Using Ant-Word Profiler App to Classify Vocabulary Level for Paragraph Writing among EFL Learners

Authors

  • Agus Tina Sari Universitas Islam Jember
  • Dihliza Basya Universitas Islam Jember
  • Endah Nur Tjendani Universitas Islam Jember

DOI:

https://doi.org/10.25273/etj.v10i2.14189

Keywords:

Vocabulary Level, Paragraph Writing Performance, EFL Learners

Abstract

There is a vast amount study of vocabulary assessment strategies by professional educators and a number of methods have emerged to gauge vocabulary competence. However, only a limited number of literatures analyze the use of online application to assess EFL students’ vocabulary level, especially in Indonesia. To fill this gap, this study employs Ant-Word Profiler App to classify students’ vocabulary level on final exam in advanced paragraph writing course among Indonesian undergraduate EFL Learners. Drawing on the Laufer Theory (1997) on factors which affect vocabulary learning, this study showcases the group of participants challenge their vocabulary mastery as they were routinely engaged to the writing class. The participants were, second semester students at Indonesia tertiary Institution who enrolled in Advanced Paragraph Writing course range from 19 to 22 years old. This descriptive interview study utilized a corpus-based research in vocabulary context of writing course. The AntWordProfiler app generates lexicon statistics and recurrence about the corpus of the text. The primary categories of the data collected are the overall quantity of running words in a apecific content of the given text. The results demonstrate that students at different stages of writing proficiency used a low percentage of Advanced vocabulary indeed on the final exam of the course. The implication of this study calls for the interactive vocabulary and writing pedagogy to enrich vocabulary mastery for students of language teacher education. 

Downloads

Download data is not yet available.

Author Biographies

Agus Tina Sari, Universitas Islam Jember

English Education

Dihliza Basya, Universitas Islam Jember

English Education

Endah Nur Tjendani, Universitas Islam Jember

English Education

References

REFERENCES

Apriliawati, D., Irawati, L., Erlik W. S. (2017). The Effect of Two Stay Two Stray (TSTS) Method on Recount Text Writing At Eight Grade Students of SMPN 2 Sawahan. English Teaching Journal, Vol.5 No. 2.

Anthony, L. (2014). AntConc ( Windows , Macintosh OS X , and Linux ) Getting Started ( No installation necessary ). 7, 3–4.

Bauer, L., & Nation, P. (1993). Word families. International Journal of Lexicography, 6(4), 253–279. https://doi.org/10.1093/ijl/6.4.253

Carrier, K. A. (2003). Improving high school english language learners’ second language listening through strategy instruction. Bilingual Research Journal, 27(3), 383–408. https://doi.org/10.1080/15235882.2003.10162600

Choi, I. C., & Moon, Y. (2020). Predicting the Difficulty of EFL Tests Based on Corpus Linguistic Features and Expert Judgment. Language Assessment Quarterly, 17(1), 18–42. https://doi.org/10.1080/15434303.2019.1674315

Cohen, A. D., Weaver, S., & Li, T. –. Y. (1998). The impact of strategies-based instruction on speaking a foreign language. (In A. D. Cohen (ed.); Strategies). Longman.

Coxhead, A. (2000). A new academic word list. In TESOL Quarterly (34: 2 ed.).

Fakhruddin & jamaris, M. M. (2005). Increased Mastery of English Vocabulary Through Games. Vol 3.No. .

Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2020). Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1824306

Glover, P. (2011). Using cefr level descriptors to raise university students’ awareness of their speaking skills. Language Awareness, 20(2), 121–133. https://doi.org/10.1080/09658416.2011.555556

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes (Language L).

Gu, Y. (2003). Vocabulary learning in second language: Person, task, context and strategies. Electronic Journal. TESL – EJ, 7(2), 1–26.

Harmer, J. (2001). The Practice of English Language Teaching. Longman.

Heatley, A., Nation, P., & Coxhead, A. (2004). Range program with GSL/AWL list (Version 1.32). http://www.victoria.ac.nz/lals/about/staff/paul-nation,

Heatley, A., Nation, P., & Coxhead, A. (2012a). Range program with British National Corpus list 14,000 (Version 1.32). http://www.victoria.ac.nz/lals/about/staff/paul-nation

Heatley, A., Nation, P., & Coxhead, A. (2012b). Range program with British National Corpus list 25,000 (Version 1.32H). http://www.victoria.ac.nz/lals/about/staff/paul-nation

Hughes, A. (2003). Testing for Language Teachers (Second Edi). Cambridge University Press.

Ikeda, M., & Takeuchi, O. (2003). Can strategy instruction help EFL learners to improve their reading ability? An empirical study.

Jacobs, H. L., S. A. Zinkgraf, D.R. Wormouth, V. F. Hartfield, and J. B. H. (1981). English Composition Program Testing ESL Compsition: a Practical Approach. Newbury House Publisher Inc.

Kies D. (2012). Coherence in Writing The Hyper Textbooks. From <http://papyr.com/hypertextbooks/comp1/coherent.htm

Li, L., & MacGregor, L. J. (2010). Investigating the receptive vocabulary size of university-level Chinese learners of English: How suitable is the Vocabulary Levels Test? Language and Education, 24(3), 239–249. https://doi.org/10.1080/09500781003642478

Macaro, E. (2001). Learner strategies in second and foreign language classrooms. Continuum.

McGruddy, R. (1999). The effect of listening comprehension strategy training with advanced-level ESL students. Georgetown University.

Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59

Nation, I. S. P., & Anthony, L. (2013). Mid-frequency readers. Journal of Extensive Reading, 1, 5–16. http://jalt-publications.org/access/index.php/JER/article/download/868/40

Nation, P. (2012). Information on the BNC/COCA lists. http://www.victoria.ac.nz/lals/about/staff/paul-nation

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in Second Language Acquisition. Cambridge University Pres.

O’Malley, J. M., & Pierce, lorraine V. (1996). AUTHENTIC ASSESSMENT FOR ENGLISH LANGUAGE LEARNERS (E. Chamas & C. Siska (eds.)). Addison-Wesley Publishing Company.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.

Palfreyman, D. M., & Karaki, S. (2019). Lexical sophistication across languages: a preliminary study of undergraduate writing in Arabic (L1) and English (L2). International Journal of Bilingual Education and Bilingualism, 22(8), 992–1015. https://doi.org/10.1080/13670050.2017.1326456

Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x

Ross W, M. (1975). English Writing Skills. Holt Rinehart and Winston.

Rost, M., & Ross, S. (1991). Learner Use of Strategies in Interaction: Typology and Teachability. Language Learning, 41(2), 235–268. https://doi.org/10.1111/j.1467-1770.1991.tb00685.x

Rubin, J. (1975). What the “ Good Learner †Can Teach Us * Language. TESOL Quarterly, 9(1), 41–51.

Schmitt, N. (1997). Vocabulary learning strategies. (In N. Schmitt & M. McCarthy (ed.); Vocabulary). Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.

Schmitt, N. (2010). Researching Vocabulary. Palgrave Macmillan.

Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139–152. https://doi.org/10.1080/09571730802389975

Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education Limited.

Tshotsho, B., & Cekiso, M. (2015). Assessing Students’ Academic Writing at Tertiary Institutions: Implications for Teaching Writing. International Journal of Educational Sciences, 9(1), 65–72. https://doi.org/10.1080/09751122.2015.11890295

Vandergrift, L. (2003). From Prediction through Reflection: Guiding Students through the Process of L2 Listening. Canadian Modern Language Review, 59(3), 425–440. https://doi.org/10.3138/cmlr.59.3.425

Wesche, M. and T. S. P. (1996). Assessing second language vocabulary knowledge: depth versus breadth. The Canadian Modern Language.

Zemach, D. E., & Rumisek, L. a. (2006). Academic Writing: From Paragraph to Essay (p. 131).

Zhong, H. F. (2018). The relationship between receptive and productive vocabulary knowledge: a perspective from vocabulary use in sentence writing. Language Learning Journal, 46(4), 357–370. https://doi.org/10.1080/09571736.2015.1127403

Downloads

Published

14-12-2022

Issue

Vol. 10 No. 2 (2022)

Section

Articles

License

1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

2. Author(s)' Warranties

The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author, and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User/Public Rights

ETJ's spirit is to disseminate articles published are as free as possible. Under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, ETJ permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and ETJ to distributing works in the journal and other media of publications. 

4. Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Reproduce the work
  • Prepare derivative works based upon the work
  • Distribute copies of the work
  • Perform the work publicly
  • Display the work publicly
  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to self-archive the article (please read our repository policy),
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (English Teaching Journal : A Journal of English Literature, Language and Education).

5. Co-Authorship

If the article was jointly prepared by more than one author, any author submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. English Teaching Journal : A Journal of English Literature, Language and Education will not be held liable for anything that may arise due to the author's internal dispute. English Teaching Journal : A Journal of English Literature, Language and Education will only communicate with the corresponding author.

6. Royalties

Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) are aware that English Teaching Journal : A Journal of English Literature, Language and Education entitles the author(s) to no royalties or other fees.