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INDONESIAN JOURNAL OF APPLIED LINGUISTICS

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A plethora of published studies has convincingly demonstrated that bilingual students excel academically than
their monolingual counterparts. Apparently, findings of these studies have been used to counterattack the long
standing assumption that the psychological state of being able to access to more than one linguistic code
(bilinguality) is more deleterious than beneficial. With new insights accumulating in support of bilinguality, the
present study extends the findings of the previous ones, arguing that bilingualiaty positively affect students'
coping strategies in academic writing tasks. Forty-eight students (24 monolinguals and 24 bilinguals) were
assigned with a writing prompt with a topic related to an academic issue. Both quantitative and qualitative
analysis were employed. Results from the quantitative analysis showed that the bilingual group exhibited more
writing gains than the monolingual one. Qualitative analysis revealed that bilingual students employed more
varied and richer coping strategies that their monolingual counterparts. With this additional evidence, this study
suggests that there is an interconnected link between bilinguality and coping strategies in writing.

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Ketersediaan

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Informasi Detail

Judul Seri

Reading Interest and Habits/Kebiasaan Membaca, Minat Baca

No. Panggil

510 SETIONO i

Penerbit

bandung : upi.edu., 2015

Deskripsi Fisik

Hlm 145.;20cm.

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

510

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

volume 5, Nomor 1 Juli 2015

Subjek

Politik Pemerintahan

Info Detail Spesifik

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Pernyataan Tanggungjawab

Setiono Sugiharto

Versi lain/terkait

Lampiran Berkas

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