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All Journal Indonesian Journal of Applied Linguistics (IJAL) Studies in English Language and Education
Ningrum, Dian Riesti
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Education Languange, Linguistic, Communication & Media

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A corpus-based list of academic English derivational suffixes Suhandoko, S.; Ningrum, Dian Riesti
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28589

Abstract

The study reported in this paper aims to create a list of academic English derivational suffixes to help EFL teachers decide which derivational suffixes to be taught first and help their learners, especially those of higher education, expand their vocabulary size. Gardner and Davies’ (2014) 3,000-word list of Corpus of Contemporary American English (COCA) academic was analyzed following Hay (2002) and Plag’s (2006) frameworks by counting the number of words containing the suffixes. This study found 1,251 suffixed words in the corpus deriving from 41 suffixes, which comprise 22 noun suffixes, 13 adjectival suffixes, 4 verbal suffixes, and 2 adverbial suffixes. The suffixes were then ordered into 3 levels based on the frequency; 22 suffixes are put in Level 1, 12 suffixes in Level 2, and 7 suffixes in Level 3. Considering the high frequency, all suffixes in Level 1 should gain more attention of the teachers. The more frequent occurrence of the suffix in a variety of context will provide a greater chance for the learners to get more exposure. Hence, mastering it will likely expand learners’ vocabulary size through combining the suffix and existing base.
A corpus-based study of authorial presence in the academic writing of Indonesian higher education EFL learners Suhandoko, Suhandoko; Ningrum, Dian Riesti; Mustofa, Ali
Studies in English Language and Education Vol 12, No 3 (2025): In Progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39813

Abstract

Using appropriate stance markers is essential to enhance argumentation. However, scholars have consistently reported that linguistic, cultural, and instructional factors make developing persuasive skills in L2 writing instruction challenging. This quantitative study employed a corpus-based methodology to investigate the use of stance markers in the academic writing of Indonesian EFL learners to establish persuasive arguments. The dataset comprises academic essays from 59 learners who were part of their academic writing coursework. The stance markers were identified using AntConc software and analyzed following Hylands (2019) stance framework. The research revealed learners reliance on transitions to create a logical structure in their text, while the use of boosters slightly surpasses the use of hedges, reflecting their growing understanding of the need to balance certainty with caution in academic writing. The high frequency of markers for disagreement and doubt indicates their ability to engage effectively with alternative viewpoints. The findings of this study challenge the stigma that Asian EFL learners are less assertive in expressing their arguments and challenging opposing views because they adhere to their cultural communicative norms. However, we found the limited use of markers indicating subjectivity and evaluation, which points to a potential gap in pedagogical approaches and suggests the need for more targeted instruction to bridge culturally appropriate communication norms and academic writing conventions.
Co-Authors Ali Mustofa Suhandoko, Suhandoko