A Breakthrough Syllabus in Teaching Language Testing Course

The word “testing or assessment” has always been a scary thing for anybody especially students. This perception is worsened by the fact that time allotment of the course is limited and the scope of materials to be covered is overloaded. As a result, the students are overwhelmed, confused, and even frustrated. The paper is a report of a breakthrough syllabus in teaching language testing course resulted from research and development and implemented in a classroom action research to effectively transform such frightening, bewildering, and discouraging nuances to be a conducive teaching-learning circumstance. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so-called “a breakthrough syllabus” itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study

Critical Literacy Based Instructional Reading Materials

The study aims at developing and producing a set of instructional materials used as a model of teaching/learning materials of critical reading. The model is developed through stages and procedures of research and development methods. The results of the study show that;  a) the existing instructional materials in certain extent referring to students' and lecturers incompatibility requires variation in terms of new reading approach, skills to be trained, and types of activities; b) the type of critical reading to be developed is critical literacy; c) the models resulted from the study are theoretically and practically eligible and feasible in accordance to a panel of  expert judgement; d) the models are empirically proven effective to improve  student's skills in reading critically; e)  the final models comprise of students learning materials, teachers guidance/manual, and some supporting materials. &nbsp