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"The learning process of English subject is designed in line with the way English is used in society in everyday life. Teaching learning activity and assessment are integrated process. It means that assessment executed while learning activity is going on. Based on the investigation on school curriculum it is hat learning activity and assessment were designed as separate components and in formal way. The task of assessment does not depict the real word. Besides, teachers' ability in designing assessment is various that will influence quality of output. Based on this situation it is needed to develop a model of assessment on English subject that could be used as a reference for teacher and stakeholders when developing school curriculum. Language is a tool for communication orally and written. Communication competence or discourse competence needs a set of competencies i.e actional competence, linguistic competence, discourse competence, sociocultural competence, and strategic competence. These competencies could not be separated and support each other which are realized through four language skills, i.e listening speaking, reading and writing. Teachers are encourage to teach language using the four language skills in an integrated manner."

"Pada anak tunanctra, informasi yang bersifat taktil dan auditif sangat diandalkan untuk belajar tentang dunia (Hull, dalam Mangunsong, 2009). Oleh karena itu, komunikasi verbal merupakan kemampuan yang perlu dikuasai oleh anak tunanetra, agar dapal dipahami Oleh orang lain dan juga sebaliknya. Program intervensi Affect-Based Language Curriculum diberikan kcpada S, seorang anak tunanetra bcrusia 8 tahun 2 bulan yang belum mampu terlibat dalam pembicaraan dua arah. Program ini bertujuan untuk meningkatkan kemampuan komunikasi S agar sesuai dengan tahap perkcmbangannya. Hasil intervcnsi menunjukkan adanya peningkatan kemampuan komunikasi S, meskipun tidak pada semua area kcmampuan. Kurangnya keterlibatan keiuarga untuk turut menerapkan program intervensi ini secara berkelanjutan di rumah menjadi salah satu penyebab kurang optimalnya hasil yang dittapai.

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Blind children rely on tactile and auditive infomiation in order to leam about the world (Hull, in Mangunsong, 2009). Thus verbal communication is an important skill that should be mastered by blind children. Affect-Based Language Curriculum is given to S, an 8 years old blind girl, who is not capable of interacting in two-way conversation. The purpose of this intervention program is to improve’s communication skill. Result shows that there is an improvement in S's communication skill, although it is not in all area of skill. The lack of family's involvement to continue the program in home setting is one of the reason why this intervention program did not result as optimal as expected."