LLT Journal: A Journal on Language and Language Teaching

1

Authors: Listyani Listyani

Fluency and accuracy. These two things have victoriously won many teachers’ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturers’ and students’ attention. These language production measures have distracted many lecturers’ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting students’ essays? This paper tries to present the classical yet never-ending dilemmatic conflicts within the area of writing assessment. This debate still remains interesting to follow. Data were gained from close observation on documents, that is, 21 students’ essays and interviews with 2 students of Academic Writing in Semester II, 2015-2016. Four writing lecturers were also interviewed for their intellectual and critical opinions on these dilemmatic problems in assessing writing. Discussion results of FGD (Forum Group Discussion) involving all writing lecturers at the English Education Study Program at the Faculty of Language and Literature of Satya Wacana Christian University which were held in June, 2016, were also included as source of data. Hopefully, this paper gives a little more “colour” in the area of writing assessment, and gives a little enlightenment for other writing lecturers.

3

Authors: Huw Davies

In the Self-Access Learning Center (SALC) at a university in Japan, language learners create and implement individual learning plans. Strategies to facilitate reflective dialogue are used by learning advisors to encourage these learners to pursue their language goals and become increasingly less reliant on direction from their teachers. In this paper, a definition for autonomy is given, and the teaching setting is introduced, giving an overview of the SALC and outlining the ways learners use it, drawing on examples of learners at different stages on their journey to autonomy. After looking at theory and practical applications, this paper demonstrates that guiding learners through dialogue is an appropriate way to challenge meanings and raise consciousness, and move learners towards managing their own language learning.

5

Authors: Dewanti Ratna Pertiwi

In the context of ESP, needs analysis is the first step to develop a program. Needs analysis is conducted to investigate the present students’ mastery and the need of the future work field. This study aims to investigate the needs analysis of English for aeronautical engineering. The study employed a survey technique in the form of distributing questionnaires and interview for the lecturers, and centre of quality insurance. Indonesian qualification framework to standardize the graduate of aeronautical engineering with the national criteria is used as the source of developing the research instruments. The result of the study is expected to be able to build the foundation of developing better English course for aeronautical engineering students.

7

Authors: Sri Agriyanti Mestari, Fahria Malabar

The goal of this paper is to analyze the use of authentic material in teaching grammar for EFL students. Kilickaya (2004) define authentic materials as exposure to real language and use in its own community. Peacock (1997) has another definition of authentic materials which is”the materials that have been produced to fulfill some social purposes in the language community”. Authentic materials are assume as the important tools for teachers in class in order to make his/her teaching effective in transmitting the necessary knowledge to all students. This presentation will discuss the effects of using authentic material in teaching grammar from teachers’ perspective and offer how authentic material can be used in grammar EFL class.