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TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 493-507 (2020) (2020)
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FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL
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In: TEFLIN Journal, Vol 31, Iss 2, Pp 204-229 (2020) (2020)
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Policies on language education in Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 308-315 (2019) (2019)
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Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 108-118 (2019) (2019)
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A CORPUS-BASED STUDY ON THE TECHNICAL VOCABULARY OF ISLAMIC RELIGIOUS STUDIES
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 47-71 (2019) (2019)
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EFL teachers’ motivation and competence in an Indonesian context as assessed within the framework of Maslow’s and Herberg’s theories
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 68-78 (2018) (2018)
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| 8 |
A Joint Construction Practice in an Academic Writing Course in an Indonesian University Context
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 1, Pp 27-44 (2017) (2017)
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EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 72-79 (2017) (2017)
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Abstract:
For tertiary English as a Foreign Language (EFL) students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014). The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.
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Keyword:
academic writing; argumentative writing; EFL; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; Special aspects of education; writing competencies
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URL: https://doi.org/10.17509/ijal.v7i1.6860
https://doaj.org/article/0e78a469f9f7489c8366e90b05c70075
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| 10 |
SYSTEMIC FUNCTIONAL LINGUISTIC GENRE PEDAGOGY (SFL GP) IN A TERTIARY EFL WRITING CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 155-182 (2015) (2015)
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