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All Journal Jurnal Celtic 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 FOSTER: Journal of English Language Teaching 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 e-Journal of Linguistics
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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Derivational suffixes: A review of denominal adjectives in English language learning Musdaliffa, Musdaliffa; Bochari, Siska; Maf'ulah, Maf'ulah; Darmawan, Darmawan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 13 No. 1 (2026): Vol. 13 No. 1 (2026): June 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v13i1.43253

Abstract

This study intended to investigate the difficulties encountered by EFL learners in using four derivational adjective-noun suffixes (-al, -ous, -ic, and -ful) and their factors. Although derivational morphology can contribute to vocabulary development and academic skills, the use of suffixes that form adjectives is still a difficulty for many EFL learners. This research used a non-experimental quantitative descriptive method. The population and sample for this study comprised 33 students in the fifth semester of the Morphology course in the English Education Study Program. Data were collected using a test and a questionnaire to assess conditions influencing students' abilities. Test results showed that the four endings varied in difficulty. The endings -ous and -ic were the most difficult for students to use correctly, while -al was the easiest. Student use of -ful was not entirely principled. However, the level of accuracy for the base noun seemed to be a defining factor in suffix use accuracy. The results of the questionnaire also showed that a lack of morphological awareness, limited vocabulary size and pedagogical limitations were the three primary variables influencing students' capacity to generate adjectives. There was no appreciable impact from other factors such L1 interference, overgeneralization, lack of productive practice, and limited exposure to authentic texts. These results emphasize the need to provide more direct instruction in derivational morphology, broaden the range of activities, and increase exposure to scholarly terminology. Improvements in these areas may improve students' understanding of morphology and enable them to produce more accurate and complex academic language.
Analysis of Grammatical Errors in the Writing of the Eleventh Grade Students at SMA Labschool UNTAD Palu Muh Zakkaria; Konder Manurung; Siska Bochari; Hastini Hastini
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.837

Abstract

The study aimed to investigate errors in students’ writing assignments and identify which errors students committed most often. This research was prompted by the fact that students in SMA Labschool UNTAD Palu struggle with the simple past tense as a language feature in recount texts. Utilizing a descriptive quantitative design, the study involved 15 students as the sample. Using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen as a guide, it was shown that students commit all types of grammatical errors. Misformation was committed the most with a total of 127 occurrences (80,89%). Omission ranked second with 20 appearances (12,74%), followed by addition errors with 9 appearances (5,73%), and misordering ranked last with only 1 appearance (0,64%). The high number of misformation errors indicated that students were struggling to form correct verb tenses and to choose the correct word form. This suggests that students’ understanding of English morphology and tense usage is inadequate, especially in forming sentences with past-tense verbs.
Challenges in Inflectional Morphology: Errors in Plural Formation among EFL Students Yulianti Sumah; Siska Bochari; Moh. Abraham Akbar Eisenring; Maf'ulah Maf'ulah
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.853

Abstract

Many EFL students continue to struggle with plural formation, particularly in distinguishing regular and irregular noun patterns. This study aimed to identify the inflectional markings most frequently misused in forming plural nouns, to classify inflectional errors, and to calculate the frequency of each error type produced by EFL students. The researchers employed a quantitative descriptive research design. The study population consisted of third-semester students from the English Education Study Program at Tadulako University, with 153 participants selected via simple random sampling. A test consisting of 35 questions was used as the main instrument in this study, and the errors were analysed using Dulay’s Surface Strategy Taxonomy. The findings showed that the irregular form -f/-fe to -ves was the most frequently misused inflectional marking by the students, with a total frequency of 500 errors. Furthermore, 2,358 errors were found in students’ answers across four types: omission, addition, misformation, and misordering. Misformation was the most frequent type of error with a frequency of 1,014 (43.00%), followed by omission with 813 (34.48%), addition with 385 (16.33%), and misordering with 146 (6.19%). These findings indicate that students require more targeted instruction on irregular plural forms. The results highlight the need for teaching strategies that explicitly strengthen students’ morphological understanding to reduce recurring errors in plural formation.
English /v/ Under Pressure: Phonological Interference among Kaili Rai EFL Students Adinda Mawadda Rahma; Siska Bochari; Mukrim Mukrim; Nursehang Thamrin
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1197

Abstract

This study investigates phonological interference in the production of the English voiced labiodental fricative /v/ among Kaili Rai EFL students. The research problem arises from the frequent substitution of /v/ with /f/ among Indonesian learners, while variation across phonological positions and specific regional language backgrounds remains underexplored. The objective of this study is to identify the types and frequency of interference in /v/ pronunciation and to examine positional vulnerability in its realization. A descriptive quantitative design was employed. Thirty-four students were selected through purposive sampling from a population of 211. Data were gathered using word lists, minimal pairs, and sentence reading tasks containing /v/ in initial, medial, and final positions. The recordings were transcribed using the International Phonetic Alphabet (IPA) and analyzed through frequency and percentage calculations. The findings reveal three types of interference: substitution, omission, and epenthesis, with substitution emerging as the most dominant pattern. Interference occurred more frequently in word-initial and word-final positions than in medial positions, indicating that phonological position plays a significant role in second language segment production. The results demonstrate that pronunciation difficulty is not solely caused by the absence of a phoneme in the first language but is also shaped by positional distribution.
Co-Authors Adinda Mawadda Rahma Agusti Rahayu Aminah Suriaman Amuntyastuti, Sekar Anggreni, Afrillia Annisa Nur Azizah Artika Chipta Sakti Parawali Citra Andini Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Eisenring, Moh. Abraham Akbar Eva Herayanti Fajrin, Zainul Ferry Rita Firghy, Siti Aisyah Mutiara Hasan Basri Hassan, Ahmad Javed Hastini Hastini Hastini, Hastini Hidayah, Barokatul Islamiati, Dini Jamiluddin, Jamiluddin Jaya, Moh Yusril Konder Manurung Kusnadi, Muhammad Fitrah Maf'ulah Maf'ulah Maf'ulah Maf'ulah, Maf'ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Marhum, Muchtar Masyitha Madani Mertosono4, Sudarkam R. Mochtar Marhum Moh Yusril Jaya Muh Arid Muh Zakkaria Muhammad Adithya Huzaifah Sandhi Mukrim Mukrim Mukrim Mukrim, Mukrim Murkim Musdaliffa, Musdaliffa Nadrun, Nadrun Niswatun Nafi'ah Nita Andriani Nursehang Thamrin 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 Wahid, Wilna Tri Rahayu Yulianti Sumah