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All Journal OKARA: Jurnal Bahasa dan Sastra EDULITE: Journal of English Education, Literature and Culture Studies in English Language and Education
Muzakki Bashori
Vocational High School Of Wisudha Karya
Education Languange, Linguistic, Communication & Media

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Does Proficiency Level Affect Learners’ Lexical Access in L1 and L2? Muzakki Bashori
OKARA: Jurnal Bahasa dan Sastra Vol. 15 No. 1 (2021): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v15i1.3877

Abstract

Proficiency level is one important factor that contributes to learners’ language performance. Learners with higher proficiency levels tend to perform lexical access better and faster than those with lower proficiency. This study aims to investigate whether proficiency level affects lexical access in L1 and L2. The research involved seven Indonesian university students of master’s and doctoral degree programs at a university in the Netherlands who possess different proficiency levels. Two scrambled texts in the participants’ L1 and L2 were employed to test the participants. Meanwhile, the paired-samples t-test and correlation analysis were used to report the experiment. The results revealed an insignificant difference and a negative correlation between proficiency level and the number of errors and reading time. However, on average, the more proficient learners outperformed the less proficient, thus indicating that they may possess more complex lexical access in L1 and L2. Further studies are needed to provide other useful insights on this topic.
I LOVE INDONESIA: EFL LEARNERS’ PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING Muzakki Bashori
EduLite: Journal of English Education, Literature and Culture Vol 2, No 1 (2017): February 2017
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.851 KB) | DOI: 10.30659/e.2.1.273-302

Abstract

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today’s learners as the Generation Z (González-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners’ language development. Keyword: attitude, perception, task-based language teaching, web-facilitated language learning
The development of intra-individual variability in academic writing: A study on lexical diversity and lexical sophistication Muzakki Bashori
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.391 KB) | DOI: 10.24815/siele.v8i2.16843

Abstract

This study is aimed at finding out (1) whether Lexical Diversity (LD) and Lexical Sophistication (LS) can provide useful insights into the development of academic writing by tracing the interaction between the intra-individual variability in relation to a Dynamic Systems perspective, and (2) whether the supportive interaction between LD and LS can be recognized from the writing development. Twelve academic writing samples written over a 5-year period (2010-2015) by an Indonesian learner of English were employed as longitudinal data. Several tools designed by van Geert and van Dijk (2002), Peltier (2009), and Steinkrauss (2016) were used to analyze the dynamic patterns of language development. The results showed that the development of intra-individual variability in academic writing is in line with the Dynamic Systems Theory as it indicates that the developmental process between the two growers is complex, non-linear, self-organized, unpredictable, revealing attractor states, and constantly changing. The supportive growth movement emerges as the result of the interaction between variables. Finally, it can be concluded that variability is a source of development. Learners might need to be aware of their unique learning trajectory in order to maintain a more stable linguistic development.
The development of intra-individual variability in academic writing: A study on lexical diversity and lexical sophistication Muzakki Bashori
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.16843

Abstract

This study is aimed at finding out (1) whether Lexical Diversity (LD) and Lexical Sophistication (LS) can provide useful insights into the development of academic writing by tracing the interaction between the intra-individual variability in relation to a Dynamic Systems perspective, and (2) whether the supportive interaction between LD and LS can be recognized from the writing development. Twelve academic writing samples written over a 5-year period (2010-2015) by an Indonesian learner of English were employed as longitudinal data. Several tools designed by van Geert and van Dijk (2002), Peltier (2009), and Steinkrauss (2016) were used to analyze the dynamic patterns of language development. The results showed that the development of intra-individual variability in academic writing is in line with the Dynamic Systems Theory as it indicates that the developmental process between the two growers is complex, non-linear, self-organized, unpredictable, revealing attractor states, and constantly changing. The supportive growth movement emerges as the result of the interaction between variables. Finally, it can be concluded that variability is a source of development. Learners might need to be aware of their unique learning trajectory in order to maintain a more stable linguistic development.
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