Furthermore, strongly affirmed that ELT in higher
Furthermore, in terms of grammatical notions and reviews, the 2ndYME students’ are still introduced to learn the forms, meaning and usage of the basic sentence structures of English such as the verb tenses; the 16 English tenses, the subject-verb agreement, the nouns, the pronouns, the modal auxiliaries, the passive and active voices, the noun clauses, the adjectives clauses, gerunds, conjunctions, prepositions, adverb clauses, conditional sentences and wishes, etc.
In conclusion, the development of the AELTMs for the 2ndYME students at PNP was, firstly, to refer to the demands of the central government language teaching’s policies which have been legally passed in the Perpres No. 19 of 2005 on the National Standards of Education, Perpres No. 8 of 2012 on the KKNI Permenristekdikti RI No. 44 of 2015 on the National Standards of Higher Education. The policies strongly affirmed that ELT in higher education emphasised on the Reading and Writing skills, the utilisations of the authentic texts/materials, the developed ELT materials and learning processes had to be holistic, integrative, scientific, meaningful, authentic, thematic, effective, interactive, collaborative, student-centred learning.
Secondly, the development underscored the fundamental principles of the authentic learning. Thirdly, it seriously called attention to the three ELT approaches. Fourthly, it referred to the ELT experts’ ideas and the basic principles of developing ELT materials and lastly, it avoided the English lecturers teaching the repetitive ELT materials.