Tesis

Lexico-grammatical analysis of learners\' independent and integrated essays in emi context / Dery Singkawati Rahmi

Abstrak
A growing number of learners who studied English as a Medium of Instruction (EMI) at higher education (HE) or the university level in some countries especially in Indonesia create many learners as novice L2 writers in the EMI context in some disciplined subject areas. In EMI s new global education environment writing has become a central issue that enables writers to utilize their abilities. Furthermore this recent trend has led to the development of many novice L2 writers who still create incoherent improper idea organization and absence of the appropriate linguistic aspect based in essay writing. The employment of linguistic aspects like lexico-grammatical features in writing is one of the essential points in identifying the quality of learners essay writing since they simultaneously increase the English language ability and content knowledge in the academic setting. The lexico-grammatical feature combines lexical item interaction and grammatical interaction that obtains precise and linguistic clarity. Understanding these features is essential to satisfying the learners rsquo language demands and identifying the linguistic characteristics of the learners rsquo academic writing. Then the variety of task types like independent and integrated tasks helps assess learners ability to apply lexico-grammatical features in different writing contexts in an English as a Medium of Instruction (EMI) setting and support effective writing that can differentiate the learners rsquo linguistic realization in the nature. Nevertheless little research focuses on investigating essay writing especially by exploring the combination of lexical and grammar nature across two task types (independent and integrated task) in learners as novice L2 writers facilitated with EMI context using lexico-grammatical analysis in Indonesia. The present study examines lexico-grammatical features produced by HE learners in the EMI context as novice L2 writers across independent and integrated tasks. It provides an in-depth description of the learners rsquo essay writing by understanding the distinction between the employment of these features and the organization. The current study employed an explanatory sequential mixed method to examine the employment of lexico-grammatical features in numerical data for the quantitative phases and to delve into the findings from numerical data for the qualitative phase case study by providing an in-depth description of the learners rsquo different choices and decisions in employing the features. The study was conducted in the pharmacy faculty at one of the public universities in Surabaya East Java Indonesia which provides an international or EMI class that uses English as the medium of instruction. The data was taken from the 12 learners who have completed an independent and an integrated essay writing task assigned in the second semester of the rdquo Fundamental Pharmacy rdquo subject course. The result shows that novice L2 writers produced longer words in the integrated task than in the independent task. It is also found that in integrated tasks the learners highly employed pre-modifying nouns and attributive adjectives of phrasal features. Some learners were revealed to have high-quality writing that creates grammatical complexity and phrase-level complexity in writing. Differently the prepositional phrases of phrasal features are highly produced in independent tasks by the learners who tend to convey the informational written register using the informal register. The finite adverbial phrases of clausal features were more frequently produced in independent tasks where the learners tried to express their opinion using oral language features that showed an interpersonal spoken register that declined academic writing. Then (verb that-clauses) mostly appear in integrated tasks which were shown to be in a phase of academic writing where they tried to relate some evidence and advance some ideas as if they were common knowledge. Lastly all intermediate features were found to be limitedly produced like passive voices which are frequently employed in integrated tasks to make a claim predict suggest and report generic assumptions. Passive non-finite adverbial clauses were found as modifier of the preceding component and the complement of the clauses. Noun that clauses were found more frequent in integrated tasks that presented content like academic writing. Surprisingly noun to clauses were employed only in integrated tasks. Besides some learners were found to combine the lexical items with grammatical interaction especially those rated to have a high-quality organization and frequently employed some lexico-grammatical features across two task types. The findings significantly help to understand how learners in the EMI context demonstrate diversity in using lexico-grammatical features in essay writing across two task types. This understanding can help learners actively integrate their writing with global writing features within their major subjects by using appropriate pattern associations. They are also still working on developing some features and awareness of employing the appropriate features creating the method of coherence in packaging the information and the conciseness in academic writing. It highlights the importance of some lexico-grammatical features phrasal features (i.e. prepositional phrases) clausal features (i.e. finite adverbial phrases) and all of the intermediate features (i.e. noun that clauses noun to clauses passive non-finite relative clauses and passive voices) that should be employed more to help them be wider in providing some explanation and opinion about the topic given and bring them to be ready creating research-based writing in the EMI context. This should be supported by the variation of essay writing assignments assigned and some materials to the learners to help them practice more in applying these features in the real-life context of writing based on their subject major. Therefore the major limitations of this study are its limited sample size of novice L2 writers and the restricted amount of writing produced for the assigned tasks. Consequently the researcher could not gather sufficient data and provide comprehensive explanations regarding the diverse features produced by the learners. Then the study does not specifically examine grammatical errors made by individual learners. Considerably more work in correlation and experimental studies will need to be done to determine more variation of lexico-grammatical features in big corpus data and to understand the factors reasons and problems from the patterns the learners produced in creating good content in the context of EMI. An important practical implication is that policymakers need to consider creating a policy that encourages collaboration between subject teachers and English language teachers to enhance academic writing skills in English as a medium of instruction (EMI) classrooms. This collaboration aims to help learners develop the skills needed for professional research-based writing and to meet the requirements for international employment.

Informasi Detail

DDC

Rt 421 RAH l

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xvi, 96 Lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00610/RT/24

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MENULIS ESAI
2. ENGLISH - WRITING AN ESSAY

Pembimbing

1. Prof. Dr. Siusana Kweldju, M.pd; 2. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas