Fluency or Accuracy - Two Different ‘Colours’ in Writing Assessment

LLT Journal: A Journal on Language and Language Teaching. 2017;19(2):71-81

 

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Journal Title: LLT Journal: A Journal on Language and Language Teaching

ISSN: 1410-7201 (Print); 2579-9533 (Online)

Publisher: Universitas Sanata Dharma

Society/Institution: English Language Education Study Program

LCC Subject Category: Education: Education (General) | Language and Literature: Philology. Linguistics

Country of publisher: Indonesia

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS

Listyani Listyani (Satya Wacana Christian University)

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Time From Submission to Publication: 16 weeks

 

Abstract | Full Text

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.   DOI: https://doi.org/10.24071/llt.2016.190201