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A Contrastive Analysis of Cultural Transfer Errors Found in the Harry Potter Movie Dialogues Siregar , Ayu Juniaty; Hawa, Pratiwi; Wulandari, Siti Zahara; Ritonga, Lingga Sahara; Fahriza, Icha; Ismahani, Siti
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.2526

Abstract

This study investigates cultural transfer errors in the dialogues of the Harry Potter film series within the context of English as a Foreign Language (EFL) learning. Based on contrastive and error analyses, this study aims to identify types of cultural transfer errors and explain how differences in cultural and pragmatic norms between first (L1) and second (L2) languages contribute to learners’ misinterpretation of meaning. Using a descriptive qualitative method, data were collected from selected film dialogues containing idiomatic expressions, politeness strategies, and culturally embedded meanings. The findings reveal that EFL learners tend to interpret idiomatic expressions literally, resulting in the loss of emotional, evaluative, and pragmatic meanings intended by the speaker. These errors are primarily caused by L1 interference and limited cultural awareness, particularly regarding indirectness and idiomatic language use in English. The study concludes that cultural transfer errors extend beyond grammatical inaccuracies and significantly affect pragmatic competence. The study underscores the importance of incorporating cultural and pragmatic instruction into EFL learning and showcases the efficacy of film dialogue as authentic material for cultivating learners' cross-cultural communicative competence.
Students' Perceptions of The Use of The Quizlet Application in Their Reading wilda anwar, hazril fikri; Ismahani, Siti
Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran Vol. 5 No. 1 (2025): Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran
Publisher : Departemen Pendidikan Bahasa, Fakultas Ilmu Budaya, Universita Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.jcerdik.2025.005.01.06

Abstract

This study aims to explore students’ perceptions of using the Quizlet application inenhancing their reading abilities, as well as to identify the benefits and challenges theyencounter during the learning process. The background of this research stems from thelow reading interest among students and the growing need for integrating engaging educational technologies into language learning. A qualitative method with aphenomenological design was employed, involving four ninth-grade students from ajunior high school in Medan City selected through purposive sampling. Data were collected through observation, questionnaires, and in-depth interviews, then analysed using thematic analysis. The findings reveal that students perceive Quizlet positively,Mhighlighting its effectiveness in improving reading comprehension through interactive features such as flashcards, audio, and game modes. The application contributes to vocabulary development, enhances motivation, and supports flexible learning. However, challenges such as limited internet access, difficulty operating certain features, and digital distractions were also reported, suggesting the need for appropriate guidance and strategies in utilizing digital learning tools effectively.
THE IMPACT OF SYNTAX MASTERY ON STUDENTS’ WRITING ACCURACY Amru, Aisyah; Wulandari, Nadia; Sakinah, Nasywa; Sari, Izzati Amirah; Ismahani, Siti
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8299

Abstract

This study investigates the effect of students’ syntax mastery on writing accuracy in English as a Foreign Language (EFL). Writing accuracy is closely related to the correct application of syntactic rules, including sentence structure, word order, and grammatical relationships. An experimental research design was employed involving ten first-semester EFL students. Data were collected through a syntax mastery test and a writing task designed to measure students’ accuracy in constructing grammatical sentences. Pre-test and post-test scores were analyzed to examine the relationship between syntax mastery and writing performance. The results indicate that students with higher levels of syntax mastery achieved significantly better writing accuracy compared to those with lower mastery. These students demonstrated greater ability to produce grammatically correct and well-structured sentences. The findings underscore the importance of syntax instruction in enhancing EFL learners’ writing accuracy. Consequently, the integration of syntax-focused teaching strategies is recommended to support the development of accurate writing skills in EFL classroom contexts. ABSTRAK Penelitian ini menyelidiki pengaruh penguasaan sintaksis siswa terhadap akurasi menulis dalam konteks Bahasa Inggris sebagai Bahasa Asing (EFL). Akurasi menulis sangat berkaitan dengan penerapan aturan sintaksis yang benar, termasuk struktur kalimat, urutan kata, dan hubungan gramatikal. Desain penelitian eksperimen digunakan dengan melibatkan sepuluh mahasiswa EFL semester pertama. Data dikumpulkan melalui tes penguasaan sintaksis dan tugas menulis yang dirancang untuk mengukur akurasi siswa dalam membangun kalimat yang gramatikal. Skor pre-test dan post-test dianalisis untuk mengkaji hubungan antara penguasaan sintaksis dan performa menulis. Hasil penelitian menunjukkan bahwa siswa dengan tingkat penguasaan sintaksis yang lebih tinggi memperoleh akurasi menulis yang secara signifikan lebih baik dibandingkan siswa dengan penguasaan rendah. Siswa tersebut menunjukkan kemampuan lebih besar dalam menghasilkan kalimat yang gramatikal dan tersusun dengan baik. Temuan ini menegaskan pentingnya pembelajaran sintaksis dalam meningkatkan akurasi menulis siswa EFL. Oleh karena itu, integrasi strategi pengajaran yang berfokus pada sintaksis direkomendasikan untuk mendukung pengembangan keterampilan menulis yang akurat dalam konteks kelas EFL.
SYNTAX ANALYSIS OF ENGLISH NOMINAL PHRASE STRUCTURE AND ITS IMPLICATIONS FOR GRAMMAR LEARNING: EFL LEARNERS Siregar, Imelda Kurniati; Surbakti, Reinasya Br; Adelia, Tiara; Ismahani, Siti
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8474

Abstract

This study aims to analyze the structure of English noun phrases and examine their implications for grammar learning for learners of English as a Foreign Language (EFL). The study employs a qualitative approach using a literature study method by reviewing and analyzing books and journal articles that discuss noun phrase structures from a syntactic perspective and common errors made by EFL learners. The analysis focuses on the constituent elements of noun phrases, including the head noun, determiners, pre-modifiers, and post-modifiers. The findings show that EFL learners still experience significant difficulties in constructing correct noun phrases, particularly in the use of determiners, adjective order, and post-modifying structures such as prepositional phrases and relative clauses. The errors identified generally include omission, addition, misformation, and misordering, which are influenced by the complexity of noun phrase structures and interference from the learners’ first language. These errors affect clarity of meaning, grammatical accuracy, and the quality of learners’ academic writing. Therefore, a solid understanding of noun phrase structure is essential to improve learners’ syntactic competence and academic writing ability. This study is expected to contribute to the development of more effective and structure-based grammar teaching strategies for EFL learners. ABSTRAK Penelitian ini bertujuan untuk menganalisis struktur frasa nomina dalam bahasa Inggris serta mengkaji implikasinya terhadap pembelajaran tata bahasa bagi pembelajar bahasa Inggris sebagai bahasa asing (EFL). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka melalui penelaahan dan analisis buku serta artikel jurnal yang membahas struktur frasa nomina dari perspektif sintaksis dan kesalahan yang umum dilakukan oleh pembelajar EFL. Analisis difokuskan pada unsur-unsur pembentuk frasa nomina yang meliputi unsur inti (head noun), penentu (determiner), pre-modifier, dan post-modifier. Hasil kajian menunjukkan bahwa pembelajar EFL masih mengalami kesulitan yang signifikan dalam membentuk frasa nomina yang benar, khususnya dalam penggunaan determiner, urutan adjektiva, serta struktur post-modifier seperti frasa preposisional dan klausa relatif. Kesalahan yang ditemukan umumnya berupa omission, addition, misformation, dan misordering yang dipengaruhi oleh kompleksitas struktur frasa nomina serta interferensi bahasa pertama pembelajar. Kesalahan-kesalahan tersebut berdampak pada kejelasan makna, ketepatan gramatikal, dan kualitas penulisan akademik pembelajar. Oleh karena itu, pemahaman yang kuat terhadap struktur frasa nomina sangat penting untuk meningkatkan kompetensi sintaksis dan kemampuan menulis akademik pembelajar EFL. Penelitian ini diharapkan dapat berkontribusi pada pengembangan strategi pembelajaran tata bahasa yang lebih efektif dan berbasis struktur.
Exploration of Students’ Knowledge about Predicate and Tree Construction in Syntax Tarigan, Najwa Ramadhani; Luthfi, Jihan; Farhansyah, Qoeddri; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2243

Abstract

English language instruction places a high priority on syntax, notably in assisting pupils in comprehending grammatical relationships and sentence structure. Predicate identification and syntax tree creation, both of which demonstrate students' comprehension of hierarchical sentence structures, are two crucial aspects of syntax learning. This study seeks to determine how well students comprehend predicate identification and syntax tree creation in English syntax. Students in the English Department who had finished a syntax course participated in a quantitative descriptive study design. The data were gathered via an internet survey that included Likert scale questions and multiple-choice options. The data were then analyzed using descriptive statistics presented as percentages. According to the data, the majority of students exhibit a strong conceptual grasp of predicates, as seen by their capacity to recognize predicates in basic sentences and identify verbs as the head of verb phrases. But in analyzing complex sentence structures and building syntax trees, students exhibit less assurance and skill. Despite these challenges, students show a positive outlook on learning syntax and a strong desire to increase their knowledge. The research comes to the conclusion that, despite students having basic syntactic knowledge, more instructional focus should be placed on visual-based methods and guided practice in order to improve their practical skills in creating syntax trees.
Syntactic Differences Between Simple, Compound And Complex Sentences Afrizah, Andien; Isnani, Indah Alya; Zira, Nazwa Kaila; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2245

Abstract

Sentence structure plays an important role in shaping clarity, coherence, and academic accuracy in scientific writing. This study aims to examine syntactic differences in the use of simple, compound, and complex sentences in two academic essays written by EFL students. Using a qualitative descriptive research design, this study analyzes two student essays entitled “Technology: Addressing Inequality, How Technology Can Promote Inclusive Education in the Digital Revolution” and “The Impact of Electronic Media Radiation Often Overlooked by Many People”. Data were collected through document analysis and classified based on clause structure, sentence types, as well as the use of coordinating and subordinating conjunctions. The findings reveal a clear difference in syntactic patterns between the two texts. The first essay shows a strong dominance of complex and compound–complex sentences, reflecting higher syntactic complexity and analytical depth, while the second essay primarily uses simple sentences with few complex constructions, indicating a more informative and linear writing style. These differences suggest that sentence structure choices are closely related to rhetorical purposes and the level of academic literacy. The study highlights the importance of syntactic awareness in academic writing and suggests that explicit instruction on sentence variation can support EFL students in developing more sophisticated and effective written discourse.
An Analysis of Pbi UINSU Students’ Understanding Of Transitive and Complex-Transitive Verbs in Syntax Laita, Rahma; Wulandari, Wulandari; Yulianti, Dwi; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2246

Abstract

This study investigates PBI UINSU students’ understanding of transitive and complex-transitive verbs in syntactic analysis using a mixed-methods approach. The participants were seven students from the English Education Department at UIN Sumatera Utara who had completed a syntax course. Data were collected through a Google Form questionnaire consisting of seven knowledge-based multiple-choice items and five Likert-scale statements measuring students’ perceptions and confidence levels. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings reveal that students demonstrate a strong understanding of basic transitive verb constructions, particularly simple S–V–O patterns and the obligatory role of direct objects. However, their performance on complex-transitive verb items was less consistent, especially in identifying object complements and recognizing verbs that function as complex-transitive. Perception data indicate that although students generally feel confident in their understanding, confusion between direct objects and object complements remains evident. The study concludes that while students possess adequate foundational knowledge of transitive verbs, greater instructional emphasis on functional analysis and object complements is necessary to enhance their syntactic competence in analyzing complex-transitive constructions
An Analysis of Subject-Auxiliary Inversion Errors in EFL Students' Writing Tarigan, Najwa Ramadhani; Luthfi, Jihan; Purnama, Dirza Rizki; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2247

Abstract

In English as a Foreign Language (EFL) writing, grammar is essential for achieving precision and clarity, particularly when it comes to creating questions. The subject and auxiliary verb must be reversed in yes/no and wh-questions, according to the necessary grammatical form known as subject-auxiliary inversion (SAI). Using a descriptive quantitative methodology, this study seeks to analyze the frequency and patterns of SAI mistakes in the writing of EFL learners. Twenty-two undergraduate EFL students from the State Islamic University of North Sumatra (UINSU) from various academic semesters made up the participants. Using a structured grammar test modified from Azar (2009) and administered electronically using Google Forms, data were collected. The frequency and kinds of inversion mistakes were determined using descriptive statistics and error analysis in the analysis. The results demonstrate that SAI is utilized with a very high overall accuracy rate (over 95%), suggesting that the majority of students have fully absorbed this grammatical principle. Nevertheless, there were still some little mistakes, especially in statements using present simple, past simple, and present perfect auxiliary verbs. Although formal grammar teaching is generally successful, these findings indicate that there is still a need for focused reinforcement on tense-auxiliary alignment. By highlighting the significance of targeted remedial grammar exercises in improving grammatical precision in writing, the research offers practical pedagogical recommendations for EFL teaching.
The Importance of Syntax in Understanding English Sentence Structure: A Library Research Purnama, Dirza Rizki; Nasywa, Ibtisamah; Ray, Nurul Anisya; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2267

Abstract

This study discusses the importance of syntax in understanding English sentence structure, particularly for English as a Foreign Language (EFL) learners. This research employed a qualitative descriptive method using a library research approach by reviewing linguistics textbooks and relevant journal articles. The findings indicate that syntax plays a crucial role in organizing sentence elements such as subjects, verbs, objects, phrases, and clauses, and in interpreting meaning accurately. Syntactic knowledge helps learners understand word order, recognize grammatical relationships, and comprehend both simple and complex sentence patterns. Moreover, syntactic awareness supports learners in producing grammatically correct and meaningful sentences in communication. Therefore, mastering syntax is essential for improving learners’ understanding and effective use of English sentence structure.
Basic Concepts of English Syntax: Structure, Patterns, and Common Issues in English Writing Tarigan, Zulayha Ulinta; Kinanti, Kinanti; Hanum, Atika; Kholijah, Siti; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2310

Abstract

Syntax is a core component of linguistic knowledge that plays a crucial role in the construction of meaningful sentences. In English, syntactic rules determine how words are organized into phrases, clauses, and sentences to convey clear and accurate meaning, particularly in written communication. This article discusses the basic concepts of English syntax by outlining its definition, fundamental elements, sentence structures, and practical use in writing. In addition, common syntactic problems frequently encountered by English learners are examined along with their theoretical causes. The article is intended as a conceptual and pedagogical overview rather than a research report, aiming to support students and general readers in developing a clearer understanding of English sentence structure and improving writing quality through appropriate syntactic use.
Co-Authors Abdurrachman, Abdurrachman Adelia, Tiara Afifah, Nabila Yun Afrizah, Andien Ahwani, Sahfitri Aini, Zahwa Aldira Lubis, Nisa Alzahwa, Naila Amirul Mukminin Amru, Aisyah Ananda, Dea Rizka ANANTA, ASTI Andara, Nadhifa Shofi Angelika, Silvi Anggini, Nurasiah Anggraini, Nabilla Anggun Fitrah, Gadis Anisah, Kania Anissa, Anissa Annisa, Rossy Ardi, Ahmad Rizky Arifinsyah Arifinsyah Arifinsyah, Arifinsyah Arista, Milda Wahyu Arkan Syafiq, Muhammad Aswatdi, Hazhar Aulia, Nicky Aulia, Sirrul Azmy , Nabila Putri Azra, Afifah Azra, Tsabitha Bahar, Tanzila Batubara, Putri Fadila Batubara, Putri Fadilah Dalimunte, Alya Fadhillah Damanik, Agusman Damanik, Nazwa Umri Daulay, Sholihatul Hamidah Dewi, Sukma Dhini Aulia Divany, Adelia DWI YULIANTI Dwiki Nanda, M. Farhan Elvida Futri Mahara Fadhila Fadhila Fadhila, Nurul Fadhilah, Rhaudhotul Fadhillah, Afrohul Fadhillah, Yoga Fadila, Nazifah Ayu Fadilla, Faris Fadlan Fadlan Fahri, M. Aidyl Fahriza, Icha Fanny Sara Seti, Dian Farhansyah, Qoeddri Fatimah, Dwi Fauziah, Husnul Azizi Fazlur Rahman Fitria, Lailatul Fitriyana Fitriyana, Fitriyana Gani, Liyundzira Fikroh Geovanni, Celli Habeahan, Rahmatilah Aini Hafizha, Aisyah Hafizhah, Maulia Hakim, Widiya Mentari Hanum, Atika Harahap, Afzylianur Harahap, Nur Hapsi Harahap, Siti Hasibuan, Assyifa Padiska Havid, Dini Mutia Hawa, Pratiwi Hazeina Nasution, Adiba Nazilla Hizkia, Huda Hsb, Juanda Muktar Ida Ayu Putu Sri Widnyani Ismayati, Hafizah Isnani, Indah Alya Jufri Naldo Julaika, Siti Juwita, Rahelia Karlina Karlina Khairani, Rizki Putri Yunisa Khairun Nisa Khairunnisa Khairunnisa Khoirunnisa Hasibuan, Ardina Khuailid, Ahmad Ridho Kinanti Kinanti, Kinanti Laita, Rahma Lathifah, Azhara Dwi Lestari, Dwita Lubis, Nurul Atika Lubis, Nurul Hidayah Lubis, Rahma Fitri Yani Lubis, Rofikoh Luthfi, Jihan Maharani, Puspita Maifira, Hafiza Marpaung, Rismayani Mashalan, Fahima Mashalani, Fahima Matondang, Annisa Mutiah Mawaddah, Elfi May Azura, Anisa Miftahul Jannah Miranda Gihar, Natasya Muhammad Hafiz Nadia Wulandari Nasution, Ade Suriyani Nasution, Hasan Bakti Nasution, M. Habib Rifky Nasution, Masriyanti Nasution, Nisa Fahria Nasution, Raja Farhan Ansory Nasution, Sahraini Yamni N.F. Naswa Khodijah, Raifa Nasyifa, Nazry Nasywa, Ibtisamah Natasya, Azzahra Natasya, Mulia Noviandanu, Helmi Nst, Anggi Rahmanida Nst, Raisa Rahmi Nur Amalia, Fadiah Nur Hasanah Nur Meiza, Afia Nuraisyah, Putri Nurul Fadhilah Nurwijayanti Octia Pebrianti, Irpi Panjaitan, Suhaida Zain Pratiwi, Putri Adinda Purba, Kezia Nur Elizanti Purnama, Dirza Rizki Putri, Nadila Adelia Putri, Suci Aisya Putriana, Harshanda Rafika Qoyyimah, Nadya Dinul Rahma, Lili Elisa Rahma, Mulia Raihana, Ariqqah Ramadhani, Nazwa Rangkuti, Sakila Khairiah Ray, Nurul Anisya Razak, Rafiza Abdul Regar, Najla Rifqi, Muhammad Hafiz Ritonga, Lingga Sahara Ritonga, Novita Rizky, Septiana Sabrina, Azra Batrisyia Sahmarito Rambe, Susi Sakinah, Nasywa Salmanda, Dandi Salsabila, Carisha Puti Salsabila, Hawa Alfina Salsabila, Sabrina Salsavira, Faliza Layla Sani, Tiara Sari, Izzati Amirah Sari, Khoiriya Sari, Parima Shafirahasan, Shafirahasan Sihotang, Zahira Shofa Simangunsong, Dinda Azalia Simbolon, Sulistina Ratulani Siregar , Ayu Juniaty Siregar , Hanny Sarah Siregar, Aisyah Rizqa Fitri Siregar, Ayunda Putri A. Siregar, Durrah Mawaddah Siregar, Fatimah Azzahra Siregar, Imelda Kurniati Siregar, Indi Hanifah Siregar, Nur Fadiah Arifah Siregar, Winda Rahmana Siregar, Yusdinal Rizki Sitanggang, Cansa Namira Siti Kholijah, Siti Sundana, Dinda Sundari, Dini Surayya, Azizah Surbakti, Reinasya Br Syafira, Syafira Syaukani Syaukani Tambunan, Nurul Fadilah Tambunan, Rahma Laila Tarigan, Najwa Ramadhani Tarigan, Zulayha Ulinta Tobing, Sarah Davina L Veriyansah, Veriyansah Wahyuni, Larasati Dwi wilda anwar, hazril fikri Windi Wulandari Wulandari Wulandari Wulandari, Rahayu Wulandari, Siti Zahara Zafirah, Talitha Zahara, Khairiah Zahriah, Putri Zira, Nazwa Kaila Zuhairya, Nabila Zuhra, Rana May Zulfan, Willy