Writing is one of the most important skills for educational success, but also one of the most complex skills to be mastered (Tillema, 2012). It is one of the four-macro skills of English language that requires a great cognitive demand and much practice in order to produce a well-structured way of the presentation of thoughts in an organized and planned manner. Significantly, it embodies the rule of syntax, semantics, orthography, mechanics and most of all appropriate choice of lexis that will fit in the writing content and in the target audience of the piece hence, it turns out to be complex in the part of the students especially the L2 learners.
The Contrastive Analysis of Cummins (1983) states that there is an existence of language interference in the part of the L1 learner as he/she is in the process of acquiring the L2 language which make it difficult to learn. In addition, Cummins believes that a linguistic difference between the two languages, which include the pattern of syntax, morphology, orthography, and even phonology, affects how an L2 writer organizes the written discourse in the second language.
This may produce errors and distinct rhetorical patterns due to L1 cultural mode of thinking. Nevertheless, even the native speakers feel difficulty in showing good command of writing (Johnstone, Ashbaugh,& Warfield, 2002) and even experience complication in a tricky situation (Javed et al., 2013). This only proves that writing is indeed a difficult task. However, language teachers can lessen these difficulties among learners by encouraging them to engage in writing activities as part of their teaching-learning process, because (Kellogg, 2008) states that writing helps to i) reinforce the grammatical structure, ii) and assist other language skills such as reading, listening and speaking, and most of all iii) enhance the students’ vocabulary.
In today’s global world, the demand of the 21st century has been dominating all the government sectors especially the field of education. There is now a need for both students and teachers to embody one of the 21st-century skills known as communication skills—refers as the ability of individuals to communicate clearly, not only in oral languages but also in written, and non-verbal languages(www.ksbe.edu/spi), in order to become globally competitive individuals. Coady and Huckin (1997) posited that part of communicative competence is lexical competence, which defines as the ability to express thoughts and ideas inappropriate words and meaningful sentences. To make it happen, the leaners need a wide range of vocabulary in expressing their thoughts especially in the aspect of writing.
On the study of (Shah, Gill, Mahmood, & Bilal, 2013) they found out that lexical richness has a direct link at the vocabulary size. Learners can only attain lexical richness if their written composition contains three features such as how diverse the words are; how difficult the words are; and how many content words are produced in writing. These can simultaneously classify in the designated word levels and may also determine if what levels are the learners’ belong.
Therefore, the present study aims to measure the lexical richness of the written compositions made by BSED- English III students of Sorsogon State College—Bulan, Campus; school year 2017-2018 along with its three aspects including lexical diversity, lexical sophistication, and lexical density. Significantly, the researchers aim to find out if what level of language proficiency is shown or reflected in the written compositions of the participants whom expected to show advanced language proficiency because they are English majors that will become future language teachers of English.
As what Leyaley (2016) point out that those Education students must learn how to equip themselves with all the skills, which there course, being imparted because they will become teachers whom may serve as pedestal of learning to their future students. If they will remain incompetent, there is a high rate of possibility that they will become a contributor to the poor performance of their pupils and students, and worst will hamper the endeavours of parents and children in achieving their dreams because of malpractice in the use of the English language.
Moreover, written communication skills is the primary basis upon which one’s work, one’s learning, and one’s intellect will be judged—in college, in the workplace, and in the community (www.marquette.ed as cited in Leyaley, 2016). Much writing is required of teacher education students, among pre-service and in-service teachers. They prepare their lesson plans and learning plans; prepare written requirements they need to comply with; and most of all leading writing activities as part of teaching- learning process, which definitely requires the use of different kinds of words, refer as lexical richness, as reflection of good writing.