3. My sister has a interest hobby, the hobby is hiking. She was hiking Lawu, Merapi, Merbabu, Slamet, Sidoro mount. She was inspiration from her friends, since 4 years ago. She enjoyed the adventure. Although the trip suitable for a man. The trip made her feel happy and made new imagination. She toke hiking every holiday, so that the time suitable to recreation. She prepared many facilities, before her did it. She was borough sleeping bag, snack, water, medicine, while she hiking. She looked the beautiful view in the high, when she hiking. Anisa’s office gave time to take, than toke free time to hiking. She got new experience, when did the trip. She thinks that hiking is her live, her hobby is adventure. 
4. Mother and I go to the store, and my sister makes a dinner for us. Before my father goes home from his work, I and my mother have to in the home and the dinner has to ready. It makes us to hard work because my father is perfectionist in everything and he always checks everything in detail. Although my father like that, it doesn’t make us feel annoying, it makes us become discipline and care the time. We learn from my father that everything is important for us, so we have to care with everything around us. My father is the best teacher for us and he always teaches us everything about moral and social value.
5. Yesterday I saw the man in the city park, and the man sat down with his dog. The man was talking to his dog, but the dog was not listening. Everyone around there looked him seriously, so it made the man felt shy but he didn’t care with anything around her. He only focused on his dog, and he just want to show to other that his dog was cute and funny. For a long time the man talked to his dog, his dog didn’t show anything that made the man felt happy, but the man didn’t give up about this. The man tried again, and his dog kept on silence, so it made people around there laughed and me too.
6. I and my family have a plan for holiday, but my friends ask me to join in their plan. Actually I and my family are going to the beach for holiday, and my friends will ask me to climb to the mountain. It makes me so confused, which one will I choose for holiday. I and my family will do the holiday in the same time with my friends, so I difficult to chose both of them. I will asked my friends to delay their holiday planning, so I can join with them, and surely both of the holiday planning will be realized. The holiday will come soon, and I will make a good plan for holiday. I will holiday with my family, and I will holiday with my friends too. 
7. Last month I and my friends went to to Paris Beach but my sister went to Baron Beach. I went to Paris Beach by car and my sister went to Baron Beach by motorcycle. We brought some food, drink and also brought clothes. We met some people and talked with other there. I and my sister met in Malioboro and we bought some T-shirt. I bought batik T-shirt and she bought Dagadu T-shirt. Before came home we walked in “alun-alun” and ate “kucingan”. So amazing Jogjakarta city in the night, so we enjoyed it. And then we came home together.
8. Next holiday I and my family will go to my grandfather house, and will go to Sekarlangit water fall. We have planning will go there by car and will bring some fruits. I and my family will sleep there, and help my grandfather in rice field. My family will sleep there for three days, so we will bring some clothes. My family will make some cake to prepare “Idul Fitri”, but my mother will buy some igredients to make cake there. Some cake we will make, so we need some igredients. I want holiday this year so amazing.
9. KKN is one of P3M Program in STAIN Salatiga. All of students in eight semester must do this program. The first day in POSKO KKN I and my friends clean the house before we live there. And then we make planning for our program before we do something for our program. So many activities in POSKO KKN. In the morning before we cook, we clean the house and also wash the glass and plate. And then we cook to breakfast while the boys make planning for activity in afternoon. We always pray together and eat together, before we do something for today. When I go to market, my friend sweaps the floor. Everyday we teach children in our village, after we pray. We always share all about our problem in POSKO KKN every night, before we sleep. when we go home, all of my friends cry because they can not forget all about something in POSKO KKN.  
10. There are two kinds person in the world. Who are they? Ya, they are ACHIEVER and COMPLACENT person. Achiever person always has a reason to work. He is an eustress person, he likes challenges. He has big dream and always keep hard work to reach it. He also has a way of thinking that not simple, but extra ordinary idea. He always wants to grow better, better and better. The achiever’s life will be really success. Whereas, the complacent is very different. He always feel satisfied with what he have done. He is a follower, don’t has his own choise . His thinking way is flat and his life flow without standart he don’t has target for his future. So, who are you? 
11. Not only Java language that has degree of formality, but English also has it. If Java has three degrees (ngoko, krama inggil, krama alus), English has seven degrees. Ok, I give you a statement and I will write it by using seven degrees of formality. You will know the different of them. 1. Official language, the statement: “The consumption of any food is category prohibited in this area”. 2. Formal : “You’re requested not to consume any food in this area.” 3. Netral: “Eating is not allowed here.” 4. Informal: “Please, don’t eat here!” 5. Colloqualism: “You can feed your face here.” 6. Slang (the little rude language): “Put down that nosh!” 7. Taboo (the most rude language): “lay off the fucking nosh!”. Ya, that’s all. It is interesting, isn’t it?
12. Ramadhan is the ninth month of Hijriyah calender. The moeslims decreed to fast for the sake of Allah. Ramadhan fasting is meant to refrain from eating, drinking and how to control ourself from bad behaviours start from down until sunset. In our country many people cheer up Ramadhan with many costum such as make cakes and visiting among family members. Usually, in the school or islamic boarding house there is Ramadhan boarding house or known as Posonan that have purpose to encrease the faithfulness of student. In addition, when Ramadhan was came we have to offer pray more than usual, reading the holy quran, carry out tarawih pray,and keep healthy with choose the best lifestyle. So that, we will get a good quality of fasting.
13. Day by day, the day you had to go came soon. I accompanied you to buy everything you need later. I wonder if I could help you, I would be very happy. I knew I could not. I did not have any right to come to your house and help you. That night, when you leave me alone, the rain was falling as heavy as my tears. The sky was too dark, and the lamp was off, no lighting there. I could not saw him at all although he was standing in front of me. Then, I got a message that written “ I will always love you vie”. I saw him from the back, and I know he was crying too. I was surprised when my phone was ringing. He phoned me at the Soekarno-Hatta Airport. He told me that word again. Therefore, I had never forgot about that moment to remember. I was so sorry because I miss more whole day. I wish you all the best.
14. On last Wednesday night, I got a message from my friend, Advalina. She told me that her father died, but I could not believe it. Then, I got more messages friends about that news. In the next day, I and my friends made a planning to visit Advalina’s house, in simo. We got gather and went there at 10:45 a.m. by bus. All the long way, the roads was very excellent. It was challenging our mental. The roads were like the waves. I could not stay calm anymore. The bus got us turn left and right with some shakings, and got us up and down that made us laughed and laughed. I saw the beautiful scenery I have never seen such as, the green wood that waving their leaves to everybody saw them, the yellow rice field, the wide blue sky and the new white barrage. We really enjoyed the road although it always surprised us. Next, after we got out from the bus, we had to walk very long to arrive Advalina’s house, but it was fantastic journey.
15. After the long holiday, all of students have to back to school. So do I. going to school is one of my obligation as student. Besides, the school always get me to attend the class, do much home works whole day, collect some assignments, learn many lessons either we have ever got or yet, and of course, pass the test especially final test. Everything related to school is never nice. Why? Well, have you ever heard that learning and studying will affect our brains? Then when can’t stand the effect, that make us want to kill our self. This is one reason why I hate to study. In the other hand, when we studied, and we forget it at the exam, it will make us very sad in whole day. Therefore, come back to school means come back to busier day with no good time for jogging, shopping, and also hang out with friends. Moreover on sunday. I have to tidy and clean my room and replace all of my books in their places because I used to sleep while my book beside me.
16. Fast of ramadhan, is the month who very waited by people muslim in the world. It's the firs time i fast in the new place without my family. Yeah, now i'm in cottage. On the ramadhan this year i hope and pray for my fast be bless. I want to worship this time can being a great conversion in my life. I will happy, when eating "sahur" and waiting reverberation of maghrib. In the night, i will reading Al Qur'an and praying "tarawih". And once in a while overlook time breaking of fasting with my friends. The fast month is the purified and mont of bless. Eventhough i just 12 year old but, i want my fast in this year is complete. I with my friends  in cottage will happy to arouse people for "sahur" with "kentongan". In this month will be a happiness and victory. Where in the end of fasting, we will run into the Great Day of Idul Fitri. We can mutual to forgive with family, friends and many more. I hope this month i will get to fast and making many goodness.

Initially EFL stands for English as a Foreign Language and explicable among teachers, practitioner, and linguists. In my view point, EFL means English as a fourth language because most Indonesian learn it as the fourth one.

Indonesia inherits 750 local languages from previous forebear. Among them are 270 local languages serving as the first language. It gives critical identification among Indonesian as part of diversity. Secondly, people use Indonesian language at school and use it in a formal occasion. They take it as the second language. The following language plays on the third place; Arabic language. They learn it because it is an obligation as the impact of religion teaching. Albeit it does not happen for all Indonesian, I can say Arabic and Islam are one package. In fact, Islam dominates 80% population; therefore, Arabic becomes popular along with the growth of its conformist.

In elementary school, English is an optional subject from 4 - 6 grade. Lately, it becomes intriguingly important subject as the basement of  7-12 grade and higher education. It is considerable that Indonesian students have a problem in international communication because they learn English in the fourth order and  mere inside the class. With extracurricular activities and supporting language environment, it will help students to boost EFL (English as a fourth language) mastery in 4 language skills; listening, reading, speaking, and writing (LRSW).

Another term of EFL is English as a Force Language. I mean that Indonesian students still reluctant to study English and have not a specific intention to learn it.  Sometimes educators have to insist them with competitive assignment in order to advance their knowledge. Sharing cross culture understanding and language experience in foreign country may raise sense of urgency in learning English. The real experience will lead to a vivid perspective about the language usage in a real life.

EFL/ESL Resources

1. The educational resources and material
2. The news and learn English - Reading, Writing, Listening & Speaking

Introduction 

As we know that today is technology era. That everything is developed and moved more fast and instant. With the quick development brought the effect of the human life style and also the human think so every people have competition to get the best on their live. We feel that the global market wanted that every people could show his capability, “who fast he get”. So every people be ordered to increase their capability more innovative, aggressive, and more creative to face everything. Surely on this opportunity the writer expressing the problem that related with the human think and what the human doing her for their self caused the development of marketing is too fast so every seller made competition in their advertising, selling, and distribution to get successful on the marketing world. Based that statement to seller tried hard to increase their quality and quantity for their product and capability of human doing on those problem that language communicative is the important faster that can increase the selling on the marketing world. Most of company choose people that have an expert on the diplomat ion because today the successfully of selling are influenced by how the seller could proposed and presentation their product.  

Content 

Marketing strategy is a stages on the business world based to reach successfully on the selling or in the marketing. In the marketing consist of some method to get successfully. A lux marginal ever expressed many element that most considered, there are: 

1. Product situation that consist of likes what is the product that have exciting, supporting services or product and any of meeting 
2. Competitive situation analysis 
3. Distribution of situation 
4. Environmental factors 

There are may factors that could influenced successfully on the business world or marketing world, therefore many businessman tried to do that theories on their marketing. We could put some example, likes salesman / girl he ordered to have capability. The based capability is become the important factor that influenced on their selling the product cause usually most people regarded or given valuing from their proposed the think and their expressing to the customer. The capability that must be haven by the seller such as: 

1. How to seller could get interested by the customer 
2. How the seller appeared the believed from the customer or buyer 
3. How the seller could sell and proposed their product

From that statement is showed to us so clearly if on the marketing world influenced by the language communication which used by the seller. Language management by the seller is the ones think element that could influenced the customer or buyer more good the language that used by seller is more fast to their product could to sell. Today many seller had competition with their product, most company did not sell their product but what must their proposed to the customer. There are showed to us on the television, there are proposed many variation language, many strategy for example sprit “Ku tahu yang kumay”, Sampoerna “Bukan basa-basi” is so clearly is the language could influenced the marketing world because the marketing is really needed about the expressed word management, and their presentation to the buyer likes what laura lake ever said that the development selling presentation value have many method that must be haven by the seller to proposed their product, such as: 

1. Create a strong differential between you and your competitors or your proposed or presentation the think. 
2. Increase nor only the quantity that the quality of prospective presentation
3. Gain market share in your targeted segments in your meeting 
4. Improve your operation presentation more efficiency 

So the writer tried to show that on the marketing world is needed the language management. Because the first analysis by the buyer is from how the seller proposed their product with the variation of language the used.  

Conclusion 

Firstly how the seller could appear the new method or strategy to get interested from the buyer. Secondly how the seller could differentiate the proposed their product and the last how the seller could to sell with their language management.

Forster (1958) there is a good translation if the result of translation can achieve the same intention as the original manuscript

I. INTRODUCTION

The policy of elementary and advance education program based on Official Regulation Number 25 year 2000, defining Program Pembangunan Nasional (Propernas) 2000, 2004 and Official Regulation Number 20 year 2003 defining Sistem Pendidikan Nasional (Sisdiknas) that is approach “School based management” and “Community based participation”.

Further step to improve that policy, most of elementary and advance education program use a mechanism of “Block Grant and Matching Grant” directly to every school. The procedure of program implementation is coordinated by Dinas Pendidikan province with regency or city.

Curriculum Based Competence (CBC) is one of latest method of teaching learning process in Indonesia.  The intention of CBC is achievement of competence itself. Therefore the approach, method and teaching strategy belong to the stakeholder of learning process along with the capacity and resources they have.

This Learning tends to retain competence achievement that showed in students’ skill (Competence standard, Cognitive point of view, Psychomotor, Affective / attitude) and participation in the learning process.

II. ANALYSIS

Commitment of all stakeholders is still required to achieve a success of Curriculum Base Competence (CBC), such as government, officers, teachers, students and society. There is a tendency that each stakeholder runs on his own wheel; therefore the urgent thing should be done immediately is set in the same table and coordination. Previous description is the result of current meeting “Ikatan Sekolah Dasar Islam (ISDI)” in Gedung Persaudaraan Haji Solo, Monday (4/10).

There were 120 participants followed by elementary and Islamic elementary teachers around Surakarta, invited 3 speakers as follows:

1. Chief of Dinas Pendidikan Pemuda dan Olahraga (Kadisdikpom) Solo Drs. H. Kuswanto MM.

Recently, government policy of Disdikpora Solo is affected by the conduct of CBC; the complexity of education issues, descendent of national final test grade point, down grade of discipline, dissatisfaction of teachers’ welfare, unaffordable life skill, and etcetera.

It had better provide devices, management, and intensive supervision in order to light up the conduct of CBC. There will be the best out put if there is the best input.

There was a suggestion to Chief of City Government (Pemkot) to set aside a fund amount to 8 million giving scholarship for teachers, as well as the previous policy of City Government that has been conducted a few years ago.

2. Kasubdin Kindergarten and Elementary school (Disdikpora)

Drs. Trijono.

He said that, the conduct of CBC in Elementary school was still half of way. In the curriculum, between basis theory and practice were not synchronize. I.e. how come a student could get 9 in the subject of PPKn while he eager quarreling.

In CBC, there is a hope to improve the basis competence that is comprehension of students toward definition, implemented into his deed and attitude. The success of CBC in Elementary school depends on teachers’ effort to alternate the conventional method of teaching.

3. Lecture of Teaching and Education Faculty (FKIP UNS)

Drs. Suharno M.Pd.

The effective teaching learning process based on CBC, concerning the territorial autonomy, the paradigm of curriculum must be changed that is down grade up to top grade (bottom up theory).

III. CONCLUSION

The conduct of CBC in Elementary school was still half of way, in the curriculum; between basis theory and practice were not synchronize. Commitment of all stakeholders is still required to achieve a success of Curriculum Base Competence (CBC); therefore the urgent thing should be done immediately is set in the same table and coordination.

It had better provide devices, management, and intensive supervision in order to light up the conduct of CBC. There will be the best out put if there is the best input.

IV. REFERENCE

Koran Harian Solo Pos. 2004.Pelaksanaan KBK Masih Setengah Hati. Rabu Legi. 6 Oktober 2004. hal 5. Solo : Solo Pos

Purwo Bambang Kaswanti. Pragmatik dan Pengajaran Bahasa Menyibak Kurikulum 1984. Universitas Kaltolik Atmajaya: Kanisius

Jack C. Richards, Theodine S. Rodgers, 1998, Approaches and Methods in Language Teaching ; A Description and Analysis, USA : Cambridge University Press

I. INTRODUCTION 

Language acquisition of human being begins from their existence. In learning of first language / mother tongue, most or even all people learn and figure out the language acquisition without any learning process. The acquisition / learning hypothesis said that: 

Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning, by contrast, refers to a process in which conscious rules about a language developed. (Jack: 131)  

Formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules. In accordance of research and experience, language learning as a second language is rather difficult. Term of learning such as Teaching English as a Foreign Language (TEFL) is used to teach as second language. The process of learning tend to emerge the elements; teacher, language learning, methodology and material to improve the achievement. 

The most important role in the language learning as a second language is learners; there must be learners not teachers. Therefore it implies the philosophy of teaching and education that as named student oriented or student centered.   

II. ANALYSIS 

A. Teaching Strategy 

Those of us who teach English as a second language today are faced with essentially the same problem. We are aware of variety in language usage, and we want to teach the most effective or most useful variants to our students. The most important function of the teacher in a second language classroom: to supply a model and to provide guidance for the students.  

B. Learning Strategy 

The affective filter hypothesis that is built on research is second language acquisition, which has identified three kinds of affective or attitudinal variables related to second language acquisition: 

1. Motivation, learners with high motivation generally do better, 
2. Self – confidence, learners with self-confidence and a good self-image tend to be more successful, 
3. Anxiety, low personal anxiety and low classroom anxiety are more conductive to second language acquisition. (Jack 1986: 133) 

C. Language Learning 

1. GBPP of English Curriculum 1984 

Linguistic is defined as “using language to communicate”, that is conveying the message or definition from one to another.  GBPP 1984 emphasizes the alternation from stressing the structure of language into usage of language. The intention is to achieve communicative skill through learning process based on discourse and communicative function of language. 

Syllabus as curriculum 1984 is multi centered, thus the dialogue and reading material are not used anymore to convey grammar and structure. And the components of syllabus; structure, reading, vocabulary, dialogue, writing, pronunciation, spelling, are used as experience of learning of English, enhance the knowledge and improve the skill of learner and English. 

2. Curriculum Base Competence (CBC) 

The intention of CBC is achievement of competence itself. Therefore the approach, method and teaching strategy belong to the stakeholder of learning process along with the capacity and resources they have. 

This Learning tends to retain competence achievement that showed in students’ skill (Competence standard, Cognitive point of view, Psychomotor, Affective / attitude) and participation in the learning process.  

D. Methodology 

1. Communicative Language Teaching 

Its language teaching focuses on communicative proficiency rather than on mere mastery of structures, the ability to use the linguistic system effectively and appropriately. The individual often through trial and error creates language. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing. The teacher cannot know exactly what language the students will use. 

2. Silent Way 

The silent way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypothesis underlying Gattegno’s work could be stated as follows: 

• Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned, 
• Learning is facilitated by accompanying (mediating) physical object, 
• Learning is facilitated by problem solving involving the material to be learned 

Successful learning involves commitment of the self to language acquisition through the use of silent awareness and active trial. Learners are expected to develop independence, autonomy, and responsibility. Independent learners are those who are that they must depend on their own resources and realize that they can take their knowledge of the first few words in the new language and figure out additional words by using that knowledge.  

3. Community Language Learning (CLL) 

CLL technique belongs to a larger set of foreign language teaching practices sometime described as humanistic techniques (Moskowitz: 1978). In sum, humanistic techniques engage the whole person, including the emotions and feeling (the affective realm) as well as linguistic knowledge and behavioral skill. La Forge (1983) begins by suggesting that language, as social process is different from language as communication. Language as communication: Sender à message à receiver Language as social process: Sender à message à receiver  

CLL advocates a holistic approach to language learning, since “true” human learning is both cognitive and affective. This is termed whole-person learning. Such learning takes place in a communicative situation where teachers and learners are involved in an interaction…in which both experience a sense of their own wholeness (Curran 1972: 90)  

These central aspects of Curran’s learning philosophy address not the psycholinguistic and cognitive processes involved in second language acquisition, but rather the personal commitment that learners need to make before language acquisition processes and operates.  

III. CONCLUSION 

Learning refers to a process in which conscious rules about a language developed. Formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules. In accordance of research and experience, language learning as a second language is rather difficult. The process of learning tend to emerge the elements; teacher, language learning, methodology and material to improve the achievement. 

The most important role in the language learning as a second language is learners, therefore it implies the philosophy of teaching and education that as named student oriented or student centered. The teachers supply a model and to provide guidance for the learners. Moreover, learners in order to achieve self-competence tend to consider; motivation, self – confidence and anxiety. 

The relation of Student oriented with GBPP of English Curriculum 1984, Curriculum Base Competence (CBC), Communicative Language Teaching, Silent Way, and Community Language Learning (CLL) is clear-cut. The main purpose of those curriculums and methods is to encourage the learners to be more active and independent. 

Independent learners are those who are that they must depend on their own resources and realize that they can take their knowledge of the first few words in the new language and figure out additional words by using that knowledge.   

IV. REFERENCE  

Allen Harold B. and Russell N. Campbell. 1965. Teaching English As A Second Language A Book Of Readings. New Delhi: TATA Mc.GRAW –HILL PUBLISHING COMPANY LTD.  

Departemen Pendidikan Nasional. 2003. Kuriklum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA. Jakarta: Departemen Pendidikan Nasional.  

Nababan-Sri Utari Subyakto. 1993. Metodolgi Pengajaran Bahasa. Jakarta: Gramedia Pustaka Utama.  

Purwo Bambang Kaswanti. Pragmatik dan Pengajaran Bahasa Menyibak Kurikulum 1984. Universitas Kaltolik Atmajaya: Kanisius  

Richards Jack S. and Theodore S. Rodgers. 1986. Approaches and Methods in Language Teaching. United Kingdom: Cambridge University Press

I. Preface  

It is commonly felt that the word “testing” frighten both students and teachers. For the former, the students fear to be put to test because there is a possibility of failure. For the latter, the teachers have fear of statistics. They think that they will be involved in the statistical trap. Teachers also fear that they might be unable to make a fair judgment and appropriate tests in the available time. 

One crucial way is for teachers to set the goals of teaching and describe them just in the beginning of teaching learning activity to the students.  

II. Analysis 

There are four requirements to be considered when developing and judging formal foreign language tests. 

1. Validity 

Test validity is the most crucial factor in the foreign language testing. A test is valid when it measures effectively what is intended to measure, whether it is be achievement, proficiency, or aptitude in the language. A test may be designed to measure the integrative abilities or discrete items within the subsystems of a language. But, for example, if a test is designed to measure reading comprehension, it must do exactly this and not attempt to measure another skill such as aural – oral comprehension. If a test is intended to measure one’s speaking skill, it is valid only if it tests his / her speaking ability. 

In order to achieve validity, the test components and items must have a close relationship with what is tested. Two questions must be considered when determining test validity of a foreign language; what aspects of the language is the test design to measure, and how well does it measure? 

The validity of a language test is determined by comparing the result it gives with some outside or independent criterion. Here are five validity concepts 

a. Content validity 

Content validity is examined by checking all items in the test to make certain that they correspond to the instructional objectives of the course, whether they are be discrete or integrative language skill. 

b. Concurrent validity 

A procedure for examining concurrent validity could follow the following pattern: a new language test is administered to students in the course and scores are recorded for each student. 

c. Predictive validity 

Predictive validity is used extensively in the validation of language aptitude tests. It is determined by (a) administering the test to a group of prospective students, (b) following their progress in their language courses, (c) obtaining data about each of them, then (d) computing the correlation coefficient between the aptitude test scores and the criterion grades or data. 

d. Construct validity 

Construct validity is less important in the achievement tests, but this validation should be extensively used in aptitude and proficiency test.  

2. Reliability 

The reliability or consistency of a test is the degree to which the test can be trusted to produce the same results when the test is administrated at different time by an individual. It is different from validity in that it concerns about the dependability of a test, rather than whether it measures what is intended to measure. Thus, to be reliable a test must be consistent in giving a result over a period of time. If a test gives almost identical results or scores each time it is administered to the same group, we can say that the test is highly reliable. When it gives significantly different result, the test is unreliable. 

There are several external factors affecting the reliability of a test; variations in testing conditions (lighting, temperature, noise, and other distractions); test compromise (i.e., the students knew the questions / answers before hand); inaccuracy in scoring; inadequate sampling of test items; lack of motivation; fatigue or illness. Those factors decrease the reliability of the test. 

On the other hand, these factors can improve the reliability of a test; making the test conditions constant; using the same procedure in administering the test; increasing the number of test items; giving adequate sampling of test items; and reducing the subjective scoring. 

A test which is reliable is not necessarily valid. A test intended to test the native English speakers for reading comprehension of the Indonesian language may give the same result when given to the native Indonesians, but will show low validity when used to measure the writing ability of English speakers. A language test may have both high reliability and low validity. 

Increasing the length of a test will increase its reliability. For a multiple-choice test, the number of choices will influence its reliability. For a better examination of reliability, two methods should be used, one being a check against the other.  

3. Comprehensiveness 

A test is comprehensive when it contains items from all aspects of the materials to be tested. An achievement test, for example, should contain all the objectives which should have been achieved by the time of testing. It is recommended that the number of items be in proportion to the importance of language being tested, or to the proportion of the problem areas of the students. For a phase test or end-of-semester test, approximately sixty questions can be considered the minimum number required to provide valid reliable scores. For a proficiency test used for screening purpose of for obtaining a comprehensive measure of the examinee’s mastery of language, the number of questions should be about twice as great, approximately 100 to 120 items. 

It has been shown by experiments that when a test is too long, there are problems of administration, economy, and fatigue which destroy the test utility. On the other hand, a test which is too short gives problems of compromise, doubtful reliability, and lack of comprehensiveness. 

In preparing a test, the examiner should make sure that the test items are representative, comprehensive, and related to the objectives of the course or to the purpose for which the test is intended.  

4. Practicality 

Practicality is also as important factor in the design of a test, in addition in validity, reliability, and comprehensiveness. It is important when the test is used in large quantities for placement, selection, certification, or classroom use. The criteria for practicality are based on such factors as economy, scorability, and administrability.  

III. Conclusion 

Those fear of students and teachers will removed when they open to a wider context of testing. The reason for making goals clear to the students is the fact that all teaching and learning activities are directed to and focused in the goals. 

To make a fair judgment and appropriate tests, teachers should consider major qualities when developing a test; they are validity, reliability, comprehensiveness, and practicality. 

Validity measures effectively what is intended to measure, whether it is be achievement, proficiency, or aptitude in the language. A test may be designed to measure the integrative abilities or discrete items within the subsystems of a language. When reliability of the test components and items must have a close relationship with what is tested. Thus, to be reliable a test must be consistent in giving a result over a period of time. 

A test is comprehensive when it contains items from all aspects of the materials to be tested. An achievement test, for example, should contain all the objectives which should have been achieved by the time of testing. It is recommended that the number of items be in proportion to the importance of language being tested, or to the proportion of the problem areas of the students 

In preparing a test, the examiner should make sure that the test items are representative, comprehensive, and related to the objectives of the course or to the purpose for which the test is intended

Abstract: 

English language is a foreign language that is studied by elementary up to College students. It is taught intensively and spent proportional time allotment in every meeting. Practically, the expected result has not yet shown significant improvement. Many factors causes the underestimated effort in studying English, especially the point of view that English is only a foreign language not a second language. This view assumes that English is not so important to be studied seriously because its benefit is less for their future.

Key Words: English Learning, Second language (L2), Achievement.

I. Introduction
Language is important for communication in this world. We need language to communicate each other. We learn language since we were child until we become man. Language is a system to communicate from one aspect to another aspects. Human has language and also the animals. Language is intimately tied to man’s felling and activity, it’s bound up with nationality, religion and the felling of self. It used for work, worship, etc.In linguistic Language is an arbitrary system of speech sounds or sequences of speech sounds which is can be used in interpersonal communication by an aggregation of human beings and rather exhaustively catalogs things, process and event in human environment. (Carrol 1953).

Learning is basic to human existence and fundamental to education. It is the base of operation for the study of psychology and to understand the human mind, indeed no other topic in psychology has been as thoroughly researched as that of learning.

Language acquisition of human being begins from their existence. In learning of first language / mother tongue, most or even all people learn and figure out the language acquisition without any learning process. The acquisition / learning hypothesis said that: Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning, by contrast, refers to a process in which conscious rules about a language developed.

Formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules. In accordance with research and experience, language learning as a second language is rather difficult. Term of learning such as Teaching English as a Foreign Language (TEFL) is used to teach as second language. The process of learning tend to emerge the elements; teacher, language learning, methodology and material to improve the achievement.

The most important role in the language learning as a second language is learners; there must be learners not teachers. Therefore it implies the philosophy of teaching and education that as named “student oriented or student centered.”

II. The Acquisition-Learning Hypothesis
The acquisition-Learning Hypothesis claims that there are two independent ways of learning a second language: acquisition and learning. As discussed earlier that acquisition is the subconscious process generally used by children to develop their first language. It is a result of participation in natural communication in which the focus is on meaning or content. In storage, the acquired system is located in the left hemisphere part of the brain in the language areas. It is available for automatic processing. In performance, the acquired system serves as the major source for initiating both the comprehension and production of utterances. According to Krashen (1981:99) “fluency in second language performance is due to what we have acquired, not what we have learned”. Adult second language learners, therefore, should do as much acquisition as possible in order to achieve communicative fluency.

Learning is a conscious process, which results in a separate system of simple grammar rules, or knowledge about the second language. It occurs as a result of conscious study of the grammatical system of the language. Learned knowledge is also stored in the left hemisphere, but not necessarily in language areas. This knowledge (explicit knowledge) is used to control the processing of utterances. It edits or monitors the performance.

III. Language Learning
A. GBPP of English Curriculum 1984

Linguistic is defined as “using language to communicate”, that is conveying the message or definition from one to another. GBPP 1984 emphasizes the alternation from stressing the structure of language into usage of language. The intention is to achieve communicative skill through learning process based on discourse and communicative function of language.

Syllabus as curriculum 1984 is multi centered, thus the dialogue and reading material are not used anymore to convey grammar and structure. And the components of syllabus; structure, reading, vocabulary, dialogue, writing, pronunciation, spelling, are used as experience of learning of English, enhance the knowledge and improve the skill of learner and English.

B. Curriculum Base Competence (CBC)
The intention of CBC is achievement of competence itself. Therefore the approach, method and teaching strategy belong to the stakeholder of learning process along with the capacity and resources they have.

This Learning tends to retain competence achievement that showed in students’ skill (Competence standard, Cognitive point of view, Psychomotor, Affective / attitude) and participation in the learning process.

IV. The Improvement Of English Achievement
A. Teaching Strategy 

Those of us who teach English as a second language today are faced with essentially the same problem. We are aware of variety in language usage, and we want to teach the most effective or most useful variants to our students. The most important function of the teacher in a second language classroom: to supply a model and to provide guidance for the students.

B. Learning Strategy

The affective filter hypothesis that is built on research is second language acquisition, which has identified three kinds of affective or attitudinal variables related to second language acquisition:
1. Motivation, learners with high motivation generally do better,
2. Self – confidence, learners with self-confidence and a good self-image tend to be more successful,
3. Anxiety, low personal anxiety and low classroom anxiety are more conductive to second language acquisition.

V. Closure
Second Language Acquisition (SLA) is a study of the process in which learners learn a second language. We, language practitioners, can take significant benefit from studying SLA. For one thing, we can gain insight of the way learning process of the learners takes place. With such insight we can modify and create different techniques of teaching learning process that can help learners acquire the target language. Understanding SLA is also beneficial for language learners. Their specific awareness to the way second language is acquired can facilitate their efforts in learning the target language. Their insight of SLA could strengthen and lead them to the correct path in mastering the language they are learning.

SLA aims at identifying how learners acquire a second language, what they really do when they try to accomplish the task. SLA also aims at identifying the external as well as internal factor, which influence the learners in acquiring the target language. External factors may include social environment as well as the language input itself. The internal factors may comprise the learner’s cognitive mechanism, the learner’s mother, and the learner’s learning strategies.

VI. References
Allen Harold B. and Russell N. Campbell. 1965. Teaching English As A Second Language A Book Of Readings. New Delhi: Tata Mc.Graw – Hill Publishing Company Ltd.
 

Departemen Pendidikan Nasional. 2003. Kuriklum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA. Jakarta: Departemen Pendidikan Nasional.
 

Lado, Robert. Language Teaching A Scientific Approach. Mew York: Mc, Graw Hill Inc.
 

Nababan-Sri Utari Subyakto. 1993. Metodolgi Pengajaran Bahasa. Jakarta: Gramedia Pustaka Utama.
 

Purwo Bambang Kaswanti. Pragmatik dan Pengajaran Bahasa Menyibak Kurikulum 1984. Universitas Kaltolik Atmajaya: Kanisius
 

Ramelan. 1984. Introduction to Linguistic. Semarang: IKIP Semarang,
 

Richards Jack S. and Theodore S. Rodgers. 1986. Approaches and Methods in Language Teaching. United Kingdom: Cambridge University Press