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This study aims at evaluating an English test as a part of entrance test in STAN, a government-affiliated college in Indonesia. STAN EPT has four main sections in the test including Structure and Written Expression, Cloze Question, Error Recognition and Reading Comprehension. Using five criteria by Brown & Abeywickrama (2010), the test is evaluated in terms of its practicality, reliability, validity, washback and authenticity. The result indicated that the test has high practicability with all of questions provided in multiple choices. Some elements of reliability and validity are also covered in this test. Yet, the evaluation also showed that washback and authenticity are not covered in STAN EPT. 32 standard. STAN EPT is scored using computer. As technology has a role in the assessment of language (Chapelle & Douglas, 2006), computer is presented to help faster assess the work of the test takers and to make sure the reliability in the scoring. Test ReliabilityThe Test used the multiple choice type of questions. It is considered an objective test as it resulted in fixed responses from the test takers (Brown & Abeywickrama, 2010). Moreover, scoring system is administered in the STAN EPT. Test takers are demanded to have at least one third of the correct answers in order to pass the test. The passing grade system in STAN EPT would make this test challenging. It somehow "forced" the test takers to over their limit if they wanted to pass the test. In other words, the test reliability of STAN EPT is high. not measure irrelevant variables of previous knowledge of a subject, in order not to be called invalid.The validity of STAN EPT is evaluated in terms of content, criterion-related, and face validity. Content ValidityThe representation of language skill learned in the class constructed in a test would indicate validity in content (Hughes, 2003). The test takers are graduates of high school who might come from different type of high schools. In their previous study, they Studied English based on their major. The English test questions were also designed based on their major. The curriculum of teaching and learning for each type of school is different. This is a challenge in designing the test. In STAN EPT 2015, the contents in the reading passages were varied. The topics were from Government, Science, History, and Technology. As STAN test is conducted annually, the content has always been revised, so the content is valid to be tested (Brown & Abeywickrama, 2010).Viewing from the varied background of test takers and the varied reading passages in STAN EPT, it is less valid in content, even though there is an effort as it tried to accommodate and generalize the English knowledge of the test takers. The most logical reason might be because it is not possible to design the test to only one particular test takers background. The test designed in none specific area; therefore it took some majors" English knowledge. Based on this, the content-validity in STAN EPT is low. Criterion-related validityCriterion-related validity de...

Academic writing is one of important skill to have students in tertiary education, including students of Information Technology Diploma. Using Systemic Functional Linguistics Genre Pedagogy (SFL GP), the students report writings are investigated, his research aims at investigating how students comprehend SFL GP in their report writing and find out the relationship between students’ knowledge of SFL GP with their language proficiency. The texts are analyzed using the genre division by Rose and Martin. The results of the analysis will be used to investigate if the knowledge of genre writing for technology-based students is related to their language proficiency. This research contributes to better use of genre pedagogy for science students, more specifically, students of Information Technology.

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By utilizing current technological developments, an android application was developed for the TB Silalahi Center Balige Museum with the application of Gamification concepts and Augmented Reality (AR) technology with marker-based methods. The gamification approach was used to provide challenges and rewards since they can encourage someone to accomplish a task, in this case, to find artifact items and information contained in artifact. The utilization of 3D object with a QR Code marker on the artifact also enables the combination of the virtual world and the real world. This application was developed to improve the experience of visitors who come to the Museum, where visitors can carry out activities by playing games and interacting with objects in the museum. The final result of the project is a application with the integration of gamification and storytelling and AR technology. This application was evaluated with the usability testing and user satisfaction reaches 72,23% meaning the application can be used and can well perform its functions.