Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education Indonesian EFL Journal
Elsan Arvian
Sekolah Tinggi Bahasa Asing JIA, Bekasi, Indonesia
Humanities Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
DISCOURSE MARKERS IN EFL NARRATIVE WRITING: CATEGORIES, FUNCTIONS, AND CLASSROOM DIFFERENCES Elsan Arvian; Winda Lutfiyanti; Fathur Ramadhan Ramadhan
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.313

Abstract

This study investigates the categories and functions of discourse markers used in narrative essays written by undergraduate EFL students, comparing usage patterns between morning and evening classes. Employing a qualitative descriptive approach, the study integrates Fraser's (1999) taxonomy to classify discourse markers into elaborative, contrastive, temporal, and inferential categories, and Schiffrin's (1987) functional framework to analyze how these markers contribute to coherence and cohesion. Data were collected from narrative essays produced by fifth-semester students and analyzed through five systematic stages, including familiarization, identification and coding, categorization, functional interpretation, and comparative analysis between classes. The findings reveal that elaborative markers were the most dominant category, accounting for 54.9% of discourse markers in the morning class and 56.4% in the evening class, indicating that students predominantly organized their narratives through additive relations rather than more complex logical connections. Inferential markers, by contrast, were the least frequently used category in both groups, suggesting limited engagement with explicit causal reasoning. Although the morning class produced substantially more discourse markers overall than the evening class, both groups exhibited remarkably similar proportional distributions across categories, indicating that discourse organization strategies were shaped more by genre demands than by classroom schedule. Overall, discourse markers contributed significantly to the coherence and cohesion of students' narrative writing, though their limited variety and underuse of inferential relations point to an underdeveloped repertoire of higher-order discourse strategies. The study underscores the importance of explicit instruction on the rhetorical functions of discourse markers to enhance EFL students' academic writing skills.
BEYOND RULE VIOLATION: A COGNITIVE GRAMMAR ANALYSIS OF TENSE-RELATED ERRORS IN PASSIVE VOICE AMONG INDONESIAN EFL LEARNERS Elsan Arvian; Winda Lutfiyanti; Fathur Ramadhan
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.171

Abstract

Passive voice remains one of the most challenging grammatical structures for Indonesian EFL learners, largely due to structural differences between English and Indonesian sentence systems, particularly in tense marking and participant perspective. This study aims to identify the types of errors made by Indonesian EFL students in constructing passive voice sentences and to explain these errors from the perspective of Cognitive Grammar. The study employed a descriptive qualitative design supported by quantitative data. Participants were fifth-semester students of the English Department at STBA JIA Bekasi, selected through purposive sampling. Data were collected through a 20-item passive voice transformation test and analyzed using the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982), while learners' conceptualization was interpreted through Langacker's (2008) Cognitive Grammar framework. The findings revealed 224 errors, with misformation as the most frequent category, accounting for 83.9% of all errors and encompassing inappropriate use of tense (37.1%), verb form errors (26.3%), inappropriate use of auxiliary verbs (13.4%), and inappropriate verb use (7.1%). This was followed by omission errors (8.9%, comprising omission of auxiliary verbs and omission of letters) and misordering errors (7.1%). From the Cognitive Grammar perspective, these errors reflect difficulties in temporal grounding, participant profiling, and event construal. The findings suggest that students face challenges not only in applying grammatical rules but also in conceptualizing passive constructions appropriately.
Co-Authors Fathur Ramadhan Fathur Ramadhan Ramadhan Winda Lutfiyanti