Abstract: A test is only a measurement tool of a learning process. The important part is the learning process
itself; how the process can help learners acquire English as a foreign language that enables them to compete in
the working environment. To measure the process, TOEIC with all its parts was meant to measure learners’
ability to communicate in English. Teachers should not be focusing on the test but more on the approaches that
allow the students to have adequate and sophisticated listening, reading, and writing skills to exchange
information and to negotiate meaning in real life. Many university level English teachers are trapped within the
rules that students should achieve a 550 or 605 TOEIC score to graduate. Instead of helping the students to
acquire the language as a communication tool, they tend to focus more on getting the students to master the test.
This is what teachers should deal with, not only facilitate students to learn the language but at the same time help
them to do the test well. Despite the challenge of facing students who lack motivation and have very basic
English skills, Yarsi University Language Lab is setting up several programs and approaches that allow students
to acquire the language and enable them to communicate in the target language which is eventually measured by
an instrument called TOEIC.
Keywords: Language Acquisition, direct and indirect test, discrete and intregativ
