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All Journal JURNAL PENDIDIKAN TAMBUSAI JEELS (Journal of English Education and Linguistics Studies)
Wiranty, Glenda Mutia
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Vocabulary Profile of the Questions Towards SBMPTN Documents in English Sections: A Content Analysis Wiranty, Glenda Mutia
Jurnal Pendidikan Tambusai Vol. 6 No. 1 (2022): April 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.196 KB)

Abstract

Sebagian besar siswa Indonesia yang telah lulus SMA diproyeksikan untuk melanjutkan studi ke perguruan tinggi. Selain itu, mereka harus lulus tes pemahaman tertentu yang disebut “SBMPTN” (Seleksi Bersama Masuk Perguruan Tinggi Negeri). Dalam tes itu, peserta didik akan disajikan dengan bagian bahasa Inggris yang terdiri dari beberapa bagian bacaan dengan lima belas pertanyaan. Dengan demikian, penelitian ini adalah analisis isi yang akan menguji kata dalam pertanyaan SBMPTN yang perlu dipelajari di tingkat sekolah menengah atas dengan menggunakan profil kosakata, selain itu penelitian ini juga meneliti jenis pertanyaan yang harus diketahui peserta atau peserta didik, untuk membuat peserta mampu menjawab pertanyaan dengan benar dan tepat dalam waktu yang terbatas. Hasilnya sebagian besar pertanyaan terdiri dari kata-kata dan kata-kata akademis dengan frekuensi tinggi, sedangkan dari segi jenis pertanyaan sebagian besar pertanyaannya adalah meminta pemahaman, gagasan utama dan kesimpulan. Penelitian ini juga memberi guru daftar kata dan jenis pertanyaan yang harus difokuskan untuk tahun senior sekolah menengah.
The Vocabulary Profile of the Questions Towards SBMPTN Documents in English Sections: A Content Analysis Wiranty, Glenda Mutia
Jurnal Pendidikan Tambusai Vol. 6 No. 1 (2022): 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v6i1.3142

Abstract

Sebagian besar siswa Indonesia yang telah lulus SMA diproyeksikan untuk melanjutkan studi ke perguruan tinggi. Selain itu, mereka harus lulus tes pemahaman tertentu yang disebut “SBMPTN” (Seleksi Bersama Masuk Perguruan Tinggi Negeri). Dalam tes itu, peserta didik akan disajikan dengan bagian bahasa Inggris yang terdiri dari beberapa bagian bacaan dengan lima belas pertanyaan. Dengan demikian, penelitian ini adalah analisis isi yang akan menguji kata dalam pertanyaan SBMPTN yang perlu dipelajari di tingkat sekolah menengah atas dengan menggunakan profil kosakata, selain itu penelitian ini juga meneliti jenis pertanyaan yang harus diketahui peserta atau peserta didik, untuk membuat peserta mampu menjawab pertanyaan dengan benar dan tepat dalam waktu yang terbatas. Hasilnya sebagian besar pertanyaan terdiri dari kata-kata dan kata-kata akademis dengan frekuensi tinggi, sedangkan dari segi jenis pertanyaan sebagian besar pertanyaannya adalah meminta pemahaman, gagasan utama dan kesimpulan. Penelitian ini juga memberi guru daftar kata dan jenis pertanyaan yang harus difokuskan untuk tahun senior sekolah menengah.
Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur Wiranty, Glenda Mutia; Andang Saehu; Hanna Sundari; Mohammed H. Alaqad
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1718

Abstract

 students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT. 
Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur Wiranty, Glenda Mutia; Andang Saehu; Hanna Sundari; Mohammed H. Alaqad
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1718

Abstract

 students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT. 
Co-Authors Andang Saehu, Andang Hanna Sundari Mohammed H. Alaqad