Analysis of academic gaps between LPBA and non-LPBA graduates in the English department Higher Education
DOI:
https://doi.org/10.33096/tamaddun.v25i1.1240Keywords:
Academic gap, Lpba, EFL StudentsAbstract
This study aimed to identify the academic gap between students in the English Department who graduated from LPBA and those who did not. Differences in previous English learning experiences may influence students’ academic readiness, particularly in speaking, academic reading, and academic writing. This study employed a qualitative comparative design involving six actively enrolled students selected through purposive sampling, consisting of three LPBA graduates and three non-LPBA students. Data were collected through semi-structured interviews exploring students’ learning experiences, perceptions of their academic abilities, and challenges encountered during the learning process. The data were analyzed using thematic analysis through data reduction, theme identification, and conclusion drawing. The findings revealed that the academic gap was shaped by both internal and external factors. Internal factors included self-confidence, learning habits, and academic adaptation, while external factors comprised previous educational background, learning environment, language exposure, and institutional support. LPBA students generally demonstrated greater confidence and stronger communicative competence, whereas non-LPBA students showed better familiarity with text-based academic tasks. Overall, the academic gap reflects the influence of different educational backgrounds and learning experiences on students’ academic readiness.
References
Aini, D. N. (2025). THE EFFECT OF AN INTENSIVE ENGLISH COURSE ON STUDENTS’ SPEAKING SKILL IN HIGHER EDUCATION. Internasional Jurnal of Multidisipliner Reseach (IJMR) Retrieved https://ojssulthan.com/ijmr
Ambawani, S., Astasari, I., & Rukiati, E. (2025). Overcoming barriers to EFL speaking proficiency: A multidimensional analysis of language learning challenges. Journal of English in Academic and Professional Communication JEAPCO, 11(1), 2025.
Arifin, Mafulah, S., & Sholeh, A. (2025a). EFL Learner’s Strategies to Build Self-Confidence in Speaking: A Narrative Inquiry. TRANS-KATA: Journal of Language, Literature, Culture and Education, 5(2), 129–140. https://doi.org/10.54923/jllce.v5i2.127
Arifin, Mafulah, S., & Sholeh, A. (2025b). EFL Learner’s Strategies to Build Self-Confidence in Speaking: A Narrative Inquiry. TRANS-KATA: Journal of Language, Literature, Culture and Education, 5(2), 129–140. https://doi.org/10.54923/jllce.v5i2.127
Aziez, F., Nita, A., Istikharoh, L., & Sotlikova, R. (2024). Analyzing the development of university English students’ speaking fluency. Journal of English and Education (JEE), 10(2), 111–136. https://doi.org/10.20885/jee.v10i2.36345
Booton, S. A., Menon, P., Kyriacou, M., & Murphy, V. A. (2025). Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language. Reading and Writing, 38(3), 843–863. https://doi.org/10.1007/s11145-024-10540-9
Bryman, Alan. (2016). Social research methods. Oxford University Press.
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative Research Designs: Selection and Implementation. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390
Hyland, K. (2022). Second language writing instruction. Springer.
Hyland, Ken., & Richards, J. C. . (2010). Second Language Writing. Cambridge University Press.
Leong, L.-M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Mendoza, L., Lehtonen, T., Lindblom-Ylänne, S., & Hyytinen, H. (2022). Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System, 106. https://doi.org/10.1016/j.system.2022.102759
Merbawani, G. W., & Hartono, D. (2024). An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class. Pedagogy : Journal of English Language Teaching, 12(1), 100. https://doi.org/10.32332/joelt.v12i1.5353
Miles, M. B., Huberman, • A Michael, & Saldaña, J. (2014). Qualitative Data Analysis A Methods Sourcebook Edition.
Olmos, J., & Andrés, G. (2023a). Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners. https://doi.org/10.22219/raden.v3i2.2
Olmos, J., & Andrés, G. (2023b). Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners. https://doi.org/10.22219/raden.v3i2.2
Tajik, O., Golzar, J., & Noor, S. (2024). | P a g e Purposive Sampling. In IJELS (Number 2).
Taye, T., & Teshome, G. (2025). The impact of extensive reading on academic writing proficiency in EFL undergraduate students. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00679-0
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Moh Nunung Sanjaya, Mohammad Sofyan Adi Pranata
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Tamaddun journal agree to the following terms:
1. Authors retain the copyright and grant Tamaddun the right of first publication. The work will be licensed under a Creative Commons Attribution License (CC BY 4.0), which permits others to share the work with proper acknowledgment of the authorship and initial publication in this journal.
2. Authors may enter into additional non-exclusive agreements for the distribution of the published version of their work (e.g., posting it to an institutional repository or including it in a book), provided that the initial publication in this journal is acknowledged.
3. Authors are encouraged to post their work online (e.g., in institutional repositories or on their personal websites) before and during the submission process. This can lead to productive exchanges and increase the visibility and citation of the published work.
