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kill. Also, communication practice encouraged students more aware of the language function in daily use that model would be applied to the standard daily context with more interaction between speakers; and (2) non-traditional beyond the classroom was used new technology as tools for practice in listening, speaking, reading and writing. Specifically, listening ability was developed mainly in a computer- and web-based environment, supplemented by classroom teaching, writing taught mainly in classroom, supplemented by a computer- and web-based environment. For speaking and reading were taught by both means (Chen, 2011). The same

Figure 1. Computer and Classroom-Based College English Teaching Model. Adopted from “Difference Models of English as an International Language and Their Implication of Non-English Majors,” by Chen, W., 2011, Chinese Journal of Applied Linguistics (Quarterly), Vol. 34, No. 2, April 2011, p. 11.

Furthermore, teachers also needed to consider other factor at teaching sessions to be able students understanding quickly and preferred their learning sessions. And familiar and local context of text were another factors to push student learning achievement more improvement and better, especially on Reading Comprehension. According to Rabia (1996) stated “the students’ performance was significantly better when the cultural content of the text was familiar and the scores for the inference tests that involved familiar cultural context were significantly higher, regardless of whether the text was in Hebrew or English” (p. 593). Likewise, allowing individual student to bring their own unique contributions to a particular learning, which it would become an inclusive exercise and got benefits as well as empowered to all relevant people. In addition, the person-to-person interaction under guideline and supervision was another factor to improve critical thinking among the students (Ahn & Class, 2011).

Of course, Malm, Bryngfor & M?rner (2011) suggested that Supplemental Instruction (SI) was a right and excellent method to allow students to be able to complete some difficult courses. The method successfulness was covered to all types of students history including who in the past low, average or high ability. It meant that those students performed likely better in overall after attending SI. Based on this study by comparing between SI attendees and non-SI attendees, there was significantly different as follows “SI attendees are a little more motivated to study, SI attendees are a bit better in working in groups, a slightly higher percentage of SI attendees come from families where a higher education is unusual, SI attendees are also characterized by a better learning strategy in that a) they have better attention spans and can study for longer period of time; b) they are less dependent on “last-minute” efforts; and c) they are used to helping/being helped by classmates in understanding difficult problems in a course” (p. 287).

2.2. Language Improvement

Of course, teaching chunks and pattern teaching, through Consciousness-Raising (C-R) activities, improved and promoted learners’ English output related to accuracy, fluency, flexibility and use of idioms. If students had known the pattern of a word, they were more likely to use the word accurately and correctly. Also, Students