The context of the teaching of English in Indonesia is indeed unique, leading to differences in the ease with which children have access to education. Those with great difficulty in accessing education have been and will be left behind by those without any or with little difficulty. Technology will certainly help in easing those in remote areas. The limited financial capacity, however, has made it impossible to have equity in educational access; the equity problem remains unsolved. Under such a complex environment, a more appropriate curriculum design should be sought. So far the same national standard has to be achieved by children. This paper explores possibilities of having a multi-standards English curriculum design aimed at providing every child to learn according to their abilities and rates of learning. A three-level standard curriculum is then proposed: the instrumental standard for highly advantaged children, the functional standard for those who are fairly advantaged, and the appreciative standard for those who are disadvantaged.

Teaching English in primary schools relates to the readiness of the schools and the students' proficiency levels. If the schools have the sufficiency of English teachers, media, and textbooks, they will be ready to teach English. It is because primary schools deal with young learners aged 6-12 years and this period is believed as the best moment to gain knowledge. It is in line with the basic principle stating that young learners can learn English better [11]. Teaching English in primary schools provides both benefits and challenges. The benefits are reported by Moon [16], Singleton [10], and Read [18], and the problems are pointed by Copland, et al. [9], Khamari et al. [8], and Wei-pei [7]. Regarding the issue, this article identifies the benefits and challenges based on theories and research findings and then proposes several solutions of the difficulties which can be the references for the schools to provide high-quality English teaching and learning.

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The fact that English teachers teaching in a computer science department may not really know detail about information technology (IT) as a subject, as well as its terminologies, brings about difficulties when deciding what kind of teaching materials are appropriate to the student’s learning needs. Another issue is that some computer science teachers do not have an English language teaching background. This can be a drawback for this group of teachers since they do not really know how to teach the language. The following discussion is a needs analysis used as a preliminary study to develop an in-service training (IST) model to improve English teachers’ pedagogical and professional competencies in a computer science department. Pedagogical knowledge, skill, and attitude, and professional competency became the core study since these two were the obvious difficulties faced by the two groups of teachers. This study involved English computer science teachers, the curriculum administrator, and the students in two private universities and one state university in Yogyakarta, Indonesia. Observations, open interviews, and questionnaires were used to gather the data.

Many factors are required in order to increase the skills of English of higher education students, specifically computer science students. Of the factors, teachers play a very important role since they are the agents of change in the classrooms; not to neglect that the students are also the agents of their own changes. Using Brown’s 12 pedagogical characteristics of a good language teacher as its theory, this is a report of the first step of design-based research, practical problems encountered by teachers of English to computer science students conducted at two private universities in Indonesia. Among the 12 characteristics, knowledge of approaches to language teaching seems to be the biggest challenge that came upon the teachers. The findings of this step will subsequently be used as the bases to go further to the second cycle of design-based research, which is the development of solutions informed by existing design principles and technological innovations.

Studi ini bertujuan untuk: (1) mengembangkan model evaluasi kompetensi guru bahasa Inggris SMA yang dapat digunakan untuk mengidentifikasi kelebihan dan kekurangan guru dalam proses pemelajaran dan (2) mengetahui efektivitas implementasi evaluasi internal kompetensi guru bahasa Inggris SMA. Studi ini menggunakan metode penelitian dan pengembangan yang dikembangkan oleh Borg & Gall (1983, p.775). Subjek penelitian berjumlah 17 guru yang berasal dari 7 SMA di Sulawesi Selatan. Konstruk instrumen terdiri atas instrumen untuk mengevaluasi kompetensi guru bahasa Inggris dalam merencanakan pemelajaran, instrumen untuk mengevaluasi kompetensi guru dalam melaksanaan proses pemelajaran, dan instrumen untuk mengevaluai kompetensi guru dalam mengevaluasi hasil proses pemelajaran. Hasil penelitian menunjukkan bahwa instrumen yang dikembangkan dapat digunakan untuk mengevaluasi kompetensi guru bahasa Inggris. Untuk mengetahui sejauh mana tingkat efektivitas Model Evaluasi Internal Kompetensi Guru Bahasa Inggris SMA, model ini kemudian dievaluasi oleh teman sejawat guru bahasa Inggris dan guru bahasa Inggris itu sendiri. Mereka menyimpulkan bahwa komponen dari model tersebut adalah komprehensip, praktis, ekonomis, dan telah didukung oleh instrumen yang valid dan reliabel. Kata kunci: evaluasi internal, model evaluasi, kompetensi guru   INTERNAL EVALUATION MODEL OF ENGLISH TEACHERS’ COMPETENCY (IEMET) FOR SENIOR HIGH SCHOOL Abstract High School that can be used to identify the teacher’s strengths and weaknesses in learning and teaching processes and (2) find out the implementation effectiveness of the Internal Evaluation Model of English Teachers’ Competency for Senior High School. This study used research & development methods by following the pattern of phases developed by Borg & Gall (1983, p.775).  The subjects of this study were seventeen English teachers from seven Senior High Schools in South Sulawesi. The constructs of instruments consist of the instrument to evaluate English teachers’ competency in planning the materials, teachers’ competency in teaching and learning processes, and teachers’ competency in evaluating the result of teaching and learning processes. An Exploratory Factor Analysis (EFA)was used to analyze he instrument. The result showed the score of  KMO- MSA (Kaiser-Meyer-Olkin Measure of Sampling Adequacy) > 0.5,  Bartlett’s Test of  Sphericity ≤ 0.05, and the score of items total correlation rit<0.3. Meanwhile, the analysis of rater agreement used was Generalizability  of Variants (GENOVA). The interrater correlation showed that the score of G study was > 0.70. This result shows the instruments have fulfilled the requirement to evaluate the English teacher’s competency. In order to know to what extent the effectiveness of the Internal Evaluation Model of English teachers’ competency for Senior High School, the model was then evaluated by peer and the English teacher itself. They concluded that the components of the model were comprehensive, practical, economical, and were supported by instruments that valid and reliable. Keywords: internal evaluation, evaluation model, teachers’ competency

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