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All Journal Englisia Journal
Ayu, Dian Pawitri
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Languange, Linguistic, Communication & Media

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Grammatical interference in Islamic school students’ English narrative writings Ayu, Dian Pawitri; Nurweni, Ari
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.18947

Abstract

Employing a qualitative approach, this study aims to discover the types of grammatical interference that mostly occur in narrative texts written by Indonesian students at a senior high school level. The grammatical interference covered in this article is categorized into two, namely syntactical interference and morphological interference. Moreover, 20 eleventh-grader students of an Islamic school were chosen randomly to be the sample of this research. The students were asked to compose a narrative text with a topic that has been determined by the teacher. Their writings were then analyzed descriptively to find out the dominant types of grammatical interference made by the students. It was revealed that the students encountered morphological inferences related to tenses, articles, subject-plural forms, and pronouns. Besides, syntactical inferences regarding word order, noun phrase, and passive voice are found in the students’ writings. Thus, it implies that students often used the grammatical rules of their first language in composing their writings in English.   
Dogme approach in asynchronous discussion to enhance EFL learners’ writing achievement: A quasi-experimental study Ayu, Dian Pawitri; Raja, Patuan; Sinaga, Tuntun
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28156

Abstract

This study explores the effectiveness of Dogme, a communicative approach, in enhancing the writing skills of English as a Foreign Language (EFL) high school students through asynchronous discussions. By integrating Dogme principles, which prioritize student interests and emergent language, the study aims to improve the efficacy of asynchronous discussions in language learning. A quasi-experimental quantitative design was employed, involving a class of high school students who participated in six asynchronous discussion sessions modified with Dogme principles. Data were collected via pre- and post-intervention writing tests, with student writings evaluated across five aspects. The results, analyzed using a Repeated Measures t-test, revealed significant improvement in writing achievement, evidenced by a higher post-test mean score (82.1) compared to the pre-test (69.8), with a two-tailed significance value below 0.05. This enhancement is attributed to students’ ability to choose discussion topics and utilize emergent language, enabling richer content development in their writing. Thus, this study confirms the viability of incorporating Dogme principles into asynchronous EFL teaching methods to boost writing performance.
Grammatical interference in Islamic school students’ English narrative writings Ayu, Dian Pawitri; Nurweni, Ari
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.18947

Abstract

Employing a qualitative approach, this study aims to discover the types of grammatical interference that mostly occur in narrative texts written by Indonesian students at a senior high school level. The grammatical interference covered in this article is categorized into two, namely syntactical interference and morphological interference. Moreover, 20 eleventh-grader students of an Islamic school were chosen randomly to be the sample of this research. The students were asked to compose a narrative text with a topic that has been determined by the teacher. Their writings were then analyzed descriptively to find out the dominant types of grammatical interference made by the students. It was revealed that the students encountered morphological inferences related to tenses, articles, subject-plural forms, and pronouns. Besides, syntactical inferences regarding word order, noun phrase, and passive voice are found in the students’ writings. Thus, it implies that students often used the grammatical rules of their first language in composing their writings in English.   
Co-Authors Ari Nurweni Patuan Raja Tuntun Sinaga