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All Journal Kreatif Jurnal Inspirasi Pendidikan PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Ilmiah Lingua Idea Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Eduscience (JES) Elsya : Journal of English Language Studies Pioneer: Journal of Language and Literature BERNAS: Jurnal Pengabdian Kepada Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language and Education Journal of General Education and Humanities Modality Journal: International Journal of Linguistics and Literature Journal of Language and Literature Studies Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Kreatif Online Jurnal Pengabdian Masyarakat Language Circle : Journal of Language and Literature
Siska Bochari
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Cracking The Code: Noun Phrase Complexity in Efl Student Compositions Chipta Sakti Parawali; Siska Bochari; Darmawan; Sudarkam R. Mertosono
Modality Journal: International Journal of Linguistics and Literature Vol. 4 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/mj.v4i2.8661

Abstract

This research investigates the dominant noun phrase patterns used by EFL students and identifies the challenges they face in constructing complex noun phrases. A descriptive quantitative design was applied, involving third-semester EFL students majoring in English Education at Tadulako University. Data were collected through tests and questionnaires, validated using the SPSS program to ensure reliability. Results reveal that the most frequently used noun phrase pattern is determiner + noun, accounting for 35% of the total noun phrases produced by students. In contrast, the least utilized pattern is premodifier + noun + postmodifier, representing only 1%. The analysis indicates that sociocultural factors, particularly students' linguistic environments, significantly influence their ability to construct complex noun phrases. Addressing these challenges may involve implementing inclusive curricula and culturally responsive teaching strategies. The findings have implications for curriculum design, emphasizing the need to enhance instructional materials and provide targeted practice to improve students' mastery of complex noun phrase structures.AbstrakPenelitian ini mengkaji pola frasa nomina yang dominan digunakan oleh mahasiswa EFL dan mengidentifikasi tantangan yang mereka hadapi dalam membentuk frasa nomina kompleks. Desain penelitian yang digunakan adalah deskriptif kuantitatif, dengan melibatkan mahasiswa EFL semester tiga yang mengambil jurusan Pendidikan Bahasa Inggris di Universitas Tadulako. Data dikumpulkan melalui tes dan kuesioner yang divalidasi menggunakan program SPSS untuk memastikan keandalannya. Hasil penelitian menunjukkan bahwa pola frasa nomina yang paling sering digunakan adalah determiner + noun, yang mencakup 35% dari total frasa nomina yang dihasilkan oleh mahasiswa. Sebaliknya, pola yang paling jarang digunakan adalah premodifier + noun + postmodifier, dengan hanya 1%. Analisis menunjukkan bahwa faktor sosiokultural, terutama lingkungan bahasa mahasiswa, memiliki pengaruh signifikan terhadap kemampuan mereka dalam membentuk frasa nomina kompleks. Mengatasi tantangan ini dapat dilakukan dengan menerapkan kurikulum yang inklusif dan strategi pengajaran yang responsif secara budaya. Temuan ini memiliki implikasi terhadap desain kurikulum, dengan menekankan perlunya peningkatan materi pembelajaran dan pemberian latihan yang terarah untuk meningkatkan penguasaan mahasiswa terhadap struktur frasa nomina kompleks.Kata Kunci: frasa kata benda, kompleks, pola, faktor kesulitan.
MORPHOLOGICAL PROFICIENCY OF EFL STUDENTS IN NORMALIZING VERBS WITH SUFFIXES Islamiati, Dini; Bochari, Siska; Mertosono, Sudarkam R.; Lebagi, Desrin
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 8, No 2 (2024)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v8i22024p328-341

Abstract

The purpose of this research was to determine which suffix students most frequently used and the factor of difficulty they encountered when converting verbs to nouns using nominal suffixes. Tests and questionnaires were used in the study's quantitative descriptive design to gather information from fifth-semester English education study program students. The findings indicate that students had no problems and that the most common suffix used was -ing.
A Syntactic Analysis of Sentence Patterns Made by the EFL Students of English Study Program Kusnadi, Muhammad Fitrah; Bochari, Siska; Hastini, Hastini; Usman, Sriati
Jurnal Lingua Idea Vol 15 No 2 (2024): December 2024
Publisher : Faculty of Humanities, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jli.2024.15.2.9987

Abstract

The researcher found that students' ideas in written language are not organized structurally and adequately because of the lack of understanding of sentence patterns. Their sentences are not varied, meaningful, and effective. When the students construct a sentence, they tend to construct simple sentences consisting of subject, verb, and object. It means that they do not understand the variety of sentence patterns. This research was conducted to discover the variety of sentence patterns made by students, the most dominant sentence pattern in students' written work, and why students struggle to make sentences based on sentence patterns. This research method depends on quantitative descriptive data and statistical analysis. The population and sample of this research are the 4th-semester students of the English Education Study Program at Tadulako University. The researcher found 1.127 sentences produced by the students in their written work with seven patterns. The most dominant sentence pattern in the students’ written work is pattern SVA (subject + verb + adverb). The researcher also found that four variables make the students find difficulties in writing sentences: the students have problems in constructing affirmative and negative sentences, constructing sentences based on the rules, constructing sentence patterns because they have different understandings about sentence patterns, and because they cannot differentiate formal and informal sentences.
A Study of Verb Inflection Usage in Sentences by EFL Students: Challenges and Trends S. Madanun, Nur Rahmi; Bochari, Siska; Mochtar Marhum; Hastini
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i1.3803

Abstract

This study investigates the distribution and challenges of verb inflection usage among English as a Foreign Language (EFL) students at Tadulako University, focusing on regular verb inflection namely the use of suffixes such as -ed, -s, -ing, and -en suffixes as well as irregular verbs such as ablaut, suppletion, and zero modification in tenses and aspects. Using a quantitative descriptive approach, data were collected through tests and questionnaires from 148 third-semester students. The analysis results show that regular verbs, especially the suffix -en, are more challenging for EFL students. Seven factors that influence the use of verb inflection were identified: 1) vocabulary limitations; 2) fear of making mistakes; 3) low motivation; 4) teaching methods and quality of instruction; 5) lack of practice; 6) classroom environment; and 7) peer influence.
Exploring Inflectional Morphemes in Sentences Written by EFL Students Artika; Bochari, Siska; Lebagi, Desrin; Maf'ulah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.3857

Abstract

The objective of this research was to find out the types of inflectional morphemes that the students frequently misused and to find out the difficulty factors faced by students in using the type of inflectional morphemes. The population of this research consisted of 5th-semester students from the English Education Study Program at Tadulako University. The sample was selected using a simple random sampling technique, and there were 136 students in the 5th-semester class. The method of this research depends on the quantitative descriptive data using statistical analysis. Tests and questionnaires were used to collect the data. The researchers found that the ablaut adjective as an irregular form is the type of inflectional morphemes frequently misused by the students; the frequency of many incorrect forms is 160, and the difficulty factors that are affecting the students' use of inflectional morphemes are psychological as internal factors and peer and advisor support as the external factors.
Visualizing Words: The Effectiveness of Colored Pictures in Teaching Vocabulary Andriani, Nita; Hastini; Bochari3, Siska; Mertosono4, Sudarkam R.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3911

Abstract

This study uniquely explores the combined impact of colored pictures and student motivation on vocabulary mastery, an intersection rarely examined. This research investigates the effectiveness of colored pictures as a teaching medium and the role of student motivation in improving vocabulary comprehension among eighth-grade students at SMPN 19 Palu. A quasi-experimental design was employed, including 55 pupils split into two groups: a control group (n = 27) and an experimental group (n = 28). The experimental group was taught using colored pictures, whereas the control group followed conventional methods of instruction. Vocabulary mastery was assessed through Tests before and after, and students' motivation was measured using a Likert-scale questionnaire. The findings revealed that the experimental group outperformed the control group by a substantial margin, achieving an average post-test score of 72.92, compared to 61.46 in the control group. There was a statistically significant change (p < 0.05), demonstrating the effectiveness of colored pictures in enhancing vocabulary mastery. Moreover, students with higher motivation in the experimental group was successful. Superior scores, with average of 75.30, compared to 69.10 for those with moderate motivation. These results confirm that colored pictures not only enhance vocabulary acquisition but also boost student engagement and motivation. The study suggests that integrating colored pictures into teaching strategies is a valuable approach to improving vocabulary mastery and fostering a more engaging setting for learning. For educators and legislators looking to improve vocabulary mastery results in language instruction, these studies provide useful insights.
Spotify as a Tool for Pronunciation Enhancement Among Eighth Graders: A Quasi-Experimental Study Sellinda Putri; Hastini; Usman, Sriati; Bochari, Siska
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.3926

Abstract

This study aims to find out the effect of the using Spotify application, using English songs and podcasts, affects students' pronunciation at SMP Negeri Model Terpadu Madani Palu. The research used a quasi-experimental design with two groups: an experimental class that used Spotify and a control class that used traditional methods. The sample consisted of two eighth-grade classes chosen using purposive sampling. Data was collected through pre-tests and post-tests to measure students' pronunciation before and after the treatment. The results showed that the average score of the experimental class improved significantly from 14.58 to 24.77, while the control class increased from 20.83 to 38.89. The Wilcoxon Signed Ranks test confirmed that the experimental class had a significant improvement (Z = -3.963, p = 0.000). However, the Mann-Whitney test showed no significant difference between the experimental and control classes (p = 0.677). This means that while Spotify helped improve students’ pronunciation, it was not proven to be more effective than traditional teaching methods. In conclusion, using the Spotify application can help students improve their pronunciation, especially for the consonant sounds /ʃ/, /ʒ/, /θ/, and /ð/. Even though the improvement was not greater than the conventional method, Spotify still made learning more interesting and interactive for students.
Morpho-Syntactic Errors in EFL Students’ Writing: A Lesson from Language Education Institutions Fajrin, Zainul; Manurung, Konder; Bochari, Siska; Hastini, Hastini; Hassan, Ahmad Javed
Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i1.2505

Abstract

Many students struggle with writing in English due to linguistic challenges such as morphology and syntax. This research aimed at discovering the morpho-syntactic errors that EFL students did and the most dominant error in the fifth-semester students in the English Education Study Program at Tadulako University. The researcher used descriptive quantitative method as the design of the research to analyze common morpho-syntactic error in on the students’ writings and to discover the errors and the most dominant errors made by students. The participants of this research were 145 students which chosen using simple random sampling where the researcher picked sample members from a population at random, without worrying about different groups or layers within that population. Data for this study were gathered through tests and the researcher analyzed using Dulay’s linguistic category taxonomy. The results of the study showed that errors are found at both morphological and syntactical levels. The morphological level included pronoun error, quantifier error, and inflectional error. Meanwhile, the syntactical level included tense error, infinitive error, auxiliary verb error and subject-verb agreement error. However, from all those errors, the most dominant error was pronoun error with the total number of errors was 504 in frequency. It implied that students lacked of understanding the use of pronouns in sentences. The research findings have important implications for both pedagogical approach and linguistic competence. For pedagogical approach, the insights help students understand and correct common grammar errors, improving their writing skills and boosting their confidence. In terms of linguistic competence, the findings highlight EFL students' development in morphology and syntax, enabling them to construct grammatically correct sentences and master complex language structures.
Understanding Sentence Roles and Argument Structures: A Syntactic Study of EFL Students Niswatun Nafi'ah; Bochari, Siska Bochari; Usman, Sriati Usman; Hastini, Hastini
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.17253

Abstract

This study aims to identify the most difficult argument structures and argument roles in sentences identified by English as a Foreign Language (EFL) students, as well as the factors that contribute to such difficulties. The study collected data using a descriptive quantitative method, relying on quantitative descriptive data through statistical analysis. focused on 36 fifth-semester students from Class B of the English Education Study Program at Tadulako University, who were selected through purposive sampling with statistical analysis, tests, and questionnaires. The results of the research showed some key findings: (1) the most difficult argument structure for students to identify is the sentence with two arguments, which appears with a total frequency of 60; (2) the most difficult argument role for students to identify is the experiencer; and (3) five main factors affect students' ability to identify roles and arguments in sentences, namely prior knowledge, interest and motivation, learning strategies, teaching methods, and learning environment. Future researchers can discuss thematic roles that have not been addressed in this study.
Word Formation Mastery in Efl Context : An Inquiry Into Derivational Processes in Student Writing Agusti Rahayu; Siska Bochari; Sriati Usman; Hastini Hastini
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 2 (2025): August : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i2.2342

Abstract

This study analyzed the use of derivational suffixes that transform root nouns into adjectives in the writing of EFL students at Tadulako University. This study aims to identify the types of adjectival suffixes that are difficult to use and the common errors students make. Using quantitative descriptive method, data were collected from the students' writings and analyzed morphologically. The results show that suffixes such as -ful, -ous, -ly, -al, -ic, -able, -less, and -ive are frequently used. However, many errors were found, especially in choosing the wrong suffixes and in spelling. These findings highlight the need for more explicit instruction in morphological rules to help the students form words more accurately.
Co-Authors Agusti Rahayu Aminah Suriaman Amuntyastuti, Sekar Anggreni, Afrillia Annisa Nur Azizah Artika Chipta Sakti Parawali Citra Andini Darmawan Darmawan Darmawan Desrin Lebagi Fajrin, Zainul Ferry Rita Firghy, Siti Aisyah Mutiara Hasan Basri Hassan, Ahmad Javed Hastini, Hastini Hidayah, Barokatul Islamiati, Dini Jamiluddin, H. Jaya, Moh Yusril Konder Manurung Kusnadi, Muhammad Fitrah Maf'ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Marhum, Muchtar Masyitha Madani Mertosono4, Sudarkam R. Mochtar Marhum Moh Yusril Jaya Muh Arid Mukrim, Mukrim Murkim Nadrun, Nadrun Niswatun Nafi'ah Nita Andriani Rita, Ferry S, Sakina S. Madanun, Nur Rahmi Sabang, Rahmad Rizkyanto Sari, Lilis Indah Sellinda Putri Shanti Rachmawati Afrilya Shanti Rachmawati Afrilya Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Zakkaria, Muh