While the literature has shown that vocabulary mastery affects reading comprehension, only a few Indonesian researchers investigated this. To narrow this gap, this study aims to: 1) measure Indonesian university students' knowledge of receptive vocabulary, 2) measure their reading comprehension level, and 3) investigate the association between the two variables. The participants in this study were 168 first-year university students from a private university implementing English-medium instruction (EMI). We utilized the updated vocabulary level test to measure their receptive vocabulary size and the IELTS academic reading test to measure their reading comprehension level. The participants mean scores on the updated VLT were 28.73, 26.63, 22.27, 22.42 and 23.12 at the 1,000, 2,000, 3,000, 4,000, and 5,000-word level respectively. Only 34 out of 168 participants could be considered to have a sufficient vocabulary size. On average they scored 16.08 (SD = 7.96) on the IELTS academic reading test, which was roughly equivalent to 5 in IELTS band score. We also found strong and significant correlations between the participants’ scores on the IELTS academic reading test and the updated VLT at all levels, with the largest effect size on the 4,000-word level (r = .71, p .001, BCa 95% CI [0.64, 0.78], r2 = .50). These findings indicated that the participants did not have sufficient vocabulary knowledge and had a low reading proficiency, potentially inhibiting progress in their academic pursuits. We discussed the findings in relation to the teaching of English in EFL, ESL, and EMI contexts. Practical implications of the findings are also discussed.

Conducting classes for English as a Specific Purpose such as in hospitality and tourism requires thorough needs analysis that serves the needs all stakeholders. However, most studies investigate the perceptions of students of hospitality or tourism major, while the perceptions of hotel employees are rarely investigated. This study is aimed at investigating Indonesian hotel employees (n = 77) perceptions towards various aspects of English skills. No statistical differences were found on the 15-item questionnaire responses based on gender, current job level, hotel stars, and current job departments. However, the results showed that listening and speaking skills are perceived as the most important, while spoken grammar is considered as the least important.

IELTS merupakan tes yang sering digunakan untuk beragam kepentingan, seperti seleksi beasiswa, admisi ke program pascasarjana, prasyarat imigrasi, dsb. Hal ini membuat IELTS menjadi salah satu tes yang populer di dunia. Sayangnya, banyak peserta tes IELTS dari Indonesia masih sering mengalami kesulitan untuk memperoleh nilai tes IELTS yang memuaskan, sehingga berpotensi mengalami kesulitan untuk memenuhi keperluannya (studi lanjut, migrasi, dll). Selain itu, program kursus yang tersedia dipasaran sangat variatif dari segi harga, kualitas, hingga aksesibilitasnya. Untuk merespon permasalahan ini, diadakanlah kegiatan pengabdian dalam bentuk pelatihan IELTS writing bagi 40 orang peserta selama 10 sesi, atau setara dengan 20 jam pelatihan. Perbandingan hasil pre-test dan post-test memperlihatkan adanya rata-rata peningkatan performa peserta sebesar 0.88 band. Respon peserta pada kuesioner evaluasi program juga memperlihatkan bahwa mayoritas peserta merasa puas dan merasakan manfaat dari pelatihan dan feedback yang diberikan. Diharapkan dari pelatihan ini peserta dapat menjadi lebih siap untuk mengikuti tes IELTS dan dapat memperoleh nilai yang diharapkan.

This study reports on a correlation analysis between the level of foreign language anxiety (FLA) of hotel business students and their oral exam performance. The participants of this study were 103 first-year hotel business students of a private university in Jakarta, Indonesia. Using Foreign Language Class Anxiety Scale (FLCAS) questionnaire, it was found that most business students (45%) have medium anxiety. It was also found that fear of negative evaluation is the main source of the anxiety among students. A two-tailed t-test analysis shows no statistical difference between male and female students in 90% of the questionnaire items. A Spearman-rank correlation coefficient analysis shows a significant negative moderate relationship between students’ oral exam performance with FLCAS results

This study investigates the Foreign Language Classroom Anxiety Score (FLCAS) of students in English classes before the pandemic (offline class) and during the COVID-19 pandemic (online class) in a private university in Jakarta, Indonesia. There were 145 participants in total, 67 of which attended the offline class of English 1, while 78 others attended the online class of English 2. The 33 items of the questionnaire were adapted from FLCAS and were analyzed by three aspects: Communication Apprehension, Fear of Negative Evaluation, and Test Anxiety. The questionnaire items were translated into Indonesian and distributed online using Survey Monkey. The study used Independent Samples t-test to test the hypothesis, and the writer analyzed items to categorize the FLCA scores into high and low anxiety levels of each anxiety category. The writer found the FLCAS difference between offline and online classes insignificant (p > 0.05). Furthermore, The writer revealed that Fear of Negative Evaluation, especially judgment from classmates, was the dominant aspect that caused anxiety among students of both classes. On the other hand, it was also found that learners from both classes had no problem having their teacher correct their errors when using English.