The Implementation of Academic Word List and Its Implication to the Improvement of EFL Students’ Academic Writing Quality

Authors

  • Abdullah Syarofi Institut Pesantren Sunan Drajat
  • Shohiyah Shobaha Institut Pesantren Sunan Drajat

DOI:

https://doi.org/10.21512/lc.v17i1.9022

Keywords:

academic word list, academic writing, English as a Foreign Language

Abstract

The research aimed to investigate the effectiveness or ineffectiveness in implementing an academic word list and its implication for improving English as a Foreign Language (EFL) students’ writing quality. Academic Word List (AWL) played an important role in expanding the student’s academic vocabulary knowledge. Basically, an academic word list was considered one of the effective ways to reduce students’ errors in writing. The research was proposed to review several related preceding studies, and the data found were described qualitatively. From the research conducted, it is found that fifteen out of eighteen studies (83,33%) confirm that the implementation of academic word lists provides a significant contribution to the improvement of students’ writing quality. On the other hand, three out of eighteen studies (16,67%) confirm that implementing an academic word list does not significantly contribute to improving students’ academic word knowledge. This may be attributable to the given portion of the academic word list utilized as supplementary material, and it can only be used outside the classroom without any teacher guidance. The result shows that implementing the academic word list may act as an effective/ineffective tool for improving students’ academic writing quality based on the portion and utilization of this tool in the course.

Dimensions

Plum Analytics

References

Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through telegram application. International Journal of Instruction, 11(3), 433-448. https://doi.org/10.12973/iji.2018.11330a.

Albadri, A., & Rosyidah, L. I. (2022). The effectiveness of semantic mapping strategy to improve students’ writing skill on recount text in language dormitory. JOEY: Journal of English Ibrahimy, 1(1), 26-34. https://doi.org/10.35316/joey.2022.v1i1.26-34.

Alemi, M., Reza, M., Sarab, M. R., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile assisted language learning. International Education Studies, 5(6), 99-109. http://dx.doi.org/10.5539/ies.v5n6p99.

Allen, J. P., & Corder, S. P. (1974). Techniques in applied linguistics. London: Oxford University Press.

Antes, A. T., & Beck, E. (2020). Increasing lexical bundles in the learner lexicon: Binomial expressions and the academic word list. TESL-EJ (The Electronic Journal for English as a Second Language), 24(2), 1-23.

Arifanita, D., Nurkamto, J., & Suparno, S. (2019). Investigating the writing difficulties on Indonesian second language students in learning English. Proceedings of the 3rd English Language and Literature International Conference, ELLiC. Semarang, Indonesia. pp. 1-9. https://doi.org/10.4108/eai.27-4-2019.2285348.

Athoillah, U. (2022). The use of mobile assisted language learning (MALL) in teaching students’ listening and speaking skills. Jurnal Guru Dikmen dan Diksus, 5(1), 133-146. https://doi.org/10.47239/jgdd.v5i1.351.

BenMoussa, C. (2011). Workers on the move: New opportunities through mobile commerce. Retrieved from https://www.researchgate.net/publication/31595877_Workers_on_the_Move_New_Opportunities_through_Mobile_Commerce.

Brun-Mercer, N., & Zimmerman, C. B. (2015). Fostering academic vocabulary use in writing. The CATESOL Journal, 27(1), 131-148.

Castillo-Cuesta, L. (2022). Using genially games for enhancing EFL reading and writing skills in online education. International Journal of Learning, Teaching and Educational Research, 21(1), 340-354. https://doi.org/10.26803/ijlter.21.1.19.

Choo, L. B., Lin, D. T. A., Singh, M. K. M., & Ganapathy, M. (2017). The significance of the academic word list among ESL tertiary students in a Malaysian public university. 3L: Language, Linguistics, Literature, 23(4), 56-65. https://doi.org/10.17576/3L-2017-2304-05.

Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16(3), 129-147. https://doi.org/10.1016/j.jslw.2007.07.002.

Darsih, E., & Asikin, N. A. (2020). Mobile assisted language learning: EFL learners’ perceptions toward the use of mobile applications in learning English. English Review: Journal of English Education, 8(2), 183-194. https://doi.org/10.25134/erjee.v8i2.2999.

Dewi, A. K., & Saputra, N. (2021). Problems faced by students in writing English academic summary. Middle Eastern Journal of Research in Education and Social Sciences, 2(2), 126-135. https://doi.org/10.47631/mejress.v2i2.257.

Fridayanthi, N. (2017). Grammatical errors committed by eight grade students in writing recount text. International Journal of Language and Literature, 1(4), 213-220. https://doi.org/10.23887/ijll.v1i4.12584.

Hadi, M. S., Izzah, L., & Paulia, Q. (2021). Teaching writing through canva application to enhance students’ writing performance. Journal of Languages and Language Teaching, 9(2), 228-235. https://doi.org/10.33394/jollt.v9i2.3533.

Hu, Z. (2013). Vocabulary learning assisted by mobile phones: Perceptions of Chinese adult learners. Journal of Cambridge Studies, 8(1), 139-154. http://dx.doi.org/10.17863/CAM.1468.

Humairoh, S. A. (2021). Exploring students’ difficulties in writing. Thesis. Jakarta: Syarif Hidayatullah State Islamic University.

Hyland, K., & Tse, P. (2007). Is there an academic vocabulary? TESOL Quarterly, 41(2), 235-253.

Imelda, I., Cahyono, B. Y., & Astuti, U. P. (2019). Effect of process writing approach combined with video-based mobile learning on Indonesian EFL learners’ writing skill across creativity levels. International Journal of Instruction, 12(3), 325-340. https://doi.org/10.29333/iji.2019.12320a

Ismiati, I., & Pebriantika, E. (2020). Designing Strategies for university students’ Writing Skill. Journal of Languages and Language Teaching, 8(1), 8-19. https://doi.org/10.33394/jollt.v8i1.2210.

Khany, R., & Kalantari, B. (2021). Accounting academic word list (AAWL): A corpus-based study. Journal of Foreign Language Teaching and Translation Studies, 6(1), 35-58. https://doi.org/10.22034/efl.2021.268643.1070.

Khatter, S. (2019). An analysis of the most common essay writing errors among EFL Saudi female learners (Majmaah University). Arab World English Journal, 10(3), 364-381. https://doi.org/10.24093/awej/vol10no3.26.

Lessard-Clouston, M. (2012). Word lists for vocabulary learning and teaching. The CATESOL Journal, 24(1), 287-304.

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525. https://doi.org/10.1111/j.1365-2729.2008.00289.x.

Morris, L., & Cobb, T. (2004). Vocabulary profiles as predictors of the academic performance of teaching English as a second language trainees. System, 32(1), 75-87. https://doi.org/10.1016/j.system.2003.05.001.

Mubarok, Y., & Budiono, T. (2022). An error analysis on EFL students’ writing. Englisia: Journal of Language, Education, and Humanities, 9(2), 187-203. https://doi.org/10.22373/ej.v9i2.11386.

Nafa, A. N. H. (2020). The use of mobile assisted language learning in English learning of fourth semester English Department student at IAIN Samarinda. Jurnal Tarbiyah & Ilmu Keguruan (JTIK) Borneo, 2(1), 23-34. https://doi.org/10.21093/jtikborneo.v2i1.3162.

Novariana, H., Sumardi, S., & Tarjana, S. S. (2018). Senior high school students’ problems in writing: A preliminary study of implementing writing e-journal as self-assessment to promote students’ writing skill. English Language and Literature International Conference (ELLiC) Proceedings, 2, 216-219.

Nurkamto, J., Djatmika, D., & Prihandoko, L. A. (2022). Students’ problems of academic writing competencies, challenges in online thesis supervision, and the solutions: Thesis supervisors’ perspectives. Teflin Journal, 33(1), 123-147. https://doi.org/10.15639/teflinjournal.v33i1/123-147.

Nushi, M., & Jenabzadeh, H. (2016). Teaching and learning academic vocabulary. California Linguistic Notes, 40(2), 51-70.

Pathan, H., Memon, R., Memon, S., Shah, S., & Magsi, A. (2018). Academic vocabulary use in doctoral theses: A corpus-based lexical analysis of academic word list (AWL) in major scientific disciplinary groups. International Journal of English Linguistics, 8(4), 282-288. https://doi.org/10.5539/ijel.v8n4p282.

Rahmi, D. T. (2021). The effectiveness of using list group label strategy students on vocabulary achievement. Journal of English Language and Education, 6(2), 155-159. https://doi.org/10.31004/jele.v6i2.147.

Ridha, N. S. (2012). The effect of EFL learners’ mother tongue on their writings in English: An error analysis study. Journal of the College of Arts, 60, 22-45.

Sakkir, G., Dollah, S., Arsyad, S., & Ahmad, J. (2021). Need analysis for developing writing skill materials using Facebook for English undergraduate students. International Journal of Language Education, 5(1), 542-551. https://doi.org/10.26858/ijole.v5i1.14856.

Samingan, A. (2020). Lexical interference made by EFL learners in written production. Anglo-Saxon: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, 11(1), 131-142. https://doi.org/10.33373/as.v11i1.2311.

Sari, Y. I., Sumarmi, S., Utomo, D. H., & Astina, I. K. (2021). The effect of problem-based learning on problem solving and scientific writing skills. International Journal of Instruction, 14(2), 11-26. https://doi.org/10.29333/iji.2021.1422a.

Tambunan, A. R. S., Andayani, W., Sari, W. S., & Lubis, F. K. (2022). Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback. Indonesian Journal of Applied Linguistics, 12(1), 16-27. https://doi.org/10.17509/IJAL.V12I1.46428.

Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6, 1-16. https://doi.org/10.1186/s40862-020-00108-9.

Yafei, O. A., & Osman, M. E. (2016). Mobile phone apps: An emerging e-platform for vocabulary learning and retention. Journal of Applied Linguistics and Language Research, 3(7), 286-308.

Yudhiantara, R., & Nasir, I. A. (2017). Toward mobile-assisted language learning (MALL): Reaping mobile phone benefits in classroom activities. Register Journal, 10(1), 12-28. https://doi.org/10.18326/rgt.v10i1.12-28.

Yulianti, S., Nuraeni, S., Parmawati, A. (2019). Improving students’ writing skill using brainwriting strategy. Project (Professional Journal of English Education), 2(5), 714-721. https://doi.org/10.22460/project.v2i5.p714-721.

Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 399-1412. http://dx.doi.org/10.29333/iji.2019.12189a.

Yusuf, Y. Q., Mustafa, F., & Iqbal, R. M. (2021). An inquiry into grammatical errors in writing committed by high achieving EFL students. International Journal of Language Studies, 15(2), 1-22.

Zewitra, Z., & Fauziah, P. (2020). Grammatical Errors in EFL students’ final project writings. Jurnal Bahasa Inggris Terapan, 6(2), 75-90. https://doi.org/10.35313/jbit.v6i2.2287.

Downloads

Published

2023-05-25
Abstract 244  .
PDF downloaded 174  .