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All Journal ELTR Journal
Christianus I Wayan Eka Budiartha
Sampoerna University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE USE OF ACADEMIC VOCABULARY ACROSS PROFICIENCY LEVELS: A STUDY OF EFL STUDENTS’ LEXICAL PERFORMANCE IN UNIVERSITY WRITING Christianus I Wayan Eka Budiartha
ELTR Journal Vol. 4 No. 1 (2020)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (733.358 KB) | DOI: 10.37147/eltr.v4i1.63

Abstract

This study aims to investigate EFL students’ performance in recognizing and using academic vocabulary across three different proficiency levels of English, i.e., elementary, intermediate and advanced. A quantitative approach was employed with a cross-sectional design to examine the difference and the correlation between the two variables and 150 subjects from a private university in Jakarta, some interesting results were uncovered in this study. First, there was a significant difference in overall calculation of students’ academic vocabulary across proficiency levels, even though such a difference does not appear between intermediate and advanced level. Second, the overall calculation shows that there was a significant correlation between students’ academic vocabulary and their proficiency levels with Sig. 0.249, but surprisingly, a more detail calculation did not present any correlation at all between the variables. These results confirm that the gap among proficiency levels was not big, as majority of the students were in intermediate level of their English competence. Even though the students could perform academic vocabulary in university writing; however, almost all of them were not aware with the existence of the words, especially because the words belong to the low frequency band.
LEXICAL ANALYSIS OF THE MOST FREQUENT ACADEMIC WORD IN STUDENTS’ ACADEMIC ESSAY Christianus I Wayan Eka Budiartha; Yoga Pratama Putra Ramadhan
ELTR Journal Vol. 4 No. 2 (2020)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v4i2.88

Abstract

Writing as a productive skill in English has been valued greatly, especially in academic context. The process approach was started to be considered when teaching writing as it offers a more meaningful learning. Furthermore, the approach makes room for collaborative learning between students and teachers. For EFL students whose first language is not English, mastering writing skills could be more challenging. To address the issues, the idea of a writing center has been adapted in a higher educational level for students who want to improve their writing. The study was conducted by using a qualitative descriptive approach and its data collection was carried out through a number of instruments to fulfill the triangulation method of a qualitative approach such as observation, semi-structured interview, survey, and corpus-based research. From the eight purposive sampling of tutees and the four tutors, the study concluded that EFL students are not familiar with the process of writing, so many of them consider having support merely on revising their essay draft. Even though collaborative writing was successfully carried out, but EFL students need to improve their independent study to follow up the discussion they had with the tutors.
PROCESS APPROACH AND COLLABORATIVE LEARNING ANALYSIS ON STUDENTS’ ACADEMIC WRITING Christianus I Wayan Eka Budiartha; Alexandra Vanessa
ELTR Journal Vol. 5 No. 1 (2021)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v5i1.89

Abstract

Writing as a productive skill in English has been valued greatly, especially in an academic context. The process approach was started to be considered when teaching writing as it offers more meaningful learning. Furthermore, the approach makes room for collaborative learning between students and teachers. For EFL students whose first language is not English, mastering writing skills could be more challenging. To address the issues, the idea of a writing center has been adapted to a higher educational level for students who want to improve their writing. The study was conducted by using a qualitative descriptive approach and its data collection was carried out through a number of instruments to fulfill the triangulation method of a qualitative approach such as observation, semi-structured interviews, surveys, and corpus-based research. From the eight purposive sampling of tutees and the four tutors, the study concluded that EFL students are not familiar with the process of writing, so many of them consider having support merely on revising their essay draft. Even though collaborative writing was successfully carried out, but EFL students need to improve their independent study to follow up on the discussion they had with the tutors.
Co-Authors Alexandra Vanessa Yoga Pratama Putra Ramadhan