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All Journal MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman EDULITE: Journal of English Education, Literature and Culture MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Ulya Himawati
Universitas Wahid Hasyim, Semarang, Indonesia
Education

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Grammatical errors in cadets’ writing during competition: An analysis of what and why Yozar Firdaus Amrullah; Fatimah Fatimah; Pratama Irwin Talenta; Ulya Himawati; Kurniawati Afifah Liliyana; Rif'atun Hasanah
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.401-420

Abstract

Writing in English poses substantial challenges for vocational school cadets, particularly in maintaining grammatical accuracy under contextual constraints. These difficulties become more pronounced in competitive settings characterized by time pressure, limited opportunities for revision, and heightened cognitive demands. When writing tasks are performed under such conditions, cadets may struggle to organize and express their ideas accurately and coherently. The study aims to identify the types, frequency, and underlying causes of grammatical errors produced by cadets from three study programs at Politeknik Ilmu Pelayaran Semarang during an English writing competition. Employing a descriptive qualitative design, the research applies Dulay’s surface strategy taxonomy and McDowell’s error analysis procedure to examine writing samples collected from sixteen participants. The findings reveal that misinformation was the most dominant error type (73.90%), followed by omission (15.89%), addition (9.98%), and misordering (0.23%). The errors were primarily attributed to intralingual transfer, followed by interlingual transfer, while time constraints during the competition also contributed to the occurrence of errors. These results indicate that internalized but incomplete grammatical knowledge, rather than first-language interference alone, played a central role in the cadets’ performance. These findings can be used for further research and developing English for specific purposes learning materials, especially for improving writing skills related to the scientific fields of sea transportation cadets, whether it be nautical science, marine engineering, or port and shipping management.
English Language Teaching in Islamic Primary Education under Cambodia’s MoEYS Curriculum Ulya Himawati; Ersila Devy Rinjani; El Yakin; Muhammad Ahsanul Husna
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15120

Abstract

This study examines English language teaching practices in Islamic primary education under Cambodia’s national curriculum, regulated by the Ministry of Education, Youth and Sport (MoEYS). Conducted in an Islamic primary school within a Muslim-minority context, the study addresses the gap between national curriculum policy and classroom practice. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews with school leaders and English teachers, and document analysis. The findings reveal that while English instruction generally aligns with national curriculum objectives, teachers actively adapt teaching materials, classroom strategies, and learning contexts to ensure cultural and religious appropriateness. Islamic values are implicitly integrated through teacher modeling and interaction patterns rather than through explicit religious instruction. From a policy implementation perspective, the findings demonstrate a clear gap between policy as intended and policy as implemented, with teachers functioning as key mediators who exercise professional discretion in enacting curriculum policy. This study contributes empirical insights into English language teaching in Islamic primary education within a secular national system. It highlights the importance of teacher agency in bridging policy demands and faith-based educational contexts.
English Language Teaching in Islamic Primary Education under Cambodia’s MoEYS Curriculum Ulya Himawati; Ersila Devy Rinjani; El Yakin; Muhammad Ahsanul Husna
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15120

Abstract

This study examines English language teaching practices in Islamic primary education under Cambodia’s national curriculum, regulated by the Ministry of Education, Youth and Sport (MoEYS). Conducted in an Islamic primary school within a Muslim-minority context, the study addresses the gap between national curriculum policy and classroom practice. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews with school leaders and English teachers, and document analysis. The findings reveal that while English instruction generally aligns with national curriculum objectives, teachers actively adapt teaching materials, classroom strategies, and learning contexts to ensure cultural and religious appropriateness. Islamic values are implicitly integrated through teacher modeling and interaction patterns rather than through explicit religious instruction. From a policy implementation perspective, the findings demonstrate a clear gap between policy as intended and policy as implemented, with teachers functioning as key mediators who exercise professional discretion in enacting curriculum policy. This study contributes empirical insights into English language teaching in Islamic primary education within a secular national system. It highlights the importance of teacher agency in bridging policy demands and faith-based educational contexts.
Co-Authors El Yakin Ersila Devy Rinjani Fatimah Fatimah Kurniawati Afifah Liliyana Muhammad Ahsanul Husna Pratama Irwin Talenta Rif'atun Hasanah Yozar Firdaus Amrullah